Native Americans And The New Discovered Land By The...

Neil Mendez History 15A Section 10 October 21, 2014 I. Introduction: a. In the 1400s to the 1800s, English and European colonizers wanted to explore the world. They traveled and went west, where they discovered America. They found valuable resources which blossomed new opportunities for people to extract them. They used indigenous people and imported slaves to help the colonizers extract these rich resources. b. THESIS: The extracting of the resources at the new discovered land by the indigenous people and slaves was immoral because they poorly abused and degraded them for the gain of the colonist. II. Body: a. From the 1400s and 1620 the Spanish and Portuguese’s treated the Native Americans and slaves inhumanly. They had no respect them and didn’t see them as people. The French respected the Native Americans as allies, however they mistreated the slaves. i. In North America, the Anasazi tribe was on of the major culture groups. They were exceptional engineers because they made pueblos, a community like house. The Anasazi were also very religious people. However only men were allowed to worship in Kivas, a room used for ceremonial purposes. They also had an advanced political and economic system at their time. When comparing to the Europeans, both groups had similar hierarchy levels and religious rules by how most were male oriented. In Central America, one of the major cultures was the Andean civilization. They had a huge population of 20 million. They were a advancedShow MoreRelatedArgumentative Essay On Christopher Columbus Day1630 Words   |  7 PagesChristopher Columbus sailed the ocean and discovered what we now know as the Americas†¦ or so it’s been taught. In all actuality, there were already Native people who had been living in the continents for thousands of years. 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In the earlyRead MoreConsequences Of European Colonization1112 Words   |  5 Pagesto make their way to the new world, they discovered a society that was strikingly different to their own. In the late 1800’s, the rare Native Americans that were left in the United States were practically extinguished. Many diverse things contributed to their near-extinction, some were considered intentional and some unintentional. Some tribes made the decision to go willingly, and some decided to fight to their death but in the end, it was confirmed that Native Americans and settlers could not liveRead MoreEffects Of European Expansion On America1407 Words   |  6 Pagesthought for the majority of people as to how, over many generations in the family and throughout the passage of time, how they precisely got where they are currently today, as well as what kind of pain and suffering the continents known as North and South America was initially founded on. 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Enron Research Paper - 3111 Words

THE COLLAPSE OF ENRON amp; THE INTRODUCTION OF THE SARBANES OXLEY ACT BY TREVOR GARRETT 02/25/2011 Abstract Enron Corporation was one of the largest energy trading, natural gas and Utilities Company in the world that was based in Huston, Texas. The downfall of Enron is one of the most infamous and shocking events in the financial world, and its reverberations were felt around the globe. Prior to its collapse in 2001, Enron was one of the leading companies in the U.S and considered among top 10 admired corporations and most desired places to work at. Its revenues made up US $139 to $184 billion, assets equaled $62 to $82 billion, and the number of employees reached more than 30,000 people in 20 countries around the world.†¦show more content†¦Enron used this loop hole and began to take many assets and liabilities off its balance sheet and into that of SPE’s, so as to be able to access more capital and significantly reduce its risks. It specifically used these SPE’s to borrow funds directly from outside lenders by supplying its own credit and using its high stock p rices as guarantees. Enron took full advantage of accounting limitations in managing its earnings and balance sheet to portray a rosy picture of its performance. The company also violated GAAP in the recording or its revenues and expenses. It committed cut-off fraud by recording revenues early and recording expenses/liabilities after the cut off period thereby violating the policy and principle of revenue recognition. Enron’s trading business adopted mark-to-market accounting which made it difficult to estimate the income and expenses for long term contracts. Once the financial mis-representations came to light, Enron restated the previous 4 years of financial statements by recording a $1.2 billion reduction in stockholders equity, adjusting its income statements and balance sheets for the unconsolidated SPEs by $ 569 million, and making prior-period proposed audit adjustments and reclassifications that had originally been considered as immaterial. Following these announcements,Show MoreRelatedEnron Research Paper2224 Words   |  9 PagesEnron Research Paper In 2001, the world was shocked by the demise of Enron, a multibillion dollar corporation that had thousands of employees and people that had affiliations with the company including The White House itself. Because of the financial chaos and destroyed lives and reputations this catastrophe left in its path, questions arose concerning how exactly it happened, why it occurred, and who was behind it. 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Guidance of Police Serves Process †Free Samples to Students

Question: Discuss about the Guidance of Police Serves Process. Answer: Introduction: Police governance is generally aligned with the overall guidance of police serves and gives proper direction by formulating the organizations strategic objectives and goals. Police oversight on the other hand is generally associated with the methods and mechanisms it adopts for handling of complaints of against the individual officer, police service or anything against certain policy(East Kaustinen, 2014). The Police governance must be competent in its work. The policies and plans must meet with the requirements of the committee it serves and must be transparent and demonstrate integrity. The decisions must be well communicated, sound and accurate. The main functions of police governance are prevention of crime and detection of it, maintain public order and provide assistance to the public. The police is the strong arm of the State and in order to carry out its functions impartially it has been granted sufficient autonomy which is in line with the policies and laws. This operational independence must not be misused. Police oversight ensures that despite having powers, police forces are not above the law. The police oversight oversees that the police department do not take advantage of the powers and their position. It is a watchdog that regulates the police governance so that the trust and confidence of the public is maintained(Law Connection, 2017). Compare and contrast the dependant, interdependent and independent models of investigation into police misconduct There are three different models used during different jurisdictions to investigate which is the dependent model, interdependent and independent model. In the dependent model, the police officers investigations against their own police department officers or members belonging to another department. This model is often criticized because the investigators of the same police department and thus investigation is less objective and is biased lacking legal legitimacy. This model has lower costs and time but since there is no civilian involvement, this model is not accepted by society. In the interdependent model, the investigators investigate against their own members or members of some another police sector but with civilian oversight. Since the community is involved, civilian perspective and their feedbacks are considered. Although, the investigation is done by the police, but civilian oversight sees that the investigation is transparent and balanced. But the greatest negative point of this model is that the police officers have expertise in their field and may be reluctant. The civilians may not know the trick of the trade. But the civilian oversight ensures that the judgment is impartial and not done in favor of police or civilians. In the independent model, the investigation is done by civilian body that receives the complaints and does the investigation independently. This is the most effective and reliable model and the civilians feel more comfortable with this model. The citizens can feel free to complain about the officer without any fear of being reprimanded or reprisal. However, the opponents of this model argue that the investigators in this model are not experts and does not have a full understanding of the policies, laws and police culture. They lack experience in conducting criminal investigation and hence the independent investigators fail to gain trust in the law enforcement department(McCartney Parent, 2015). Compare and contrast the police governance of the RCMP and Calgary police service RCMP stands for the Royal Canadian Mounted Police which is a federal and national police force of the Canadian government. RCMP is a law enforcement body at a federal level. As it is federal police of Canada, RCMPs primary responsibility is to enforce federal laws across the Canada. The general law and order is generally the responsibility of the territorial or provincial legislation. RCMPs main duties are enforcement of federal laws that includes trafficking, commercial crime, domestic security, border protection, counter-terrorism, and providing security services to the Prime Minister, Monarch and other Royal authorities. RCMP also provides police patrolling to provinces of Canada that do not have any police force on contractual basis but does not provide policing services to Ontario or Quebec. Calgary Police Service (CPS) is the law enforcement Police service in Canada that incorporates the usage of air support in its routine operations. It is located in Alberta, Calgary and Canada and the main aim of CPS is to preserve the peace and harmony of the community. CPS ensures that the quality of life of the region is maintained and Calgary remains to be a safe place to live, work, stay or visit. The main difference between RCMP and CPS is that CPS is created by the municipalities and is an independent police service where as RCMP is under government governance and is under the authority of Royal Canadian Mounted Police Act. The Commissioner is the head of RCMP. In many provinces, the RCMP provides policing and is the only provincial force. RCMP has been given many powers which are being misused. Many Canadians have dimmer view of RCMP and the confidence of the Canadians have dropped significantly. On the other hand, CPS has positive views in their respective municipalities(Oliver, 2013). Bullying and harassment are serious problems that have afflicted the RCMP. RCMP has neither the ability nor the skill to address its problems. RCMP which is the federal police of Canada has a dysfunctional work culture and defective leadership, hence the federal government has stepped in and introduced civilian governance to bring the necessary change and fix the problem that is plaguing the RCMP. The RCMP is not in a position to fix its own problems; hence the change in the government structure will help to bring cultural transformation (Bronskill, 2017). Civilian oversight will help in resolving issues like sexual harassment, bullying, intimidation, harassment, etc which is infecting RCMP. Another solution is to foster leadership skills and promotional criteria must be based on expertise, professionalism and management skills. The leadership development programs and educational requirement must be made mandatory for promotion. In my opinion the Minister of Public Safety must strictly abide to law enforcement and civilian governance also must be experts and have understanding of policing. By enhancing accountability and taking immediate steps to bring transformational change in the culture will help in regaining the lost confidence of Canadians in RCMP.(Sevunts, 2017). References East, K., Kaustinen, F. (2014). Independent Citizen Governance of Police -Reasons Principles . APSB. Retrieved from https://oapsb.ca/wp-content/uploads/2016/10/Independent-Citizen-Governance-of-Police-Reasons-_-Principles-.pdf Jim Bronskill. (2017, may 15). Bullying, harassment thrive at RCMP, watchdog says. Retrieved september 22, 2017, from https://www.ctvnews.ca/canada/bullying-harassment-thrive-at-rcmp-watchdog-says-1.3413856 Law Connection. (2017). Police Oversight. Retrieved september 22, 2017, from https://www.lawconnection.ca/content/police-oversight McCartney, S., Parent, R. (2015). Investigation Models. In Ethics in Law Enforcement. Retrieved from https://opentextbc.ca/ethicsinlawenforcement/chapter/5-3-investigation-models/ Oliver, J. (2013, january 1). Public opinion of scandal-plagued RCMP down significantly in past five years: poll. Retrieved september 22, 2017, from https://nationalpost.com/news/canada/public-opinion-of-scandal-plagued-rcmp-down-significantly-in-past-five-years-poll Sevunts, L. (2017, may 15). National police watchdog calls for civilian oversight of RCMP. Retrieved september 22, 2017, from https://www.rcinet.ca/en/2017/05/15/national-police-watchdog-calls-for-civilian-oversight-of-rcmp/

Trigonometry Essay Example

Trigonometry Essay As you see, the word itself refers to three angles a reference to triangles. Trigonometry is primarily a branch of mathematics that deals with triangles, mostly right triangles. In particular the ratios and relationships between the triangles sides and angles. It has two main ways of being used: 1. In geometryIn its geometry application, it is mainly used to solve triangles, usually right triangles. That is, given some angles and side lengths, we can find some or all the others. For example, in the figure below, knowing the height of the tree and the angle made when we look up at its top, we can calculate how far away it is (CB). (Using our full toolbox, we can actually calculate all three sides and all three angles of the right triangle ABC). 2. AnalyticallyIn a more advanced use, the trigonometric ratios such as as Sine and Tangent, are used as functions in equations and are manipulated using algebra. In this way, it has many engineering applications such as electronic circuits and mechanical engineering. In this analytical application, it deals with angles drawn on a coordinate plane, and can be used to analyze things like motion and waves. Chapter-1Angles in the Quadrants( Some basic Concepts)In trigonometry, an angle is drawn in what is called the standard position. The vertex of the angle is on the origin, and one side of the angle is fixed and drawn along the positive x-axis. Names of the partsThe side that is fixed along the positive x axis (BC) is called the initial side. To make the angle, imagine of a copy of this side being rotated about the origin to create the second side, called the terminal side. We will write a custom essay sample on Trigonometry specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Trigonometry specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Trigonometry specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The amount we rotate it is called the measure of the angle and is measured in degrees or radians. This measure can be written in a short form: mABC = 54 ° which is spoken as the measure of angle ABC is 54 degrees. If it is not ambiguous, we may use just a single letter to denote an angle. In the figure above, we could refer to the angle as ABC or just angle B. In trigonometry, you will often see Greek letters used to name angles. For example the letter ? (theta), but on this site we always use ordinary letters like A,B,C. The measure can be positive or negativeBy convention, angles that go counterclockwise from the initial side are positive and those that go clockwise are negative. In the figure above, click on reset. The angle shown goes counterclockwise and so is positive. Drag A down across the x-axis and see that angles going clockwise from the initial side are negative. See Trig functions of large and negative angles The measure can exceed 360 °In the figure above click reset and drag the point A around counterclockwise. Once you have made a full circle (360 °) keep going and you will see that the angle is greater than 360 °. In fact you can go around as many times as you like. The same thing happens when you go clockwise. The negative angle just keeps on increasing. Coterminal anglesIf you have one angle of say 30 °, another of 390 °, the two terminal sides will be in the same place (390 = 360+30). These two angles would then be called coterminal angles. They would be in the same place on the plane but have different measures (30 ° and 390 °). Degrees and radiansThe measure of an angles can be expressed in degrees or radians, but in trigonometry radians are the most common. See Radians and Degrees. Recall than there are 2? adians in a full circle of 360 °, so 1 radian is approximately 57 °. In the figure above, click on radians to change units. | Standard position of an angle In trigonometry an angle is usually drawn in what is called the standard position as shown below. In this position, the vertex of the angle (B) is on the origin of the x and y axis. One side of the angle is always fixed along the positive x-axis that is, going to the right along the axis in the 3 oclock direction (line BC). This is called the initial side of the angle. The other side of the angle is called the terminal side. Initial side of an angle In trigonometry an angle is usually drawn in what is called the standard position as shown below. In this position, the vertex of the angle (B) is on the origin of the x and y axis. One side of the angle is always fixed along the positive x-axis that is, going to the right along the axis in the 3 oclock direction (line BC). This is called the initial side of the angle. The other side of the angle is called the terminal side. Terminal side of an angle In trigonometry an angle is usually drawn in what is called the standard position as shown on the right. In this position, the vertex (B) of the angle is on the origin, with a fixed side lying at 3 oclock along the positive x axis. The other side, called the terminal side is the one that can be anywhere and defines the angle. In the figure below, drag point A and see how the position of the terminal side BA defines the angle. Quadrantal Angle Definition: Angles in the standard position where the terminal side lies on the x or y axis. For example: 90 °, 180 ° etc. A quadrantal angle is one that is in the standard position and has a measure that is a multiple of 90 ° (or ? /2 radians). A quadrantal angle will have its terminal lying along an x or y axis. | Coterminal angles From co -together, terminal -end position Definition: Two angles are coterminal if they are drawn in the standard position and both have their terminal sides in the same location| Recall that when an angle is drawn in the standard position as above, only the terminal sides (BA, BD) varies, since the initial side (BC) remains fixed along the positive x-axis. If two angles are drawn, they are coterminal if both their terminal sides are in the same place that is, they lie on top of each other. In the figure above, drag A or D until this happens. If the angles are the same, say both 60 °, they are obviously coterminal. But the angles can have different measures and still be coterminal. In the figure above, rotate A around counterclockwise past 360 ° until it lies on top of DB. One angle (DBC) has a measure of 72 °, and the other (ABC) has a measure of 432 °, but they are coterminal because their terminal sides are in the same position. If you drag AB around twice you find another coterminal angle and so on. There are an infinite number of times you can do this on either angle. Either or both angles can be negative In the figure above, drag D around the origin counterclockwise so the angle is greater than 360 °. Now drag point A around in the opposite direction creating a negative angle. Keep going until angle DBC is coterminal with ABC. You can see that a negative angle can be coterminal with a positive one. How to tell if two angles are coterminal. You can sketch the angles and often tell just form looking at them if they are coterminal. Otherwise, for each angle do the following: * If the angle is positive, keep subtracting 360 from it until the result is between 0 and +360. In radians, 360 ° = 2? radians) * If the angle is negative, keep adding 360 until the result is between 0 and +360. If the result is the same for both angles, they are coterminal. Why is this important? In trigonometry we use the functions of angles like sin, cos and tan. It turns out that angles that are coterminal have the same value for these functions. For example, 30 °, 39 0 ° and -330 ° are coterminal, and so sin30 °, sin390 ° and sin(-330 °) and all have the same value (0. 5). Reference Angle: The smallest angle that the terminal side of a given angle makes with the x-axis is called reference angle. Chapter-2 Measurement Of Angles TRIGONOMETRY, as it is actually used in calculus and science, is not about solving triangles. It becomes the mathematical description of things that rotate or vibrate, such as light, sound, the paths of planets about the sun, or satellites about the earth. It is necessary therefore to have angles of any size, and to extend to them the meanings of the trigonometric functions. An angle is the opening that two straight lines form when they meet. When the straight line FA meets the straight line EA, they form the angle we name as angle FAE. Letter A, which we place in the middle, labels the point where the two lines meet, and is called the vertex of the angle. When there is no confusion as to which point is the vertex, we may speak of the angle at the point A, or simply angle A. The two straight lines that form an angle are called its sides. And the size of the angle does not depend on the lengths of its sides. We can see that in the figure above. For if the point C is in the same straight line as FA, and B is in the same straight line as EA, then angles CAB and FAE are the same angle. Now, to measure an angle, we place the vertex at the center of a circle we call that a central angle), and we measure the length of the arc that portion of the circumference that the sides intercept. We then determine what relationship that arc has to the entire circumference, which is an agreed-upon number. (In degree measure that number is 360; in radian measure it is 2?. ) The measure of angle A, then, will be length of the arc BC r elative to the circumference BCD or the length of arc EF relative to the circumference EFG. For in any circles, equal central angles determine a unique ratio of arc to circumference. (See the theorem of Topic 14. It is stated there in terms of the ratio of arc to radius, but the circumference is proportional to the radius:   C = 2? r. ) There are two systems for measuring angles. One is the well-known system of degree measure. . Degree measure To measure an angle in degrees, we imagine the circumference of a circle divided into 360 equal parts, and we call each of those equal parts a degree. Its symbol is a small 0:   1 ° 1 degree.   The full circle, then, will be 360 °. But why the number 360? What is so special about it? Why not 100 ° or 1000 °? The answer is two-fold. First, 360 has many divisors, and therefore it will have many whole number parts. It has an exact half and an exact third which a power of 10 does not have. 360 has a fourth part, a fifth, a sixth, and so on. Those are natural divisions of the circle, and it is very convenient for their measures to be whole numbers. (Even the ancients didnt like fractions) Secondly, 360 is close to the number of days in the astronomical year: 365. The measure of an angle, then, will be as many degrees as its sides include. To say that angle BAC is 30 ° means that its sides enclose 30   Ã‚  of those equal divisions. Arc BC is  |   30 60|   of the entire circumference. | So, when 360 ° is the measure of a full circle, then 180 ° will be half a circle. 90 ° one right angle will be a quarter of a circle; and 270 ° will be three quarters of a circle:   three right angles. Let us now see how we deal with angles in the x-y plane. Standard position We say that an angle is in standard p osition when its vertex A is at the origin of the coordinate system, and its Initial side AB lies along the positive x-axis. We say that AB has swept out the angle BAC, and that AC is its Terminal side. We now think of the terminal side AC as rotating about the fixed point A. When it rotates in a counter-clockwise direction, we say that the angle is positive. But when it rotates in a clockwise direction, as AC, the angle is negative. When the terminal side AC has rotated 360 °, it has completed one full revolution. Problem 1. How many degrees corresponds to each of the following? To see the answer, pass your mouse over the colored area. To cover the answer again, click Refresh (Reload). a)   A third of a revolution     Ã‚   A third of 360 ° = 360 ° ? 3 = 120 ° b)   A sixth of a revolution     Ã‚   360 ° ? 6 = 60 ° c)   Five sixths of a revolution     Ã‚   5 ? 60 ° = 300 ° d)   Two revolutions     Ã‚   2 ? 60 ° = 720 ° e)   Three revolutions     Ã‚   3 ? 360 ° = 1080 ° f)   One and a half revolutions     Ã‚   360 ° + 180 ° = 540 ° Example 1. 30 ° is what fraction of a circle, or of one revolution? Answer. 30 ° is   |   30 360|    of a revolution:| 30 360|   Ã‚  =  Ã‚  |   3 3 6|   Ã‚  =  Ã‚  |   1 12| Problem 2. What fraction of a revolution is each of the following? a)    60 °Ã‚     |   60 360|   Ã‚  =  Ã‚  |   6 36|   Ã‚  =  Ã‚  | 1 6| b)    45 °Ã‚     |   45 360|   Ã‚  =  Ã‚  |   5 40|   Ã‚  =  Ã‚  | 1 8| c)    72 °Ã‚     |   72 360|   Ã‚  =  Ã‚  |   8 40|   Ã‚  =  Ã‚  | 1 5| Example 2. If the diameter of a circle is 16 cm, how long is the arc intercepted by a central angle of 45 °? Answer. 45 ° is one eighth of a full circle. It is half of 90  °, which is one quarter. )   Now, the full circumference of this circle is C = ? D = 3. 14 ? 16 cm. The intercepted arc is one eighth of the circumference: 3. 14 ? 16 ? 8 = 3. 14 ? 2   =   6. 28 cm Problem 3. If the diameter of a circle is 20 in, how long is the arc intercepted by a central angle of 72 °? We saw in Problem 2c) that 72 ° is one fifth of a circle. The circumference of this circle is   C = ? D = 3. 14 ? 20 in. The interc epted arc is one fifth of this:   3. 14 ? 20 ? 5 = 3. 14 ? 4 = 12. 56  in. The four quadrants The x-y plane is divided into four quadrants. The angle begins in its standard position in the first quadrant ( I ). As the angle continues in the counter-clockwise direction we name each succeeding quadrant. Why do we name the quadrants in the counter clockwise direction? Because in what we call the first quadrant, the algebraic signs of x and y are positive. Problem 4. In which quadrant does each angle terminate? a)    15 °Ã‚  Ã‚   I     Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   b)    ? 15 °Ã‚  Ã‚   IV     Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   c)    135 °Ã‚  Ã‚   II     Ã‚   d)    390 °Ã‚  Ã‚   I. 390 ° = 360 ° + 30 °Ã‚     Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   e)    ? 100 °Ã‚  Ã‚   III     Ã‚   f)    ? 460 °Ã‚  Ã‚   III. ?460 ° = ? 360 ° ? 100 °Ã‚     Ã‚     Ã‚  g)    710 °Ã‚  Ã‚  | IV. 10 ° is 10 ° less than two revolutions, which are 720 °. | Coterminal angles Angles are coterminal if, when in the standard position, they have the same terminal side. For example, 30 ° is coterminal with 360 ° + 30 ° = 390 °. They have the same terminal side. That is, their terminal sides are indistinguishable. Any angle ? is coterminal with ? + 360 ° because we are just going around the circle one complete time. ?90 ° is coterminal with 270 °. Again, they have the same terminal side. Notice:    90 ° plus 270 ° = 360 °. The sum of the absolute values of those coterminal angles completes the circle. Problem 5. Name the non-negative angle that is coterminal with each of these, and is less than 360 °. a)    360 °Ã‚  Ã‚   0 °Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   b)    450 °Ã‚  Ã‚   90 °. 450 ° = 360 ° + 90 °Ã‚   c)    ? 20 °Ã‚  Ã‚   340 °Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   d)    ? 180 °Ã‚  Ã‚   +180 °   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   e)    ? 270 °Ã‚  Ã‚   90 ° f)    720 °Ã‚  Ã‚   0 °. 720 ° = 2 ? 360 ° g)    ? 200 °Ã‚  Ã‚  | 160 °| The Radian Measure THE RADIAN SYSTEM of angular measurement, the measure of one revolution is 2?. (In the next Topic, Arc Length, we will see the actual definition of radian measure. ) Half a circle, then, is ?. And, most important, each right angle is half   Ã‚  of ? :   | ? 2| . | Three right angles will be   3 ·   | ? |    =  | 3? 2  | . | Five right angles will be  Ã‚  | 5? 2  | . And so on. | Radians into degrees The following radian measures come up frequently, and the stu dent should know their degree equivalents: ? 4|    is half of   | ? 2|   , a right angle, and so it is equal to 45 °. | Equivalently,  | ? 4|    is of one quarter of ? , or half of half of 180 °. | ? 3|   is a third of ? , and so is equal to 180 ° ? 3 = 60 °. | ? 6|   is a sixth of ? , and so is equal to 180 ° ? 6 = 30 °. | 5? 4  |   Ã‚  =  Ã‚  5 ·Ã‚  | ? 4  |   Ã‚  =  Ã‚  5 ·Ã‚  45 ° = 225 °. | 2? 3  |   Ã‚  is a third of 2?. A third of a revolution = 360 ° ? 3 = 120 °. | Problem 1 . Convert each of these radian measures into degrees. Problem 1. The student should know these. To see the answer, pass your mouse over the colored area. To cover the answer again, click Refresh (Reload). a)    ? 180 °Ã‚  Ã‚  Ã‚  Ã‚  |   Ã‚   b)   Ã‚  | ? 2|   Ã‚   90 °Ã‚  Ã‚  Ã‚  Ã‚   |   Ã‚   c)   Ã‚  | ? 3|   Ã‚   60 °Ã‚  Ã‚  Ã‚  Ã‚   |   Ã‚   d)   Ã‚  | ? 6|   Ã‚   30 °Ã‚  Ã‚  Ã‚  Ã‚   |   Ã‚   e)   Ã‚  | ? 4|   Ã‚   45 ° | Problem 2. Convert each of these radian measures into degrees. a)      Ã‚  | ? 8|   Ã‚  Ã‚  | 22?  °. | ? 8|   is half of  | ? 4| . | b)   Ã‚  | 2? 5|   Ã‚  Ã‚  | 72 °. | 2? 5 |   is a fifth of 2? | ,  which is a fifth of a 360 °. | c)   Ã‚  | 7? 4|   |   = 7 ·Ã‚  | ? 4 |   = 7 · 45 ° = 315 °| d)      | 9? 2|   |   = 9 ·Ã‚  | ? |   = 9 · 90 ° = 810 °| e)      | 4? 3|   |   = 4 ·Ã‚  | ? 3 |   = 4 · 60 ° = 240 °| f)      | 5? 6|   |   = 5 ·Ã‚   | ? 6 |   = 5 · 30 ° = 150 °| g)   Ã‚  | 7? 9|   | | Problem 3. Evaluate the following. a)   cos  | ? 6|   =  | 2|   |   Ã‚  b)   sin  | ? 6|   =  | 1 2|   |   Ã‚  c)   tan  | ? 4|   =  | 1| | d)   cot  | ? 3|   =  |   1 |   |   Ã‚  e)   csc  | ? 6|   =  | 2  |   |   Ã‚  f)   sec  | ? 4|   =  | | Problem 4. In terms of radians, what angle is the complement of an angle  ? ?     | ? 2|   ? | ? | Problem 5. A function of any angle is equal to the cofunction of its complement. Therefore, in terms of cofunctions:   Ã‚  a)   sin  ? =  | cos  (| ? 2|   ? | ? | )|   |   Ã‚  b)   cot  ?   | tan  (| ? 2|   ? | ? | )| c)   sec  (| ? 2|   ? ?)|   =  csc ? | Degrees into radians 360 °   =   2?. When we write 2? , we mean 2? radians, which is approximately 6. 28 radians. However, we normally omit the word radians. As we will see in the next Topic, Arc length, the radia n measure can be any real number. Problem 6. The student should begin by knowing these. 0 °Ã‚  Ã‚  =  | 0 radians. |   | 360 °Ã‚  =  | 2?. |   | 180 °Ã‚  =  | ?. |   | 90 °Ã‚  =  | ? 2| . | 45 °Ã‚  =  | ? 4| . |   | 60 °Ã‚  =  | ? 3| . |   | 30 °Ã‚  =  | ? 6| . | Example 1. Convert 120 ° into radians. Solution. We can go from what we know to what we do not know. In the most important cases we can recognize the number of degrees as a multiple of 90 °, or 45 °, or 60 °, or 30 °; or as a part of 360 °. Since 60 ° =  | ? 3| , then| 120 ° = 2 ·Ã‚  60 ° = 2 ·Ã‚  | ? 3|   =  | 2? 3| . | Or, since 120 ° is a third of 360 °, which is 2? , then 120 °   =   | 2? 3| . | Example 2. 225 ° =  180 ° + 45 °   =   ? +  | ? 4|    =   | 5? 4| . | Or, 225 ° = 5 ·Ã‚  45 °   =   5 ·Ã‚  | ? 4|    =   | 5? 4| . | Problem 7. Convert each of the following into radians. a)  Ã‚  270 °Ã‚  =  | 3 ·Ã‚  90 °Ã‚  =   | | 3? 2|   |   Ã‚  b)  Ã‚  210 °Ã‚  =  | 7 ·Ã‚  30 ° =  7 ·Ã‚  | ? 6|   =  | 7? 6| c)  Ã‚  300 °Ã‚  =  | 5 ·Ã‚  60 ° =  5 ·Ã‚  | ? 3|   =  | 5? 3|   |   Ã‚   d)  Ã‚  135 °Ã‚  =  | 3 ·Ã‚  45 ° =  3 ·Ã‚  | ? |   =  | 3? 4| e)  Ã‚  720 °Ã‚  =  |   2 · 360 ° = 2 · 2? = 4? | f)  Ã‚  450 °Ã‚  =  |   5 · 90 ° = 5 ·Ã‚  | ? 2|   =  | 5? 2| g)  Ã‚  36 °Ã‚  Ã‚  =  | A tenth of 360 °Ã‚  =  | 2? 10|   =  | ? 5| h)  Ã‚  72 °Ã‚  Ã‚  =  | 2 ·Ã‚  36 ° =  | 2? 5| 72 ° is thus a fifth of a revolution. i)  Ã‚  40 °Ã‚  Ã‚  =  | A ninth of 360 °Ã‚  =  | 2? 9| j)  Ã‚  80 °Ã‚  Ã‚  =  | 2 ·Ã‚  40 ° =  | 4? 9| As a last resort, proportionally, so that Example 3. Change 140 ° to radians. Solution. | 140 180|  ·Ã‚  ? |    =   | 7 9|  ·Ã‚  ? |    =   | 7? 9| ,| upon dividing both the numerator and denominator first by 10 and then by 2Coterminal angles Angles are coterminal if they have the same terminal side. ? is coterminal with . They have the same terminal side. Notice that ? + ? =   2? , so that ?   =   2? ? ? .   . .   . .   . .   . (1) Example 4. Name in radians the non-negative angle that is coterminal      with  ? | 2? 5| , and is less than 2?. | Answer. Let us call that angle ?. Then according to line (1), ? =   2? ?  | 2? 5|   Ã‚  =  Ã‚  | 10? ? 2? 5|   Ã‚  =  Ã‚  | 8? 5| Problem 8. Name in radians the non-negative angle that is coterminal with each of the following, and is less than 2?. a)  Ã‚  ? | ? 6| . | ? =   2? ?  | ? 6|   Ã‚  =  Ã‚  | 12? ? ? 6|   Ã‚  =  Ã‚  | 11? 6| b)  Ã‚  ? | 3? 4| . | ? =   2? ?  | 3? 4|   Ã‚  =  Ã‚  | 8? ? 3? 4|   Ã‚  =  Ã‚  | 5? 4| c)  Ã‚  ? | 4? 3| . | ? =   2?   | 4? 3|   Ã‚  =  Ã‚  | 6? ? 4? 3|   Ã‚  =  Ã‚  | 2? 3| The multiples of ? Starting at 0, let us go around the circle a half-circle at a time. We will then have the following sequence, which are the multiples of ? : 0,   ? ,   2? ,    3? ,   4? , 5? , etc. The point to see is that the odd multiples of ? , ?,   3? ,   5? ,   7? , etc. are coterminal with ?. While the even multiples of ? , 2? ,   4? ,   6? , etc. are coterminal with 0. If we go around in the negative direction, we can make a similar observation. Problem 9. Name in radians the non-negative angle that is coterminal with each of the following, and is less than 2?. )    -? ?     Ã‚  Ã‚  Ã‚   b)    -2? 0     Ã‚  Ã‚  Ã‚   c)    -3? ?     Ã‚  Ã‚  Ã‚   d)    -4? 0     Ã‚  Ã‚  Ã‚   e)    -5? ?   f)    3? ?     Ã‚  Ã‚      g)    4? 0     Ã‚  Ã‚      h)    5? ?     Ã‚  Ã‚      i)    6? 0     Ã‚     Ã‚   j)    7? ? IT IS CONVENTIONAL to let the letter s symbolize the length of an arc, which is called arc length. We say in geometry that an arc subtends an angle ? ; literally, stretches under. Now the circumference of a circle is an arc length. And the ratio of the circumference to the di ameter is the basis of radian measure. That ratio is the definition of  ?. ?|    =   | C D| . | Since D = 2r, then ?| =| C 2r| or, C r|   =   | 2? | . | That ratio 2? of the circumference of a circle to the radius, is called the radian measure of 1  revolution, which are four right angles at the center. The circumference subtends those four right angles. Radian measure of ? =   | s r| Thus the radian measure is based on ratios numbers that are actually found in the circle. The radian measure is a real number that names the ratio of a curved line to a straight, of an arc to the radius. For, the ratio of s to r does determine a unique central angle ?. | Theorem. |   | In any circles the same ratio of arc length to radius|   |   | determines a unique central angle that the arcs subtend. Proportionally, if and only if ?1 = ? 2. We will prove this theorem below. Example 1. If s is 4 cm, and r is 5 cm, then the number  | 4 5| ,  i. e. | s r| ,  is the| radian measure of the central angle. At that central angle, the arc is four fifths of the radius. Example 2. An angle of . 75 radians means that the arc is three fourths of the radius. s = . 75r Example 3. In a circle whose radius is 10 cm, a central angle ? intercepts an arc of 8 cm. a)   What is the radian measure of that angle? Answer. According to the definition: ?   =   | s r|    =   |   8 10|    =   . 8| b)   At that same central angle ? what is the arc length if the radius is b)   5  cm? Answer. For a given central angle, the ratio of arc to radius is the same. 5 is half of 10. Therefore the arc length will be half of 8:   4cm. Example 4. a)   At a central angle of 2. 35 radians, what ratio has the arc to the radius? Answer. That number is the ratio. The arc is 2. 35 times the radius. b)   In which quadrant of the circle does 2. 35 radians fall? Answer. Since ? = 3. 14, then  | ? 2|   is half of that:   1. 57. | 3? 2|    = 3. 14 + 1. 57| = 4. 71. An angle of 2. 35 radians, then, is greater than 1. 57 but less that 3. 14. It falls in the second quadrant. = r? c)   If the radius is 10 cm, and the central angle is 2. 35 radians, then how c)   long is the arc? Answer. We let the definition of ? , ?   =   | s r| become a formula for finding s : s   =   r? | Therefore, s   =  10 ? 2. 35 = 23. 5 cm Because of the simplicity of that formula, radian measure is used exclusively in theoretical mathematics. The unit circle Since in any circle the same ratio of arc to radius determines a unique central angle, then for theoretical work we often use the unit circle, which is a circle of radius 1:   r = 1. In the unit circle, the length of the arc s is equal to the radian measure. The length of that arc is a real number x. s = r? = 1 ·Ã‚  x = x. We can identify radian measure, then, as the length x of an arc of the unit circle. And it is here that the term trigonometric function has its full meaning. For, corresponding to each real number x each radian measure, each arc there is a unique value of sin x, of cos x, and so on. The definition of a function is satisfied. (Topic 3 of Precalculus. ) Moreover, when we draw the graph of y = sin x (Topic 18), we can imagine the unit circle rolled out in both directions onto the x-axis, and in that way marking the coordinates ? , 2? , , ? 2? and so on, on the x-axis. Because radian measure can be identified as an arc, the inverse trigonometric functions have their names. arcsin is the arc the radian measure whose sine is a certain number. The ratio  | sin x x| In the unit circle, the opposite side AB is sin x. sin x| =| AB 1| =   AB. | One of the main theorems in calculus concerns the ratio  | sin x   Ã‚     x|   for| very small values of x. And we can see that when the point A on the circumference is very close to C that is, when the central angle AOC is very, very small then the opposite side AB will be virtually indistinguishable from the arc length AC. That is, sin x| | x| | sin x x| | 1. | An angle of 1 radian An angle of 1 radian refers to a central angle whose subtending arc is equal in length to the radius. That is often cited as the definition of radian measure. Yet it remains to be proved that if an arc is equal to the radius in one circle, it will subtend the same central angle as an arc equal to the radius in another circle. We cannot avoid the main theorem. In addition, although it is possible to define an angle of 1 radian, does such an angle actually exist? Is it possible to draw one a curved line equal to a straight line? Or is that but another example of fantasy mathematics? See First Principles of Euclids Elements, Commentary on the Definitions; see in particular that a definition asserts only how a word or a name will be used. It does not assert that what has been defined exists. Problem 1. a)   At a central angle of   | ? 5| ,  approximately what ratio has the arc to the| a)   radius? Take ? 3. The radian measure  | ? 5|   is that ratio| . Taking ? 3, then the| arc is approximately three fifths of the radius. b)   If the radius is 15 cm, approximately how long is the arc? s = r? 15 ·Ã‚  | 3 5|   = 9 cm| Problem 2. In a circle whose radius is 4 cm, find the arc length intercepted by each of these angles. Again, take ? 3. a)  Ã‚  | ? 4|   Ã‚  Ã‚  | s = r? 4 ·Ã‚  | 3 4|   = 3 cm| b)  Ã‚  | ? 6|   Ã‚  Ã‚  | s = r? 4 ·Ã‚  | 3 6|   = 4 · ? = 2 cm| c)  Ã‚  | 3? 2|   Ã‚  Ã‚  | s = r? 4 ·Ã‚  | 3 · 3 2|   = 4 ·Ã‚  | 9 2|   = 2 · 9 = 18 cm| d)  Ã‚  2?. (Here, the arc length is the entire circumference! ) s = r? = 4 ·Ã‚  2? 4 ·Ã‚  6 = 24 cm| Problem 3. In which quadrant of the circle does each angle, measured in radians, fall? (See the figure above. )      a)   ? = 2|   Ã‚  Ã‚  | 2 radians are more than  | ? 2|   but less than ?. (See the| figure above. )   Therefore, ? 2 falls in the second quadrant. b)   ? = 5|   Ã‚  Ã‚  | 5 radians are more than  | 3? 2|   but less than 2?. (See the| figure above. )   Therefore, ? = 5 falls in the fourth quadrant. c)   ? = 14|   Ã‚  Ã‚  | 14 radians are more than 2 revolutions, but slightly| less than 2? :   6. 28 + 6. 28 = 12. 56. (See the figure above. ) Therefore, ? = 14 falls in the first quadrant. Proof of the theorem In any circles the same ratio of arc length to radius determines a unique central angle that the arcs subtend; and conversely, equal central angles determine the same ratio of arc length to radius. Proportionally, if and only if ?1 = ? 2. For, if and only if Now 2? r is the circumference of each circle. And each circumference is an arc that subtends four right angles at the center. But in the same circle, arcs have the same ratio to one another as the central angles they subtend. Therefore, and Therefore, according to line (1), if and only if ?1 = ? 2. Therefore, the same ratio of arc length to radius determines a unique central angle that the arcs subtend. Basic Concepts: In Brief, The Sexagesimal System, Centesimal System and the radian measure help in converting the angles.

Is E-Reading to Your Toddler Story Time, or Simply Essays

Is E-Reading to Your Toddler Story Time, or Simply Essays Is E-Reading to Your Toddler Story Time, or Simply Screen Time? ByDOUGLAS QUENQUAOCT. 11, 2014 Clifford the Big Red Dog looks fabulous on an iPad . He sounds good, too tap the screen and hear him pant as a blue truck roars into the frame. "Go, truck, go!" cheers the narrator. But does this count as story time? Or is it just screen time for babies? It is a question that parents, pediatricians and researchers are struggling to answer as children's books, just like all the other ones, migrate to digital media. For years, child development experts have advised parents to read to their children early and often, citing studies showing its linguistic, verbal and social benefits. In June, the American Academy of Pediatrics advised doctors to remind parents at every visit that they should read to their children from birth, prescribing books as enthusiastically as vaccines and vegetables. On the other hand, the academy strongly recommends no screen time for children under 2, and less than two hours a day for older children. At a time when reading increasingly means swiping pages on a device, and app stores are bursting with reading programs and learning games aimed at infants and preschoolers, which bit of guidance should parents heed? The answer, researchers say, is not yet entirely clear. "We know how children learn to read," said Kyle Snow, the applied research director at the National Association for the Education of Young Children. "But we don't know how that process will be affected by digital technology." Part of the problem is the newness of the devices. Tablets and e-readers have not been in widespread use long enough for the sorts of extended studies that will reveal their effects on learning. Dr. Pamela High, the pediatrician who wrote the June policy for the pediatrics group, said electronic books were intentionally not addressed. "We tried to do a strongly evidence-based policy statement on the issue of reading starting at a very young age," she said. "And there isn't any data, really, on e-books." But a handful of new studies suggest that reading to a child from an electronic device undercuts the dynamic that drives language development. "There's a lot of interaction when you're reading a book with your child," Dr. High said. "You're turning pages, pointing at pictures, talking about the story. Those things are lost somewhat when you're using an e-book." In a2013 study, researchers found that children ages 3 to 5 whose parents read to them from an electronic book had lower reading comprehension than children whose parents used traditional books. Part of the reason, they said, was that parents and children using an electronic device spent more time focusing on the device itself than on the story (a conclusionshared by at leasttwoother studies). "Parents were literally putting their hands over the kids' hands and saying, Wait, don't press the button yet. Finish this up first,' " said Dr. Julia Parish-Morris, a developmental psychologist at Children's Hospital of Philadelphia and the lead author of the 2013 study that was conducted at Temple University. Parents who used conventional books were more likely to engage in what education researchers call "dialogic reading," the sort of back-and-forth discussion of the story and its relation to the child's life that research has shown are key to a child's linguistic development. Complicating matters is that fewer and fewer children's e-books can strictly be described as books, say researchers. As technology evolves, publishers are adding bells and whistles that encourage detours. "What we're really after in reading to our children is behavior that sparks a conversation," said Kathy Hirsh-Pasek, a professor of psychology at Temple and co-author of the 2013 study. "But if that book has things that disrupt the conversation, like a game plopped right in the middle of the story, then it's not offering you the same advantages as an old-fashioned book." Of course, e-book publishers and app developers point to interactivity as an educational advantage, not a distraction. Many of those bells and whistles Clifford's bark, the sleepy narration of "Goodnight Moon," the appearance of the word "ham" when a child taps the ham in the Green Eggs and Ham app help the child pick

Race Relations In The U.S. Essays - Slavery In The United States

Race Relations In The U.S. Essays - Slavery In The United States Race Relations in the U.S. I've discovered the real roots of America these past few days and decided that writing about it was better than killing an innocent victim to soothe the hostility I feel towards my heritage. I picked up a pen because it was safer than a gun. This was a valuable lesson I've learned from my forefathers, who did both. Others in my country react on instinct and choose not to deliberate the issue as I have. If they are black, they are imprisoned or dead. As The People vs. Simpson storms through its ninth month, the United States awaits the landmark decision that will determine justice. O.J. Simpson would not have had a chance in 1857. Racial segregation, discrimination, and degradation are no accidents in this nation's history. The loud tribal beat of pounding rap rhythm is no coincidence. They stem logically from the legacy the Founding Fathers bestowed upon contemporary America with regard to the treatment of African-Americans, particularly the black slave woman. This tragedy has left the country with a weak moral foundation. The Founding Fathers, in their conception of a more perfect union, drafted ideas that communicated the oppression they felt as slaves of Mother England. Ironically, nowhere in any of their documents did they address the issue of racial slavery. The Declaration of Independence from England was adopted as the country's most fundamental constitutional document. It was the definitive statement for the American policy of government, of the necessary conditions for the exercise of political power, and of the sovereignty of the people who establish the government. John Hancock, president of the Continental Congress and slave trader, described it as "the Ground & Foundation of a future government." James Madison, Father of the Constitution and slave owner, called it "the fundamental Act of Union of these States." "All men are created equal," and endowed by the Creator with the "unalienable Rights" of "Life, Liberty and the pursuit of Happiness." They either meant that all men were created equal, that every man was entitled to life, liberty and the pursuit of happiness, or they did not mean it at all. The Declaration of Independence was a white man's document that its author rarely applied to his own or any other slave. Thomas Jefferson suspected blacks were inferior. These suspicions, together with his prophecy that free blacks could not harmoniously co-exist with white men for centuries to come, are believed to be the primary reasons for his contradictory actions toward the issue of slavery. At the end of the eighteenth century, Jefferson fought the infamous Alien & Sedition Acts, which limited civil liberties. As president, he opposed the Federalist court, conspiracies to divide the union, and the economic plans of Alexander Hamilton. Throughout his life, Thomas Jefferson, hypocrite, slave holder, pondered the conflict between American freedom and American slavery. He bought and sold slaves; he advertised for fugitives; he ordered disciplinary lashes with a horse whip. Jefferson understood that he and his fellow slave holders benefited financially and culturally from the sweat of their black laborers. One could say he regarded slavery as a necessary evil. In 1787, he wrote the Northwest Ordinance which banned slavery in territory acquired from Great Britain following the American Revolution. However, later as a retired politician and ex-president, Jefferson refused to free his own slaves, counseled young white Virginia slave holders against voluntary emancipation of theirs, and even favored the expansion of slavery into the western territories. To Jefferson, Americans had to be free to worship as they desired. They also deserved to be free from an overreaching government. To Jefferson, Americans should also be free to possess slaves. In neither of the Continental Congresses nor in the Declaration of Independence did the Founding Fathers take an unequivocal ezd against black slavery. Obviously, human bondage and human dignity were not as important to them as their own political and economic independence. It was not an admirable way to start a new nation. The Constitution created white privilege while consolidating black bondage. It didn't matter that more than 5,000 blacks had joined in the fight for independence only to discover real freedom didn't apply to them. Having achieved their own independence, the patriots exhibited no

Discussion Essay Example | Topics and Well Written Essays - 250 words - 92

Discussion - Essay Example f these measures, the author asserted that what really matters is the relevance of the theoretical frameworks presented and evidently applied to validate contentions in human resources research. Specifically, there has been proofs from previous research that a gap allegedly exists between research and practice (Torraco, 2005). A proposed technique of bridging the gap was expounded through the discussion of Herbert Simon’s proposal. One strongly agrees with the author’s assertions that despite various monitoring standards which gauge the effectiveness of journals or articles published in authorized medium, what really matters is the ability of the journal to achieve defined goals in the most effective manner. In this situation, the HRDR emphasized the relevance of ratings and rankings; but also emphasized the value of its ability to provide validating outcomes to theories which are grounded in research. Concurrently, one affirms that the ability to bridge the gap between theories and practice is relevant to test the reliability and validity of various research findings in contemporary HR settings. Thus, Torraco (2005) provided illuminating perspectives on monitoring the effectiveness of journals and publications through emphasizing what really matters to professionals and practitioners in this particular field of

Case Study Example | Topics and Well Written Essays - 1000 words - 32

Case Study Example Talent and succession planning has become an important area of focus as far as organizational leadership is concerned. Many business organizations are coming up with ways of ensuring that they develop among their current staff, which is able to steer them through the changing times to make the organizations successful. This paper examines how the process of talent and succession planning in organizations is taking shape, using the case study of Apple inc., a technology giant in the United States and the world at large. Talent management as used in most multinational organizations refers to the process of implementing systems and strategies that are properly designed and integrated in order to create and enhance the productivity and efficiency of employees. This process can only be achieved through attracting, developing, retaining employees that have aptitudes and skills for meeting current needs and those in future for the business. Talent management can also be described as the chief driver of organizational performance and success by ensuring that the top management is able to have employees that can take on the changing roles and functions in the company. Research reports have indicated that about 85% of all human resource managers in organizations are of the view that one of the greatest obstacles to effective workforce leadership and management is the creation and maintenance of an organisation ability to compete for talent (Cohn, Khurana & Reeves 276). This understanding means that talent management is being ranked as a practice that bears a strategic advantage for companies, especially in these changing times for businesses. Therefore, one of the main functions of effective leadership is to ensure that businesses are better placed create a workforce that will always be there for the present and future success of the company. In response towards the rapidly changing business environment, organizational leaders are supposed to have a

Retirement Age Policy Essay Example for Free

Retirement Age Policy Essay The issue whether government should set a limit on the retirement age remains controversial. Some people believe that there would be infeasible for different people who have different needs while others claim regardless of distinctions in people’s priorities, this policy guarantees fairness for all. I agree with the former view. It is undeniable that the nature of work has a big say over people’s length of working time. While some builders, cleaners find that they can only work till the age of forty for their assiduous and tedious labor, politicians who gain experience through time can only reach their zenith in their sixties or seventies, as in the case of Hilary Clinton or Geogre. W. Bush. As for writers whose inspiration springs up at any time of their life, whether young or old, the limitation on their age retirement would stifle their creativity and render them less discouraged to pursue this career. Another reason for the absolute impossibility in the implementation of this policy is the variance in people’s priorities. Unlike women who may be concerned with their families rather than their own jobs and cut-short their career by staying at home and taking care of their families, some scientists are able to dedicate their entire life to the cause of giving birth to revolutionary ideas and would feel unfair if they are supposed to say goodbye to their unfinished dreams. Equally important, the current state of health and economic scenario of the whole nation should be taken into consideration when it comes to the decision of setting age retirement. In case of people handicapped, it would be far-fetching for them to prolong their career till the required age, as opposed to others who struggle with cancer and are reluctant to terminate their desired career. Regarding the picture of workforce of each nation, say, Vietnam where young labor is redundant, this policy is workable. However, Japan is likely to lengthen age retirement when faced with the overwhelming domination of aging population and a serious dearth of young labor.

Rabbit Genetics :: essays research papers

Rabbit Genetics The similarity between the physiology of rabbits and humans makes the rabbit a good model for research into human disease. The most prevalent types of rabbits are cottontails and European rabbits. Domestic rabbits are tame assortments of European rabbits. The Californian, Florida White, and New Zealand White are the most common breeds used in research. Until 1912 rabbits were classified as rodents. Scientists discovered that the two types of animals differed in several distinct anatomical ways. Rabbits, for instance, have a second pair of upper incisors, known as "peg teeth," that are found behind the two main visible incisors in the upper jaw. Rabbits have elongated hind legs adapted for moving at high speeds over open areas. Rabbits generally move in a hopping motion. They also have webbed toes to keep them from spreading as they hop. Rabbits have flexible necks, which allow them to turn their heads more than rodents. Their spines are long and fragile and susceptible to fractures if the animal is held improperly. Research The ability to produce tumors in rabbits makes them useful models to study chemo/immunotherapy, as well as immunoprevention of certain cancers. Cholesterol studies: Rabbits have been used to test Probucol, a drug that lowers blood cholesterol and retards the development of hardening of the arteries. Eye ear and skin studies: Rabbits are used to study middle and inner ear infections, which affect millions of infants and children each year. †¢ Rabbits are also used to study Entropion, a condition in which the eyelashes are turned inward, as well as Glaucoma, which often results in blindness. †¢ Rabbits are used in eye and skin irritation tests to develop appropriate procedures for handling certain chemicals and to predict the toxicity of accidental exposure. †¢ More than 10,000 blind or visually impaired people have benefited from corneal transplants, possible only because of hundreds of trials on rabbits. Drug metabolism: Rabbits have been used to study the effects of marijuana on the central nervous system. Pregnacy Test Presently a woman who wants to find out if she's pregnant need only make a quick trip to the local drug, grocery, or convenience store; purchase an over-the-counter home pregnancy test kit; perform a simple test; and she'll know the results within a matter of minutes. Not so long ago, however, it was not nearly as quick or easy: Awomawho thought she might be with child had to schedule an appointment with her doctor, make a trip to his office, give a urine sample, go home, then spend an anxious couple of days waiting for the office to telephone with the test results.

The Importance of Staff Development in Nursing

The purpose of this paper is to identify the educational need for and selection of an educational program. Specifically this paper will focus on defining the goals and outcomes for the educational program and describe the learning objectives as well as the design model and learner characteristics. The paper will also review the instructional methods to adopt for delivery and provide examples of resources to be used in the classroom. Lastly the paper will review methods for evaluating the learning of the audience. Based on the evaluations conducted during weeks two and three, there is a clear need for an educational program that focuses on communication training and relationship building within the critical care nursing force. Communication and collaboration are among the most essential work skills necessary for success in the healthcare arena. Without adequate communication, errors are likely to result and inefficient delivery of health care services are likely. More and more health care organizations are requiring members of their workforce to collaborate together to deliver patient care and function as a unit (Caspi & Reid, 2002). Thus it is vital that educational programs focus on enhancing incumbents skills in these areas to ensure problem solving, decision making and collaboration are effective and beneficial in the healthcare environment. As Gerber & McGuire (1999) noted it is vital that nurses learn the communications and collaborations skills necessary to enhance communication in the workplace, which will ultimately improve the efficacy of work functions and delivery of service in the health care setting. The educational program will also focus on enhancing nurses technology skills so they are more capable of working in the modern nursing or critical care unit where technological innovations are increasingly being used out of necessity (Zalumas, 1995). In a critical care nursing environment, without communication nurses cannot work efficiently with other critical care providers to ensure the best interests of the patient are carried out. The goals and outcomes of the educational intervention selected include: (1) enhancing communication within the critical care nursing unit (2) promoting greater collaboration among work teams by teaching the importance of relationship building and (3) improving critical care teams working knowledge of technological innovations including their understanding of the contributions technology makes to the nursing work environment. The educational intervention or program designed will work to improve staff members comfort level working in a team environment and encourage members of the team to problem solve together in an efficient and productive manner. Learning Objectives and Design Model For purposes of this curriculum a task oriented or centered design model will be adopted to facilitate learning among critical care nurses. This model offers steps and strategies for teaching incumbents â€Å"how to do† things within the work environment and outlines a series of activities and steps that can occur to enable individuals to attain learning and work objectives (Caspi & Reid, 2002). This model was originally developed to help promote educational supervision, but can be easily modified to accommodate the needs of critical care workers. The model assumes field instruction is vital to the success and ability of students to transfer skills from the classroom to the work environment, part of the reason this model makes sense for critical care workers (Caspi & Reid, 2002). The task orient model contains three distinct phases; the beginning phase where workers first meet and outline their goals and the tasks they will engage in, as well as negotiate â€Å"potential obstacles†; the middle phase and the end phases, where the incumbents review and prioritize goals, select tasks necessary to achieve them, and review the results (Caspi & Reid, 2002). During these latter stages students may adapt their goals and objectives or course of action to facilitate better progress or enhance their outcomes if necessary. The learning objectives for the educational model selected include enhancing students ability to interact and communicate effectively with diverse staff and patient populations, as well as improving students ability to work with technologically advanced programs. The educational program will also work to improve collaboration between work teams and reduce stress and anxiety among workers associated with using technologies that students may not be familiar with initially. Strategies for overcoming barriers to communication and collaboration within the work environment will also be discussed and highlighted as part of the learning objectives for this educational program. Learner characteristics that will be evaluated as part of the educational program are diverse and varied. They include personal characteristics including participants age, gender, experiences and educational goals as well as environmental characteristics. For the educational aims and objectives of this program to be met it is vital the teaching strategies adopted consider each student's learning characteristics individually. As pointed out previously, students in a nursing setting often look to teachers and instructors for direct guidance and support, viewing them as authority figures in an educational context. For this reason a direct learning approach is necessary as is one that promotes self direction among students. This will encourage students not only to adopt the methods and ideals suggested by instructors but also encourage students to rely more on their intrinsic ability to identify the programs and procedures most likely to facilitate higher learning and education in the classroom environment. It is likely that as students become more comfortable with the educational program developed and methods of collaboration proposed by the program, their learning characteristics may change. Thus it will be vital that instructors consider learner development at each stage of the learning process, adapting the educational program as necessary to meet student's evolving needs. The instructional methods adopted should include direct teaching approaches combined with career or work based education that facilitates a more multi dimensional â€Å"educational experiences† more intent on preparing incumbents for â€Å"career success in a full range of occupations† (Ciaccio et al. 2002, p. 300). The instructional model will also include teaching in a community based setting where critical care nurses are encouraged to interact with members of the community and communicate with community leaders and representatives (Lough, 1999). Lough (1999) supports the importance of establishing academic and community partnerships where educational institutions work with academic instructors to help identify gaps in service and help enhance the efficacy of learning programs. A work based education will involve teaching students on the job or providing on the job training. This will require evaluation of student's communication and collaboration building activities in the workplace. To facilitate this, a supervisor will be appointed or mentor that will routinely evaluate a student's communication efforts and technological ability on the job and off. The instructional model adopted will allow in house or classroom teachers to adapt their curriculum based on knowledge gathered from the work environment. Students will also be provided the opportunity to compare experiences they gain on the job with those they gain off the job and fill in the gaps in their education where necessary. No educational program is effective or complete without learner evaluation. Learner evaluation like educational instruction should be multi faceted to be effective and beneficial for all parties participating. At the end of instructional sessions, teachers should evaluate students to assess whether curriculum materials were delivered efficiently and in a manner that achieves the goals and objectives of the program. To achieve learner evaluation, teachers should survey students and ask them to self report on how well they perceive the design of the educational program to be. Students should also provide recommendations for adapting the educational curriculum in the future to better service their needs and help match their needs based on their independent learner characteristics. Learner evaluation will also come in the way of work performance reviews, which will help instructors identify whether students are achieving their goals from a work perspective.

Abortion: How Do Philippines Deals with This Issues Essay

Sencia was a hilot (local midwife) outside of Cebu City, Philippines until 4 months ago. After performing a â€Å"massage† on a pregnant woman in her village, causing her to miscarry her baby, she was put in jail. She wasn’t jailed for malpractice; she was convicted of inducing an abortion. The formerly pregnant woman was also imprisoned. Predominantly Catholic, the Philippine Islands have banned all abortion, except that which saves the life of the mother. Yet there are an average of 470,000 abortions induced annually. Filipinas do not have the same socio-political climate as we do in the United States. There is no taxi service to public abortion clinics, judicial waivers, or counseling sessions. If you are caught having an abortion in the Philippines, it’s against the law and you are thrown in jail – plain and simple. See more:  The 3 Types of Satire Essay Of the women who are successful in inducing their own abortions, many go to great – and often grotesque – lengths to achieve their goal. Most of them take some form of anti-clotting or aspirin-related drugs, to induce bleeding. Some drink incredible quantities of alcohol. When all else fails, they throw themselves down flights of stairs or beat on their stomachs, with the â€Å"help† of a local midwife†¦ others self-catheter their vaginas. All of these violent practices greatly endanger the mother as well; it’s shocking that a woman would harm herself like that for an abortion. I’m not detailing this because I think pregnant Filipinas should have it cushy like we do in the States. No way! I believe just the opposite: The Unites States needs to outlaw abortion, now. I’m amazed at how desperate we are, as a civilization, to kill unborn babies and end inconvenient pregnancies. It is stunning that the world feels so entitled to its desires and personal gain that we have huge social movements trying to protect murder on demand. Think hard about that. Murder on demand – on a worldwide scale. http://www.bellaonline.com/articles/art52823.asp

Law and Ethics Essay Example

Law and Ethics Essay Example Law and Ethics Essay Law and Ethics Essay Laws are a familiar concept, and provide a basic social framework of right and wrong to which the majority adhere. Ethical theories may also be applied to all issues of uncertainty, including those not covered by laws or professional guidelines. They create a mechanism within which issues of moral uncertainty may be questioned and resolved (Jones 1994). One such area of moral dilemma is that of informed consent. In it’s simplest terms, consent may be defined as giving permission: †¦ in current usage consent is defined as a voluntary compliance, or as a permission. I consent’ means I freely agree to your proposal’, which is an explicit statement that my consent to a certain course of action has been sought and granted without any element of coercion. (Faulder 1985:32) However, in recent years this definition of consent has been deemed inadequate. Consent may be regarded as invalid if the consenting individual does not know what they are consenting to. It is for this reason that the adjective informed’ has been used to clarify it’s meaning (Tschudin 1989).Faulder (1985) states that the medical profession is divided as to the exact meaning and purpose of informed consent. This is particularly true in the field of midwifery and obstetrics where this has recently become a key issue, despite the existence of a number of professional guidelines such as the Code of Professional Conduct (United Kingdom Central Council for Nursing, Midwifery and Health Visiting (UKCC) 1992). This is in part due to the reluctance of many in the medical profession to adopt this new ideology.The age of informed consent brings with it enormous changes to the previously paternalistic health service. The Changing Childbirth Report (Department of Health 1993) with it’s ethos of woman centred care emphasises the need to empower clients by providing them with adequate information to make their own decisions. It is the right to know, and the right to say no. (Tschudin 1989) Informed consent is about the right to control our own destinies and to determine our own ends as far as humanly possible; it is about the right to ake choices and the right to refuse consent; it is about the right of individuals to preserve their integrity and dignity whatever physical and mental deterioration they may suffer through ill health; it is about our duty always and in all circumstances to respect each other as fellow human beings and as persons. (Faulder 1985:2) This essay will examine the legal, professional and ethical issues that affect, and are affected by informed consent. The writer will explore the subject as it relates to midwifery, using examples from the field and with reference to pertinent laws and professional guidelines.LAW Consent has been an issue in English law since the middle ages, however the first legal action concerning consent was not raised until 1767 when a patient brought an action against his doctors alleging that he had not co nsented to a particular treatment (Faulder 1985). More recently at the beginning of the century, consent forms before surgical procedures became statutory (Faulder 1985). Informed consent however, was not raised as a legal issue until 1957 in the case Bolam v. Friern Hospital Management Committee (cited by Faulder 1985).The case centred round the hospitals alleged failure to disclose risk to the patient who subsequently suffered a fracture. Although the court found in favour of the hospital in this case, the need for more information was highlighted. The court found that the hospital had provided acceptable information based on current standards of practice, however at that time the current standard practice was not to provide fully informed choice, which is now thought to be best practice. From this case, the Bolam test was devised, which examines a consensus of current practice for comparison.As the law currently stands, a healthcare professional †¦ can be sued for battery (u nlawful touching) and for negligence (the failure to meet approved professional standards or care). (Faulder 1985:21-22). Treatment without consent may be regarded as battery, but legally this consent still does not have to be fully informed in the UK. The amount of information provided is at the discretion of the doctor, as demonstrated by the Sidaway v. the Board of Governors of Bethlhem Royal Hospital (1984, cited by Palmer 1993).Consent may be implied, verbal, or written, but accurate records must be kept by the professional as to the information given and the consent granted by the client (UKCC 1996). Rogers states two notable exceptions whereby a patient can be treated without their consent . If a person has a notifiable disease or is capable of causing one, or If a person has been detained under the provisions of the Mental Health Act (1983), the Mental Health Amendment Act (Scotland 1983) or the Mental Health Act (Northern Ireland 1961) (1989:259).The latter exception has b een utilised in a number of recent enforced caesarean section cases whereby the client has been deemed temporarily mentally incompetent due to her refusal to give consent to the operation. The most notable is that of Re MB [1997] CA (cited by Migdal 1999). The judge deemed that although the client was behaving irrationally due to a needle phobia, this did not imply she was not competent to make her own decisions. If she were competent to consent, then her refusal was also a competent one.The rights of the mother to autonomy as a priority even when risking the life of her unborn child have also been clarified by these recent cases. (Caulfield 1999:118) An unborn child does not have a separate legal status from its mother and the court cannot take the status of the unborn child into consideration when determining whether the mother has the legal capacity to consent or refuse treatment (Caulfield 1999:118) The competence of children under the age of 16 to give informed consent has also been examined by the court. The case of Gillick v.West Norfolk Wisbech area health authority in 1987 (cited by Rogers 1989) based on the hypothetical situation of a request for contraceptive pills by a child under 16, established a legal principle whereby a health professional could administer treatment against the wishes of the child’s parent. However, the parents approval must still be gained if the child is not deemed to be mentally competent to make their own decisions. PROFESSIONAL Many professional bodies and codes exist to dictate the behaviour of the medical staff that belong to their respective professions.Although many are not able to be used in a court of law, breaking these rules can lead to being struck off a professional register or any number of other sanctions that may be enforced that may result in legal action. A registered midwife is personally and professionally accountable for their practice. This accountability extends to adhering to the Code of Profes sional Conduct (UKCC 1992), with clauses 5 and 7 being especially pertinent to the topic of informed consent. Clause 5 states that a midwife should : †¦ work in an open and co-operative manner with patients, clients and their families, foster their independence and recognise and respect their involvement in the planning and delivery of care. (UKCC 1992:clause 5) A strong emphasis is placed on honesty, respect and client autonomy. The healthcare professional may be guilty of coercion by deceit if all options are not disclosed to the client. This is discussed further in the Guidelines for professional practice (UKCC 1996) and The Midwife’s Code of Practice (UKCC 1994) where the need for adequate information provision is further stressed.This has been demonstrated in the recent concern regarding vitamin K administration to new-born babies. At East Surrey hospital, written consent is now required, with all options including refusal clearly explained (Surrey and Sussex Healt hcare trust 1999). In the light of this information, very few parents decide to refuse vitamin K, and instead have a clear understanding of why it is offered after birth. Clause 7 in the Code of Professional Conduct also highlights the importance of autonomy, and respect in a medical relationship: [a midwife should] †¦ recognise and respect the uniqueness and dignity of each patient and client †¦(UKCC 1992).This demonstrates that the clients decisions should be respected, whether the outcome is to give or refuse consent. Although this may be ethically uncomfortable at times, it is the client’s ethics and morality that must be upheld rather than the professional’s. The general public has more rights, and is more aware of these rights than ever before. The Patients Charter states You have the right to have any proposed treatment, including any risks involved in that treatment and any alternatives, clearly explained to you before you decide whether to agree to i t (Department of Health 1999:4).The Changing Childbirth report (Department of Health 1993) also examines these rights from a specific pregnancy and childbirth perspective. It states that the client and her partner should be well informed, and involved in the planning of their care, and that their views and wishes should be respected by the professionals providing her care. ETHICS Informed consent was first introduced as an issue in medical ethics with the Nuremberg code (cited by Faulder 1985:131).This highlighted the need for voluntary consent with sufficient knowledge and comprehension to medical experimentation after the atrocities of medical experimentation in World War 2 concentration camps were discovered. Although this code was primarily concerned with the consent given before medical experimentation, the words that lie within it provide a foundation for informed consent in all areas, emphasising the need for freedom of choice based on knowledge sufficient to understand and d ecide.Previous to this, a paternalistic approach to medicine was adopted for those that could afford it, with high regard paid to the doctors opinion which was rarely if ever questioned. Faulder (1985) cites five moral principles or rights upon which much ethical theory is loosely based ; autonomy, veracity, justice, beneficence and nonmaleficence. There is a very strong relationship between the principle of autonomy and consent (Jones 1994). One cannot exist without the other and together they allow self-determination. The body we inhabit is ours and ours alone to decide about, which does not mean that in coming to our decisions we do not consider, and more often than not take, the advice given to us by doctors (Faulder 1985:24) Veracity (truthfulness) holds the key to mutual trust and respect vital within any medical relationship, and justice acknowledges the claim for patient autonomy by enabling it to be exercised (Faulder 1985:26) and is well demonstrated by the legal aspects o f consent. Nonmaleficence (To not do harm) is considered to be the positive opposite to beneficence.Beneficence (the duty to do good) is often cited by doctors as argument against informed consent, and it is often the medical profession who decide what is in the best interests’ for the client. This duty to do good’ explains why in British law, a doctor has the right to choose what information is provided before consent is given, as in the Sidaway case. When the consent of the patient or client is not sought for any treatment or intervention, that person’ life is devalued. A paternalistic stance is taken; truth telling or honesty is compromised; trust is lost, individual freedom cannot be exercised: in other words, harm is done. (Tschudin 1989:339) Two main schools of thought exist within modern medical ethics: Deontology, with an absolute duty to obey moral principles regardless of the consequences, and utilitarianism, which aims to do the greatest good for the greatest number of people (Jones 1994). Although on face value they appear similar, they work in direct opposition to one another. For example, in the instance of a client who refuses consent for antenatal testing, a deontologist will respect the clients autonomy and is be happy to continue with no testing as is becoming the norm in the midwifery profession.A utilitarian feels that the needs of the many outweigh the need of the individual, and as such would consider the possible effect on the fetus, the health service if the baby were to be born unwell, and society as a whole. They work on a balance between beneficence and nonmaleficence. This approach to medical ethics is favoured by many doctors (Faulder 1985). CONCLUSION Informed consent cannot be considered as a purely professional, legal, or ethical issue, and areas of uncertainty cannot be resolved by their independent use.However it is an extremely important issue in all three contexts. The midwifery profession has made advan ces in this field, but must continue to improve and extend this. Informed consent can no longer be selective or at the discretion of the paternalistic medical profession: †¦ informed consent is a matter of ethical principle, not a legal formula or a courtesy which the doctor may or may not extend to his patients as he thinks fit and only to those he deems capable of acting upon it (Faulder 1985:15)Informed consent brings with it enormous responsibility. The general public as well as medical staff must be well educated in order to utilise this right. While this idea of informed choice is being introduced and improved, it may be open to abuse by all involved, it must therefore be open to input from all involved parties. The system that sets the policies up that promote choice should not be left entirely to the medical profession. medicine, and in particular medical ethics, is too important to leave to the doctors (Faulder 1985:19) Word count 2,194

Definition and Examples of Orthophemism

Definition and Examples of Orthophemism The term  orthophemism refers to a  direct or neutral expression that isnt sweet-sounding, evasive, or overly polite (like a  euphemism) or  harsh, blunt, or offensive (like  a  dysphemism). Also known as straight talk. The term orthophemism  was coined by Keith Allan and Kate Burridge in  Forbidden Words (2006). The word is derived from the Greek, proper, straight, normal plus speaking. Both euphemism and orthophemism  are typically polite, notes Keith Allen. They differ in that an orthophemism makes bald-on-record reference to a topic, where a euphemism distances a speaker from it through figurative language (Benchmark for Politeness in  Interdisciplinary Studies in Pragmatics, Culture and Society, 2016). Examples and Observations Orthophemisms are more formal and more direct (or literal) than euphemisms. Defecate, because it literally means  to shit, is an  orthophemism; poo is a euphemism, and shit is a dysphemism, the taboo word the others were created to avoid.(Melissa Mohr,  Holy Sh*t: A Brief History of Swearing. Oxford University Press,  2013) Orthophemisms and Euphemisms What is the difference between orthophemisms and euphemisms? . . . Both arise from conscious or unconscious self-censoring; they are used to avoid the speaker being embarrassed and/or ill thought of and, at the same time, to avoid embarrassing and/or offending the hearer or some third party. This coincides with the speaker being polite. Now to the difference between orthophemism and euphemism:Like euphemisms, dysphemisms are typically more colloquial and figurative than orthophemisms (but, for instance, to truthfully call someone fat is direct). (Keith Allan and Kate Burridge, Forbidden Words: Taboo and the Censoring of Language. Cambridge University Press, 2006) An orthophemism is typically more formal and more direct (or  literal) than the corresponding euphemism. A euphemism is typically more colloquial and figurative (or indirect) than the corresponding orthophemism. Words in Context As alternatives to offensive expressions, orthophemisms, like euphemisms, will typically be preferred as desirable or appropriate terms. Examples of all three kinds of language expressions would be pass away (typically a euphemism), snuff it (typically a dysphemism), and die (typically an orthophemism). However, these descriptions are problematic, since what determines them is a set of social attitudes or convention that may vary considerably between dialect groups and even between individual members of the same community.(Keith Allan and Kate Burridge, Forbidden Words. Cambridge University Press, 2006)   Calling a Spade a Spade Now, as you know, he said slowly, looking up at the ceiling, weve had a spot of trouble round here. First, there was the business on the circus field; next, the performance at the Pigeons; third, this spot of bother at Viccarys farm. Why dont you say murder? asked Keith. The inspector stopped looking at the ceiling and looked at my brother instead.I dont say murder because it isnt a nice word, he replied. But, if you prefer it, I can use it.I do prefer it.Like to call a spade a spade?Well, thats preferable to calling it the grave-diggers toothpick, said Keith.(Gladys Mitchell, The Rising of the Moon, Michael Joseph, 1945) The Lighter Side of Orthophemism Let us all point an accusing finger at Mr. Latour. Mr. Latour is an illiterate boor.He watches horse racing, instead of the sport of kings, when at the track,And to him first base is simply first base, instead of the initial sack.He eats alligator pear, instead of avocado;He says fan, or enthusiast, instead of aficionado. . . .He drinks his drinks in a saloon, instead of a tavern or grill,And pronounces know-how skill.He calls poor people poor, instead of underprivileged,Claiming that the English language is becoming overdrivileged.He says the English language ought to get out of the nursery and leave the toys room,So he goes to the bathroom, instead of the little boys room.(Ogden Nash, Long Time No See, Bye Now, 1949)