tag:blogger.com,1999:blog-79893542253682293972024-02-20T08:59:35.556-08:00How to write classification essayHow To Write A Evaluation EssayJeremy Thornehttp://www.blogger.com/profile/02211192372117048033noreply@blogger.comBlogger31125tag:blogger.com,1999:blog-7989354225368229397.post-16676493963389646952020-08-25T01:53:00.001-07:002020-08-25T01:53:06.871-07:00PRESS RELEASE ASSIGNMENT Essay Example | Topics and Well Written Essays - 250 wordsOfficial statement ASSIGNMENT - Essay Example The aircraft assumes full liability of the postponements and the resulting scratch-offs, and shuns accusing the climate. The organization gives an announcement of conciliatory sentiment concerning the equivalent. This meets up with a flight voucher worth $500 to all who either missed or had their flights deferred during and following the tempest. The organization gives further statement of regret for its moderate response towards sifting through settlement for the individuals who went through the night in Chicago. The organization will remunerate the individuals who had issues identified with convenience and will pay for their lodging and related costs. Cases for such can be recorded online through the companyââ¬â¢s site: basically go to FlyAway.com and tap on the repayment tab. An announcement by the companyââ¬â¢s, CEO Mr. Jordan, expressed to some extent, ââ¬Å"We have gained from our errors, and will give it our best shot to just convey the absolute best in administration and on time execution. Anything short of that is unacceptable.â⬠Customers can anticipate great administrations from the organization as an issue of right. An appraisal to confirm what turned out badly will be led to keep away from comparable events in the Jeremy Thornehttp://www.blogger.com/profile/02211192372117048033noreply@blogger.com0tag:blogger.com,1999:blog-7989354225368229397.post-18290138183464850962020-08-22T02:52:00.001-07:002020-08-22T02:52:11.218-07:00Succubus Shadows Chapter 5 Free Essaysstring(158) was presumably the intelligent spot to begin, however most succubi â⬠even a flat one like her â⬠wouldnââ¬â¢t invest a great deal of energy hanging out there. I gazed at him, and the world stopped for a second. ââ¬Å"Waitâ⬠¦Seth was meeting Simone there?â⬠Roman shook his head. ââ¬Å"I wouldnââ¬â¢t state that precisely. We will compose a custom paper test on Succubus Shadows Chapter 5 or on the other hand any comparative theme just for you Request Now It was increasingly similar to she searched him out. He looked like heââ¬â¢d been working there for some time when she indicated up.â⬠ââ¬Å"And then?â⬠My voice was exceptionally little. ââ¬Å"Then, she strolled over to him and bashfully presented herself as a fan, saying she remembered him from his site. Truly flawless coy coquette.â⬠ââ¬Å"And then?â⬠ââ¬Å"She said she wished she had a book with her to sign and inquired as to whether heââ¬â¢d sign a bit of paper. He said he would, and afterward she plunked down, all conciliatory for annoying him. She said she had a few inquiries and trusted he wouldnââ¬â¢t mind on the off chance that she remained for a couple moments.â⬠I saw then that I was grasping my clench hands. With a full breath, I discharged them. ââ¬Å"Seth wouldnââ¬â¢t initiate a discussion with a more peculiar like that. Not without being unpleasantly uncomfortable.â⬠ââ¬Å"Yeah,â⬠Roman concurred. ââ¬Å"He unquestionably had a portion of that social awkwardness.â⬠There was a wry note in Romanââ¬â¢s voice that I didnââ¬â¢t like. The two men had once been opponents for my warmth, and evidently, Roman was all the while clutching some harshness â⬠and a sentiment of prevalence. Roman could be very appealling when he needed. ââ¬Å"But she did an entirely great job at playing similarly as modest and apprehensive. I think it caused him to feel better.â⬠ââ¬Å"So she sat down?â⬠ââ¬Å"Yupâ⬠¦and remained for about a half-hour.â⬠ââ¬Å"What?â⬠I shouted. My volume made Godiva jolt her head up from a snooze. ââ¬Å"Did she attempt to tempt him?â⬠Romanââ¬â¢s articulation turned considering. ââ¬Å"Not in the standard way. That is to say, she wasnââ¬â¢t as exhausting not surprisingly. In any case, she set him straight enough that he loose and appeared to like conversing with her. She wasnââ¬â¢t unmistakably sexual, and he didnââ¬â¢t seem as though he needed to bounce her. It was justâ⬠¦I donââ¬â¢t know. A pleasant discussion. Despite the fact that, it had a couple of those irritating realities she jumps at the chance to drop.â⬠He delayed. ââ¬Å"Oh, and she went brunette.â⬠That troubled me more than it likely ought to have. ââ¬Å"But he sent her away, right?â⬠ââ¬Å"No, Maddie appeared, and he left with her â⬠in the wake of revealing to Simone it was ideal to meet her.â⬠Goodness, incongruity. Never, never would I have envisioned Iââ¬â¢d be so diminished to have Maddie appear and take Seth home. I likewise never thought Iââ¬â¢d be happy his dedication to her would shield him from falling prey to another womanââ¬â¢s charms. I stepped toward Roman, my clench hands grasping once more. I didnââ¬â¢t accuse him as delegate; I was basically determined by my own rage. ââ¬Å"What the hell?â⬠I requested. ââ¬Å"What screwing game is she playing?â⬠He murmured. ââ¬Å"I donââ¬â¢t know. Perhaps no game by any means. She loves espresso. Iââ¬â¢ve positively observed her get it previously. She could have wound up there unintentionally and thought he resembled a decent catch. God just knows why.â⬠I disregarded the point. ââ¬Å"Oh, please, Roman. Youââ¬â¢re not unreasonably idiotic. Do you sincerely imagine that in a city like Seattle, out of the considerable number of men here, itââ¬â¢s a happenstance that she appears and begins hitting on my ex? You know just as I do that there arenââ¬â¢t numerous fortuitous events in our world.â⬠ââ¬Å"True,â⬠he conceded, setting the leftovers of his supper on the foot stool. The felines pulled out all the stops. ââ¬Å"Will you quit doing that?â⬠I requested. ââ¬Å"Theyââ¬â¢re shouldn't eat that sort of stuff.â⬠ââ¬Å"Donââ¬â¢t take your disagreeable demeanor out on me.â⬠But he stood up and took the plate to the kitchen. At the point when he returned, he folded his arms over his chest and remained before me. ââ¬Å"Look, youââ¬â¢re right to a limited degree about occurrences. It is odd that she would hit on Seth. Be that as it may, consider this as well: donââ¬â¢t you think there are a couple of things around here somewhat more significant than your ex? Jeromeââ¬â¢s hypothesis bodes well, you know. Damnation let him keep his activity, yet that doesnââ¬â¢t mean theyââ¬â¢re releasing the entire episode. Theyââ¬â¢re a definitive resentment holders. Theyââ¬â¢d need to survey the circumstance. Thatââ¬â¢s why sheââ¬â¢s here.â⬠ââ¬Å"Except that sheââ¬â¢s not evaluating anything! Except if you consider my friendsââ¬â¢ Pictionary skills.â⬠ââ¬Å"You ought to have seen them play Jenga.â⬠ââ¬Å"This isnââ¬â¢t a joke. I have to make sense of what her game is. You need to take me with you when you spy on her again.â⬠He raised an eyebrow. ââ¬Å"I think thatââ¬â¢s an awful idea.â⬠ââ¬Å"I can go invisible.â⬠ââ¬Å"Sheââ¬â¢ll still sense you.â⬠ââ¬Å"You can conceal my mark. You let me know before that you could. Was that a lie?â⬠Roman scowled. Not long before things had actually exploded between us, heââ¬â¢d requested that I flee with him, promising he could hide me from the more noteworthy immortals. ââ¬Å"I can,â⬠he conceded. ââ¬Å"But I simply think youââ¬â¢re requesting trouble.â⬠ââ¬Å"What am I risking?â⬠ââ¬Å"A part. Regardless of whether itââ¬â¢s Seth or Jerome, thereââ¬â¢s clearly something going on. Get messed up in that, and you could be taking a chance with your life. I wonââ¬â¢t let that happen to you.â⬠ââ¬Å"Since when do you care what happens to me?â⬠I asked warily. ââ¬Å"Since you turned into my pass to lease free living.â⬠What's more, with that, he turned imperceptible, concealing his signature too. ââ¬Å"Coward!â⬠I cried. My lone answer was the front entryway opening and afterward closing. He was lost to me, and I understood Iââ¬â¢d again botched my opportunity to raise my odd experiences from these last couple days. I thrashed around again that night, however it had nothing to do with my dread of strolling off the gallery or into Puget Sound. I was loaded up with rage, both at Simone for making the proceeds onward Seth and at Roman for forsaking me. At the point when I woke up toward the beginning of the day, I breathed easy because of knowing I didnââ¬â¢t need Roman to stand up to Simone. I could do that all alone. Obviously, there were a couple of confusions there, the first being I didnââ¬â¢t know where Simone was. Her inn was presumably the legitimate spot to begin, however most succubi â⬠even an insipid one like her â⬠wouldnââ¬â¢t invest a great deal of energy hanging out there. You read Succubus Shadows Chapter 5 in classification Exposition models Well, except if she had organization â⬠and I didnââ¬â¢t truly need to stroll into anything like that. What's more, at any rate, I had one little duty to go to before I could go bitch-chasing. Maddie. Iââ¬â¢d lamented my choice to go out on the town to shop with her the second the words had left my mouth. However, some way or another, Iââ¬â¢d completely shut out those emotions yesterday when Iââ¬â¢d been sitting with Seth. A short idea about the wedding had danced through my mindâ⬠¦and then it had been gone. Iââ¬â¢d invested the remainder of the energy snickering and conversing with him just as there was no Maddie on the planet. In any case, as I went to the book shop, where she and I had consented to meet, I needed to acknowledge reality again. Seth was not, at this point mine. He likewise wasnââ¬â¢t Simoneââ¬â¢s. Be that as it may, Iââ¬â¢d manage that later. Maddie was hanging tight for me first floor, yet I utilized the reason of requiring espresso before we left, so as to run up to the caf?â ¦. I needed to check whether Simone was sneaking. Regardless of her shape, Iââ¬â¢d know whether she was there. However, as I calmly sat tight in line for my white chocolate mocha, I detected nothing godlike. Seth was there, engaged in his work, and never at any point saw me. Evidently, his dream was all the while going solid. I let him be and joined Maddie ground floor once more. She had a rundown of eight store names and addresses. Most were dress shops, and I was incredulous that we could make them all before we were expected into work. She was progressively idealistic, however at that point, that was common of her. ââ¬Å"No point in stressing right now,â⬠she said. ââ¬Å"Weââ¬â¢ll simply do them each in turn and see where that gets us. Plus, the last not many are bread kitchens, and we wouldnââ¬â¢t need to eat a lot of cake before taking a stab at dresses.â⬠ââ¬Å"Speak for yourself,â⬠I stated, sliding into her front seat. ââ¬Å"Iââ¬â¢m not having a go at anything on.â⬠She gave me a wry grin. ââ¬Å"Arenââ¬â¢t you? Youââ¬â¢re my bridesmaid, recollect? We discussed it at the party.â⬠ââ¬Å"No,â⬠I said quickly. ââ¬Å"I said and did a wide range of insane stuff that night, however I never consented to it. That I do remember.â⬠Maddieââ¬â¢s articulation was still light, yet I thought I heard somewhat hurt in her voice when she talked straightaway. ââ¬Å"Whatââ¬â¢s the serious deal? Why donââ¬â¢t you need to be one? You know Iââ¬â¢d never dress you in anything horrible.â⬠Why? I considered the appropriate response as she maneuvered into traffic. Since Iââ¬â¢m in adoration with your future spouse. I could scarcely reveal to her that, obviously. As it seemed to be, I could see my proceeding with quietness was exacerbating her vibe. She was perusing it as a slight to our companionship. ââ¬Å"I justâ⬠¦I just donââ¬â¢t like all the, uh, display that goes with weddings. Thereââ¬â¢s so much arranging and worrying about little subtleties. Iââ¬â¢d rather simply sit back in the crowd and watch you go down the aisle.â⬠Well, really, that was one of the last things I needed to do. ââ¬Å"Really?â⬠Maddie grimaced, however fortunately, it was mor Jeremy Thornehttp://www.blogger.com/profile/02211192372117048033noreply@blogger.com0tag:blogger.com,1999:blog-7989354225368229397.post-52544491152140182912020-07-27T08:46:00.001-07:002020-07-27T08:46:03.285-07:00Aerogels Used In Construction (silica) ExampleAerogels Used In Construction (silica) Example Aerogels Used In Construction (silica) â" Assignment Example > Aerogels Used in Construction (Silica)Question OneSilica aerogels synthesis can be grouped into three general steps: The first step is the preparation of gel, whereby the silica gel is acquired through solâ"gel process. According to Dorcheh and Abbasi (2008, p. 11), the preparation of sol happens through a silica source solution as well as by adding a catalyst, resulting in gelation. Usually, the gels are grouped based on the dispersion medium utilised, such as aquagel or hydrogel, aerogel as well as alcogel (for water, air, and alcohol respectively). The second step is the aging of the gel, whereby the mother solution is used to age the prepared gel with the goal of strengthening the gel. The final step is the drying of the gel, wherein the gelâs pore liquid is freed. In order to ensure that the gel structure does not collapse, the drying process is performed under special conditions. Therefore, all aerogel production methods involve these general steps, but more procedures ma y be carried out to influence the structure of the final product. The first step in Silica aerogels synthesis is the preparation of the gel, which is often achieved through the sol-gel process. In this case, a âsolâ as mentioned by Thapliyal and Singh (2014, p. 3) is a colloidal liquid character system wherein particles that have been dispersed are either large or solid molecules with a colloidal range dimensions. On the other hand, a gel has been described as a colloidal solid character system wherein the substance that has been dispersed creates a continuous, coherent framework, which is normally interpenetrated by a system whose kinetic units are smaller as compared to the colloidal entities. Therefore, gels are seen as three-dimensional network that are filled with solvent. Patel et al. (2009, p. 1053) assert that the dispersed phase of gels is normally very small (1 to 3 per cent) and some measure of elasticity and rigidity is exhibited. Classification of the gels normall y depends on the dispersion medium utilised; for instance aquagel or hydrogel is used for water, aerogel is used for air respectively and alcogel is used for alcohol. Gelatin is an example of gel. Different chemical reactions may be utilised to achieve a Gel phase, but the choice of reaction relies on the anticipated properties of the final product. For instance, Silicate gels are synthesised by trifunctional silicon alkoxide and hydrolysing monomeric tetrafunctional precursors that employ mineral base such as Ammonia or, Ammonium hydroxide solution or acid such Hydrogen chloride and Oxalic acid as a catalyst. The second step of the synthesis is the aging of the gel using the mother. According to Dorcheh and Abbasi (2008, p. 15) effect of the aging time and aging solution concentration on the silica aerogels porosity characteristics were examined by Smitha et al. (2006), and they established a decrease in the linear shrinkage and bulk density while an increase in the surface area, pore volume as well as pore size in the concentration of Tetraethoxysilane in the aging solution. They further established that the effect of aging time on surface area, bulk density as well as pore volume was similar. Therefore, long period of gel aging leads to increased shrinkage, density and also the optical transmittance. To obtain transparent silica aerogels with larger size having no cracks and low density, the period of gel aging according to Dorcheh and Abbasi (2008, p. 22) have to be sufficiently long in order that the wet gel modulus increases thereby resulting in the monolithic aerogels. The final step of the synthesis is drying of the gel, which is governed by capillary pressure. Gels shrinkage at the drying stage is steered by the capillary pressure (Pc), as shown in the equation one below: Jeremy Thornehttp://www.blogger.com/profile/02211192372117048033noreply@blogger.com0tag:blogger.com,1999:blog-7989354225368229397.post-34247863925005116972020-05-22T12:16:00.001-07:002020-05-22T12:16:03.557-07:00Education for Homeless Students Essay example - 1899 Words Homeless families with children represent the fastest growing segment of the homeless population; in fact, they constitute about 40 percent of all people who are homeless (Stronge 7). In addition, the most recent estimate of homeless children and youngsters by the United States Department of Education is 744,000 (Stronge 7). These statistics are indeed quite frightening, and they go to show that children constitute a large part of the homeless dilemma. The part of that dilemma that seems most taxing is that of educating such homeless children. How can these kids become active members of society if they are unable to receive a proper public education, the same education that is provided for so many other kids under the Constitution?â⬠¦show more contentâ⬠¦While at my on-site orientation for tutoring at the Center for the Homeless in downtown South Bend, the volunteer coordinator made a point of bringing up the centerââ¬â¢s Montessori preschool program. It is very unique, and she was very proud of it. She then went on to explain why the program is so important. She said that the younger kids have the greatest chance of changing their ways. The earlier they start turning their lives around, the better the chance that they will break old harmful habits and start making new helpful ones. In Judy Danielsââ¬â¢ article entitled Humanistic Interventions for Homeless Students: Identifying and Reducing Barriers to Their Personal Development, the author is successful in describing real-life examples of the effects of homelessness on school-aged children. She starts out with the story of Angie, a high school student who lives in a tent with her mother and two siblings. After being caught for fighting with her classmates, Angie is sent to the counselorââ¬â¢s office where she confesses her frustration with her current living situation. Living in a place I shouldnââ¬â¢t is ruining my life! How would you like to take cold showers every day in a public bathroom? We cannot even go to the bathroom by ourselves because itââ¬â¢s not safe. One thing that really bothers me is that I do not have any time for myself andShow MoreRelatedCurrent Housing Policies For Homeless Youth1281 Words à |à 6 PagesAccording to the 2014 Department of Housing and Urban Development statistics, 34% of the total homeless population of America are under 24 years old (HUD 2014). Although HUD recognizes that this is an alarming number, current housing laws offer little protection for homeless youth. Young people in America face homelessness due to financial issues, lack of family support or insufficient housing. Many of these homeless youth are on their own and are enrolled in college and since the recession of 2008 theirRead MoreMckinney Vento Act : Case Study863 Words à |à 4 PagesFunding McKinney Vento Act provides federal funding to states to meet the needs of homeless students. States are given the flexibility to spend the funds appropriately. This includes the fixed amendment where schools can spend money on direct education services including various programs. LAUSD would continue to use these federal funds to hire homeless liaisons as part of their Homeless Education Program. The Local Control Funding Formula (LCFF) was passed in California and gives school districtsRead More Homelessness in Public Schools998 Words à |à 4 Pageseffective, serve the students, and have the best outcome. Well known problems such as bullying, special educational needs, budget cuts, new standards, and job cuts. Some of the problems are well known to the public while other problems are left in the background. According to the National Association for the Education of Homeless Children and Youth (NAEHCY) reported that the U.S. Department of Education collected data stating ââ¬Å"du ring the 2008-2009 school year that 954,914 homeless children and youthRead MoreEssay on Poverty in Gwinnett County, Georgia1120 Words à |à 5 Pagesrecognize children of poverty and how to help those students, and what rights those children have to an education. Poverty and Childrens Education In Gwinnett county the average homeless person is 6 years old (Family Promise of Gwinnett County, 2013). As an educator, this is worrisome because these children in poverty will encounter many difficulties relating to their education. What difficulties are these children facing with and their education? According to Donald Hernandez (Hernandez, 2011)Read MoreWhy Do Students Experiencing Homelessness?1205 Words à |à 5 PagesIn fact, ââ¬Å"these liaisons are responsible for advocating for students experiencing homelessness by actively searching for children to enroll, creating awareness about educational rights, and working with agencies that serve the homeless to promote educational stability and opportunity. (Wilkins, Mullins, Mahan, Canfield, 2016) As a result, there have been important improvements that have been seen in the MVA, these are considered residency requirements, record transfer delays, and having a lackRead MoreHomeless Is No One Fault1741 Words à |à 7 Page s Being homeless is no one fault. Someone may be unable to have a shelter, however someone should be eligible to gain a education even if they do not have funds to pay the amount of college. I believe itââ¬â¢s college student who are suffering from being homeless and not having no where to stay. Recently, I heard a story that a student that was homeless girl asked one of her professors for supplies and a book bag because she canââ¬â¢t afford anything and she s homeless. A person that is destitute does notRead MoreArgumentative Essay On Homelessness1485 Words à |à 6 Pagesshould increase funding for the McKinney-Vento Homeless Assistance Act. Increased funding would decrease homelessness by lowering the crime rate, educating students, and improving American living conditions. As the number of homeless Americans increased during the 1980ââ¬â¢s, the American government was forced respond to the growing issue. Being the first federal response for homelessness, Congress appropriated $140 million to the McKinney-Vento Homeless Assistance Act (Katel). The McKinney-Vento ActRead MoreNew York Department Of Education1275 Words à |à 6 PagesThe New York Department of Education is debating re-zoning some of Manhattanââ¬â¢s schools in order to diversify the student bodies. Of all of the proposed integrations, the re-zoning of Public School (PS) 199 and PS 191 has led to the most persistent parent protests. On the one hand, this change would lead to a more diverse student body, reduce overcrowding at PS 199, and break down the walls of racial, political, and socio-economic division. On the other hand, it would potentially cause disruptiveRead MoreOutline Of Policy Development Process Outline1058 Words à |à 5 Pagesof the upbringing of students. Students, teachers, parents, and staff initiate and reinforce a culture of achievement and encouragement with a range of formal rewards and consequences for behavior and academic performance. Person Responsible for Policy Development: Administrator / Principal Process for Developing Policy: Rough draft written by the principal that will then be reviewed by a committee made up of principal, teachers (1 representing each grade level), students, and parents (voted byRead MoreHomelessness : America s Resources For The Homeless Are Scarce1452 Words à |à 6 PagesResources for the Homeless are Scarce in America Justin Hooks Fayetteville State University 2/27/2015 Abstract In this study, I will take the time out and investigate the effects that every day citizens have on homeless citizens and how we can play a big role in helping homelessness decrease. Over the past years many citizens havenââ¬â¢t established safe and stable places to live. I will then elaborate on how you can be sheltered and unsheltered and still be considered homeless. My main objective Jeremy Thornehttp://www.blogger.com/profile/02211192372117048033noreply@blogger.com0tag:blogger.com,1999:blog-7989354225368229397.post-27199000720405594872020-05-09T00:35:00.001-07:002020-05-09T00:35:02.918-07:00Gender and Emotions - 2537 Words American culture assumes a great difference in the way men and women experience emotions. Women are assumed to be far more emotional than men, both in experiencing the emotions internally, as well as expressing them to the outside world. While the genders may differ in how they express their emotions, men and women do not inherently differ in the frequency of emotionality. Men are not emotionless, and women do not overcompensate for mens lack of emotion. The roots of our ideas about gender and emotion date far back. According to Simon and Nath, Historians have documented that Americans beliefs about womens emotionality and mens unemotionality (or emotional reserve) are rooted in the 19th century gender ideologies, which were used toâ⬠¦show more contentâ⬠¦Each pair, or each individual in private, was exposed to one low-agency and one high-agency emotion ad. Those in pairs were asked not to express their feelings toward the ad until after they had handed in their questionnaire involving their reactions to each ad. The questionnaire asked participants to answer the questions pertaining to viewing pleasure, their attitude to the ad, covarities, as well as confound checks to establish that the ads were clear and understandable to all participants. Results found from this first study that males reported less viewing pleasure in public than in private settings. However, they found that males responses to the ad in public was only influenced when viewing low-agency ads with another male, not with a female. Their responses to high-agency ads were not affected by the presence of either gender. There was no such condition found for females, whose viewing pleasure was consistent in all social settings. In private settings, males viewing pleasure was not any different from the females responses. When not feeling as though they are under social pressure to suppress emotion, males were as emotional as females. A second study was conducted which mimicked the first, but simply controlled for any social interaction which may have taken place in the booths in the first study.Show MoreRelatedEmotions Through Culture And Gender1261 Words à |à 6 Pages Expressing Emotions Through Culture and Gender Have you ever thought about the way you express your emotions? Emotions are a significant part of our lives. They enable us to express our feelings to those around us. How we express our emotion is determined by a mixture of culture and family influences that directs our gender to express emotions differently. People are more likely to experience emotions versus being able to express them. They way we express our emotions changes over timeRead MoreEssay on Gender Differences and Emotions1687 Words à |à 7 Pagesthis complicated situation and find the humor and harmony I have achieved. The gender differences we often experience is not caused by the fact that men and women live in different realities, but the difficulties are formed by a lack of understanding and mutual experiences shared by each gender. Despite the numerous efforts to understand completely the differences between the male and female gender, there is no concrete answer. Acceptance of each other without trying to change the otherRead MoreGender Roles And Stereotypes Of Emotions1149 Words à |à 5 PagesGender Roles and Stereotypes of Emotions Growing up, people are put into roles based on their gender. Gender roles are, ââ¬Å"the behaviors, attitudes, and personality traits that are designated as either masculine or feminineâ⬠(Hockenbury Hockenbury, 2014, p. 409). Along with gender-roles are stereotypes. Stereotypes are a widely held belief about a group of people based on their race, religion, social class, or gender. Gender-role stereotypes are, ââ¬Å"The beliefs and expectations people hold about theRead MoreCultural And Gender Differences Of Emotion1179 Words à |à 5 PagesCultural and Gender Differences in Emotion Emotion ââ¬Å"Emotions are the cornerstones of our social worlds, affecting our interactions with others in countless waysâ⬠(Soto, Levenson, and Ebling, 2005). The domain of emotion is vast with many aspects to investigate and discover. Research suggests that there are basic emotions of anger, disgust, fear, happiness, sadness, and surprise and also more complex emotions such as contempt, embarrassment, pride, and shame (Tracy Robins, 2008). Two areas ofRead MoreGender Differences Of Emotion And Communication Essay1374 Words à |à 6 PagesGender Differences in Emotion and Communication By Nina Bingham | Submitted On April 11, 2011 Recommend Article Article Comments Print Article Share this article on Facebook Share this article on Twitter Share this article on Google+ Share this article on Linkedin Share this article on StumbleUpon Share this article on Delicious 1 Share this article on Digg Share this article on Reddit Share this article on Pinterest Expert Author Nina Bingham Society expects women to be more emotionallyRead MoreThe Role Of Gender, Individual Trait, And Emotion1036 Words à |à 5 PagesThe role of gender, individual trait, and emotion in response to advertisements using violent vs. non-violent images and messages to promote mediated MMA consumption. Sang Yoon Ryu Introduction Over the past few decades, Mixed Martial Arts (MMA) industry has dramatically increased (Kim et al, 2008; Lim et al., 2010; Damon et al, 2009; Andrew et al, 2009; Kwak, McDaniel, 2013). The sport exceeded boxing and wrestling as the preferred combat sport among young people (Lafayette Hibbered, 2006)Read MoreGender Asymmetry, Emotion Work and Its Role in Gender Power Relations1242 Words à |à 5 PagesGender Asymmetry, Emotion Work and Its Role in Gender Power Relations In this essay the following topics will be discussed, gender asymmetry, emotion work and what role this plays in gender power relations in the context of heterosexual couples. Duncombe and Marsden in 1993 use local survey evidence to illustrate the gender difference or asymmetry in intimate emotional behaviour. It is a commonly known belief that in the first stages of a relationship, it is passionateRead MoreInterview : Gender Roles, Occupational Role And Emotions1441 Words à |à 6 PagesDeante Metts Sociology 468 Fall 2015 Dr. Dosik Interview - Gender Roles, Occupational Role and Emotions Sociologist Arlie Hochschild, author of The Managed Heart argues that modern societies demand emotional labor, particularly in the service sector, where she described it as, â⬠management of feeling to create a publicly observable facial and bodily display â⬠¦ sold for a wage.â⬠This term can apply to a variety of professions, but it is most often used to reference to the sort of attitude managementRead More The Effect oneââ¬â¢s Gender and Personality has on their Ability to Identify the Emotion and Gender of a Face.1925 Words à |à 8 Pagesinvestigation aimed to explore gender differences and personality differences in the ability to identify the emotion and gender of a face. The expected results were that the response times produced by females for facial emotion and gender identification would be faster than the response times produced my males. It was also expected that participants categorised as extroverts via the Necker cube would produce faster response times when identifying the emotion and gender of a face. Although the resultsRead MoreGender Differences On Negative Emotions During The Childhood And Adolescence Stages Essay1343 Words à |à 6 Pagesgentle emotions, and males show more aggressive emotions. ââ¬Å"Sayings such as ââ¬Ëboys donââ¬â¢t cryââ¬â¢ and ââ¬Ësugar and spice and everything niceââ¬âthatââ¬â¢s what little girls are made ofââ¬â¢ reflect cultural beliefs and expectations that girls show cheeriness or sadness, whereas boys are strong and calm, showing anger if necessaryâ⬠(Chaplin Aldao, 2013). Before this study, there were only empirical reviews of happiness expression. There has been no empirical review of gender differences on negative emotions during Jeremy Thornehttp://www.blogger.com/profile/02211192372117048033noreply@blogger.com0tag:blogger.com,1999:blog-7989354225368229397.post-57128035357274484462020-05-06T09:58:00.003-07:002020-05-06T09:58:07.565-07:00Task 1 Eymp 1 Free Essays Context and principles for early years provisions. The Early Years Foundation Stage was brought into force in September 2008 by orders and regulations which come under section 39 of the Childcare Act 2006. All of the early years providers are required to use the EYFS to ensure a flexible approach to childrenââ¬â¢s care, learning and development that enables young children to achieve the five Every Child Matters (ECM) outcomes. We will write a custom essay sample on Task 1 Eymp 1 or any similar topic only for you Order Now These 5 outcomes are staying safe, being healthy, enjoying and achieving, making a positive contribution and achieving economic wellbeing. The EYFS is used in many different settings and some of these are schools, nurseries, pre-schools, playgroups, after school clubs, breakfast clubs and child minders. This statutory framework sets out legal requirements to relate to the learning and development of children and the legal requirements relating to welfare. There are early learning goals which are the educational programmes and the assessment arrangements. The welfare requirements are given legal force by regulations made under section 39 of the Childcare Act 2006. Together the order, the regulations and the statutory framework documents make up the legal basis of the EYFS. Each individual child is supported by the EYFS because it is there to support the needs and interests of each individual child. There are six areas covered by the early learning goals and educational programmes. They are equally important and depend on each other to support the rounded approach to child development. All these areas much be delivered through planned, purposeful play with a balance of adult-led and child-initiated activities. These six areas are; * Personal, Social and Emotional Development. Communication, Language and Literacy. * Problem-solving, Reasoning and Numeracy. * Knowledge and Understanding of the World. * Physical Development. * Creative Development. * The EYFS has partnerships with parents and from this we know when parents and practitioners in the early years work together it has a direct impact on the childrenââ¬â¢s development and learning. T he EYFS does observations to look at and listening to children to find out how they are developing, what they like doing and what they are learning through their play and the other experiences they are given. Assessment in the EYFS is of two main types. The first type isà on-going assessmentà which is what practitioners do on a daily basis to make decisions about what the child has learned or can do already. This is to help the child move on in their learning. Another type of assessment known as summative assessment takes place twice in the Revised EYFS. Firstly when a child is between 24 and 36 months, the outcomes of this are recorded and parents and practitionersà use the information gained to identifyà a childââ¬â¢s strengths and their learning needs. The second assessment takes placeà towards the end of the Early Years Foundation Stage. This is to sum up all the different information from on-going assessments that have been made about the child. Planning in the early years is about meeting young childrenââ¬â¢s needs so that they can play and learn happily in ways which will help them develop skills and knowledge across theà Prime and Specific areas of learning in the EYFS. Development Matters in the Early Years Foundation Stage is non-statutory guidance material which is intended to support practitioners in implementing the statutory requirements of the EYFS. It shows how the four themes of the EYFS and the principles that inform them work together to support babies and children. A progress check is done when the child is two years old which was developed by the National Childrenââ¬â¢s Bureau. This check covers the legal requirements for the EYFS. It is done to check how the child is progressing. There is also a check done at 5 years old which is when children are starting school. The statutory framework is split into 3 sections which are the introduction, the learning and development requirements and the welfare requirements. The introduction is an overview which explains the aims and legal requirements. The learning and development requirements is the early learning goals and are a statutory requirement for all Ofsted registered providers. The welfare requirements are universal and have to be met by all Ofsted registered settings. There are 4 main themes to the EYFS which are a unique child, positive relationships, enabling environments and learning and development. A unique child theme is there because every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured. The positive relationships are there so children can learn to be strong and independent through these positive relationships. Enabling environments is a theme because Children learn and develop which gives them experiences which respond to their individual needs and there is a strong partnership between practitioners and parents and carers. Learning and development is a theme as it means children develop and learn in different ways and the framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. There are many different theorists which have very different approaches on the early years education for children. Some of these theorists are Reggio Emilia, Friedrich Frobel, Rudolf Steiner, Susan Isaacs, Margaret MacMillan and Maria Montessori. I am only going to explain in detail about 3 of these. The 3 I have chosen are Reggio Emilia, Friedrich Frobel and Margaret MacMillan. The Reggio Emilia approach is an early childhood education approach and was started in a town in the Northern end of Italy in 1940ââ¬â¢s and is now worldwide. This approach values the potential of all children to think, learn and construct knowledge. This approach gives children the right to be recognised as subjects of individual, legal, civil and social rights. The Reggio Emilia approach offers training materials and courses which are designed to promote this approach throughout Italy and the world. This approach is a progressive child-centred approach to education which believes children must be free to discover and learn for themselves. A teacher which teaches in the Reggio Emilia approach allows children to do many things and supports them in many ways e. . they allow the children to ask their own questions and to explore and generate many possibilities. The teacher provides opportunities for the children to communicate their own ideas to other children. The Friedrich Frobel approach enables children to be cherished, simulated and to flourish their full potential. Friedrich set up education systems in Germany which are still used to t his day. Friedrich Frobel believes all children are like tiny flowers, they are varied, they need care but each child is beautiful alone and glorious when seen in the community of peers. He done this approach for children from birth to 7 years old and it recognises how unique each child is and every childââ¬â¢s different areas of development as a whole. This approach provides an environment which is safe, intellectually challenging, allows free access to a rich range of materials, opportunities for play and which work close in partnership with parents and other skilled adults. The Margaret MacMillan approach emphasis relationships, feelings and ideas in the physical aspect of learning. It also works in close partnership with parents and provides play for children as Margaret believes it helps children apply what they understand. Margaret believes in first-hand experience and active learning so she provides most of her learning through play because she believes this helps the children. She also believes children canââ¬â¢t learn if they are undernourished, poorly clothes, sick or ill, with poor teeth, poor eyesight, ear infections, rickets and so on. Therefore Margaret provides everything possible which is needed to help these things e. g. free school clothes and meals. She will not allow a child which is ill or sick into her environment as she believes they should be at home getting better. How to cite Task 1 Eymp 1, Papers Jeremy Thornehttp://www.blogger.com/profile/02211192372117048033noreply@blogger.com0tag:blogger.com,1999:blog-7989354225368229397.post-55345306873737169432020-05-06T09:58:00.001-07:002020-05-06T09:58:06.646-07:00Task 1 Eymp 1 Free Essays Context and principles for early years provisions. The Early Years Foundation Stage was brought into force in September 2008 by orders and regulations which come under section 39 of the Childcare Act 2006. All of the early years providers are required to use the EYFS to ensure a flexible approach to childrenââ¬â¢s care, learning and development that enables young children to achieve the five Every Child Matters (ECM) outcomes. We will write a custom essay sample on Task 1 Eymp 1 or any similar topic only for you Order Now These 5 outcomes are staying safe, being healthy, enjoying and achieving, making a positive contribution and achieving economic wellbeing. The EYFS is used in many different settings and some of these are schools, nurseries, pre-schools, playgroups, after school clubs, breakfast clubs and child minders. This statutory framework sets out legal requirements to relate to the learning and development of children and the legal requirements relating to welfare. There are early learning goals which are the educational programmes and the assessment arrangements. The welfare requirements are given legal force by regulations made under section 39 of the Childcare Act 2006. Together the order, the regulations and the statutory framework documents make up the legal basis of the EYFS. Each individual child is supported by the EYFS because it is there to support the needs and interests of each individual child. There are six areas covered by the early learning goals and educational programmes. They are equally important and depend on each other to support the rounded approach to child development. All these areas much be delivered through planned, purposeful play with a balance of adult-led and child-initiated activities. These six areas are; * Personal, Social and Emotional Development. Communication, Language and Literacy. * Problem-solving, Reasoning and Numeracy. * Knowledge and Understanding of the World. * Physical Development. * Creative Development. * The EYFS has partnerships with parents and from this we know when parents and practitioners in the early years work together it has a direct impact on the childrenââ¬â¢s development and learning. T he EYFS does observations to look at and listening to children to find out how they are developing, what they like doing and what they are learning through their play and the other experiences they are given. Assessment in the EYFS is of two main types. The first type isà on-going assessmentà which is what practitioners do on a daily basis to make decisions about what the child has learned or can do already. This is to help the child move on in their learning. Another type of assessment known as summative assessment takes place twice in the Revised EYFS. Firstly when a child is between 24 and 36 months, the outcomes of this are recorded and parents and practitionersà use the information gained to identifyà a childââ¬â¢s strengths and their learning needs. The second assessment takes placeà towards the end of the Early Years Foundation Stage. This is to sum up all the different information from on-going assessments that have been made about the child. Planning in the early years is about meeting young childrenââ¬â¢s needs so that they can play and learn happily in ways which will help them develop skills and knowledge across theà Prime and Specific areas of learning in the EYFS. Development Matters in the Early Years Foundation Stage is non-statutory guidance material which is intended to support practitioners in implementing the statutory requirements of the EYFS. It shows how the four themes of the EYFS and the principles that inform them work together to support babies and children. A progress check is done when the child is two years old which was developed by the National Childrenââ¬â¢s Bureau. This check covers the legal requirements for the EYFS. It is done to check how the child is progressing. There is also a check done at 5 years old which is when children are starting school. The statutory framework is split into 3 sections which are the introduction, the learning and development requirements and the welfare requirements. The introduction is an overview which explains the aims and legal requirements. The learning and development requirements is the early learning goals and are a statutory requirement for all Ofsted registered providers. The welfare requirements are universal and have to be met by all Ofsted registered settings. There are 4 main themes to the EYFS which are a unique child, positive relationships, enabling environments and learning and development. A unique child theme is there because every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured. The positive relationships are there so children can learn to be strong and independent through these positive relationships. Enabling environments is a theme because Children learn and develop which gives them experiences which respond to their individual needs and there is a strong partnership between practitioners and parents and carers. Learning and development is a theme as it means children develop and learn in different ways and the framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. There are many different theorists which have very different approaches on the early years education for children. Some of these theorists are Reggio Emilia, Friedrich Frobel, Rudolf Steiner, Susan Isaacs, Margaret MacMillan and Maria Montessori. I am only going to explain in detail about 3 of these. The 3 I have chosen are Reggio Emilia, Friedrich Frobel and Margaret MacMillan. The Reggio Emilia approach is an early childhood education approach and was started in a town in the Northern end of Italy in 1940ââ¬â¢s and is now worldwide. This approach values the potential of all children to think, learn and construct knowledge. This approach gives children the right to be recognised as subjects of individual, legal, civil and social rights. The Reggio Emilia approach offers training materials and courses which are designed to promote this approach throughout Italy and the world. This approach is a progressive child-centred approach to education which believes children must be free to discover and learn for themselves. A teacher which teaches in the Reggio Emilia approach allows children to do many things and supports them in many ways e. . they allow the children to ask their own questions and to explore and generate many possibilities. The teacher provides opportunities for the children to communicate their own ideas to other children. The Friedrich Frobel approach enables children to be cherished, simulated and to flourish their full potential. Friedrich set up education systems in Germany which are still used to t his day. Friedrich Frobel believes all children are like tiny flowers, they are varied, they need care but each child is beautiful alone and glorious when seen in the community of peers. He done this approach for children from birth to 7 years old and it recognises how unique each child is and every childââ¬â¢s different areas of development as a whole. This approach provides an environment which is safe, intellectually challenging, allows free access to a rich range of materials, opportunities for play and which work close in partnership with parents and other skilled adults. The Margaret MacMillan approach emphasis relationships, feelings and ideas in the physical aspect of learning. It also works in close partnership with parents and provides play for children as Margaret believes it helps children apply what they understand. Margaret believes in first-hand experience and active learning so she provides most of her learning through play because she believes this helps the children. She also believes children canââ¬â¢t learn if they are undernourished, poorly clothes, sick or ill, with poor teeth, poor eyesight, ear infections, rickets and so on. Therefore Margaret provides everything possible which is needed to help these things e. g. free school clothes and meals. She will not allow a child which is ill or sick into her environment as she believes they should be at home getting better. How to cite Task 1 Eymp 1, Papers Jeremy Thornehttp://www.blogger.com/profile/02211192372117048033noreply@blogger.com0tag:blogger.com,1999:blog-7989354225368229397.post-41754075855393399552020-04-28T12:48:00.001-07:002020-04-28T12:48:03.493-07:00Who am I Ten Years from now Essay ExampleWho am I Ten Years from now? Essay Who am I ten years from now? What will I become ten years from now? It took me hours thinking about it, though with the course Im taking right now, it is pretty obvious. No one can predict his/her own future and no one can exactly tell what will be our life 10 years from now. Theres a possibility that you will die or theres a possibility that youll have your own family or whatsoever. I always wanted to see what will be my life in the future. As I reminisced my childhood years, I have many dreams and aspirations that I would like to accomplish. Like to become an actress, model, beauty queen and the like, amazing isnt it? Look how ambitions I am. When I was in high school, those dreams of mine changed. Maybe because thats too impossible to happen with the situation I have. Yes, like any other students here in NORMS, I also belong to a poor family. It was my family who decided what will be my course. I never heard a question from them saying, Nuns mug Ghana nag Kurds day? Kay nonsupport ramie. One time when I intentionally penned up what course I want or like, the conversation always ended up with away nag Kurds nag mammal, kina rang borate. But look I am today, a 3rd year education student who now loves her course. I realized that teaching is really my passion. With the question above, I know that by Gods grace, Ill be an agent of change, a successful educator someday and a wife with 2 or 3 kids. With those thoughts I Just cant stop myself smile. And I know, my family would be very proud of me 10 years or few more years fro m now. We will write a custom essay sample on Who am I Ten Years from now? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Who am I Ten Years from now? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Who am I Ten Years from now? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Jeremy Thornehttp://www.blogger.com/profile/02211192372117048033noreply@blogger.com0tag:blogger.com,1999:blog-7989354225368229397.post-91698199036263807362020-03-20T02:01:00.001-07:002020-03-20T02:01:02.997-07:00little freedoms essayslittle freedoms essays Freedom is defined by the Merriam-Webster online dictionary as the absence of necessity, coercion, or constraint in choice or action. If there is one group of people in American history who are subjected to more coercion and constraint in choice and action it has to be the black female slave. Slaves in general face constraints on their freedoms by nature of being slaves. Women, on the other hand, have been oppressed into submissive roles throughout human history. These constraints on the freedoms of women are reinforced by laws and customs in many parts of the world, even today. Women do almost all of the worlds domestic work and childcare without pay. In total it is estimated that women work two-thirds of all hours worked, and yet only receive a tenth of the worlds income. With that said it is difficult to imagine what small freedoms, if any, a female slave had so many years ago. Deborah Gray Whites book Arnt I a Woman takes a hard look the issues and horrible conditions the female slave faced in America. Throughout the book White makes it evident that women in American slavery had fewer freedoms than anybody, even male slaves. As White points out early, the female slave was black in a white society, slave in a free society, (and) woman in a society ruled by men. (p.15) Female slaves had less power than any other people in America and more constrains on their personal freedoms than any other group of people. Not only did female slaves suffer all the bondages of being a slave, they suffered for being female at the same time. Slavery was different for women and men. As White is clear to point out, the enslavement was not necessarily worse for female slaves than it was for male slaves, but I think it is clear from the evidence she presents that female slaves were less free than male slaves. (p.89) For instance, women were sexually exploited virtually as soon as they were enslaved. Women wer... Jeremy Thornehttp://www.blogger.com/profile/02211192372117048033noreply@blogger.com0tag:blogger.com,1999:blog-7989354225368229397.post-31229887101479391982020-03-03T17:45:00.001-08:002020-03-03T17:45:02.346-08:00The Most Commonly Read Books in High SchoolThe Most Commonly Read Books in High School No matter what type of high school you attend- be it public, private, magnet, charter, religious schools, or even online- reading is going be at the core of your English studies. In todays classrooms, students have a wide range of books to choose from, both modern and classics. If you compare the readings lists in all schools, you might be surprised to learn that the most commonly read books in all high schools are all very similar. Thats right! Course work for private schools and public schools (and every other school) are all very similar. No matter where you go to school, youll likely study classic authors like Shakespeare and Twain, but some more modern books are appearing on these lists, including The Color Purple andà The Giver.à Commonly Read High School Books Here are some of the books that most often appear on high school reading lists: Shakespeares Macbeth is on most schools lists. This play was mostly written when Scottish James I ascended the throne of England, much to many Englishmens chagrin, and it tells the tale of Macbeths fearful regicide and his ensuing guilt. Even students who do not relish Shakespearean English appreciate this lively tale, filled with murder, scary nights in a remote Scottish castle, battles, and a riddle that isnt solved until the end of the play.Shakespeares Romeo and Juliet is also on the list. Familiar to most students because of modern updates, this tale features star-crossed lovers and adolescent impulses that appeal to most high school readers.Shakespeares Hamlet, a story of an angst-ridden prince whose father has been murdered by his uncle, also tops independent schools lists. The soliloquies in this play, including to be or not to be, and what a rogue and peasant slave am I, are known to many high school students.Julius Caesar, another Shakespeare play, is featured on many schoo ls lists. It is one of Shakespeares history plays and is about the assassination of the Roman dictator Julius Caesar in 44 B.C. Mark Twains Huckleberry Finn has been controversial since its release in the United States in 1885. While some critics and school districts have condemned or banned the book because of its perceived vulgar language and apparent racism, it often appears on high school reading lists as a skillful dissection of American racism and regionalism.The Scarlet Letter, written by Nathaniel Hawthorne in 1850, is a tale of adultery and guilt set during Puritan rule of Boston. While many high school students have a difficult time wading through the sometimes dense prose, the surprise conclusion of the novel and its examination of hypocrisy often make it ultimately appealing to this audience.Many high school students enjoy F. Scott Fitzgeralds 1925 The Great Gatsby, a riveting and beautifully written tale of lust, love, greed, and class anxiety in the Roaring Twenties. There are parallels to modern America, and the characters are compelling. Many students read this book in English class while they are studying American history, and the novel provides insight into the moral values of the 1920s. Harper Lees 1960 classic To Kill A Mockingbird, later made into a wonderful movie starring Gregory Peck, is, simply put, one of the best American books ever written. Its tale of injustice written through the eyes of an innocent narrator grabs most readers; it is often read in 7th or 8th grade and sometimes in high school. It tends to be a book students remember for a long time, if not for the rest of their lives.Homers The Odyssey, in any one of its modern translations, proves difficult going for many students, with its poetry and mythological narrative. However, many students grow to enjoy the adventure-filled tribulations of Odysseus and the insight the tale provides into the culture of ancient Greece.William Goldings 1954 novel The Lord of the Flies is often banned because of its essential message that evil lurks in the hearts of manââ¬âor in this case, the hearts of boys who are marooned on a deserted island and turn to violence. English teachers enjoy mining the book for its symbolism and its statements about human nature when it is unchained to society. John Steinbecks 1937 novel Of Mice and Men is a sparsely written tale of two mens friendship set during the Great Depression. Many students appreciate its simple, though sophisticated language, and its messages about friendship and the value of the poor.The youngest book on this list,à The Giverà by Lois Lowry was published in 1993 and was the 1994 Newbery Medal winner. It tells the story of a 12-year-old boy who lives in a seemingly ideal world but learns about the darkness within his community after receiving his life assignment as the Receiver.à Another more recent book, compared to many of the others on this list, isà The Color Purple. Written by Alice Walker and first published in 1982, this novel tells the story of Celie, a young black girl born into a life of poverty and segregation. She endures incredible challenges in life, including rape and separation from her family, but eventually meets a woman who helps Celie change her life. Jeremy Thornehttp://www.blogger.com/profile/02211192372117048033noreply@blogger.com0tag:blogger.com,1999:blog-7989354225368229397.post-29410131613549149292020-02-16T09:11:00.001-08:002020-02-16T09:11:02.945-08:00Marriage equality and human rights violations EssayMarriage equality and human rights violations - Essay Example The discrimination of the same sex marriage is a violation of human rights. President Obama accepted the same-sex marriage during the election campaigns which was controversial but helped in the achievement of the goal of re-election. According to the American president, the issue should be approached using the state to state approach. The advocating for a state approach to the problem would culminate in a national issue and finally lead to the success of the acceptance of the same-sex marriage. The impact of the approach would be different based on the legal implications of the problem. (Wolfson 23) The legal implications of the problem included a change in the legal direction of the country in relation to marriage and definition. Marriage equality is defined as same-sex marriage that is legally recognized in the society as the marriage between mature or adult persons. The major question posed by the proponents of the idea is based on the protection of human rights that is protected fundamentally by the constitution. The bill of rights stipulates the major issues that must be addressed in the protection of human freedom. Based on these freedoms including the freedom of association, it becomes challenging when defining marriage equality. Equality in marriage and marriage equality in the contemporary society means two different things today. Equality in marriage is the protection of the rights of individuals in marriage while marriage equality is the struggle to accept the new set of marriage partners resulting from homosexual and lesbian relationship in the society. In fact, the push for recognition has led to serious challenge in the society because of the resistance posed by conservatives (Casey 23). Despite the challenges in defining the term, it is widely accepted culturally to mean the relationship between same-sex partners and their intention to live together as a couple. Human rights violation in relation to marriage equality The protection of gay indivi duals in the society has been an issue of great concern. In fact, it involves the understanding of the bill of rights. However, despite the existence of the bill of rights, the acceptance of the same-sex marriage has been emotive issue and has led to various protests with an aim of seeking recognition. In fact, around the world, gays have conducted demonstrations seeking to be recognized and be accorded the necessary support compared to heterosexual relations (Olson 68). Consequently, a proposal by the conservative wing of the population believes that banning of the same-sex marriage could solve the already heated debate. However, it may create a more serious challenge as compared to the current problem. The freedom of association and relations will be affected in the event that the country decides to ban same-sex marriage (Pearson 6). Discrimination is the taking of the rights of the people by restricting or even denying people the right of association or relationship. The protecti on of gay rights in the society has been an issue of concern. They have been subjected to trauma and massive legal challenges. Jeremy Thornehttp://www.blogger.com/profile/02211192372117048033noreply@blogger.com0tag:blogger.com,1999:blog-7989354225368229397.post-50999591777988513722020-02-02T18:55:00.001-08:002020-02-02T18:55:02.820-08:00Governance for security Essay Example | Topics and Well Written Essays - 3500 wordsGovernance for security - Essay Example Yet, the State inherently cannot exist outside of a belief system in the mind ââ¬â it is a psychological or ideological concept. Thus, Weber provides the justification for behavior going beyond common morality and the State itself is the reason that justifies the transgression. Historically, Weberââ¬â¢s theory is positioned at a time when the modern State was first mobilizing its police force on military organization patterns in the defense of domestic security. Private armies related to landlords and capitalist groups were also common internationally previous to this. Understanding the difference between these three types of armies is important, for the distinctions still drive the system of conflict, civil war, and failed States worldwide today. The State security forces can be categorized as domestic and related to police forces or international and related to military forces. In addition to this, there can be seen private armies and ââ¬Å"warlordsâ⬠that operate on a local basis within the State on behalf of either minority ownership interests in capitalism or on an ideological basis. Also existing outside of the State monopoly are local insurrectionist groups and Marxist forces that seek to seize power or resources through violent means. The majority of conflicts in the 20th Century can be related to these three types of organized political violence. The State seeks to provide security to all equally, the private armies of capitalism seek to preserve minority concentrations of wealth, and popular liberation armies organize against capitalist interests. The Marxist-Capitalist duality in violence is shaken in some ways by violent ideologies like Islamic groups who organize around different fundamental philosophies. Similarly, there is a division of violence that is represented by crime that is different than these forms of political violence. Private security forces may inherently target crime as a motive for operation rather than to combat the threat of political violence. Part of the Marxist critique is based upon the collusion of State power with capitalist interests that produce a non-egalitarian social policy or inherently impoverish vast segments of the population so that wealth can be concentrated in luxury, status, power, etc. With the disappearance of an ââ¬Å"armedâ⬠Marxism with the collapse of the Soviet Union and the transformation of China into a capitalist economy, the status quo is increasingly shattered by terrorism as it represents the ââ¬Å"third forceâ⬠of Islamic fundamentalism. This terrorism acts on a different ideology than Marxist insurrectionist violence, though both challenge the hegemony of capitalism as it aligns with the State in military power and international law. Private security by nature is an attempt to protect and perpetuate vast differences in wealth, status, and power, for by definition the masses cannot afford it. The modern democratic State is seen as being tasked with the protection of domestic freedom, yet in doing so often contradicts its vey purpose in violating individual civil rights and liberties. In this manner, post-Marxism the target of the State security apparatus is crime and terrorism primarily rather than the spread of State socialism or Jeremy Thornehttp://www.blogger.com/profile/02211192372117048033noreply@blogger.com0tag:blogger.com,1999:blog-7989354225368229397.post-9386870269042519992020-01-25T15:19:00.001-08:002020-01-25T15:19:06.286-08:00Reasons for Nurses Leaving the ProfessionReasons for Nurses Leaving the Profession Formative Assignment Student Number 16068177 Strachota et al. (2003) carried out a qualitative study involving 84 nurses across 3 hospitals exploring the reasons nurses left or changed status of employment with their organization. Purposive sampling method was used to recruit nurses who fit the above criteria and worked less than 9 months.Ãâà The authors conducted phone interview with the use of script as guide followed by open-ended questions. In this case, a pilot interview involving 38 nurses was conducted to examine the recording responses. However, the practice of pilot interview is uncommon in the study using interview technique. Having said that, pilot test on questions use in an interview can be considered useful especially for novice researcher as it helps to examine the possible response. According to Sapsford et al. (2006) researcher will be able to work out a set of code and response categories if the full set of replies are covered by pilot interview as it explores the whole range of possible responses from t he respondents. Finally, thematic analysis from this study showed that hours worked was the main reason that caused nurses to resign. On the other hand, Abdul Rahman et al. (2015) suggested that employees behavior and attitudes associate with turnover of employees and employed a quantitative research which investigated factors of job satisfaction. The randomized samples contained 179 nurses whose age ranged from 21 to 40 years old. Using factor analysis, this study concluded that work environment includes workers benefit, professional advancement, support from colleague and managerial level are factors affecting job satisfactions. Nevertheless, a research by Tao et al. (2015) argued that the relationship of job satisfaction and job turnover depends on commitment level of an individual. Indeed nurses level of commitment is believed to be age-related (Benligiray et al. 2011). Young and experienced nurses make different career decision as experience nurses perceive rewards as an ongoing process. Therefore, older nurses may encounter the same amount of dissatisfaction but willing to stay on. Similarly, generational factors in job turnover studied in 2007 by Takase et al. concluded that nurses in different age group differ in needs thus reason to resign. Diversity of age, ethnic, gender and education of nurses cause values variation (Crook, M et al. 2003). In conclusion, values, needs and attitudes of an individual are influenced by social demography factors. Thus reasons behind nurses resignation need to be identified independently for the aim of developing appropriate retention strategies. References Benligiray, S. Sonmez, H. (2013). The analysis of demographic and work life variables which affect the occupational commitment of nurses. Journal of management development, 32(4), 419-434. Retrieved from http://dx.doi.org/10.1108/02621711311326392 McNess-Smith, D.k. Crook, M. (2003). Nursing values and a changing nurse workforce values, age and job stages. Journal of nursing administration, 33(5), 260-270. Retrieved from http://journals.lww.com/jonajournal/Abstract/2003/05000/Nursing_Values_and_a_Changing_Nurse_Workforce_.2.aspx Munir, R.I.S. Abdul Rahman, R. (2015). Determining dimensions of job satisfaction using factor analysis. Procedia economics and finance, 37, 488-496. Retrieved from http://dx.doi.org/10.1016/S2212-5671(16)30156-3 Sapsford, A Jupp, V. (2006). Data collection and analysis, Asking questions. (p103). (2nd ed.). London: SAGE Publication. Strachota, E., Normandin, P., OBrien, N., Clary, M. Krukow, B. (2003). Reasons registered nurses leave or change employment status. Journal of nursing administration, 33(2), 111-117. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/12584464 Takase, M., Oba, K. Yamashita, N. (2007) Generational differences in factors influencing job turnover among Japanese nurses: An exploratory comparative design. International journal of nursing studies, 46, 957-967. Retrieved from http://dx.doi.org/10.1016/j.ijnurstu.2007.10.013 Tao, H., Ellenbecker, C.H., Wang, Y. Li, Y. (2015). Examining perception of job satisfaction and intention to leave among ICUÃâà nurses in China. International journal of nursing sciences, 2(2), 140-148. Retrieved from http://dx.doi.org/10.1016/j.ijnss.2015.04.007 Jeremy Thornehttp://www.blogger.com/profile/02211192372117048033noreply@blogger.com0tag:blogger.com,1999:blog-7989354225368229397.post-57443763954486567832020-01-17T11:43:00.001-08:002020-01-17T11:43:04.828-08:00Oil and Gas industryThe global OLL and gas Industry also Involves the exploration and production of commodity and energy trading, pipeline monitoring and renewable energy. Petroleum is proved to be one of the most valuable commodities in the world today and a vital factor in the sustenance of industrial civilization. Crude oil production accounts for a significant amount of the world's oil consumption, approximately 53% In the Middle East, 32% In Europe and Asia, 44% In South and Central America, 41% in Africa and 40% in North America.Developed countries represent the largest consumers of oil globally. Station is a fully Integrated OLL and gas company operating In Industry segments such as the production and refining of petroleum, natural gas, and petrochemicals. Crude oil is the largest segment of the global oil and gas market, accounting for 62. 9% of the markets total volume. The natural gas segment accounts for the remaining 37. 1% of the market. Classically accounts for 35. 8% of the global 011 and gas market value, while the Americas accounts for a further 31. % of the global market, Europe accounts for 24. 8% while the middle east accounts for 7. 9% of the global market. Where geographic segmentation Is concerned the axis of the OLL market Is shifting from the trade between the Middle East exporters and US and European importers to one that links Asian developing markets to Middle East, which no longer has sufficient oil to support these markets' growing needs. Oil production In the US was the largest in the world in 2012 3. 1. 42. 1. Market structure, size, growth and cyclical As indicated above, the global oil and gas industry comprises two streams, which are ââ¬Ëupstream ââ¬â made up of petroleum exploration, production and extraction Including activities such as signing of leases, placing produced liquids and gas into pipelines, midstream ââ¬â comprising of processing and transporting of produced liquids and gas from the well site to a downstream facility suc h as a refinery, downstream facilities deal with refining and processing of crude OLL and gas products, as well as their distribution and marketing.Some companies operate in the industry as fully integrated companies (I. E. Having both upstream and downstream interests) while others concentrate on a particular sector, such as exploration and production (E) or refilling and marketing. The global oil and gas industry exhibited a volatile performance over the past five years (2008-2013), largely driven by the global economic slowdown and subsequent recovery. Although tensions in the Middle East and increasing difficulty In the extraction process threaten to hinder growth over the next five years, however greater economic activity in emerging markets will keep demand buoyant. IL and gas exports account for more than of the value of global exports and provide more than 25% GAP in Russia, Central Asia and members of the organization of the Petroleum Exporting Countries (OPEC). Just over 1 0% of the value of the world's stock markets is invested in the oil and gas industry. The global oil and gas industry after a significant decline in 2009 has returned to dynamic growth in terms of market consumption, statistics show oil and gas supplies 57% of global commercial energy consumption. Jeremy Thornehttp://www.blogger.com/profile/02211192372117048033noreply@blogger.com0tag:blogger.com,1999:blog-7989354225368229397.post-34920269527788652602020-01-09T08:06:00.001-08:002020-01-09T08:06:03.959-08:00Practice Biology Ia Diffusion - 2410 Words Practice Internal Assessment Report Christine Zhu St Pauls Grammar School 00296648 Biology HL Trial 1 amp; 2: 8/4/13 Trial 3 amp; 4: 10/4/13 Photo credits: Smarties by Andrew Dean, copyright Rebecca Douglas, retrieved 9/4/13 http://rebeccadouglas.photoshelter.com/image/I0000WDNZi_s2W4A Smarties Diffusion Experiment RESEARCH QUESTION How does changing the colour of smarties affect the extent of its passive diffusion? INTRODUCTION Passive diffusion, also known as simple diffusion, is used to describe the exergonic reaction of a substance where the substance passes in the direction of the concentration gradient. Most of the molecules move from the area of high concentration, inside the membrane of a cell, to the outside where there isâ⬠¦show more contentâ⬠¦Place one of each coloured smartie halfway (8cm from the centre) across each of the four lines 4. Repeat steps 1-3 for the second piece of filter paper 5. Number the first piece of paper with the number 1 and second piece of paper with the number 2 6. Squirt water once from bottle onto each of the smarties on both pieces of filter paper 7. Wait for approximately 5-10 minutes before measuring the extent of colour (diffusion) that has spread from the smartie 8. Tabulate results 9. Use Excel to calculate averages for data analysing. Also, use Excel to calculate the standard deviation to show variances in data 10. Graph results into a column graph using Excel Trials 3 amp; 4 1. Fold the filter paper into quarters lightly, just enough to obtain clean folds 2. Pick out two of each of the following smarties: red, blue, purple and orange 3. Place one of each coloured smartie halfway (8cm from the centre) across each of the four folds 4. Fill the pipette to halfway and squirt once for each smartie, one piece of filter paper should not need any refills 5. Repeat steps 1-4 for the second piece of filter paper 6. Number the first piece of paper with the number 3 and second piece of paper with the number 4 7. Wait for approximately 5-10 minutes before measuring the extent of colour (diffusion) that has spread from the smartie 8. Tabulate results 9.Show MoreRelatedOrganisational Theory230255 Words à |à 922 Pagesresearched and readers are encouraged to view chapters as a starting point for getting to grips with the field of organization theory. Dr Martin Brigham, Lancaster University, UK McAuley et al. provide a highly readable account of ideas, perspectives and practices of organization. By thoroughly explaining, analyzing and exploring organization theory the book increases the understanding of a field that in recent years has become ever more fragmented. Organization theory is central to managing, organizing andRead MorePorters Five Forces in Beer Market75399 Words à |à 302 Pagesfirmly convinced that there is huge potential to rescope the cost base in Eastern Europe by realising synergies resulting from the Scottish Newcastle transaction. In particular, procurement synergies will be significant, but implementation of best practice from the Northern Western European Excellence programmes will add value too. Thank you On behalf of Carlsberg, I would like to thank all of our employees for their extraordinary efforts over the past year. I would also like to thank our customersRead MorePublic Fe Reference Handbook.Pdf46179 Words à |à 185 PagesIURP ZULWLQJ LQ WKH Reference Handbook GXULQJ WKH H[DP DGPLQLVWUDWLRQ Th ere are no sample questions or solutions included in the Reference Handbookà ²H[DPLQHHV FDQ VHOI WHVW XVLQJ RQH of the NCEES FE Sample Questions and Solutions books or online practice exams, all of which may be purchased by FDOOLQJ RU YLVLWLQJ RXU :HE VLWH DW ZZZ QFHHV RUJ 7KH PDWHULDO LQFOXGHG LQ WKH FE Supplied-Reference Handbook LV QRW DOO HQFRPSDVVLQJ RU H[KDXVWLYH 1((6 LQ QR HYHQW VKDOO EH OLDEOH IRU QRWRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words à |à 1573 PagesCommunication 335 Leadership 367 Power and Politics 411 Conflict and Negotiation 445 Foundations of Organization Structure 479 v vi BRIEF CONTENTS 4 The Organization System 16 Organizational Culture 511 17 Human Resource Policies and Practices 543 18 Organizational Change and Stress Management 577 Appendix A Research in Organizational Behavior Comprehensive Cases Indexes Glindex 637 663 616 623 Contents Preface xxii 1 1 Introduction What Is Organizational Behavior Jeremy Thornehttp://www.blogger.com/profile/02211192372117048033noreply@blogger.com0tag:blogger.com,1999:blog-7989354225368229397.post-22411887244564377932020-01-01T04:32:00.001-08:002020-01-01T04:32:03.649-08:00Abraham Lincoln And Martin Luther King Jr. Essay - 942 Words Joseph Stalin, Abraham Lincoln, Adolf Hitler, and Martin Luther King Jr. are all remarkable examples of some of the most effective leaders our world has ever seen. Abraham Lincoln and Martin Luther King Jr. are well-known for being noble, astounding men who unified people by using a moralistic approach. On the contrary, Joseph Stalin and Adolf Hitler are both notorious for using cruel, depraved conduct while developing their fame and power. This situation is very comparable to main characters, Jack and Ralph, in the novel Lord of the Flies. Equally, the boys possess qualities of a leader, yet one technique used to become ââ¬Å"chiefâ⬠is ethical and the other is malicious. The enduring question is which of the two boys is the best leader? In my mind the answer is black and white. Although Jack wins the majority of the boys over by using their fear to his advantage, Ralph remains moral and rational and that is the most important characteristic of a great leader. In addition to b eing moral, there are several other qualities a good leader ought to possess. The common phrase, ââ¬Å"confidence is key,â⬠is entirely accurate. Confidence is the fundamental foundation of leadership. If one does not have good self-confidence they will constantly question whether their verdicts are right or wrong. William Golding describes how Ralphââ¬â¢s brand-new, important title (chief) ignites an inner confidence and boldness within him. Chapter six states, ââ¬Å"Something deep in Ralph spoke for him. ââ¬ËIââ¬â¢m chief.Show MoreRelatedAbraham Lincoln And Martin Luther King Jr.1931 Words à |à 8 PagesThroughout this summer semester we have attempted to uncover the truths as to whether or not America is truly a liberal nation or if it is a nation made up of a combination of different political ideas. Abraham Lincoln and Martin Luther King Jr. both played key roles in the advancement of civil liberties in the United States, while peacefully and benevolently fig hting to uphold the principles of liberty and equality for all citizens, regardless of race. On the other hand, Stephen Douglas and MalcolmRead MoreThe Legacy Of Abraham Lincoln924 Words à |à 4 PagesAbraham Lincoln was the United States 16th President in 1861. The Emancipation Proclamation was issued by Lincoln, which freed slaves. According to the National Archives and Records Administration, ââ¬Å"The proclamation declared, that all persons held as slaves within the rebellious states are, and henceforward shall be freeâ⬠(Archives.gov). Despite the fact that the Emancipation Proclamation did not free all slaves, it paved the way for African-American to fight for freedom. It also changed the focusRead MoreI Have A Dream Allusion Essay700 Words à |à 3 Pages Martin Luther King Jr. portrays the message in his speech ââ¬Å"I Have a Dreamâ⬠that the Constitution guarantees to everyone the rights of equality and freedom no matter their skin color. In the speeches â â¬Å"I Have a Dreamâ⬠by Martin Luther King Jr. and ââ¬Å"The Gettysburg Addressâ⬠by Abraham Lincoln, the authors, both use allusions similar and different from each other to convey the message that everyone is guaranteed the rights of equality and freedom. A similarity in their use of allusions is that they bothRead MoreAnalysis Of Martin Luther King Jr s Letter From Birmingham Jail986 Words à |à 4 Pagesinform us on what is and was happening during those times. Abraham Lincolnââ¬â¢s speech, The Perpetuation of our Political Institutions, and Dr. Martin Luther King Jrââ¬â¢s Letter from Birmingham Jail are two important pieces of history. In Lincolnââ¬â¢s speech he speaks about the dangers of slavery in the United States and warned everybody that people who disrespected American laws could destroy the United States. On the other hand, Martin Luther King Jr. defended the strategy of nonviolent resistance to racismRead MoreLincoln And Abraham Lincolns I Have A Dream Speech956 Words à |à 4 Pages Once, a man named Martin Luther King Jr. asserted, ââ¬Å"Darkness cannot drive out darkness, only light can do that. Hate cannot drive out hate, only love can do that.â⬠Martin Luther King Jr. was an astute abolitionist who performed a vital speech called I Have a Dream. There is another well-known speech just like this one by Abraham Lincoln called The Gettysburg Address. After attentively analyzing, comparing, and contrasting these two fundamental speeches in history, the readers have developed a question:Read MoreCompare and Contrast Any Two Public Figure1717 Words à |à 7 PagesAbraham Lincoln was the 16th president as Martin Luther King Jr was not any president. The races are also different. Mr Luther King Jr was black himself so he was the one being affected in his time. Abraham Lincoln just noticed how horrible it must feel to be used as a slave. Martin Luther King, Jr., was a civil rights leader, an author, a minister, and an orator. Born in Atlanta, Georgia, to a middle-class family, King spent most of his career advocating for civil rights and protesting AmericanRead MoreI Have A Dream Speech Summary1149 Words à |à 5 Pagesââ¬Å"I have a dreamâ⬠speech was written by American civil rights activist Martin Luther King Jr. on August 28, 1963. It took place at the Washington D.C Civil Rights March, on the steps of the Lincoln Memorial. It is one of the widely known speeches that was given to point out the ongoing racism problem in the United States of America. This speech brought greater attention to the Civil Rights Movement which had been going for years and it is known as one of the famous orations in the history of US. TheRead More##ssination Of Martin Luther King Jr. And Abraham Lincolns Second Inaugural Address914 Words à |à 4 PagesKennedys Remarks on the Assassination of Martin Luther King, Jr. and Presiden t Abraham Lincolns Second Inaugural Address were both written to acknowledge how war and hatred has destroyed our nation. Robert F. Kennedyââ¬â¢s purpose was to clarify the lack of equality and to offer sympathy to those who have been affected by hate crimes. Kennedy adopts a humanistic and humble tone in order to inform his mostly black audience of Dr. Kingââ¬â¢s death. On the other hand, Abraham Lincolnââ¬â¢s purpose was to set the platformRead MoreEssay on The Kings Dream1588 Words à |à 7 PagesThe Civil Rights Movement in the 1950ââ¬â¢s through 1960ââ¬â¢s had many leaders, such as Martin Luther King Jr., Rosa Parks, Malcom X and many more. But King was the only one who stood out of the pack. His purpose was to have equality for all races, not just African Americans. King had addressed a speech that he had written and spoke of it at the Lincoln memorial in Washington D.C on August 28, 1963. In Kingââ¬â¢s ââ¬Å"I Have a Dreamâ⬠he motivated and touched n ot only African Americans but white folks as well inRead MoreThe Gettysburg Address And I Have A Dream Speech Analysis759 Words à |à 4 Pageswritten by Abraham Lincoln, and Martin Luther Kingââ¬â¢s ââ¬Å"I Have a Dreamâ⬠speech states the importance of freedom and equality. Martin Luther King message to his audience In order to communicate their message of freedom and equality, Martin Luther King and Abraham Lincoln used allusions in their speeches. One major similarity in their use of allusions is their reference to the Constitution of Declaration of Independence. Yet, a difference is that King alludes to the Bible while Abraham Lincoln refers to Jeremy Thornehttp://www.blogger.com/profile/02211192372117048033noreply@blogger.com0tag:blogger.com,1999:blog-7989354225368229397.post-45597016473533902542019-12-24T00:18:00.001-08:002019-12-24T00:18:05.030-08:00The Relationship Between Ghrelin And Eating Disorders What Is the Relationship Between Ghrelin and Eating Disorders? Introduction: Ghrelin, commonly referred to as the ââ¬Å"hunger hormone,â⬠is a 28-amino acid peptide that has many important roles in human digestion including regulation of growth hormone release, enhancement of appetite, and increase of food intake (1). This gut-derived peptide could play an extremely important role in the altered eating behaviors of patients with eating disorders. Increased fasting plasma ghrelin levels have been consistently reported in underweight patients with anorexia nervosa. Circulating levels of this hormone have also been found to be enhanced in symptomatic bulimic patients, while also being blunted in response to balanced meals (4). Because of ghrelinââ¬â¢s effect on appetite and its suggested role in eating disorders, this research will aim to investigate ghrelinââ¬â¢s relationship with anorexia nervosa (AN) and bulimia nervosa (BN). The following paper will determine exactly how these eating disorders influence ghrelin regulation or how ghrelin levels may influence the eating disorders themselves. This paper will examine ghrelinââ¬â¢s functions, the two eating disorders, and what that relationship precisely is by examining ghrelinââ¬â¢s metabolic actions as well as two clinical trials that explore its role in bulimia nervosa and anorexia nervosa. Metabolic Basis Ghrelin has many roles in the bodyââ¬â¢s metabolism, one of which is serving as the natural ligand for the growth hormone secretagogue receptor.Show MoreRelatedAnorexia Nervos Eating Disorders Association1013 Words à |à 5 PagesIntroduction Anorexia nervosa is an eating disorder that affects about 0.5 to 1 percent of women in the United States today. (Anorexia Nervosa | National Eating Disorders Association) While, that may not seem like a lot of people are suffering from Anorexia nervosa it has received a significant amount of attention due to the consequences of developing this disorder. For example, it is reported that five to twenty percent of people who have Anorexia Nervosa will eventually succumb to theirRead MoreWhat Causes Obesity Is The Relationship Of Energy Intake And Expenditure And Its Effect On Energy Balance Essay2199 Words à |à 9 Pages The most rudimentary explanation for what causes obesity is the relationship of energy intake and expenditure and its effect on energy balance. If energy intake is greater than energy expenditure, weight gain will occur. In contrast, energy expenditure in excess of energy intake will result in weight loss ( Dietz Gortmaker, 2001). However, Obesity is a complex disease that involves interactions between genetics, regulation of energy balance, and strong environmental influences suchRead MoreThe Obesity Means Excess Body Fat Essay5796 Words à |à 24 Pagesreflect body composition. For example, athletes with high muscle mass and an extremely low body fat may have obese BMIs. The use of BMI as a predictor of body fat mass in pediatrics has been found to be variably accurate, with correlation ranging between 0.5 and 0.94, depending on sex and age. Despite these limitations, BMI has been shown to be predictive of the presence of cardiovascular risk factors in pediatric patients and is considered the most relevant clinical parameter of childhood obesityRead MoreEating Disorders : Anorexia Nervosa1724 Words à |à 7 PagesEating disorders are characterized by a high preoccupation with weight and an intense dissatisfaction with oneââ¬â¢s body image (Institute of Psychiatry, 2015). Some of the most common Eating Disorders (EDs) include Anorexia Nervosa, Bulimia, and Binge Eating Disorder, however it is important to note that not everyone fits neatly into any of these categories and could display symptoms and behaviors interchangeably. People who suffer from Anorexia Nervosa can be characterized as having very low bodyRead MoreSerum Ghrelin And Its Effects On The Health Of Animals2237 Words à |à 9 PagesSerum ghrelin, IL-1à ², and IL-6 during the postestrus period in Murrah buffaloes (Bubalus bubalis) Feng Li Yang1,2, Shu Fang Ning2, Zhao Xiong Wang1, Zhu Nan Li1, Xiao Shan Li1*, Gong He Li2à § 1. College of Animal Science, Yangtze University, Jingzhou, Peopleââ¬â¢s Republic of China, *E-mail: 272065429@qq.com 2. College of Animal Science and Technology, Guangxi University, Nanning, Peopleââ¬â¢s Republic of China, à §E-mail: 247716036@qq.com Abstrast The knowledge in blood constituents is important for assessingRead MoreObesity Is A Medical Condition Essay1320 Words à |à 6 Pagesincreases the risk of obesity in other age groups as well. People who sleep fewer hours also seem to prefer eating foods that are higher in calories and carbohydrates, which can lead to overeating, weight gain, and obesity. Sleep helps maintain a healthy balance of the hormones that make people feel hungry (ghrelin) or full (leptin). When people don t get enough sleep, their level of ghrelin goes up and their level of leptin goes down. This makes people feel hungrier than when they re well-restedRead MoreBio-319 Final Exam study guide1806 Words à |à 8 Pagesthis study guide and read about it on the REFerenced page and corresponding TOPic in your text, you should have an excellent study guide for the Final Exam. If you do not do this, you will likely fail this exam miserably! Chapter 7 Deficiency disorders of B vitamins (folate, B6, B12) REF: 162 TOP: 7.3; REF: 159 TOP: 7.3 B1 (Thaimen): beriberi B2 (riboflavin): Ariboflavinois B3 (Naicin): Pellagra B5 (Pantothenic Acid): Burning fee syndrome B6 B7 (Biotin): Depression, lack of intestinal absorptionRead MoreAnorexia Nervosa Essay2607 Words à |à 11 Pages Introduction Anorexia nervosa is a psychological disorder in which a person has an abnormal eating behavior, to be able to lose weight. The word anorexia nervosa was first used in 1873, by one of Queen Victoriaââ¬â¢s physicians known as Sir William Gull. There are two types of anorexia which are the restricting type and the binge-purge type. According to the medical term, this disorder is said to be lack of appetite (Kaye, 2009, p.450). A person who is suffering from anorexia has a fear of gainingRead MoreObesity Is An Abnormal Collection Of Body Fat1852 Words à |à 8 Pagesintake. Recently WHO has halved that amount which is 5% of total food intake. These relevant announcements have made the wrong concept in peopleââ¬â¢s heads that the major cause for the obesity is excessive sugar intake. Even though there is close relationship between added sugar and obesity, according to research conducted obesity is not only caused by excessive sugar but also many other factors. In this report the e ffects of sugar intake, physical inactivity, genetics, metabolism of foods on obesity andRead MoreObesity : A Growing Problem1658 Words à |à 7 Pages JoAnne DuBois ââ¬â¹Ã¢â¬â¹Ã¢â¬â¹Ã¢â¬â¹ Pima Medical Institute Abstract Obesity continues to be a growing problem in the U.S. with diet and lifestyle as two major contributors. Americans are becoming less active and eating more unhealthy foods that are easily accessible. Diet and lifestyle seems to be the more obvious causes for obesity, but there are many different factors that play a role in the continuing rise of this epidemic. Other factors include: environment Jeremy Thornehttp://www.blogger.com/profile/02211192372117048033noreply@blogger.com0tag:blogger.com,1999:blog-7989354225368229397.post-15566247352005374712019-12-15T20:47:00.001-08:002019-12-15T20:47:05.644-08:00Sage 50 Accounting Software Tutorial Free Essays string(96) " need to set an environment variable or copy a single \? e to a directory that TeX will search\." Sage Tutorial Release 5. 3 The Sage Development Team September 10, 2012 CONTENTS 1 Introduction 1. 1 Installation 1. We will write a custom essay sample on Sage 50 Accounting Software Tutorial or any similar topic only for you Order Now 2 Ways to Use Sage . . 1. 3 Longterm Goals for Sage . . 3 4 4 4 7 7 9 10 13 18 21 24 26 29 33 38 39 41 51 51 53 54 54 55 56 57 58 60 61 62 65 65 66 67 68 2 A Guided Tour 2. 1 Assignment, Equality, and Arithmetic 2. Getting Help . 2. 3 Functions, Indentation, and Counting 2. 4 Basic Algebra and Calculus . . 2. 5 Plotting . 2. 6 Some Common Issues with Functions 2. 7 Basic Rings . . 2. 8 Linear Algebra 2. 9 Polynomials . 2. 10 Parents, Conversion and Coercion . . 2. 11 Finite Groups, Abelian Groups . 2. 12 Number Theory . . 2. 13 Some More Advanced Mathematics 3 The Interactive Shell 3. 1 Your Sage Session . . 3. 2 Logging Input and Output . 3. 3 Paste Ignores Prompts 3. 4 Timing Commands . . 3. 5 Other IPython tricks . 3. 6 Errors and Exceptions 3. 7 Reverse Search and Tab Completion . . 3. 8 Integrated Help System . 3. 9 Saving and Loading Individual Objects 3. 10 Saving and Loading Complete Sessions 3. 11 The Notebook Interface . . 4 Interfaces 4. 1 GP/PARI 4. 2 GAP . . 4. 3 Singul ar . 4. 4 Maxima i 5 Sage, LaTeX and Friends 5. 1 Overview . . 5. 2 Basic Use . . 5. 3 Customizing LaTeX Generation . . 5. 4 Customizing LaTeX Processing . . 5. 5 An Example: Combinatorial Graphs with tkz-graph . 5. 6 A Fully Capable TeX Installation . 5. 7 External Programs . 71 71 72 73 75 76 77 77 79 79 80 81 81 82 84 85 86 86 88 91 93 93 94 95 97 97 99 101 103 105 6 Programming 6. 1 Loading and Attaching Sage ? les 6. 2 Creating Compiled Code . 6. 3 Standalone Python/Sage Scripts . 6. 4 Data Types 6. 5 Lists, Tuples, and Sequences 6. 6 Dictionaries 6. 7 Sets . 6. 8 Iterators . . 6. 9 Loops, Functions, Control Statements, and Comparisons 6. 10 Pro? ling . 7 Using SageTeX 8 . . Afterword 8. 1 Why Python? . . 8. I would like to contribute somehow. How can I? . 8. 3 How do I reference Sage? . 9 Appendix 9. 1 Arithmetical binary operator precedence . . 10 Bibliography 11 Indices and tables Bibliography Index ii Sage Tutorial, Release 5. 3 Sage is free, open-source math software that supports research and teaching in algebra, geometry, number theory, cryptography, numerical computation, and related areas. Both the Sage development model and the technology in Sage itself are distinguished by an extremely strong emphasis on openness, community, cooperation, and collaboration: we are building the car, not reinventing the wheel. The overall goal of Sage is to create a viable, free, open-source alternative to Maple, Mathematica, Magma, and MATLAB. This tutorial is the best way to become familiar with Sage in only a few hours. You can read it in HTML or PDF versions, or from the Sage notebook (click Help, then click Tutorial to interactively work through the tutorial from within Sage). This work is licensed under a Creative Commons Attribution-Share Alike 3. 0 License. CONTENTS 1 Sage Tutorial, Release 5. 3 2 CONTENTS CHAPTER ONE INTRODUCTION This tutorial should take at most 3-4 hours to fully work through. You can read it in HTML or PDF versions, or from the Sage notebook click Help, then click Tutorial to interactively work through the tutorial from within Sage. Though much of Sage is implemented using Python, no Python background is needed to read this tutorial. You will want to learn Python (a very fun language! ) at some point, and there are many excellent free resources for doing so including [PyT] and [Dive]. If you just want to quickly try out Sage, this tutorial is the place to start. For example: sage: 2 + 2 4 sage: factor(-2007) -1 * 3^2 * 223 sage: A = matrix(4,4, range(16)); A [ 0 1 2 3] [ 4 5 6 7] [ 8 9 10 11] [12 13 14 15] sage: factor(A. charpoly()) x^2 * (x^2 ââ¬â 30*x ââ¬â 80) sage: m = matrix(ZZ,2, range(4)) sage: m[0,0] = m[0,0] ââ¬â 3 sage: m [-3 1] [ 2 3] sage: E = EllipticCurve([1,2,3,4,5]); sage: E Elliptic Curve defined by y^2 + x*y + 3*y = x^3 + 2*x^2 + 4*x + 5 over Rational Field sage: E. anlist(10) [0, 1, 1, 0, -1, -3, 0, -1, -3, -3, -3] sage: E. ank() 1 sage: k = 1/(sqrt(3)*I + 3/4 + sqrt(73)*5/9); k 1/(I*sqrt(3) + 5/9*sqrt(73) + 3/4) sage: N(k) 0. 165495678130644 ââ¬â 0. 0521492082074256*I sage: N(k,30) # 30 ââ¬Å"bitsâ⬠0. 16549568 ââ¬â 0. 052149208*I sage: latex(k) frac{1}{i , sqrt{3} + frac{5}{9} , sqrt{73} + frac{3}{4}} 3 Sage Tutorial, Release 5. 3 1. 1 Installation If you do not have Sage installed on a computer and just want to try s ome commands, use online at http://www. sagenb. org. See the Sage Installation Guide in the documentation section of the main Sage webpage [SA] for instructions on installing Sage on your computer. Here we merely make a few comments. 1. The Sage download ? le comes with ââ¬Å"batteries includedâ⬠. In other words, although Sage uses Python, IPython, PARI, GAP, Singular, Maxima, NTL, GMP, and so on, you do not need to install them separately as they are included with the Sage distribution. However, to use certain Sage features, e. g. , Macaulay or KASH, you must install the relevant optional package or at least have the relevant programs installed on your computer already. Macaulay and KASH are Sage packages (for a list of available optional packages, type sage -optional, or browse the ââ¬Å"Downloadâ⬠page on the Sage website). . The pre-compiled binary version of Sage (found on the Sage web site) may be easier and quicker to install than the source code version. Just unpack the ? le and run sage. 3. If youââ¬â¢d like to use the SageTeX package (which allows you to embed the results of Sage computations into a LaTeX ? le), you will need to make SageTeX known to yo ur TeX distribution. To do this, see the section ââ¬Å"Make SageTeX known to TeXâ⬠in the Sage installation guide (this link should take you to a local copy of the installation guide). Itââ¬â¢s quite easy; you just need to set an environment variable or copy a single ? e to a directory that TeX will search. You read "Sage 50 Accounting Software Tutorial" in category "Essay examples" The documentation for using SageTeX is located in $SAGE_ROOT/local/share/texmf/tex/generic/sagetex/, where ââ¬Å"$SAGE_ROOTâ⬠refers to the directory where you installed Sage ââ¬â for example, /opt/sage-4. 2. 1. 1. 2 Ways to Use Sage You can use Sage in several ways. â⬠¢ Notebook graphical interface: see the section on the Notebook in the reference manual and The Notebook Interface below, â⬠¢ Interactive command line: see The Interactive Shell, â⬠¢ Programs: By writing interpreted and compiled programs in Sage (see Loading and Attaching Sage ? es and Creating Compiled Code) , and â⬠¢ Scripts: by writing stand-alone Python scripts that use the Sage library (see Standalone Python/Sage Scripts). 1. 3 Longterm Goals for Sage â⬠¢ Useful: Sageââ¬â¢s intended audience is mathematics students (from high school to graduate school), teachers, and research mathematicians. The aim is to provide software that can be used to explore and experiment with mathematical constructions in algebra, geometry, number theory, calculus, numerical computation, etc. Sage helps make it easier to interactively experiment with mathematical objects. Ef? cient: Be fast. Sage uses highly-optimized mature software like GMP, PARI, GAP, and NTL, and so is very fast at certain operations. â⬠¢ Free and open source: The source code must be freely available and readable, so users can understand what the system is really doing and more easily extend it. Just as mathematicians gain a deeper understanding of a theorem by carefully reading or at least skimming the proof, people who do computations should be able to understand how the calculations work by reading documented source code. If you use Sage to do computations 4 Chapter 1. Introduction Sage Tutorial, Release 5. 3 in a paper you publish, you can rest assured that your readers will always have free access to Sage and all its source code, and you are even allowed to archive and re-distribute the version of Sage you used. â⬠¢ Easy to compile: Sage should be easy to compile from source for Linux, OS X and Windows users. This provides more ? exibility for users to modify the system. â⬠¢ Cooperation: Provide robust interfaces to most other computer algebra systems, including PARI, GAP, Singular, Maxima, KASH, Magma, Maple, and Mathematica. Sage is meant to unify and extend existing math software. â⬠¢ Well documented: Tutorial, programming guide, reference manual, and how-to, with numerous examples and discussion of background mathematics. â⬠¢ Extensible: Be able to de? ne new data types or derive from built-in types, and use code written in a range of languages. â⬠¢ User friendly: It should be easy to understand what functionality is provided for a given object and to view documentation and source code. Also attain a high level of user support. 1. 3. Longterm Goals for Sage 5 Sage Tutorial, Release 5. 3 6 Chapter 1. Introduction CHAPTER TWO A GUIDED TOUR This section is a guided tour of some of what is available in Sage. For many more examples, see ââ¬Å"Sage Constructionsâ⬠, which is intended to answer the general question ââ¬Å"How do I construct ? â⬠. See also the ââ¬Å"Sage Reference Manualâ⬠, which has thousands more examples. Also note that you can interactively work through this tour in the Sage notebook by clicking the Help link. (If you are viewing the tutorial in the Sage notebook, press shift-enter to evaluate any input cell. You can even edit the input before pressing shift-enter. On some Macs you might have to press shift-return rather than shift-enter. ) 2. 1 Assignment, Equality, and Arithmetic With some minor exceptions, Sage uses the Python programming language, so most introductory books on Python will help you to learn Sage. Sage uses = for assignment. It uses ==, =, and for comparison: sage: sage: 5 sage: True sage: False sage: True sage: True a = 5 a 2 == 2 2 == 3 2 3 a == 5 Sage provides all of the basic mathematical operations: age: 8 sage: 8 sage: 1 sage: 5/2 sage: 2 sage: True 2**3 2^3 10 % 3 10/4 10//4 # for integer arguments, // returns the integer quotient # # # ** means exponent ^ is a synonym for ** (unlike in Python) for integer arguments, % means mod, i. e. , remainder 4 * (10 // 4) + 10 % 4 == 10 7 Sage Tutorial, Release 5. 3 sage: 3^2*4 + 2%5 38 The computation of an expression like 3^2*4 + 2%5 depends on the order in which the operations are applied; this is speci? ed in the â⠬Å"operator precedence tableâ⬠in Arithmetical binary operator precedence. Sage also provides many familiar mathematical functions; here are just a few examples: sage: sqrt(3. ) 1. 84390889145858 sage: sin(5. 135) -0. 912021158525540 sage: sin(pi/3) 1/2*sqrt(3) As the last example shows, some mathematical expressions return ââ¬Ëexactââ¬â¢ values, rather than numerical approximations. To get a numerical approximation, use either the function n or the method n (and both of these have a longer name, numerical_approx, and the function N is the same as n)). These take optional arguments prec, which is the requested number of bits of precision, and digits, which is the requested number of decimal digits of precision; the default is 53 bits of precision. sage: exp(2) e^2 sage: n(exp(2)) 7. 8905609893065 sage: sqrt(pi). numerical_approx() 1. 77245385090552 sage: sin(10). n(digits=5) -0. 54402 sage: N(sin(10),digits=10) -0. 5440211109 sage: numerical_approx(pi, prec=200) 3. 14159 26535897932384626433832795028841971693993751058209749 Python is dynamically typed, so the value referred to by each variable has a type associated with it, but a given variable may hold values of any Python type within a given scope: sage: sage: The C programming language, which is statically typed, is much different; a variable declared to hold an int can only hold an int in its scope. A potential source of confusion in Python is that an integer literal that begins with a zero is treated as an octal number, i. e. , a number in base 8. sage: 9 sage: 9 sage: sage: ââ¬â¢11ââ¬â¢ 011 8 + 1 n = 011 n. str(8) # string representation of n in base 8 8 Chapter 2. A Guided Tour Sage Tutorial, Release 5. 3 This is consistent with the C programming language. 2. 2 Getting Help Sage has extensive built-in documentation, accessible by typing the name of a function or a constant (for example), followed by a question mark: sage: tan? Type: Definition: Docstring: tan( [noargspec] ) The tangent function EXAMPLES: sage: tan(pi) 0 sage: tan(3. 1415) -0. 0000926535900581913 sage: tan(3. 1415/4) 0. 999953674278156 sage: tan(pi/4) 1 sage: tan(1/2) tan(1/2) sage: RR(tan(1/2)) 0. 546302489843790 sage: log2? Type: Definition: log2( [noargspec] ) Docstring: The natural logarithm of the real number 2. EXAMPLES: sage: log2 log2 sage: float(log2) 0. 69314718055994529 sage: RR(log2) 0. 693147180559945 sage: R = RealField(200); R Real Field with 200 bits of precision sage: R(log2) 0. 9314718055994530941723212145817656807550013436025525412068 sage: l = (1-log2)/(1+log2); l (1 ââ¬â log(2))/(log(2) + 1) sage: R(l) 0. 18123221829928249948761381864650311423330609774776013488056 sage: maxima(log2) log(2) sage: maxima(log2). float() . 6931471805599453 sage: gp(log2) 0. 6931471805599453094172321215 # 32-bit 0. 69314718055994530941723212145817656807 # 64-bit sage: sudoku? 2. 2. Getting Help 9 Sage Tutorial, Release 5. 3 File: Type: D efinition: Docstring: sage/local/lib/python2. 5/site-packages/sage/games/sudoku. py sudoku(A) Solve the 9Ãâ"9 Sudoku puzzle defined by the matrix A. EXAMPLE: sage: A = matrix(ZZ,9,[5,0,0, 0,8,0, 0,4,9, 0,0,0, 5,0,0, 0,3,0, 0,6,7, 3,0,0, 0,0,1, 1,5,0, 0,0,0, 0,0,0, 0,0,0, 2,0,8, 0,0,0, 0,0,0, 0,0,0, 0,1,8, 7,0,0, 0,0,4, 1,5,0, 0,3,0, 0,0,2, 0,0,0, 4,9,0, 0,5,0, 0,0,3]) sage: A [5 0 0 0 8 0 0 4 9] [0 0 0 5 0 0 0 3 0] [0 6 7 3 0 0 0 0 1] [1 5 0 0 0 0 0 0 0] [0 0 0 2 0 8 0 0 0] [0 0 0 0 0 0 0 1 8] [7 0 0 0 0 4 1 5 0] [0 3 0 0 0 2 0 0 0] [4 9 0 0 5 0 0 0 3] sage: sudoku(A) [5 1 3 6 8 7 2 4 9] [8 4 9 5 2 1 6 3 7] [2 6 7 3 4 9 5 8 1] [1 5 8 4 6 3 9 7 2] [9 7 4 2 1 8 3 6 5] [3 2 6 7 9 5 4 1 8] [7 8 2 9 3 4 1 5 6] [6 3 5 1 7 2 8 9 4] [4 9 1 8 5 6 7 2 3] Sage also provides ââ¬ËTab completionââ¬â¢: type the ? rst few letters of a function and then hit the tab key. For example, if you type ta followed by TAB, Sage will print tachyon, tan, tanh, taylor. This provides a good way to ? nd the names of functions and other structures in Sage. 2. 3 Functions, Indentation, and Counting To de? ne a new function in Sage, use the def command and a colon after the list of variable names. For example: sage: def is_even(n): return n%2 == 0 sage: is_even(2) True sage: is_even(3) False Note: Depending on which version of the tutorial you are viewing, you may see three dots n the second line of this example. Do not type them; they are just to emphasize that the code is indented. Whenever this is the case, press [Return/Enter] once at the end of the block to insert a blank line and conclude the function de? nition. You do not specify the types of any of the input arguments. You can specify multiple inputs, each of which may have an optional defaul t value. For example, the function below defaults to divisor=2 if divisor is not speci? ed. 10 Chapter 2. A Guided Tour Sage Tutorial, Release 5. 3 sage: sage: True sage: True sage: False ef is_divisible_by(number, divisor=2): return number%divisor == 0 is_divisible_by(6,2) is_divisible_by(6) is_divisible_by(6, 5) You can also explicitly specify one or either of the inputs when calling the function; if you specify the inputs explicitly, you can give them in any order: sage: is_divisible_by(6, divisor=5) False sage: is_divisible_by(divisor=2, number=6) True In Python, blocks of code are not indicated by curly braces or begin and end blocks as in many other languages. Instead, blocks of code are indicated by indentation, which must match up exactly. For example, the following is a syntax error because the return statement is not indented the same amount as the other lines above it. sage: def even(n): v = [] for i in range(3,n): if i % 2 == 0: v. append(i) return v Syntax Error: return v If you ? x the indentation, the function works: sage: def even(n): v = [] for i in range(3,n): if i % 2 == 0: v. append(i) return v sage: even(10) [4, 6, 8] Semicolons are not needed at the ends of lines; a line is in most cases ended by a newline. However, you can put multiple statements on one line, separated by semicolons: sage: a = 5; b = a + 3; c = b^2; c 64 If you would like a single line of code to span multiple lines, use a terminating backslash: sage: 2 + 3 5 In Sage, you count by iterating over a range of integers. For example, the ? rst line below is exactly like for(i=0; i x^2 sage: g(3) 9 sage: Dg = g. derivative(); Dg x |ââ¬â 2*x sage: Dg(3) 6 sage: type(g) sage: plot(g, 0, 2) Note that while g is a callable symbolic expression, g(x) is a related, but different sort of object, which can also be plotted, differentated, etc. , albeit with some issues: see item 5 below for an illustration. sage: x^2 sage: g(x). derivative() plot(g(x), 0, 2) 3. Use a pre-de? ed Sage ââ¬Ëcalculus functionââ¬â¢. These can be plotted, and with a little help, differentiated, and integrated. sage: type(sin) sage: plot(sin, 0, 2) sage: type(sin(x)) sage: plot(sin(x), 0, 2) By itself, sin cannot be differentiated, at least not to produce cos. sage: f = sin sage: f. derivative() Traceback (most recent call last): AttributeError: Using f = sin(x) i nstead of sin works, but it is probably even better to use f(x) = sin(x) to de? ne a callable symbolic expression. sage: S(x) = sin(x) sage: S. derivative() x |ââ¬â cos(x) Here are some common problems, with explanations: 4. Accidental evaluation. sage: def h(x): f x 1 to 0. sage: G = DirichletGroup(12) sage: G. list() [Dirichlet character modulo 12 of conductor 1 mapping 7 |ââ¬â 1, 5 |ââ¬â 1, Dirichlet character modulo 12 of conductor 4 mapping 7 |ââ¬â -1, 5 |ââ¬â 1, Dirichlet character modulo 12 of conductor 3 mapping 7 |ââ¬â 1, 5 |ââ¬â -1, Dirichlet character modulo 12 of conductor 12 mapping 7 |ââ¬â -1, 5 |ââ¬â -1] sage: G. gens() (Dirichlet character modulo 12 of conductor 4 mapping 7 |ââ¬â -1, 5 |ââ¬â 1, Dirichlet character modulo 12 of conductor 3 mapping 7 |ââ¬â 1, 5 |ââ¬â -1) sage: len(G) 4 Having created the group, we next create an element and compute with it. age: G = DirichletGroup(21) sage: chi = G. 1; chi Dirichlet c haracter modulo 21 of conductor 7 mapping 8 |ââ¬â 1, 10 |ââ¬â zeta6 sage: chi. values() [0, 1, zeta6 ââ¬â 1, 0, -zeta6, -zeta6 + 1, 0, 0, 1, 0, zeta6, -zeta6, 0, -1, 0, 0, zeta6 ââ¬â 1, zeta6, 0, -zeta6 + 1, -1] sage: chi. conductor() 7 sage: chi. modulus() 21 sage: chi. order() 6 sage: chi(19) -zeta6 + 1 sage: chi(40) -zeta6 + 1 It is also possible to compute the action of the Galois group Gal(Q(? N )/Q) on these characters, as well as the direct product decomposition corresponding to the factorization of the modulus. sage: chi. alois_orbit() [Dirichlet character modulo 21 of conductor 7 mapping 8 |ââ¬â 1, 10 |ââ¬â zeta6, 2. 13. Some More Advanced Mathematics 45 Sage Tutorial, Release 5. 3 Dirichlet character modulo 21 of conductor 7 mapping 8 |ââ¬â 1, 10 |ââ¬â -zeta6 + 1] sage: go = G. galois_orbits() sage: [len(orbit) for orbit in go] [1, 2, 2, 1, 1, 2, 2, 1] sage: [ Group 6 and Group 6 and ] G. decomposition() of Dirichlet characters of modulus 3 over Cyclotomic Field of order degree 2, of Dirichlet characters of modulus 7 over Cyclotomic Field of order degree 2 Next, we construct the group of Dirichlet characters mod 20, but with values n Q(i): sage: sage: sage: Group K. = NumberField(x^2+1) G = DirichletGroup(20,K) G of Dirichlet characters of modulus 20 over Number Field in i with defining polynomial x^2 + 1 We next compute several invariants of G: sage: G. gens() (Dirichlet character modulo 20 of conductor 4 mapping 11 |ââ¬â -1, 17 |ââ¬â 1, Dirichlet character modulo 20 of conductor 5 mapping 11 |ââ¬â 1, 17 |ââ¬â i) sage: G. unit_gens() [11, 17] sage: G. zeta() i sage: G. zeta_order() 4 In this example we create a Dirichlet character with values in a number ? eld. We explicitly specify the choice of root of unity by the third argument to DirichletGroup below. age: x = polygen(QQ, ââ¬â¢xââ¬â¢) sage: K = NumberField(x^4 + 1, ââ¬â¢aââ¬â¢); a = K. 0 sage: b = K. gen(); a == b True sage: K Number F ield in a with defining polynomial x^4 + 1 sage: G = DirichletGroup(5, K, a); G Group of Dirichlet characters of modulus 5 over Number Field in a with defining polynomial x^4 + 1 sage: chi = G. 0; chi Dirichlet character modulo 5 of conductor 5 mapping 2 |ââ¬â a^2 sage: [(chi^i)(2) for i in range(4)] [1, a^2, -1, -a^2] Here NumberField(x^4 + 1, ââ¬â¢aââ¬â¢) tells Sage to use the symbol ââ¬Å"aâ⬠in printing what K is (a Number Field in a with de? ning polynomial x4 + 1). The name ââ¬Å"aâ⬠is undeclared at this point. Once a = K. 0 (or equivalently a = K. gen()) is evaluated, the symbol ââ¬Å"aâ⬠represents a root of the generating polynomial x4 + 1. 46 Chapter 2. A Guided Tour Sage Tutorial, Release 5. 3 2. 13. 4 Modular Forms Sage can do some computations related to modular forms, including dimensions, computing spaces of modular symbols, Hecke operators, and decompositions. There are several functions available for computing dimensions of spaces of modular forms. For example, sage: dimension_cusp_forms(Gamma0(11),2) 1 sage: dimension_cusp_forms(Gamma0(1),12) 1 sage: dimension_cusp_forms(Gamma1(389),2) 6112 Next we illustrate computation of Hecke operators on a space of modular symbols of level 1 and weight 12. sage: M = ModularSymbols(1,12) sage: M. basis() ([X^8*Y^2,(0,0)], [X^9*Y,(0,0)], [X^10,(0,0)]) sage: t2 = M. T(2) sage: t2 Hecke operator T_2 on Modular Symbols space of dimension 3 for Gamma_0(1) of weight 12 with sign 0 over Rational Field sage: t2. matrix() [ -24 0 0] [ 0 -24 0] [4860 0 2049] sage: f = t2. charpoly(ââ¬â¢xââ¬â¢); f x^3 ââ¬â 2001*x^2 ââ¬â 97776*x ââ¬â 1180224 sage: factor(f) (x ââ¬â 2049) * (x + 24)^2 sage: M. T(11). charpoly(ââ¬â¢xââ¬â¢). factor() (x ââ¬â 285311670612) * (x ââ¬â 534612)^2 We can also create spaces for ? 0 (N ) and ? 1 (N ). sage: ModularSymbols(11,2) Modular Symbols space of dimension 3 for Gamma_0(11) of weight 2 with sign 0 over Rational Field sage: ModularSymbols(Gamma1(11),2) Modular Symbols space of dimension 11 for Gamma_1(11) of weight 2 with sign 0 and over Rational Field Letââ¬â¢s compute some characteristic polynomials and q-expansions. sage: M = ModularSymbols(Gamma1(11),2) sage: M. T(2). charpoly(ââ¬â¢xââ¬â¢) x^11 ââ¬â 8*x^10 + 20*x^9 + 10*x^8 ââ¬â 145*x^7 + 229*x^6 + 58*x^5 ââ¬â 360*x^4 + 70*x^3 ââ¬â 515*x^2 + 1804*x ââ¬â 1452 sage: M. T(2). charpoly(ââ¬â¢xââ¬â¢). actor() (x ââ¬â 3) * (x + 2)^2 * (x^4 ââ¬â 7*x^3 + 19*x^2 ââ¬â 23*x + 11) * (x^4 ââ¬â 2*x^3 + 4*x^2 + 2*x + 11) sage: S = M. cuspidal_submodule() sage: S. T(2). matrix() [-2 0] [ 0 -2] sage: S. q_expansion_basis(10) [ q ââ¬â 2*q^2 ââ¬â q^3 + 2*q^4 + q^5 + 2*q^6 ââ¬â 2*q^7 ââ¬â 2*q^9 + O(q^10) ] 2. 13. Some More A dvanced Mathematics 47 Sage Tutorial, Release 5. 3 We can even compute spaces of modular symbols with character. sage: G = DirichletGroup(13) sage: e = G. 0^2 sage: M = ModularSymbols(e,2); M Modular Symbols space of dimension 4 and level 13, weight 2, character [zeta6], sign 0, over Cyclotomic Field of order 6 and degree 2 sage: M. T(2). charpoly(ââ¬â¢xââ¬â¢). factor() (x ââ¬â 2*zeta6 ââ¬â 1) * (x ââ¬â zeta6 ââ¬â 2) * (x + zeta6 + 1)^2 sage: S = M. cuspidal_submodule(); S Modular Symbols subspace of dimension 2 of Modular Symbols space of dimension 4 and level 13, weight 2, character [zeta6], sign 0, over Cyclotomic Field of order 6 and degree 2 sage: S. T(2). charpoly(ââ¬â¢xââ¬â¢). factor() (x + zeta6 + 1)^2 sage: S. q_expansion_basis(10) [ q + (-zeta6 ââ¬â 1)*q^2 + (2*zeta6 ââ¬â 2)*q^3 + zeta6*q^4 + (-2*zeta6 + 1)*q^5 + (-2*zeta6 + 4)*q^6 + (2*zeta6 ââ¬â 1)*q^8 ââ¬â zeta6*q^9 + O(q^10) ] Here is another example of how Sage can compute the action of Hecke operators on a space of modular forms. sage: T = ModularForms(Gamma0(11),2) sage: T Modular Forms space of dimension 2 for Congruence Subgroup Gamma0(11) of weight 2 over Rational Field sage: T. degree() 2 sage: T. level() 11 sage: T. group() Congruence Subgroup Gamma0(11) sage: T. dimension() 2 sage: T. cuspidal_subspace() Cuspidal subspace of dimension 1 of Modular Forms space of dimension 2 for Congruence Subgroup Gamma0(11) of weight 2 over Rational Field sage: T. isenstein_subspace() Eisenstein subspace of dimension 1 of Modular Forms space of dimension 2 for Congruence Subgroup Gamma0(11) of weight 2 over Rational Field sage: M = ModularSymbols(11); M Modular Symbols space of dimension 3 for Gamma_0(11) of weight 2 with sign 0 over Rational Field sage: M. weight() 2 sage: M. basis() ((1,0), (1,8), (1,9)) sage: M. sign() 0 Let Tp denote the usual Hecke operators (p prime). How do the Hecke operators T2 , T3 , T5 act on the space of modular symbols? sage: M. T(2). matrix() [ 3 0 -1] [ 0 -2 0] [ 0 0 -2] sage: M. T(3). matrix() [ 4 0 -1] 8 Chapter 2. A Guided Tour Sage Tutorial, Release 5. 3 [ 0 -1 0] [ 0 0 -1] sage: M. T(5). matrix() [ 6 0 -1] [ 0 1 0] [ 0 0 1] 2. 13. Some More Advanced Mathematics 49 Sage Tutorial, Release 5. 3 50 Chapter 2. A Guided Tour CHAPTER THREE THE INTERACTIVE SHELL In most of this tutorial, we assume you start the Sage interpreter using the sage command. This starts a customized version of the IPython shell, and imports many functions and classes, so they are ready to use from the command prompt. Further customization is possible by editing the $SAGE_ROOT/ipythonrc ? le. Upon starting Sage, you get output similar to the following: ââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬â| SAGE Version 3. 1. 1, Release Date: 2008-05-24 | | Type notebook() for the GUI, and license() for information. | ââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬â- sage: To quit Sage either press Ctrl-D or type quit or exit. sage: quit Exiting SAGE (CPU time 0m0. 00s, Wall time 0m0. 89s) The wall time is the time that elapsed on the clock hanging from your wall. This is relevant, since CPU time does not track time used by subprocesses like GAP or Singular. Avoid killing a Sage process with kill -9 from a terminal, since Sage might not kill child processes, e. g. , Maple processes, or cleanup temporary ? les f rom $HOME/. sage/tmp. ) 3. 1 Your Sage Session The session is the sequence of input and output from when you start Sage until you quit. Sage logs all Sage input, via IPython. In fact, if youââ¬â¢re using the interactive shell (not the notebook interface), then at any point you may type %history (or %hist) to get a listing of all input lines typed so far. You can type ? at the Sage prompt to ? nd out more about IPython, e. g. ââ¬Å"IPython offers numbered prompts with input and output caching. All input is saved and can be retrieved as variables (besides the usual arrow key recall). The following GLOBAL variables always exist (so donââ¬â¢t overwrite them! )â⬠: _: previous input (interactive shell and notebook) __: next previous input (interactive shell only) _oh : list of all inputs (interactive shell only) Here is an example: sage: factor(100) _1 = 2^2 * 5^2 sage: kronecker_symbol(3,5) 51 Sage Tutorial, Release 5. 3 _2 = -1 sage: %hist #This only works from the interacti ve shell, not the notebook. : factor(100) 2: kronecker_symbol(3,5) 3: %hist sage: _oh _4 = {1: 2^2 * 5^2, 2: -1} sage: _i1 _5 = ââ¬â¢factor(ZZ(100)) ââ¬â¢ sage: eval(_i1) _6 = 2^2 * 5^2 sage: %hist 1: factor(100) 2: kronecker_symbol(3,5) 3: %hist 4: _oh 5: _i1 6: eval(_i1) 7: %hist We omit the output numbering in the rest of this tutorial and the other Sage documentation. You can also store a list of input from session in a macro for that session. sage: E = EllipticCurve([1,2,3,4,5]) sage: M = ModularSymbols(37) sage: %hist 1: E = EllipticCurve([1,2,3,4,5]) 2: M = ModularSymbols(37) 3: %hist sage: %macro em 1-2 Macro ââ¬Ëemââ¬Ë created. To execute, type its name (without quotes). sage: E Elliptic Curve defined by y^2 + x*y + 3*y = x^3 + 2*x^2 + 4*x + 5 over Rational Field sage: E = 5 sage: M = None sage: em Executing Macro sage: E Elliptic Curve defined by y^2 + x*y + 3*y = x^3 + 2*x^2 + 4*x + 5 over Rational Field When using the interactive shell, any UNIX shell command can be executed from Sage by prefacing it by an exclamation point !. For example, sage: ! ls auto example. sage glossary. tex t tmp tut. log tut. tex returns the listing of the current directory. The PATH has the Sage bin directory at the front, so if you run gp, gap, singular, maxima, etc. you get the versions included with Sage. sage: ! gp Reading GPRC: /etc/gprc Done. GP/PARI CALCULATOR Version 2. 2. 11 (alpha) i686 running linux (ix86/GMP-4. 1. 4 kernel) 32-bit version 52 Chapter 3. The Interactive Shell Sage Tutorial, Release 5. 3 sage: ! singular SINGULAR A Computer Algebra System for Polynomial Computations 0 by: G. -M. Greuel, G. Pfister, H. Schoenemann FB Mathematik der Universitaet, D-67653 Kaiserslautern October 2005 / / Development version 3-0-1 3. 2 Logging Input and Output Logging your Sage session is not the same as saving it (see Saving and Loading Complete Sessions for that). To log input (and optionally output) use the logstart command. Type logstart? for more details. You can use this command to log all input you type, all output, and even play back that input in a future session (by simply reloading the log ? le). was@form:~$ sage ââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬â| SAGE Version 3. 0. 2, Release Date: 2008-05-24 | | Type notebook() for the GUI, and license() for information. | ââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âsage: logstart setup Activating auto-logging. Current session state plus future input saved. Filename : setup Mode : backup Output logging : False Timestamping : False State : active sage: E = EllipticCurve([1,2,3,4,5]). minimal_model() sage: F = QQ^3 sage: x,y = QQ[ââ¬â¢x,yââ¬â¢]. gens() sage: G = E. gens() sage: Exiting SAGE (CPU time 0m0. 61s, Wall time 0m50. 39s). was@form:~$ sage ââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬â| SAGE Version 3. 0. 2, Release Date: 2008-05-24 | | Type notebook() for the GUI, and license() for information. | ââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âsage: load ââ¬Å"setupâ⬠Loading log file one line at a time Finished replaying log file sage: E Elliptic Curve defined by y^2 + x*y = x^3 ââ¬â x^2 + 4*x + 3 over Rational Field sage: x*y x*y sage: G [(2 : 3 : 1)] If you use Sage in the Linux KDE terminal konsole then you can save your session as follows: after starting Sage in konsole, select ââ¬Å"settingsâ⬠, then ââ¬Å"history â⬠, then ââ¬Å"set unlimitedâ⬠. When you are ready to save your session, select ââ¬Å"editâ⬠then ââ¬Å"save history as â⬠and type in a name to save the text of your session to your computer. After saving this ? le, you could then load it into an editor, such as xemacs, and print it. 3. 2. Logging Input and Output 53 Sage Tutorial, Release 5. 3 3. Paste Ignores Prompts Suppose you are reading a session of Sage or Python computations and want to copy them into Sage. But there are annoying or sage: prompts to worry about. In fact, you can copy and paste an example, including the prompts if you want, into Sage. In other words, by defau lt the Sage parser strips any leading or sage: prompt before passing it to Python. For example, sage: 2^10 1024 sage: sage: sage: 2^10 1024 sage: 2^10 1024 3. 4 Timing Commands If you place the %time command at the beginning of an input line, the time the command takes to run will be displayed after the output. For example, we can compare the running time for a certain exponentiation operation in several ways. The timings below will probably be much different on your computer, or even between different versions of Sage. First, native Python: sage: %time a = int(1938)^int(99484) CPU times: user 0. 66 s, sys: 0. 00 s, total: 0. 66 s Wall time: 0. 66 This means that 0. 66 seconds total were taken, and the ââ¬Å"Wall timeâ⬠, i. e. , the amount of time that elapsed on your wall clock, is also 0. 66 seconds. If your computer is heavily loaded with other programs, the wall time may be much larger than the CPU time. Next we time exponentiation using the native Sage Integer type, which is implemented (in Cython) using the GMP library: sage: %time a = 1938^99484 CPU times: user 0. 04 s, sys: 0. 00 s, total: 0. 04 s Wall time: 0. 04 Using the PARI C-library interface: sage: %time a = pari(1938)^pari(99484) CPU times: user 0. 05 s, sys: 0. 00 s, total: 0. 05 s Wall time: 0. 05 GMP is better, but only slightly (as expected, since the version of PARI built for Sage uses GMP for integer arithmetic). You can also time a block of commands using the cputime command, as illustrated below: sage: sage: sage: sage: sage: 0. 4 t = cputime() a = int(1938)^int(99484) b = 1938^99484 c = pari(1938)^pari(99484) cputime(t) # somewhat random output sage: cputime? Return the time in CPU second since SAGE started, or with optional argument t, return the time since time t. 54 Chapter 3. The Interactive Shell Sage Tutorial, Release 5. 3 INPUT: t ââ¬â (optional) float, time in CPU seconds OUTPUT: float ââ¬â time i n CPU seconds The walltime command behaves just like the cputime command, except that it measures wall time. We can also compute the above power in some of the computer algebra systems that Sage includes. In each case we execute a trivial command in the system, in order to start up the server for that program. The most relevant time is the wall time. However, if there is a signi? cant difference between the wall time and the CPU time then this may indicate a performance issue worth looking into. sage: time 1938^99484; CPU times: user 0. 01 s, sys: 0. 00 s, total: Wall time: 0. 01 sage: gp(0) 0 sage: time g = gp(ââ¬â¢1938^99484ââ¬â¢) CPU times: user 0. 00 s, sys: 0. 00 s, total: Wall time: 0. 04 sage: maxima(0) 0 sage: time g = maxima(ââ¬â¢1938^99484ââ¬â¢) CPU times: user 0. 00 s, sys: 0. 00 s, total: Wall time: 0. 0 sage: kash(0) 0 sage: time g = kash(ââ¬â¢1938^99484ââ¬â¢) CPU times: user 0. 00 s, sys: 0. 00 s, total: Wall time: 0. 04 sage: mathematica(0) 0 sage: time g = mathematica(ââ¬â¢1938^99484ââ¬â¢) CPU times: user 0. 00 s, sys: 0. 00 s, total: Wall time: 0. 03 sage: maple(0) 0 sage: time g = maple(ââ¬â¢1938^99484ââ¬â¢) CPU times: user 0. 00 s, sys: 0. 00 s, total: Wall time: 0. 11 sage: gap(0) 0 sage: time g = gap. eval(ââ¬â¢1938^99484;;ââ¬â¢) CPU times: user 0. 00 s, sys: 0. 00 s, total: Wall time: 1. 02 0. 01 s 0. 00 s 0. 00 s 0. 00 s 0. 00 s 0. 00 s 0. 00 s Note that GAP and Maxima are the slowest in this test (this was run on the machine sage. ath. washington. edu). Because of the pexpect interface overhead, it is perhaps unfair to compare these to Sage, which is the fastest. 3. 5 Other IPython tricks As noted above, Sage uses IPython as its front end, and so you can use any of IPythonââ¬â¢s commands and features. You can read the full IPython documentation. Meanwhile, here are some fun tricks ââ¬â these are called ââ¬Å"Magic commandsâ⬠in IPython: â⬠¢ You can use %bg to run a command in the background, and then use jobs to access the results, as follows. 3. 5. Other IPython tricks 55 Sage Tutorial, Release 5. 3 The comments not tested are here because the %bg syntax doesnââ¬â¢t work well with S ageââ¬â¢s automatic testing facility. If you type this in yourself, it should work as written. This is of course most useful with commands which take a while to complete. ) sage: def quick(m): return 2*m sage: %bg quick(20) # not tested Starting job # 0 in a separate thread. sage: jobs. status() # not tested Completed jobs: 0 : quick(20) sage: jobs[0]. result # the actual answer, not tested 40 Note that jobs run in the background donââ¬â¢t use the Sage preparser ââ¬â see The Pre-Parser: Differences between Sage and Python for more information. One (perhaps awkward) way to get around this would be to run sage: %bg eval(preparse(ââ¬â¢quick(20)ââ¬â¢)) # not tested It is safer and easier, though, to just use %bg on commands which donââ¬â¢t require the preparser. â⬠¢ You can use %edit (or %ed or ed) to open an editor, if you want to type in some complex code. Before you start Sage, make sure that the EDITOR environment variable is set to your favorite editor (by putting export EDITOR=/usr/bin/emacs or export EDITOR=/usr/bin/vim or something similar in the appropriate place, like a . profile ? le). From the Sage prompt, executing %edit will open up the named editor. Then within the editor you can de? e a function: def some_function(n): return n**2 + 3*n + 2 Save and quit from the editor. For the rest of your Sage session, you can then use some_function. If you want to modify it, type %edit some_function from the Sage prompt. â⬠¢ If you have a computation and you want to modify its output for another use, perform the computation and type %rep: this will place the output from the previous command at the Sage prompt, ready for you to edit it. sage: f(x) = cos(x) sage: f(x). derivative(x) -sin(x) At this point, if you type %rep at the Sage prompt, you will get a new Sage prompt, followed by -sin(x), with the cursor at the end of the line. For more, type %quickref to get a quick reference guide to IPython. As of this writing (April 2011), Sage uses version 0. 9. 1 of IPython, and the documentation for its magic commands is available online. 3. 6 Errors and Exceptions When something goes wrong, you will usually see a Python ââ¬Å"exceptionâ⬠. Python even tries to suggest what raised the exception. Often you see the name of the exception, e. g. , NameError or ValueError (see the Python Reference Manual [Py] for a complete list of exceptions). For example, sage: 3_2 ââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âFile ââ¬Å"â⬠, line 1 ZZ(3)_2 ^ SyntaxError: invalid syntax 6 Chapter 3. The Interactive Shell Sage Tutorial, Release 5. 3 sage: EllipticCurve([0,infinity]) ââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬â ââ¬âââ¬âââ¬âTraceback (most recent call last): TypeError: Unable to coerce Infinity () to Rational The interactive debugger is sometimes useful for understanding what went wrong. You can toggle it on or off using %pdb (the default is off). The prompt ipdb appears if an exception is raised and the debugger is on. From within the debugger, you can print the state of any local variable, and move up and down the execution stack. For example, sage: %pdb Automatic pdb calling has been turned ON sage: EllipticCurve([1,infinity]) ââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬â Traceback (most recent call last) ipdb For a list of commands in the debugger, type ? at the ipdb prompt: ipdb ? Documented commands (type help ): ======================================== EOF break commands debug h a bt condition disable help alias c cont down ignore args cl continue enable j b clear d exit jump whatis where Miscellaneous help topics: ========================== exec pdb Undocumented commands: ====================== retval rv list n next p pdef pdoc pinfo pp q quit r return s step tbreak u unalias up w Type Ctrl-D or quit to return to Sage. 3. 7 Reverse Search and Tab Completion Reverse search: Type the beginning of a command, then Ctrl-p (or just hit the up arrow key) to g o back to each line you have entered that begins in that way. This works even if you completely exit Sage and restart later. You can also do a reverse search through the history using Ctrl-r. All these features use the readline package, which is available on most ? avors of Linux. To illustrate tab completion, ? st create the three dimensional vector space V = Q3 as follows: sage: V = VectorSpace(QQ,3) sage: V Vector space of dimension 3 over Rational Field You can also use the following more concise notation: 3. 7. Reverse Search and Tab Completion 57 Sage Tutorial, Release 5. 3 sage: V = QQ^3 Then it is easy to list all member functions for V using tab completion. Just type V. , then type the [tab key] key on your keyboard: sage: V. [tab key] V. _VectorSpace_generic__base_field V. ambient_space V. base_field V. base_ring V. basis V. coordinates V. zero_vector If you type the ? st few letters of a function, then [tab key], you get only functions that begin as indicated. sage: V. i[ tab key] V. is_ambient V. is_dense V. is_full V. is_sparse If you wonder what a particular function does, e. g. , the coordinates function, type V. coordinates? for help or V. coordinates for the source code, as explained in the next section. 3. 8 Integrated Help System Sage features an integrated help facility. Type a function name followed by ? for the documentation for that function. sage: V = QQ^3 sage: V. coordinates? Type: instancemethod Base Class: String Form: Namespace: Interactive File: /home/was/s/local/lib/python2. /site-packages/sage/modules/f ree_module. py Definition: V. coordinates(self, v) Docstring: Write v in terms of the basis for self. Returns a list c such that if B is the basis for self, then sum c_i B_i = v. If v is not in self, raises an ArithmeticError exception. EXAMPLES: sage: M = FreeModule(IntegerRing(), 2); M0,M1=M. gens() sage: W = M. submodule([M0 + M1, M0 ââ¬â 2*M1]) sage: W. coordinates(2*M0-M1) [2, -1] As shown above, the output tells you the type of the object, the ? le in which it is de? ned, and a useful description of the function with examples that you can paste into your current session. Almost all of these examples are regularly automatically tested to make sure they work and behave exactly as claimed. 58 Chapter 3. The Interactive Shell Sage Tutorial, Release 5. 3 Another feature that is very much in the spirit of the open source nature of Sage is that if f is a Python function, then typing f displays the source code that de? nes f. For example, sage: V = QQ^3 sage: V. coordinates Type: instancemethod Source: def coordinates(self, v): ââ¬Å"â⬠â⬠Write $v$ in terms of the basis for self. ââ¬Å"â⬠â⬠return self. coordinate_vector(v). list() This tells us that all the coordinates function does is call the coordinate_vector function and change the result into a list. What does the coordinate_vector function do? sage: V = QQ^3 sage: V. coordinate_vector def coordinate_vector(self, v): return self. ambient_vector_space()(v) The coordinate_vector function coerces its input into the ambient space, which has the effect of computing the vector of coef? cients of v in terms of V . The space V is already ambient since itââ¬â¢s just Q3 . There is also a coordinate_vector function for subspaces, and itââ¬â¢s different. We create a subspace and see: sage: V = QQ^3; W = V. span_of_basis([V. 0, V. 1]) sage: W. coordinate_vector def coordinate_vector(self, v): ââ¬Å"â⬠â⬠ââ¬Å"â⬠â⬠# First find the coordinates of v wrt echelon basis. w = self. echelon_coordinate_vector(v) # Next use transformation matrix from echelon basis to # user basis. T = self. echelon_to_user_matrix() return T. linear_combination_of_rows(w) (If you think the implementation is inef? cient, please sign up to help optimize linear algebra. ) You may also type help(command_name) or help(class) for a manpage-like help ? le about a given class. age: help(VectorSpace) Help on class VectorSpace class VectorSpace(__builtin__. object) | Create a Vector Space. | | To create an ambient space over a field with given dimension | using the calling syntax : : When you type q to exit the help system, your session appears just as it was. The help listing does not clutter up your session, unlike the output of function_name? som etimes does. Itââ¬â¢s particularly helpful to type 3. 8. Integrated Help System 59 Sage Tutorial, Release 5. 3 help(module_name). For example, vector spaces are de? ned in sage. modules. free_module, so type help(sage. modules. ree_module) for documentation about that whole module. When viewing documentation using help, you can search by typing / and in reverse by typing ?. 3. 9 Saving and Loading Individual Objects Suppose you compute a matrix or worse, a complicated space of modular symbols, and would like to save it for later use. What can you do? There are several approaches that computer algebra systems take to saving individual objects. 1. Save your Game: Only support saving and loading of complete sessions (e. g. , GAP, Magma). 2. Uni? ed Input/Output: Make every object print in a way that can be read back in (GP/PARI). 3. Eval: Make it easy to evaluate arbitrary code in the interpreter (e. g. , Singular, PARI). Because Sage uses Python, it takes a different approach, which is that every object can be serialized, i. e. , turned into a string from which that object can be recovered. This is in spirit similar to the uni? ed I/O approach of PARI, except it doesnââ¬â¢t have the drawback that objects print to screen in too complicated of a way. Also, support for saving and loading is (in most cases) completely automatic, requiring no extra programming; itââ¬â¢s simply a feature of Python that was designed into the language from the ground up. Almost all Sage objects x can be saved in compressed form to disk using save(x, filename) (or in many cases x. save(filename)). To load the object back in, use load(filename). sage: sage: [ 15 [ 42 [ 69 sage: A = MatrixSpace(QQ,3)(range(9))^2 A 18 21] 54 66] 90 111] save(A, ââ¬â¢Aââ¬â¢) You should now quit Sage and restart. Then you can get A back: sage: sage: [ 15 [ 42 [ 69 A = load(ââ¬â¢Aââ¬â¢) A 18 21] 54 66] 90 111] You can do the same with more complicated objects, e. g. , elliptic curves. All data about the object that is cached is stored with the object. For example, sage: sage: sage: sage: E = EllipticCurve(ââ¬â¢11aââ¬â¢) v = E. nlist(100000) save(E, ââ¬â¢Eââ¬â¢) quit # takes a while The saved version of E takes 153 kilobytes, since it stores the ? rst 100000 an with it. ~/tmp$ ls -l E. sobj -rw-rââ¬ârââ¬â 1 was was 153500 2006-01-28 19:23 E. sobj ~/tmp$ sage [ ] sage: E = load(ââ¬â¢Eââ¬â¢) sage: v = E. anlist(100000) # instant! (In Pytho n, saving and loading is accomplished using the cPickle module. In particular, a Sage object x can be saved via cPickle. dumps(x, 2). Note the 2! ) 60 Chapter 3. The Interactive Shell Sage Tutorial, Release 5. 3 Sage cannot save and load individual objects created in some other computer algebra systems, e. . , GAP, Singular, Maxima, etc. They reload in a state marked ââ¬Å"invalidâ⬠. In GAP, though many objects print in a form from which they can be reconstructed, many donââ¬â¢t, so reconstructing from their print representation is purposely not allowed. sage: a = gap(2) sage: a. save(ââ¬â¢aââ¬â¢) sage: load(ââ¬â¢aââ¬â¢) Traceback (most recent call last): ValueError: The session in which this object was defined is no longer running. GP/PARI objects can be saved and loaded since their print representation is enough to reconstruct them. sage: a = gp(2) sage: a. save(ââ¬â¢aââ¬â¢) sage: load(ââ¬â¢aââ¬â¢) 2 Saved objects can be re-loaded later on computers with different architectures or operating systems, e. g. , you could save a huge matrix on 32-bit OS X and reload it on 64-bit Linux, ? nd the echelon form, then move it back. Also, in many cases you can even load objects into versions of Sage that are different than the versions they were saved in, as long as the code for that object isnââ¬â¢t too different. All the attributes of the objects are saved, along with the class (but not source code) that de? nes the object. If that class no longer exists in a new version of Sage, then the object canââ¬â¢t be reloaded in that newer version. But you could load it in an old version, get the objects dictionary (with x. __dict__), and save the dictionary, and load that into the newer version. 3. 9. 1 Saving as Text You can also save the ASCII text representation of objects to a plain text ? le by simply opening a ? le in write mode and writing the string representation of the object (you can write many objects this way as well). When youââ¬â¢re done writing objects, close the ? le. sage: sage: sage: sage: sage: R. = PolynomialRing(QQ,2) f = (x+y)^7 o = open(ââ¬â¢file. txtââ¬â¢,ââ¬â¢wââ¬â¢) o. write(str(f)) o. close() 3. 10 Saving and Loading Complete Sessions Sage has very ? xible support for saving and loading complete sessions. The command save_session(sessionname) saves all the variables youââ¬â¢ve de? ned in the current session as a dictionary in the given sessionname. (In the rare case when a variable does not support saving, it is simply not saved to the dictionary. ) The resulting ? le is an . sobj ? le and can be loaded just like any other object that was saved. When you load the objects saved in a session, you get a dictionary whose keys are the variables names and whose values are the objects. You can use the load_session(sessionname) command to load the variables de? ed in sessionname into the current session. Note that this does not wipe out variables youââ¬â¢ve already de? ned in your current session; instead, the two sessions are merged. First we start Sage and de? ne some variables. 3. 10. Saving and Loading Complete Sessions 61 Sage Tutorial, Release 5. 3 sage: sage: sage: sage: _4 = E = EllipticCurve(ââ¬â¢11aââ¬â¢) M = ModularSymbols(37) a = 389 t = M. T(2003). matrix(); t. charpoly(). factor() (x ââ¬â 2004) * (x ââ¬â 12)^2 * (x + 54)^2 Next we save our session, which saves each of the above variables into a ? le. Then we view the ? le, which is about 3K in size. age: save_session(ââ¬â¢miscââ¬â¢) Saving a Saving M Saving t Saving E sage: quit w as@form:~/tmp$ ls -l misc. sobj -rw-rââ¬ârââ¬â 1 was was 2979 2006-01-28 19:47 misc. sobj Finally we restart Sage, de? ne an extra variable, and load our saved session. sage: b = 19 sage: load_session(ââ¬â¢miscââ¬â¢) Loading a Loading M Loading E Loading t Each saved variable is again available. Moreover, the variable b was not overwritten. sage: M Full Modular Symbols space for Gamma_0(37) of weight 2 with sign 0 and dimension 5 over Rational Field sage: E Elliptic Curve defined by y^2 + y = x^3 ââ¬â x^2 ââ¬â 10*x ââ¬â 20 over Rational Field sage: b 19 sage: a 389 3. 1 The Notebook Interface The Sage notebook is run by typing sage: notebook() on the command line of Sage. This starts the Sage notebook and opens your default web browser to view it. The serverââ¬â¢s state ? les are stored in $HOME/. sage/sage\_notebook. Other options include: sage: notebook(ââ¬Å"directoryâ⬠) which starts a new notebook server using ? les in the given directory, inst ead of the default directory $HOME/. sage/sage_notebook. This can be useful if you want to have a collection of worksheets associated with a speci? c project, or run several separate notebook servers at the same time. When you start the notebook, it ? st creates the following ? les in $HOME/. sage/sage_notebook: 62 Chapter 3. The Interactive Shell Sage Tutorial, Release 5. 3 nb. sobj objects/ worksheets/ (the notebook SAGE object file) (a directory containing SAGE objects) (a directory containing SAGE worksheets). After creating the above ? les, the notebook starts a web server. A ââ¬Å"notebookâ⬠is a collection of user accounts, each of which can have any number of worksheets. When you create a new worksheet, the data that de? nes it is stored in the worksheets/username/number directories. In each such directory there is a plain text ? le worksheet. xt ââ¬â if anything ever happens to your worksheets, or Sage, or whatever, that human-readable ? le contains everything nee ded to reconstruct your worksheet. From within Sage, type notebook? for much more about how to start a notebook server. The following diagram illustrates the architecture of the Sage Notebook: ââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬â| | | | | firefox/safari | | | | javascript | | program | | | | | ââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬â| ^ | AJAX | V | ââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬â| | | sage | | web | ââ¬âââ¬âââ¬âââ¬â | server | pexpect | | | | ââ¬âââ¬âââ¬âââ¬âââ¬âââ¬âââ¬â- SAGE process 1 SAGE process 2 SAGE process 3 (Python processes) For help on a Sage command, cmd, in the notebook browser box, type cmd? ). and now hit (not For help on the keyboard shortcuts available in the notebook interface, click on the Help link. 3. 11. The Notebook Interface 63 Sage Tutorial, Release 5. 3 64 Chapter 3. The Interactive Shell CHAPTER FOUR INTERFACES A central facet of Sage is that it supports computation with objects in many different computer algebra systems ââ¬Å"under one roofâ⬠using a common interface and clean programming language. The console and interact methods of an interface do very different things. For example, using GAP as an example: 1. gap. onsole(): This opens the GAP console ââ¬â it transfers control to GAP. Here Sage is serving as nothing more than a convenient program launcher, similar to the Linux bash shell. 2. gap. interact(): This is a convenient way to interact with a running GAP instance that may be ââ¬Å"full ofâ⬠Sage objects. You can import Sage objects into this GAP session (even from the interactive interface), etc. 4. 1 GP/PARI PARI is a compact, very mature, highly optimized C program whose primary focus is number theory. There are two very distinct interfaces that you can use in Sage: â⬠¢ gp ââ¬â the ââ¬Å"G o P ARIâ⬠interpreter, and â⬠¢ pari ââ¬â the PARI C libraxry. For example, the following are two ways of doing the same thing. They look identical, but the output is actually different, and what happens behind the scenes is drastically different. sage: gp(ââ¬â¢znprimroot(10007)ââ¬â¢) Mod(5, 10007) sage: pari(ââ¬â¢znprimroot(10007)ââ¬â¢) Mod(5, 10007) In the ? rst case, a separate copy of the GP interpreter is started as a server, and the string ââ¬â¢znprimroot(10007)ââ¬â¢ is sent to it, evaluated by GP, and the result is assigned to a variable in GP (which takes up space in the child GP processes memory that wonââ¬â¢t be freed). Then the value of that variable is displayed. In the second case, no separate program is started, and the string ââ¬â¢znprimroot(10007)ââ¬â¢ is evaluated by a certain PARI C library function. The result is stored in a piece of memory on the Python heap, which is freed when the variable is no longer referenced. The objects have different types: sage: type(gp(ââ¬â¢znprimroot(10007)ââ¬â¢)) sage: type(pari(ââ¬â¢znprimroot(10007)ââ¬â¢)) So which should you use? It depends on what youââ¬â¢re doing. The GP interface can do absolutely anything you could do in the usual GP/PARI command line program, since it is running that program. In particular, you can load complicated PARI programs and run them. In contrast, the PARI interface (via the C library) is much more restrictive. First, not all 65 Sage Tutorial, Release 5. 3 member functions have been implemented. Second, a lot of code, e. g. , involving numerical integration, wonââ¬â¢t work via the PARI interface. That said, the PARI interface can be signi? cantly faster and more robust than the GP one. (If the GP interface runs out of memory evaluating a given input line, it will silently and automatically double the stack size and retry that input line. Thus your computation wonââ¬â¢t crash if you didnââ¬â¢t correctly anticipate the amount of memory that would be needed. This is a nice trick the usual GP interpreter doesnââ¬â¢t seem to provide. Regarding the PARI C library interface, it immediately copies each created object off of the PARI stack, hence the stack never grows. However, each object must not exceed 100MB in size, or the stack will over? ow when the object is being created. This extra copying does impose a slight performance penalty. ) In summary, Sage uses the PARI C library to provide functionality similar to that provided by the GP/PARI interpreter, except with different sophisticated memory management and the Python programming language. First we create a PARI list from a Python list. age: v = pari([1,2,3,4,5]) sage: v [1, 2, 3, 4, 5] sage: type(v) Every PARI object is of type py_pari. gen. The PARI type of the underlying object can be obtained using the type member function. sage: v. type() ââ¬â¢t_VECââ¬â¢ In PARI, to create an elliptic curve we enter ellinit([1,2,3,4,5]). Sage is similar, except that ellinit is a method th at can be called on any PARI object, e. g. , our t\_VEC v. sage: e = v. ellinit() sage: e. type() ââ¬â¢t_VECââ¬â¢ sage: pari(e)[:13] [1, 2, 3, 4, 5, 9, 11, 29, 35, -183, -3429, -10351, 6128487/10351] Now that we have an elliptic curve object, we can compute some things about it. age: e. elltors() [1, [], []] sage: e. ellglobalred() [10351, [1, -1, 0, -1], 1] sage: f = e. ellchangecurve([1,-1,0,-1]) sage: f[:5] [1, -1, 0, 4, 3] 4. 2 GAP Sage comes with GAP 4. 4. 10 for computational discrete mathematics, especially group theory. Hereââ¬â¢s an example of GAPââ¬â¢s IdGroup function, which uses the optional small groups database that has to be installed separately, as explained below. sage: G = gap(ââ¬â¢Group((1,2,3)(4,5), (3,4))ââ¬â¢) sage: G Group( [ (1,2,3)(4,5), (3,4) ] ) sage: G. Center() Group( () ) 66 Chapter 4. Interfaces Sage Tutorial, Release 5. 3 sage: G. IdGroup() [ 120, 34 ] sage: G. Order() 120 # requires optional database_gap package We can do the same computation in Sage without explicitly invoking the GAP interface as follows: sage: G = PermutationGroup([[(1,2,3),(4,5)],[(3,4)]]) sage: G. center() Subgroup of (Permutation Group with generators [(3,4), (1,2,3)(4,5)]) generated by [()] sage: G. group_id() # requires optional database_gap package [120, 34] sage: n = G. order(); n 120 (For some GAP functionality, you should install two optional Sage packages. Type sage -optional for a list and choose the one that looks like gap\_packages-x. . z, then type sage -i gap\_packages-x. y. z. Do the same for database\_gap-x. y. z. Some non-GPLââ¬â¢d GAP packages may be installed by downloading them from the GAP web site [GAPkg], and unpacking them in $SAGE_ROOT/local/lib/gap-4. 4. 10/pkg. ) 4. 3 Singular Singular provides a massive and mature library for Grobner bases, multivariate polynomial gcds, bases of RiemannRoch spaces of a plane curve, and factorizations, among other things. We illustrate multivariate polynomial factorization using the Sage interface to Singular (do not type the ): sage: R1 = singular. ing(0, ââ¬â¢(x,y)ââ¬â¢, ââ¬â¢dpââ¬â¢) sage: R1 // characteristic : 0 // number of vars : 2 // block 1 : ordering dp // : names x y // block 2 : ordering C sage: f = singular(ââ¬â¢9*y^8 ââ¬â 9*x^2*y^7 ââ¬â 18*x^3*y^6 ââ¬â 18*x^5*y^6 + 9*x^6*y^4 + 18*x^7*y^5 + 36*x^8*y^4 + 9*x^10*y^4 ââ¬â 18*x^11*y^2 ââ¬â 9*x^12*y^3 ââ¬â 18*x^13*y^2 + 9*x^16ââ¬â¢) Now that we have de? ned f , we print it and factor. sage: f 9*x^16-18*x^13*y^2-9*x^12*y^3+9*x^10*y^4-18*x^11*y^2+36*x^8*y^4+18*x^7*y^5-18*x^5*y^6+9*x^6*y^4-18*x^ sage: f. parent() Singular sage: F = f. factorize(); F [1]: _[1]=9 _[2]=x^6-2*x^3*y^2-x^2*y^3+y^4 _[3]=-x^5+y^2 [2]: 1,1,2 sage: F[1][2] x^6-2*x^3*y^2-x^2*y^3+y^4 As with the GAP example in GAP, we can compute the above factorization without explicitly using the Singular interface (however, behind the scenes Sage uses the Singular interface for the actual computation). Do not type the : 4. 3. Singular 67 Sage Tutorial, Release 5. 3 sage: sage: sage: (9) * x, y = QQ[ââ¬â¢x, yââ¬â¢]. gens() f = 9*y^8 ââ¬â 9*x^2*y^7 ââ¬â 18*x^3*y^6 ââ¬â 18*x^5*y^6 + 9*x^6*y^4 + 18*x^7*y^5 + 36*x^8*y^4 + 9*x^10*y^4 ââ¬â 18*x^11*y^2 ââ¬â 9*x^12*y^3 ââ¬â 18*x^13*y^2 + 9*x^16 factor(f) (-x^5 + y^2)^2 * (x^6 ââ¬â 2*x^3*y^2 ââ¬â x^2*y^3 + y^4) 4. 4 Maxima Maxima is included with Sage, as well as a Lisp implementation. The gnuplot package (which Maxima uses by default for plotting) is distributed as a Sage optional package. Among other things, Maxima does symbolic manipulation. Maxima can integrate and differentiate functions symbolically, solve 1st order ODEs, most linear 2nd order ODEs, and has implemented the Laplace tr How to cite Sage 50 Accounting Software Tutorial, Essay examples Jeremy Thornehttp://www.blogger.com/profile/02211192372117048033noreply@blogger.com0tag:blogger.com,1999:blog-7989354225368229397.post-66577372530692743382019-12-07T17:31:00.001-08:002019-12-07T17:31:02.460-08:00What Are the Factors That Causes Stress free essay sample Writing: what are the factors that causes stress and how to cope with stress? Being considered as one of the most common diseases, stress is the obsession of many people. However, if they know clearly about the causes of stress, it is not too difficult for them to avoid and cope with it. There are many causes of stress; and finance problem is one of them. In an online poll conducted in 2005 by Life care, Inc. , ââ¬Å"23 percent of respondents named finances as the leading cause of stress in their livesâ⬠. It is not amazing that people who have a low living standard, always have to be under the stress, because they spend all most of their time worrying about bills, rising cost for education, heavy workload, so on. Besides, another cause of this disease is unhealthy lifestyle such as smoking, abuse of alcohol or other drugs. For the pessimist, a less serious illness or injury can also make them be under the stress, too. We will write a custom essay sample on What Are the Factors That Causes Stress or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In addition, personal relationships are also the cause of stress to many people. According to the research report, by PhD. Ben Marllo in New York Times, almost children whose parents divorced have tendency to undergo high stress. People whose relatives passed away also suffer from the same circumstance. Stress is really a dangerous disease to people; however, it is not too difficult for them to cope with it. Being considered the most effective way to reducing the stress, relaxing by enjoying a interesting film, favorite songs or playing sports like reading, swimming will make their body return to the normal healthy state. In addition, learning to manage time more effectively is also a good way to cope with stress. Instead of wasting a lot of time doing unimportant work, people should always prioritize and do the most important work first, so they are not put pressure anymore. Besides, A sensible diet and getting enough sleep will help people rejuvenate and feeling better. It is really a good method people should apply daily to reduce the stress. In modern society, stress becomes one of the most popular diseases to many people. However, there are also many solutions to cope with this disease; people should apply them to reduce it, by doing this, they will have a better life. Jeremy Thornehttp://www.blogger.com/profile/02211192372117048033noreply@blogger.com0tag:blogger.com,1999:blog-7989354225368229397.post-16428917030332375702019-11-30T05:13:00.001-08:002019-11-30T05:13:04.574-08:00Kate Chopin Essays (1449 words) - Fiction, Frdric Chopin Kate Chopin Kate Chopin is an American writer of the late nineteenth century. She is known for her depictions of southern culture and of women's struggles for freedom. At this time in American history, women did not have a voice of their own and according to custom, they were to obey their father and husband. Generally, many women agreed to accept this customary way of life. Kate Chopin thought quite differently. The boldness Kate Chopin takes in portraying women in the late nineteenth century can be seen throughout The Awakening and other short stories. The following is an overview of her dramatic writing style. Elaine Showalter states, Chopin went boldly beyond the work of her precursors in writing about women's longing for sexual and personal emancipation. (170). Chopin said that she was not a feminist of a suffragist. She was not an activist and she never joined the women's suffrage movement or belonged to a female literary community. Chopin saw freedom as a matter of your won spirit or soul without constraints. She did not try to encourage the women's movement in her writing; rather, she wrote what she felt. In writing what she felt, Chopin came to believe that a true artist defied tradition and rejected respectable morality and the conventions and formulas to literary success. (Showalter 171). It could be said Chopin had a literary awakening. In the early stages of Chopin's career, she tried to follow the literary advice and examples of others of her time. These efforts proved to be worthless. Chopin translated Solitude, a story by Guy de Maupassant, in which Maupassant escaped from tradition and authorityhad entered into himself and looked out upon life though his own being and with his own eyes. (Seyested 701). Chopin did not want to imitate Maupassant; she just wanted to express herself in her writing the way he had done so in his. In The Awakening Chopin seems to tell her story through the main character Edna Pontellier. Her breaking away from the conventions of literary domesticity is shown through Edna breaking away from the conventional feminine roles of wife and mother (Showalter 170). Kate Chopin shows boldness by taking the main characters and having them completely change their views on life. Edna is a young woman who discovers that her pampered married life is not what she wants. So she rebels to find fulfillment for her psychological, social, and sexual drives. Edna is married to Leonce Pontellier. Leonce is Edna's older husband who expects his wife to obey the region's social conventions. He sees Edna as a piece of personal property (Chopin The Awakening 2). Chopin tells in the novel that Edna is fond of her husband, with no trace of passion or excessive and fictitious warmth (18). Edna married Leonce primarily to secure a fatherly protector who would not make too many domestic, emotional, and sexual demands on her. Edna also has no motherly attachment to her children. She was fond of her children in and uneven, impulsive way. When her children were away, she did not miss them except with an occasional intense longing (18). These feelings show that Edna was not the normal mother-woman of that time. The largest and most criticized step Chopin takes is in The Awakening. Edna is having many mixed feelings about herself and her sexuality. In the novel, Chopin allows Edna to have an affair. This affair is not out of love but out of the need for passion in Edna's life. When Edna's one true love leaves, this allows Edna to face her changing feelings. Her true love, Robert, returns but they both realize it is not ment to be and he leaves again. He explains his action by saying, I love you. Good-by, because I love you, (112). Much shock felt by the readers toward The Awakening and other stories by Chopin was the boldness she took in rejecting the conventions of other women's writing. In The Awakening, Edna Pontellier appears to reject the domestic empire of the mother and the sororal world of women's culture. (Showalter 178). Edna seems to go beyond the bonds of womanhood, she did not have a mother of daughter and refuses to go to her own sister's Jeremy Thornehttp://www.blogger.com/profile/02211192372117048033noreply@blogger.com0tag:blogger.com,1999:blog-7989354225368229397.post-56123476328014015242019-11-26T00:50:00.001-08:002019-11-26T00:50:05.719-08:00Battle of Stirling Bridge in the Wars of Scottish IndependenceBattle of Stirling Bridge in the Wars of Scottish Independence The Battle of Stirling Bridge was part of the First War of Scottish Independence. William Wallaces forces were victorious at Stirling Bridge on September 11, 1297. Armies Commanders Scotland William WallaceAndrew de Moray300 cavalry, 10,000 infantry England John de Warenne, 7th Earl of SurreyHugh de Cressingham1,000 to 3,000 cavalry, 15,000-50,000 infantry Background In 1291, with Scotland embroiled in a succession crisis following the death King Alexander III, the Scottish nobility approached King Edward of England and asked him to oversee the dispute and administer the outcome. Seeing an opportunity to expand his power, Edward agreed to settle the matter but only if he were made feudal overlord of Scotland. The Scots attempted to sidestep this demand by replying that as there was no king, there was no one to make such a concession. Without further addressing this issue, they were willing to allow Edward to oversee the realm until a new king was determined. Assessing the candidates, the English monarch selected the claim of John Balliol who was crowned in November 1292. Though the matter, known as the Great Cause, had been resolved, Edward continued to exert power and influence over Scotland. Over the next five years, he effectively treated Scotland as a vassal state. As John Balliol was effectively compromised as king, control of most state affairs passed to 12-man council in July 1295. That same year, Edward demanded that Scottish nobles provide military service and support for his war against France. Refusing, the council instead concluded the Treaty of Paris which aligned Scotland with France and commenced the Auld Alliance. Responding to this and a failed Scottish attack on Carlisle, Edward marched north and sacked Berwick-upon-Tweed in March 1296. Continuing on, English forces routed Balliol and the Scottish army at the Battle of Dunbar the following month. By July, Balliol had been captured and forced to abdicate and the majority of Scotland had been subjugated. In the wake of the English victory, a resistance to Edwards rule began which saw small bands of Scots led by individuals such as William Wallace and Andrew de Moray commence raiding the enemys supply lines. Having success, they soon gained support from Scottish nobility and with growing forces liberated much of the country north of the Firth of Forth. Concerned about the growing rebellion in Scotland, the Earl of Surrey and Hugh de Cressingham moved north to put down the revolt. Given the success at Dunbar the previous year, English confidence was high and Surrey expected a short campaign. Opposing the English was a new Scottish army led by Wallace and Moray. More disciplined than their predecessors, this force had been operating in two wings and united to meet the new threat. Arriving in the Ochil Hills overlooking the River Forth near Stirling, the two commanders awaited the English army. The English Plan As the English approached from the south, Sir Richard Lundie, a former Scottish knight, informed Surrey about a local ford that would allow sixty horsemen to cross the river at once. After conveying this information, Lundie asked permission to take a force across the ford to flank the Scottish position. Though this request was considered by Surrey, Cressingham managed to convince him to attack directly across the bridge. As Edward Is treasurer in Scotland, Cressingham wished to avoid the expense of prolonging the campaign and sought avoid any actions that would cause a delay. The Scots Victorious On September 11, 1297, Surreys English and Welsh archers crossed the narrow bridge but were recalled as the earl had overslept. Later in the day, Surreys infantry and cavalry began crossing the bridge. Watching this, Wallace and Moray restrained their troops until a sizable, but beatable, English force had reached the north shore. When approximately 5,400 had crossed the bridge, the Scots attacked and swiftly encircled the English, gaining control of the north end of the bridge. Among those who were trapped on the north shore was Cressingham who was killed and butchered by the Scottish troops. Unable to send sizable reinforcements across the narrow bridge, Surrey was forced to watch his entire vanguard be destroyed by Wallace and Morays men. One English knight, Sir Marmaduke Tweng, managed to fight his way back across the bridge to the English lines. Others discarded their armor and attempted to swim back across the River Forth. Despite still having a strong force, Surreys confidence was destroyed and he ordered the bridge destroyed before retreating south to Berwick. Seeing Wallaces victory, the Earl of Lennox and James Stewart, the High Steward of Scotland, who been supporting the English, withdrew with their men and joined the Scottish ranks. As Surrey pulled back, Stewart successfully attacked the English supply train, hastening their retreat. By departing the area, Surrey abandoned the English garrison at Stirling Castle, which eventually surrendered to the Scots. Aftermath Impact Scottish casualties at the Battle of Stirling Bridge were not recorded, however they are believed to have been relatively light. The only known casualty of the battle was Andrew de Moray who was injured and subsequently died of his wounds. The English lost approximately 6,000 killed and wounded. The victory at Stirling Bridge led to the ascent of William Wallace and he was named Guardian of Scotland the following March. His power was short-lived, as he was defeated by a King Edward I and a larger English army in 1298, at the Battle of Falkirk. Jeremy Thornehttp://www.blogger.com/profile/02211192372117048033noreply@blogger.com0tag:blogger.com,1999:blog-7989354225368229397.post-18161306847528966932019-11-22T08:13:00.001-08:002019-11-22T08:13:07.507-08:00Chemistry class xii project Essay Example for Free Chemistry class xii project Essay Theory What is rust? Rust is the common name of a compound, iron oxide. Iron oxide, the chemical Effie, is common because iron combines very readily with oxygen so readily, in fact, that pure Iron Is only rarely found In nature. Iron (or steel) rusting Is an example of corrosion an electrochemical process involving an anode (a piece of metal that readily gives up electrons), an electrolyte (a liquid that helps electrons move) and a cathode (a piece of metal that readily accepts electrons). Causes When a piece of metal corrodes, the electrolyte helps provide oxygen to the anode. As oxygen combines with the metal, electrons are liberated. When they flow through the electrolyte to the cathode, the metal of the anode disappears, swept away by the electrical flow or converted into metal actions in a form such as rust. For iron to become Iron oxide, three things are required: Iron, water and oxygen. Hereââ¬â¢s what happens when the three get together: When a drop of water hits an Iron object, two things begin to happen almost immediately. First, the water, a good electrolyte, combines with carbon dioxide in the air to form a weak carbonic acid, an even better electrolyte. As the acid is formed and the iron dissolved, some of the water will begin o break down Into Its component pieces hydrogen and oxygen. The free oxygen and dissolved iron bond into iron oxide, in the process freeing electrons. The electrons liberated from the anode portion of the iron flow to the cathode, which may be a piece of a metal less electrically reactive than iron, or another point on the piece of Iron Itself, Consequences Rusting has a number of effects on metal objects. It makes them look orange and rough. It makes them weaker, by replacing the strong Iron or steel with flaky powder. Some oxides on some metals such as aluminum form Just a thin layer on top which lows down further corrosion, but rust can slowly eat away at even the biggest piece of iron. If a piece of Ironââ¬â¢s strength Is important for safety, such as a bridge support or a carââ¬â¢s brake caliper. It Is a good Idea to Inspect It for rust damage every now and then. Rust also can cause metal parts that are supposed to slide over one another to become stuck. Rust can make holes In sheet metal. Rusty car mufflers sometimes develop holes in them, and the sheet steel making the outer bodies of cars will often rust through, making holes. Rust Is a lot less magnetic than Iron. An iron magnet will probably still work almost as ell when It has a thin coating of rust on It, but If It has rusted so badly that most of the metal is gone, then it will not work very well as a magnet. 1 OFF which is a metallic conductor. So if some electrical connection is made with iron, itââ¬â¢s likely to go bad when the iron surface rusts. Rust is associated with degradation of iron-based tools and structures. As rust has a much higher volume than the originating mass of iron, its build-up can also cause failure by forcing apart adjacent parts ? a phenomenon sometimes known as ââ¬Å"rust packingâ⬠. It was the cause of the collapse of the Missus river bridge in 1983, when he bearings rusted internally and pushed one corner of the road slab off its support. Rust was also an important factor in the Silver Bridge disaster of 1967 in West Virginia, when a steel suspension bridge collapsed in less than a minute, killing 46 drivers and passengers on the bridge at the time. Prevention and Protection Because of the widespread use and importance of iron and steel products, the prevention or slowing of rust is the basis of major economic activities in a number of specialized technologies. A brief overview of methods is presented here; for detailed overage, see the cross-referenced articles. Rust is permeable to air and water, therefore the interior metallic iron beneath a rust layer continues to corrode. Rust prevention thus requires coatings that preclude rust formation. Some methods of prevention of rusting are as follows: Gallivanting:- Globalization consists of an application on the object to be protected of a layer of metallic zinc by either hot-dip gallivanting or electroplating. Zinc is traditionally used because it is cheap, adheres well to steel, and provides catholic protection to the steel surface in case of damage of the zinc layer. In more corrosive environments (such as salt water), cadmium plating is preferred. Coating and Painting:- Rust formation can be controlled with coatings, such as paint, lacquer, or varnish that isolate the iron from the environment. Large structures with enclosed box sections, such as ships and modern automobiles, often have a wax-based product (technically a ââ¬Å"slashing oilâ⬠) injected into these sections. Such treatments usually also contain rust inhibitors. Covering steel with concrete can provide some protection to steel because of the alkaline pH environment at the steel-concrete interface. Humidity Control:- Rust can be avoided by controlling the moisture in the atmosphere. An example of this is the use of silica gel packets to control humidity in equipment shipped by sea. Metal Coupling:-Len this method, the iron is coupled with other metal and if the metal is above iron in electrochemical series(meaner more electrostatics)then in the galvanic cell is formed by the contact of the iron and that metal, iron will go under reduction it will be safe from rusting. If the metal is below iron in electrochemical series then iron will go under oxidation and rusting will be facilitated. Chemistry class xii project. (2018, Oct 12). Jeremy Thornehttp://www.blogger.com/profile/02211192372117048033noreply@blogger.com0tag:blogger.com,1999:blog-7989354225368229397.post-26423639521663398932019-11-20T21:48:00.001-08:002019-11-20T21:48:04.267-08:00Paintings and allusions in English Patients EssayPaintings and allusions in English Patients - Essay Example The essay "Paintings and allusions in English Patients" explores The English Patient, a recipient of the Man Booker Prize and the Governor Generalââ¬â¢s Award, written by a Sri Lankan-Canadian novelist, Michael Ondaatji. The reference comes to light when Kip surveys the chapel with his rifle telescope, ââ¬Å"reached the great face and was stilled by it, the face like a spear, wise, unforgiving. (77)â⬠. When Kip asks a fellow soldier about the true identity of the face, he learns that it is indeed the ââ¬Å"great faceâ⬠of Isaiah. The painting is a clear depicting of the catastrophic prophecies of Isaiah with regards to the Satanic bombing of Japan. The novel thus challenges the apocalypse (the nuclear bombing) by highlighting a community oriented eschatological society (through the means of Kip). The Queen of Sheeba, also known as ââ¬Å"queen of the southâ⬠in the Hebrew bible, is in reality from a South African origin, which apart from other things, talks of kin g Solomon. In the book, The English Patient, her chastity is symbolized by the statue of Virgin Mary. In the passage from Isaiah 60:0; ââ¬Å"And they from Sheeba shall come; they shall bring forth gold and incense; and they shall show forth the praises of the lord.â⬠This is a clear indication that Sheeba is indeed a provider of wealth and a friendly giver. Out here, the chastity of Kip was given a tight joust when catastrophe struck on Japan in the form of an atomic bomb. David and Goliath is a painting by Master Caravaggio, who happened to be an Italian Baroque master. Jeremy Thornehttp://www.blogger.com/profile/02211192372117048033noreply@blogger.com0tag:blogger.com,1999:blog-7989354225368229397.post-83121404628817964692019-11-19T01:56:00.001-08:002019-11-19T01:56:04.328-08:00Describe the three approaches to crime prevention. Explore the most EssayDescribe the three approaches to crime prevention. Explore the most effective approach in relation to either drug offending - Essay Example The police force alone cannot fight against all offense. Decreasing the risk and terror of crime is a job for the police force and the society; therefore, they must work jointly to prevent such crimes. Criminal justice is the study of various laws concerning criminal actions. The three main approaches adopted to prevent crime in the UK are social enlargement approach, police and judges as well as correction approaches, and finally situational approaches. Police force, magistrates and corrections approach is one of the traditional methods used to prevent crimes. They have significant functions to play, however, they can be utilized more efficiently to stop crime. Conventionally, police force services mainly focus on town extensive patrols, reacting to calls, inquiries and arrests. The courts give attention to assessing faults and crimes committed as well as sentencing the offender. Correctional approaches aim at supervising criminals during their verdicts and may or may not try to reh abilitate the criminals. Situational approach works towards decreasing the opportunities for offense by enlarging risks for the criminal and reducing the advantages of the crime. Examples of situational approach to offense prevention consist of enhanced lighting in public areas and self-defense mechanics for women. Jeremy Thornehttp://www.blogger.com/profile/02211192372117048033noreply@blogger.com0tag:blogger.com,1999:blog-7989354225368229397.post-61255314260525610992019-11-16T14:28:00.001-08:002019-11-16T14:28:07.487-08:00Managing Business Problems Essay Example for Free Managing Business Problems Essay What are the causes of poor productivity within large organizations and how can we look at trying to improve this? Productivity is the degree of output achieved in relation to a certain level of input. For example, in a call centre environment, productivity would be seen as the number of telephone calls answered per hour by a certain number of staff. The telephone calls are the output and the staff available to take the calls are the input. In order to improve productivity, one of the following has to occur: The level of input is decreased however the level of output remains the same, or, the level of output increases but the level of input remains the same. In relation to the example of the call centre, this would mean reducing the number of staff available to answer the phone but yet the remaining staff would still have to answer the same number of calls, i.e. they would have to answer more calls each to compensate for the decrease in staff. Or the other way to increase productivity in a call centre would be to keep the same number to staff available to take customer calls but the number of calls being answered in total would have to increase. Productivity is a major issue within any organisation but especially call centres. Call centres do try to forecast the number of calls they expect everyday and allocate resources accordingly to deal with these pressures, however there are still thousands of calls abandoned (where the customer hangs up before even getting through to an advisor) each and every day, this is sometimes referred to as call leakage. This is a growing problem for call centres across the country and it is surprising the amount of customers who will take their business elsewhere simply because they cant get through on the phone as they see it as poor customer service. In many cases it isnt feasible for staff numbers to be increased in order to cope with the call volumes that are being received and so the only solution to reducing the call leakage is to increase the productivity of the existing staff. Working in a call centre environment myself I appreciate that this is a very challenging task as call centre agents generally feel overworked and underpaid already and trying to get more work out of them will be difficult. However my research into call centre life has thrown up some issues surrounding the task of increasing staff performance in order for your business to work smarter. My research examines the possibility of reward systems as a means of increasing productivity, how call centre staff view their own roles and changes they would like to see in order to help them perform better During my research I searched the Emerald website to find relevant journal articles to assist my studies. I came across an interesting one called An exploration of managerial issues in call centres by Colin Armistead, Julia Kiely, Linda Hole and Jean Prescott. This paper consisted of two case studies carried out in two large organisations; these will be known as Case Study A and Case Study B. I found this article useful as it explores why people work in call centres, how they feel about their jobs and this research is spread over all levels from call centre agent to general manager. Case Study A provides a good background to call centre life and will aid understanding of what it is like to work in a call centre environment. In Case Study A, a total of fourteen staff members of all levels were interviewed, interviews lasted one hour and were all taped and transcribed. The interviews explored the initial decision to work for a call centre, the expectations they had before they started and the extent to which their jobs had lived up to those expectations. The authors also examined company statistics; they found evidence of high turnover in staff who had been employed for a few months then reducing to comparatively low turnover after they had been employed for more than six months. I found the findings from Case Study A to be very surprising having worked in a call centre myself and not having had very many positive experiences during my time there. The overall impression from those interviewed was that they felt very positive about their workplace. There were inevitable differences in how different levels of employees viewed certain issued but there were more similarities than differences. I was interested to see how employees had spoke about productivity and performance targets. It became apparent that performance targets were related to the number of calls answered, the time in which it took to answer the calls and also the levels of call leakage. It is very easy to monitor call centre agents against an array of time-related measures and staff felt under a lot of pressure at times due to this. I can relate to this, as this is exactly how I felt working as a call centre agent. One manager interviewed in Case Study A stated that the most important thing in managing call centre staff was motivation, motivation, motivation, yet the manager in question admitted he had little idea of how to motivate staff. I do agree that motivating staff to perform well is an issue and I appreciate that highly motivated staff will be more productive but I also think that if staff working in call centres had a better understanding of the bigger picture and knew how their actions impacted upon the business as a whole they may change their attitudes and automatically perform better and more efficiently. This is just my opinion from my experience of working in a British Gas call centre for almost three years I have been privileged enough to have been given an insight into the deeper realms of the business, something which frontline staff rarely come into contact with and I do feel this would be of benefit to them. As it stand now, staff are being thrown tough performance targets by management and expected to meet them without question, they have no understanding of why the business needs them to perform at a particular level and what the consequences will be if they dont. I believe business awareness to be a vital part of representing a company to the public and the company I work for do offer a business awareness course, however this is e-learning based and has to be completed in your own time. Needless to say, there are not many staff who take advantage of this opportunity to understand the business they work for due to the above conditions and a lot of staff are probably unaware that the facility even exists. If British Gas were to allow the time for staff to complete this course during working hours or even to be paid overtime for the time they spend on it outside their scheduled hours, they would have a massive response and although this would be time consuming and possibly quite costly, I believe that the positive effects on how employees work would outweigh the costs. Productivity is very poor in the call centre I work in after reading relevant sections in a book called Remuneration Policy by Patrick McCauley I am under the impression that a successful reward system can help to improve productivity. McCauley defines motivation simply as goal directed behaviour and he makes it clear that employees will only be motivated to increase their performance by goals that are actually of interest to them, for example if a manager said to his team one day that the person with the highest productivity that day would be rewarded with a family ticket to the local pantomime then you would get Sandra, the mother with 2.4 children, husband and nice semi-detached house working her socks off, however, Matt, Gary and Emma, the three students on the team and Harold the grandad of the team who is six months off retirement would not be interested in the slightest by the managers offer of reward. McCauley states that the three key questions we need to consider when devising a successful reward system are: * What goals will employees actually pursue? * What factors will determine their success or failure in achieving these goals? * What will be the consequences of achievement or frustration for the employee and the organisation? As I have already mentioned, it is important to offer rewards that are of interest to the staff and that will actually motivate them to perform better and drive them towards goals which involve meeting productivity and performance targets on the way. It is important to offer generic rewards that are appealable to all or a choice of a few different rewards in order to cater for all the different ages, cultures etc. I have dome some research in to reward systems whilst working on a service excellence team in the British Gas call centre and the rewards that were constantly being requested by staff were things such as an extra days annual leave, high street vouchers, deputising for a higher level role for half a day as a development opportunity etc. These were things that the frontline staff were telling management would motivate them to work harder and to a higher standard, however management declined these requests as they saw them as too ambitious and they were especially against the extra holiday which unfortunately was the most popular suggestion. It was a shame these suggestions were declined as staff then felt that they were being ignored which in turn lowered morale and saw a drop in productivity for a short while, it would probably have been cheaper for the company to have allowed a small number of desired rewards which would have increased productivity for while and certainly wouldnt have reduced it. Staff are already aware of what their targets are on a day to day basis and we need to remember that there will be a percentage of staff who do consistently meet these targets, therefore when setting criteria for a reward system we have to set it higher than daily performance targets to show that staff are being recognised for going above and beyond the call of duty and not just being coaxed into doing what is already expected of them. Staff will have to meet daily performance and productivity targets and then some before they can achieve a reward. If an employee successfully achieves a reward for their performance then not only will their productivity have had to increase to achieve the reward in the first place but as that desired behaviour has now been rewarded, the employee will be conditioned into repeating it in order to gain further rewards. If an employee either attempts and fails to reach the goal required to achieve a reward or doesnt make the effort and sees his colleagues around him being rewarded for their increased effort and performance it will have one of the two following effects upon him: * He will become de-motivated as he is feeling left out or a failure as his efforts are not being recognised because he fails to reach the required standard and his performance will drop further. * He will become determined to work to the required level to achieve a reward to prove to himself and his managers that he too can perform well. If the latter of the consequences occurs then the reward systems is still being effective in all areas as even failures are being motivated to continue to strive for the reward on offer. However if the company begins to see individuals experiencing a drop in motivation and performance they may need to consider addressing this with a reward for example for the most improved productivity each month, therefore even those whose efforts dont bring them above the required productivity level for a standard reward have a chance of recognition for their efforts alone. McCauley examines Vrooms expectancy theory and this supports the issues raised above. Vroom does state though that the criteria that needs to be met in order to achieve a reward has to be very clear cut and communicated thoroughly to all levels of staff so as to avoid woolly areas where decisions to reward or not may be disputed. Throughout my research I have identified underlying issues surrounding the productivity of call centre staff and how to improve this by encouraging motivation amongst staff and providing them with personal goals that at the same time guide them towards achieving the productivity levels required by the business. I have come to the conclusion that productivity can only really be successfully increased in the long term by providing something for the individual to work towards, not just setting targets and expecting them to be met. I also think that increased business awareness amongst frontline staff would be beneficial to any call centre so then at least they know and understand why there are certain pressures placed upon them and they may be more welcoming to the challenge of attaining higher targets. Bibliography An exploration of managerial issues in call centres. (Journal Article) Colin Armistead, Julia Kiely, Linda Hole Jean Prescott. Remuneration Policy Jeremy Thornehttp://www.blogger.com/profile/02211192372117048033noreply@blogger.com0