Daisy in The Great Gatsby by Fitzgerald Essay -- Great Gatsby Fitzgera

Daisy in The Great Gatsby by Fitzgerald All through the novel The Great Gatsby, by F. Scott Fitzgerald, the character of Daisy Buchanan experiences numerous perceptible changes. Daisy is an image of riches and of guarantees broken. She is a character we develop to feel frustrated about however most likely ought not. Conceived Daisy Fay in Louisville, Kentucky, Daisy was consistently the princess in the pinnacle, the brilliant young lady that each man longed for having. ?She wearing white, and had a little white roadster, and all the day long the phone rang in her home and energized youthful officials from Camp Taylor requested the benefit of consuming her that night,? (79). Daisy is excellent, rich, and shows up blameless as a young lady, despite the fact that it is later proposed that she was very indiscriminate. While she was the object of each man?s want, Daisy was frantically infatuated with Jay Gatsby. Daisy attempted to run away to New York to watch Gatsby leave for war however was forestalled by her folks since Jay didn't fulfill their guidelines. They disliked him since he didn't have as much cash or originate from a family in a similar social class as their own. Despite the fact that Daisy composed letters to Gatsby and vowed to stay reliable she wedded Tom Buchanan from Chicago the following year. Tom was unfathomably well off and ?the day preceding the wedding he gave her a pearl necklace esteemed at 300 and fifty thousand dollars,? (80). Daisy appeared to be frantically infatuated with her new spouse and seemed to be upbeat. Daisy has been hitched to Tom for a significant extensive measure of time and they have just had a girl when Daisy?s cousin, Nick, returns in Daisy?s life. Mrs. Buchanan is amazingly cordial with her cousin and consistently appears to be happy to see h... ...nted everybody to feel frustrated about Daisy. Be that as it may, one thinks that its difficult to feel frustrated about somebody too off as herself. She is an image of cash and the defilement it brings. One must be mindful so as not to recognize Daisy with the green light toward the finish of her dock. The green light is the guarantee, the fantasy. Daisy herself is substantially less than that. Indeed, even Gatsby must understand that having Daisy in the substance is a whole lot not as much as what he envisioned it would be the point at which he went gaga for the possibility of her. While Daisy Buchanan experiences various changes all through the novel The Great Gatsby, by F. Scott Fitzgerald, she stays an image of riches, broken guarantees, and dreams defiled. While one thinks that its simple to feel frustrated about her, she is in no methods the casualty of the novel. Work Cited F. Scott Fitzgerald. The Great Gatsby. New York: Macmillan Publishing Company, 1992

Final Human Resource Management Paper Essay Example | Topics and Well Written Essays - 1750 words

Last Human Resource Management Paper - Essay Example So as to accomplish those hierarchical objectives there ought to be an excellent initiative style in authoritative condition. There are a wide range of authority styles in the cutting edge business world and pretty much all of them has a specific explanation or purposes behind its reality. As per Burns (1978) transformational initiative has a lot of class builds, for example, values, ethics, farsightedness, long haul objectives, standards, intense mindfulness about the partitioning line among causes and manifestations, statements of purpose, key points of view and HR. Transformational authority is principally and quickly worried about winning the help of those subordinates to accomplish predefined hierarchical objectives. While numerous such goals are not understood in the short run because of an assortment of reasons, for example, lacking arranging and wrong estimates about income, deals income and benefits, there can be some recuperation in the long haul. Transformational pioneer l ooks for with intense plan to teach an awareness of other's expectations and pride in accomplishments among the subordinates. A basic hypothetical point of view that has been created on this specific perspective ganders at the transformational leader’s disposition towards hisher subordinates as force sharing accomplices whose commitment to the beneficial procedure is remunerated with affirmation. Anyway as indicated by the authority style in People Express it was fixated on a cross breed model of the time, for example a decent admixture of individuals direction and offer possession in the organization would persuade the normal worker to perform better. The previous is straightforwardly identified with the value-based authority hypothesis while the last is connected to the then populist ideological idea of ‘share claiming democracy’ (www.harvardbusiness.org). Neither of them worked. Rather Burr ought to have concentrated on the very administration and hierarchical culture at People Express. For example he

Two Years

Two Years In my first blog post ever, I wrote about my first three weeks at MIT. Its been two years since then. Im halfway done with undergrad. What is time? I keep trying to type about things that are different, but there are so many things that come to mind that Ive been pressing backspace on this line for the past twenty minutes, trying to convey this feeling of being overwhelmed by not only how much Ive changed, but also how much everything around me has. How do I begin? I found myself returning to East Campus time and time again, and since I was temped here in the first place, I decided to stay. I lived in East Campus for a year, on Fifth West, which is a wonderful hall filled with cats and friends and midnight tea and cheese and cookies. I lived next door to Allan K. which was a complete coincidence. Other things that were coincidences: we were both bloggers, we had the same romanized last name, we were both in the same acapella group. Other than that were pretty different people. But I admit that after countless nights in their room the Toons after-concert hangouts, the psets spent in silence, or sitting outside the window on a clear cool night, talking about life beneath the stars a little piece of that has rubbed off on me. I made a friend at Next House, and spent time there until I made more friends, enough to convince me to move, enough to start my second year here on 2E. I really like it here mainly because of the people who live here, and the silly things that we do but its different from EC. In some ways, I felt more like myself on Fifth West. Things were less stressful there than here. Im not sure if thats because Ive just become more jaded or if Fifth West felt more intimate as a community. For what its worth, my significant other Joanna lived in Fifth West before she graduated, so maybe Im biased. :) Either way, I like spending time at both places. Im happy that I have two different places where I fit in. I certainly feel the impostor syndrome slightly creeping in () I hope this feeling goes away eventually. I got over it eventually it just took a while. Being Course 6 doesnt help. At times, it feels like an artificial race to get the most experience you can as early as possible. Its stigmatized for being a sellout major that tons of people do, and theres this indirect but constant pressure for you to get some form of internship or job experience before junior year. It also doesnt help that I came into the major without any real computer science background, so I always have this feeling that Im behind. One of the reasons Im doing an x-terms (a semester where you do part-time school, part-time internship/work) this semester in the first place is because I felt like I sorely needed the experience. It took a long time for me to realize that everything that I mentioned in the above paragraph didnt actually matter.  It didnt matter as a personal metric what everyone elses pace was, or how many internships they were applying to, or how many classes they were taking, or how amazing they were (because really, theyre amazing) what was important was that I was going at my own pace, and that I was satisfied with it. And when I realized that I was, I was happy. I had broken free from impostor syndrome at last. Now, Im happy that I chose to do x-terms not because I landed that fabled sophomore summer internship, but because I gained valuable experience for myself and felt myself grow as a software engineer because of it. Im glad I get to work on my team, because we get along really well and they like having me around. When my manager told me that hed love to see me come back next summer for the same team, I did my best to not show my tears, the complete, unrestricted stream of happiness that seems so hard to come by, thankful for this pure declaration of yes youve come a long way. There were video gamers and literary buffs, classical music lovers and EDM artists, introverts and extroverts, and everyone in between. Let me tell you about all the reasons I love MIT. Let me tell you about my friends, without naming names: They do acapella, theyre in dance troupes, musical theater, wind ensembles, comedy improv, fire spinning, and everything in between. They build robots and race cars and arcade machines and music boxes and cryptocurrencies and airplanes, theyre game developers and video game lovers, and theyre researchers: media, microorganisms, abstract math, linguistics, the material properties of screws, artificial intelligence, cures for cancer. They come from New York, California, Kansas, Hong Kong, South Korea, Greece, Brazil, Poland, Japan. Theyre developing their own functional programming language. They gave a conference talk in England about how my wing played a silly card game called Mao. Theyre a top nationally-ranked osu! player. And each of these people are willing to take time out of their day to help me with anything I need, either because theyre trained to do it and/or volunteered to do it on their own a particularly difficult pset, a band-aid with neosporin, emotional support when Im stressed out and need to vent, giving advice for picking certain PC parts over another. All of these people coexist in the same place and in the same sphere that I inhabit at MIT, and its inspiring. It gives me hope in a state of the world whose headlines seem to try to bring me down rather than pick me up. I like it here. Theres lots not to like. I think my emotional state was at an all-time low in the wake of Senior House and its closure. Classes here are extremely difficult, and already in week 3 Im feeling hosed. It feels like even if I spend all my free time doing psets or work for class (which isnt healthy), I cant get everything done on time. And MIT, as amazing as it is, is a huge bubble thats easy to lock yourself into its hard to find the time to give yourself a chance to breathe once in a while, to be able to stop working and get up and take the T to Boston or Harvard or Porter and explore the sights check out Newbury Street, go shopping in the Prudential, eat all the ramen the Red Line has to offer, to take a walk in the Commons. Its hard to take advantage of MITs special location on the edge of Cambridge in the heat of the semester. Days flow into each other and the weeks go by without really thinking about it, since youve been so focused on getting the work done, studying for that test, meeting those deadlines. Its tiring. I don’t want to leave. Sometimes, I do. But at the same time ‘here’ already feels like home. It still is.

Michael D. Brown and Emergency Management Essay - 5077 Words

Introduction 2 What is FEMA? 2 Three Major Divisions of FEMA 3 Three Activities of FEMA 5 Impact of Hurricane Katrina 6 1. Economic effects 6 2. Social effects 7 3. Environmental effects 7 Criticisms 8 The Strength of FEMA 11 1. Reduce the redundancies: 11 2. Disaster assistance 11 3. Various programs 12 The Weakness of FEMA 12 1. Vague role definition 12 2. Staffing problems 13 3. Problem with motivation 14 4. Absorption into DHS 14 5. Problematic strategies 16 6. Poor communication 16 7. Public relation 17 The Proposed Change 18 1. Competent leadership 18 2. Conflict management 19 3. Communication 19 4. Structural change 20 5. Monitor employee attitudes 20 6. Continuous improvement 21 Conclusion 22 References†¦show more content†¦The response programs not only make sure the coordination does well but also assure effective and efficient of immediate emergent assistance to individuals and communities. ÂÆ'ÃÅ" Recovery Division: The capability of Recovery Division is to measure and ensure the affection of individuals or communities in all size disaster and the Recovery Division will give help and supports properly in time. Thereby, the most effective and efficient recovery can be accomplished. It has Individual Assistance, Public Assistance, the Federal Coordinating Officer Program, emergency and disaster declaration processing to complete the recovery work. Three Activities of FEMA ÂÆ'ÃÅ" Preparedness, Training, and Exercises: This activity supplies policy guidance, financial and technical assistance, training, and exercise support required to establish or enhance all-hazard, risk-based emergency management capabilities of Federal, State, and local governments. In addition, this activity emphasizes that FMEA should to maintain a family protection program with private sector. The volunteer organizations encourage and assist families and neighborhoods to take actions to increase their emergency preparedness capabilities. ÂÆ'ÃÅ" Fire Prevention and Training activity: This activity has programs designed to prepare Federal, State, andShow MoreRelatedThe Wrath of Mother Nature: Disaster Management of Hurricane Katrina1341 Words   |  6 Pagesagency that was put at fault for this lack of responsiveness was the Federal Emergency Management Agency or FEMA for short. FEMA is an agency that is set up to act as relief for any society that has undergone a disaster (National Geographic). FEMA was primarily criticized for its delayed reaction to the disaster and how unprepared the agency was to come in and pick up the pieces of New Orleans. The head of FEMA Michael D. Brown deliberately told fire and rescue teams from other counties not to respondRead MoreExecution and Results in a Crisis Situation1365 Words   |  6 Pagesincluding President George W. Bush, Homeland Security Chief Michael Chertoff, and FEMA Director Michael D. Brown. Briefly evaluate each of these leaders on their overall effectiveness at Managing Execution and Driving for Results. Manage Execution is the way for a manager to designate, cooperate, monitor, and keep up the assignment (Quinn, 2007). Drive for results is the way to achieve the goal with others and through others (Quinn, 2007). Mr. Brown is the one who has to organize and cooperate with HomelandRead MoreNational Response Plan Howard L. Hayes Saint Leo University1323 Words   |  6 PagesNational Response Plan Howard L. Hayes Saint Leo University Abstract Why is it necessary for our country to have an effective emergency plan in place? Why does it matter how the country responds to emergencies when every part of our country, including cities and states, face emergency situations on a daily basis all over? Some are bad to worse, and some horrific to deadly. Well, this paper explains the importance of the National Response Plan and why it is necessary for our country to have it inRead MoreNational Response Pl An Effective Emergency Plan1321 Words   |  6 Pages National Response Plan Howard L. Hayes Saint Leo University Abstract Why is it necessary for our country to have an effective emergency plan in place? Why does it matter how the country responds to emergencies when every part of our country, including cities and states, face emergency situations on a daily basis all over? Some are bad to worse, and some horrific to deadly. Well, this paper explains the importance of the National Response Plan and why it is necessary for our countryRead MorePublic Policy Influences Government Stakeholders: Government Stakeholders Influences Public Policy1250 Words   |  5 Pagesin the best interest of people through their direct interactions with respect to public interest and public policy. When government responsibilities at the (local, state or federal) or NGO levels fail to act timely to citizens who are in need of emergency services in catastrophic situations, trust in government and NGO become the battle cry for change to public policy due to government unresponsiveness and carelessness. Therefore, the purpose of this paper is to discuss and analyze two points; FirstlyRead MoreDisaster Preparedness Policies At The United States2048 Words   |  9 Pagesthan an emergency. A Disaster disrupts essential services such as housing, transportation, communications, sanitation, water, and health care; and that requires the response of people outside the community affected (Gebbie). In a world that anything can happen, you have to be prepared for everything. Over decades, the United States has created disaster preparedness policies to help plan strategies before and after a disaster. The biggest disaster relief agency is FEMA (Federal Emergency ManagementRead MoreThe 9th Ward: The African American’s Struggle in The Wake of a Natural Disaster2061 Words   |  9 PagesInside the Superdome, there were â€Å"primarily black faces whose plight, broadcast worldwide, dramatically exposed the racial dimension of poverty in America.† By September 1st, 2005, conditions in the Superdome were declared unsafe by the Federal Emergency management Agency or FEMA for short. By this time there were a reported 20,000 people inhabiting the Superdome (LA Times). According to Paul Harris, the survivors of the Superdome had to live in conditions that included â€Å"backed-up toilets, children sleepingRead MoreHurricane Devastation Of New Orleans962 Words   |  4 PagesFederal system and local responses pursuing the disaster, which risen the damage that had been made. There was a strain on the rescue operation due to many people who did not get the warnings of evacuati on. George W. Bush, Michael D. Brown, the director of the Federal Emergency Management Agency, the New Orleans Department Superintendent Eddie Compass were all forced to resign. For not ordering mandatory evacuations at an earlier time Louisiana Government Kathleen Blanco and New Orleans Mayor Ray NaginRead MoreHazardous Waste and Superfund Sites1143 Words   |  5 PagesSuperfund has paid the bill entirely with taxpayer money (EPA, 2010). With every new ecological disaster, the strain on Superfund becomes more significant. Since Congress has not reinstated fees on industry, any new disaster clean-up is paid for with emergency funding which inevitably comes out of the pockets of the public and adds to the already enormous deficit (Lester Rabe, 2008). Superfund Proponents Superfunds proponents state that the EPA must have the authority, and resources to clean up hazardousRead MoreBusiness Continuity Plan as a Part of Risk Management18773 Words   |  76 PagesCONTENTS STRESZCZENIE .........................................................4 ABSTRACT ..................................................................6 INTRODUCTION ........................................................7 CHAPTER 1 RISK MANAGEMENT ............................................................8 1.1 The Definition of Risk ............................................................... 8 1.2 Risk in Business Activity......................................................... 10

Use Of Cell Phones While Driving - 860 Words

Americans rely heavily on cell phones to perform daily activities. Cell phone are used for phone calls, email, sending text messages, surfing the internet, and performing other tasks. It is unfortunate that many of these daily activities occur while a person is driving. As a result, an increase of accidents and fatalities have occurred because of the use of cellular phones while driving. Using a cell phone while driving is an epidemic that has taken our nation by storm. Most drivers believe they can safely drive a motor vehicle while using their cell phones. The United States government must put an end to the use of the cell phones while operating a motor vehicle by taking action with laws prohibiting the use of these devices while operating a motor vehicle. There are three main points which supports the banning of cell phones while driving. First of all, by using the cell phone while driving, the driver will experience visual distraction which takes the driver s eyes off the road onto the cell phone. Secondly, the driver will experience a physical distraction by having to release the steering wheel to attend to the cell phone. Lastly, the driver will experience a mental distraction which takes the driver s mind away from their full concentration on the road. By banning the complete use of cell phones while driving a motor vehicle, our government would undoubtedly save lives. Background Prior to cell phones, Americans never had to deal with the negative effects causedShow MoreRelatedCell Phone Use While Driving1503 Words   |  7 Pagesforth over the lines or driving at very inconsistent speeds. You wonder what could possibly be causing the driver to drive so erratically. Is the driver drunk? Is the driver preoccupied with eating his or her lunch? Is the driver busy attending children in the backseat? Once you pull along the side you realize that was not the case, instead you notice the driver has a cellular telephone up to her or his ear chatting away, or even worse you pass and see the driver holding a phone texting, you pass byRead MoreThe Use Of Cell Phones While Driving1817 Words   |  8 Pagesknowledge that the use of cell phones while driving decreases driver awareness and overall road safety, and in response to this knowledge, some states have passed laws that have prohibited the use of handheld devices. However, there are no laws banning hands free cell phone usage, despite research claiming hands free devices are just as dangerous handheld devices. But, does their usage distract drivers enough to the point where states should legally ban the total use cell phones while driving? The followingRead MoreCell Phone Use While Driving990 Words   |  4 Pages Cell phones are integral to people’s lives in Canada because they are vital communication and entertainment tools. However, the use of cell phones has remained contentious, because texting and talking on the phone are associated with distracted driving. Distracted driving is, â€Å"defined as the diversion of attention away from activities critical for safe driving toward a competing activity† (Klauer, Guo, Simons-Morton, Ouimet, Lee Dingus, 2013, p. 55). Although distracted driving is also associatedRead MoreUse of Cell Phones While Driving824 Words   |  4 PagesIf you are driving at 55mph for 5 seconds in that amount of time you could cross a football field. Peo ple don’t understand how dangerous distracted driving really is. All states should have some sort of legal parameters of what happens when you get caught using your cell phone while driving. People should get a stronger/ harsher punishment for the use of a cellular device while driving. People are way more impaired when you are distracted and driving than you are drinking and driving. The problemRead MoreCell Phone Use While Driving1114 Words   |  5 PagesToday, we use our cell phones for just about anything and everything to include; texting, talking to our loved ones, and connecting with the rest of the world via social media. Cell phones have become a natural way of life to where we pick up our phones and use them like second nature. However, the dangers present themselves when we get behind the wheel of a car and carry these habits of cell phone addictions with us. If all states ban the use of cell phones while driving, then there would be a reducedRead MoreThe Use Of Cell Phones While Driving1843 Words   |  8 Pagesknown that the use of cell phones while driving decreases driver awareness and overall road safety, and in response to this knowledge, some states have passed laws that have prohibited the use of handheld devices. However, there are no laws banning hands free cell phone usage, despite research claiming hands free devices are just as dangerous handheld devices, but does their usage distract drivers enough to the point where states should legally ban the total use cell phones while driving? The followingRead MoreThe Use Of Cell Phones While Driving1509 Words   |  7 PagesSeveral states have enacted laws banning the use of cell phones while driving; an indication of the type of society America has become. These laws were put in place not only to keep drivers from taking phone calls, but also to deter them from posting their latest tweet or commenting on their friend’s latest picture. Social media is so ingrained in society today that many are unable to entertain a world that is devoid of such technology. With usage at an all-time high, the psychological effects ofRead MoreCell Phone Use While Driving Essay1816 Words   |  8 PagesThe study was attempting to determine the thoughts and behaviors that African American freshman college students in regards to cellphone use while driving. They wanted to know how the students thought cellphones (independent variable) impact driving skills (dependent variable). Research suggests that cellphone use correlates to higher likelihood of accidents. The study used 331 (195 females and 136 males) freshman students who held a driver’s license. The students were then given a questionnaireRead More Cell Phones And Driving: Dangers Involved with Cell Phone Use While Driving1036 Words   |  5 Pagesoften. Talking on the cell phone and driving has become a very popular thing these days. Technology is coming out with the newest phones that can do everything for you and people are attracted to that. There are people that don’t have hands free and drive their car with only one hand, people that text and totally take their eye off the road and type conversations to each other. Bluetooth is another technological breakthrough where you wear an ear piece and can receive phone calls by one touch ofRead MoreStop the Use of Cell Phones While Driving854 Words   |  4 Pages13 2013 Many people driving don’t know that they can be so many wrongs they can be doing without realizing it. Plenty talk on the phone while driving, drink, text and drive. A lot of people even innocent people as well have had accidents involving one of those. Out of the three there has been one that has become more common, and it’s only increasing if people don’t put a stop to it themselves. A usage of a cell phone should not be displayed at any point while driving. It can wait many have had

The Garden Free Essays

I remember my first day of finishing school clearly. Nightingale finishing school for Girls was buzzing with pupils, ready for the new school year ahead of them, and telling tales of their . I felt out of place. We will write a custom essay sample on The Garden or any similar topic only for you Order Now It might have been that I had the wrong hairstyle, or that my shoes were not the right style, maybe it was the fact that I had nobody to talk to, maybe it was all of these. I know now that it was something much stranger than that, a power that repelled certain people away from me – it was like trying to attract wrong ends of magnets together. I saw a group of girls and decided they must have been the â€Å"popular† clique. There was a buzzing air around them, as well as a larger crowd. They were all stunning; with not a hair out of place. They looked over to me as I stood alone. The look was icy, and I presumed this was just because I was the â€Å"new girl†, an outcast. I turned away and found a place to sit alone, when I felt a sharp tap on my back. It was one of the girls from the corner. She had waist-long, wavy butter-coloured hair. Some of her hair was secured with a very ornate cameo pin. Her fluttering eyelashes curled upwards in the most graceful fashion. Even her drab school uniform seemed to suit her perfectly. She had the elegance and beauty of an exotic white tiger. I turned around and said nothing; I was far too intimidated to answer. It seemed as if the tiger was ready to pounce. â€Å"Who are you?† There was a sharp pause. â€Å"You must be the new girl then.† I tried to reply but simply couldn’t. It was like trying to talk when under the pressure of deep water. She looked at me as if I were a leper. Offended, she mumbled something inaudible and snarled like a dog, â€Å"What’s the matter with you? I want to warn you not to get in the way here. Don’t mess with us and you might just get along here.† All eyes seemed to be on me as she hurried back to her crowd, to regain her place as â€Å"queen bee†. Her friends laughed and then went back to their conversation as if nothing had happened. Half way through my day, I knew that I wouldn’t fit in very well; I was frustrated at the fact that I might not find any friends at all. As soon as we were allowed a free period and retire to the hall again, I escaped to the great library. It was a large, magnificent room, which looked as if I could blend in and not be noticed by anyone. The walls, books and floor were my only company. I reflected over my day and what had happened. Nobody understood what I was going through, and how difficult it was for me to speak to them. This triggered thought about my late mother. She died at the tender age of 33. Mostly, I’m over the death of my mother. At the time of her death, I didn’t understand what was happening. I thought that I was too young to be wearing a black dress; only older women seemed to wear them. It was more uncomfortable than my normal dress and I didn’t want to wear it at all. I didn’t understand at my young age that it would have been unacceptable, and disrespectful to my dead mother, for me not to. The clothes my mother dressed me in were much more comfortable, and they smelt of her scent wherever I went. The week after her death, I started to wonder where she had gone. I missed her greatly after a few weeks, because my father was much stiffer and stricter, if he was there for us at all. He seemed more into his work and gambling than caring for his children. My personality, as well as my brothers’, changed at this point. I became much more reserved, unwilling to talk to anyone other than my brothers. I didn’t particularly feel like talking to them either; I only talked to them when it was necessary. Nobody seemed to worry about me, either. I spent most of my time in our luscious garden. I enjoyed the cool shade of the willow tree in the summer; there I could hear the sweet birds chirping. I could smell the blooming flowers, their rich colours like confectionery to the eyes. Here was the only place I could find peacefulness, and shut myself out from the rest of the uncaring world. I disliked my father for what he had done; he was responsible for sending me here†¦ â€Å"Hello.† My quiet thoughts were interrupted. â€Å"I wondered if you knew where the gardens were.† I looked up at my intruder, confused. There were no gardens, as far as I knew, at this school. He was a tall boy, of about fifteen years. I noticed that he wasn’t very handsome, but there was a mysterious air about him which made him seem attractive. I wondered what he was doing here; this was a girls’ finishing school after all. I attempted to say that I was new here, and didn’t know where it was, but all that came out was a muffled squeak: â€Å"No, sorry.† He started to walk away. He turned around and said â€Å"Oh, okay. Good night. And may I say that you have the prettiest eyes I have ever seen.† I blushed violently, and went back to my book about wild animals. * That night I had a spectacularly vivid dream. I could see luscious green grass and fragrant flowers filled the space. I saw the beautiful colours of the wildlife; exotic birds and unidentifiable mammals. There was a small spinney which caught my eye; the branches were waving slowly in the cool breeze, and a pool of sparkling water beside it. The landscape was truly beautiful; it was like being in a different world. I saw my mother reflected in the water where I leant over. She looked as beautiful as ever, as beautiful as a rose. She was slightly different from what I remember, as if she had bloomed further. Her face was a little more blushing and her nose was slightly more pointed. Her strawberry-blonde locks looked just like mine, as well as her beautifully deep blue-green eyes. I realised after a few seconds that this was not my mother, but I. I was truly taken aback by how much I looked like my mother; I suppose I had not before looked into my own reflection properly. That was the day that changed my life. I had not experienced such a vivid dream before, but they started to happen much more often. They started to affect my concentration in the school; I longed to be outside, free, with no cares and responsibilities. I thought that it was just my imagination running wild, and longing for my comfortable past back. Having an appearance like my mother’s helped my self-confidence. I was sure that she was extremely beautiful. I knew that I could never look as dazzling, as striking as her, but I knew that I was certainly not ugly. I noticed that my voice was coming through once again; no longer a muffled squeal. However, I still felt like hardly anyone liked me. I spent my evenings in the library, my secret hideaway. I was starting to get used to this school; life wasn’t as bad as it used to seem. * A year later, and my evenings were still as normal, uninterrupted and peaceful. I felt a wave of sleep come over me, so I closed my book and curled up into a ball. I didn’t realise at the time that this was not in a most ladylike fashion; my tiredness seemed to take over. It was not unusual to feel tired after a long day, so thought nothing of it at the time. Whilst in my sleep, I had another vivid dream. It was pleasant, the season in my world seemed to have changed to winter, but it was still beautiful. A soft blanket of snow covered the grass, and sparkling ice covered the pool of water where I often sat and thought about my mother. The leaves had left the trees in the spinney, and a layer of frost covered them. It was quite spectacular, everywhere sparkled and dazzled in the midday sun. I stumbled over a root in the spinney, but a striking evergreen bush broke my fall. â€Å"I’m sorry for my impoliteness,† I was awoken. It was a boy, the same boy that I had come across on my first day at this school. â€Å"But I wondered if I could talk to you?† I felt shy, but also warmed by his presence. Something about him made me feel slightly more comfortable than usual. This feeling was similar to the one I had when my mother was still alive. I was daydreaming, and didn’t realise; there was a pause in the conversation. â€Å"It’s just that†¦ I feel as if we are in the same situation.† He said, and sat down on the couch next to me. As I was slightly taken aback by this, I said nothing. My face asked the questions. â€Å"My mother died when I was young. I came here because I sensed that someone with the power was near.† He said, gently. â€Å"I know that you’ve had trouble fitting in, just like I did. People like me and you don’t, generally. People can sense that you have something different, which wards them off.† I was slightly confused, so I decided to ask him what the power was. Was it the power to enter a secret garden in my sleep? â€Å"What is the power?† â€Å"It is when you have the ability to enter a supernatural world, full of peace and harmony whenever you wish. I gained mine a few years after my mother died; she passed the power on to me. That is why I asked you last year whether you knew the way to the gardens.† I began to understand. This boy truly knew what I was feeling, and I could talk to him, as if I were a normal girl and my feelings mattered to him; he could empathise with me and vice versa. We instantly connected and I felt at ease. I couldn’t believe that I had met someone who knew how I felt, and what my life was like! We had been talking for two hours before I noticed that I was late to my dorm room. â€Å"I have to go†¦Ã¢â‚¬  I said. He asked me if I could stay for just a little while longer. I knew that inside, I wanted to stay. I wanted to stay with him forever, but simply had to go. I left after a couple of minutes. I was ecstatic; I couldn’t have asked for more than a friend at that point in my life. I don’t know what I would have done without somebody to understand me, at least for one day. I never did ask what he was doing at our girls’ school that day; the thought never crossed my mind whilst our conversation was flowing. It flowed like a river, never ending, and as we continued to meet it stayed that way. We shared our secret desires and passions, as well as sharing the stories of our past. Together, we also discovered that we could enter the garden with each other. I don’t know how it happened, but as we held each other in a warm embrace, the light appeared. We did so more and more, and over the days, weeks and months, the garden appeared to bloom – just like our friendship. The garden’s wildlife became more and more stunning. Even the non-living pool appeared to be spilling with life. He was my only friend, and I wanted it to stay that way, forever. How to cite The Garden, Papers

Water Pollution Essays - Aquatic Ecology, Sewerage, Pollution

Water Pollution Water pollution is a global plague that affects the people, animals, and plants. These life forms need water to survive. The causes are contributed greatly by the human population. Recently, laws have been passed to protect the precious drinking waters. Although they are in effect, most are ignored or loop holes have been found by major corporations so the can still "legally" dump harmful waste near water supplies. There are several factors that causes water pollution. One of the reasons that the water pollution problem is so severe is that it is not actually illegal to dump pollutants into water bodies. Sewage, sludge, garbage, and even toxic pollutants are all dumped into the water. Often, governments either do not care or simply look the other way. Across the world, about half of all sewage is dumped into water bodies in its original form. No efforts are made to disinfect the sewage or to remove especially harmful pollutants. Even if sewage is treated, problems still arise. Treated sewage forms sludge, which is sent out into the sea and dumped. Many cities and countries dump sewage out at sea. Often, they place it not far from their own coastline, often killing all the sea wildlife in the dumping area. In addition to sewage, chemicals dumped by industries and governments are another major source of water pollution. Raymond Furon could not believe his finds when he tested a river used by a reservation as a main source of water and food. "Radioactive toxic waste were traced in lakes and rivers that Native Americans depend on" (79). Another dangerous cause is oil. Oil, such as that spilled by transport ships, has been dumped into the water since the US Civil War. Henry Gilfond had astonishing statistics on oil spills. "Every year, between 1 and 10 billion tons of oil are spilt, killing many species and destroying the ecosystem in the area. Cleanup efforts have been weak, as only about 10% of the oil is removed by the most successful efforts" (145). The direct effect of oil spills is horrifying. Thousands of animals suffer a slow, agonizing death. This degrades the enviroment because not every oil soaked carcass is picked up, some wash up on shore for the innocent to walk upon and see. The effects of chemical water pollution are varied and depend on what chemicals are dumped and in what locations by industries. The main effect of chemical water pollution is that it kills life that inhabits water-based ecosystems. Dead fish, birds, dolphins, and many other animals often wind up on beaches, killed by pollutants in their habitat. The chemical poisoning in water have a great impact on humans because it can cause brain damage and physical deformities in unborn fetuses. Pollution disrupts the natural food chain as well. Pollutants such as lead and cadmium are eaten by tiny animals. Later, these animals are consumed by fish and shellfish, and the food chain continues to be disrupted at all higher levels. Eventually, humans are affected by this process as well. People can get diseases such as hepatitis by eating seafood that has been poisoned. Ecosystems can be severely changed or destroyed by water pollution. Many areas are now being affected by careless human pollution, and this pollution is coming back to hurt humans. Water is a vital element of life. The pollution of water greatly affects humans and animals alike. Water pollution harms individuals, degrades the enviroment, and shows the ignorance of polluters. Water pollution is a senseless act that people can help stop.

Inequalities on HIlltown Main Street The WritePass Journal

Inequalities on HIlltown Main Street References Inequalities on HIlltown Main Street Drawing on what you have learned about City Road, outline some of the inequalities on a street that you know. Hilltown’s Main Street is typical of a small town, and is where most of the towns businesses are situated.   Consisting of six bars, three hairdressers, and three take-aways with only two grocery stores and a small butchers shop, it is perhaps a reflection on how contemporary society’s consumption has shaped this street.   Some of the key issues I wish to discuss are the structure of the street, traffic flow, parking, disability access and some local businesses. The main part of the street is built around the joining of three T-junctions, in the centre is a large parking area called ‘The Square’.   With traffic coming in five directions the only means of traffic control are two islands to try and make crossing the road easier.   Cars using the street as just a through-road generally win the competition for use of space, as they have priority, with little to stop them.   This is in comparison to the drivers trying to join the main flow of traffic from the three roads that form the T-Junctions, who lose out with long waits, like the pedestrians trying to cross. It is on this end of the street that the bigger more successful businesses are situated and the main reason seems to be the ease of access due to plentiful parking and good footpaths.   The other half of the street is on a steep hill full of drainage shunts, uneven pavements and high kerbs into every entrance. This means that access is very restricted for those with children in prams or those with limited mobility.   Those who can access it easily are residents of nearby houses and the able bodied pedestrians.   Due to the limited parking on this half of the street, drivers find it difficult to access these businesses.   Therefore they are smaller and lose out because they have a limited consumer base. The ratio of premises offering non-essential commodities compared to essential is almost 3:1.  Ã‚   This is a reflection of Zygmunt Bauman’s (1988), theory of the seduced and the repressed.   The hairdressers, for example, draw in clients on a daily basis. Some choose to return weekly in order to try and effectively consume a service which allows them to maintain an image they deem socially acceptable.   Bauman would refer to these as the seduced.   Those with limited means however, cannot participate in this form of consumption – the elderly on limited pensions, the unemployed and the younger generations for example.   These are seen as the repressed. Bars are not a new commodity to the Main Street, some dating as far back as the 18th century, they are however maintained by the current consumer demand.   Most of them have modernised, in particularly Minnie’s where the 20 something’s like to socialise.   It is because of this reputation that a lot of the older generations feel excluded.   The loud music and pool tables appeal more to the young employed people who aspire to a strong identity and social acceptance within the bar.   Lowry’s however is known locally as the working man’s bar, a bar which, before the smoking ban, smelt of cigar smoke, and even had a ‘men’s room’ where the men would gather and talk undisturbed around an open fire.   Like the Men’s Municipal Club on City Road Cardiff (Visual Material), perhaps Lowry’s hangs on to an imagined past leaving the men with a wonderful sense of belonging but which means that women, young people and new member s often see it as a that is quite exclusive to its recognised clientele.   The Hotel caters for the middle aged consumers, again because of reputation.   Here teenagers and young people feel this is not the image they wish to be associated with. No matter what happens in Main Street; from navigating the junctions, to socialising, to consumers having their hair done there are inclusions and exclusions.   Whether one has a large surplus income or lesser means, the winners and losers in consumption are not always obvious, but there are always divisions and inequalities to be seen. Whilst the traffic inequalities cannot be resolved without great expense (e.g. traffic lights), people have learned to work around this.   Inequalities are not negative when the street is viewed as a whole.   When people feel excluded from one establishment they are generally included in another i.e. Lowry’s, Minnie’s and the hotel all have a specific and different custom.   However the issue of disability access to the lower half of Main Street may not be resolved any time soon.   It is because of situations like this that there will always be a percentage that are repressed and excluded from our society. References Text Making Social Lives Textbook Page25 Visual Social Sciences DVD

Triangles on ACT Math Geometry Guide and Practice Problems

Triangles on ACT Math Geometry Guide and Practice Problems SAT / ACT Prep Online Guides and Tips If you thought the ACT was a big fan of circles, then brace yourself for its absolutely shameless love of triangles. In one breath, you may be expected to find the various dimensions of an obtuse triangle, and the next, an isosceles right triangle. ACT triangle problems will be as numerous as they are varied, so make sure you familiarize yourself with all the different types before test day. This will be your complete guide to ACT trianglesthe types of triangles that will show up on the ACT, the formulas you’ll need to know to solve them, and the strategies you’ll need to apply when approaching a triangle question. We’ll also break down real ACT math problems and give you the walk-throughs on how to most efficiently and effectively tackle any and all triangle problems you come up against. What Are Triangles? Before we go through how to solve a triangle problem, let’s discuss the basics. A triangle is a flat figure made up of three straight lines that connect together at three angles. The sum of these angles is 180 °. Each of the three sides of a triangle is called a â€Å"leg† of the triangle, and the largest (longest) leg is called the â€Å"hypotenuse.† The angle opposite the hypotenuse will always be the largest of the three angles. The sum of any two legs of a triangle must always be greater than the measure of the third side. Why? Because when the sum of two lines is smaller than the measure a third line, they cannot all connect to form a triangle. Triangles that have legs which sum only slightly more than the hypotenuse are quite long and skinny, but they still make the â€Å"bump† of a triangle because they combine to be longer than the third side. But if the legs are too short, they will never meet, no matter how shallow the angle. And if the lines are the exact length of the hypotenuse, then they will flatten to a perfectly straight line, overlapping the hypotenuse precisely. Let's look at an example ACT problem of this kind: A triangle has side lengths of 6 inches and 9 inches. If the third side is an integer, what is the least possible perimeter, in inches, of the triangle? 4 15 18 19 29 We know, based on our rules for the side lengths of triangles, that the sum of two sides must be greater than the third. Because we are trying to find the smallest perimeter, we must find our missing side by taking the difference of our two leg lengths: $9 - 6 = 3$ Considering the sum of two legs must be greater than the third side, our missing side must be greater than 3. (Why? Because $6 + 3 = 9$ and we need the sum to be larger than 9.) If our missing side is an integer value (which we are told is true), and we are trying to find the minimum perimeter value, then our missing side must be the smallest integer greater than 3. Which means that our missing side is 4. To find our perimeter, then, we must add all our sides together: $4 + 6 + 9 = 19$ Our final answer is D, 19. (Note: always pay attention to the exact question you’re being asked and don’t get tricked by bait answers! If you were going too quickly through the test, you might have been tempted to select answer choice A, 4, which was the value of the missing side length. But, since we were asked to find the perimeter, this would have been the wrong answer.) Ready to enter the realm of special triangles (and become insanely awesome)? Special Triangles There are several different kinds of special triangles, all of which commonly appear on the ACT. In this section, we will define and describe all the different kinds of triangles you’ll see on the test. In the next section, we will go through all the formulas you’ll need to know for your ACT triangle problems, as well as how to use them. Equilateral Triangles An equilateral triangle is a triangle that has three equal legs and three equal angles. Though the leg measurements can be anything (so long as they are all equal), the angle measurements must all equal 60 °. Why? Because a triangle’s angles must always total 180 °, and $180/3 = 60$. a Isosceles Triangles An isosceles triangle is a triangle in which two sides and two angles are equal. The sides opposite equal angles will always be equal and the angles opposite equal sides will always be equal. This knowledge will often lead you to the correct answers for many ACT questions in which it seems you are given very little information. (We will go through how to solve this problem later in the guide, but for now, note how it seems as if you are not given enough information. But, if you remember that angles opposite equal lines are also equal, then you’ll see that you now have exactly enough to solve the problem) Right Triangles A right triangle is a triangle in which one of the angles measures 90 ° (90 ° is a right angle). This means that the sum of the other two angles must be 90 ° as well, since a triangle’s angles always add up to 90 °. The leg opposite the 90 ° angle will always be the triangle’s hypotenuse. This is due to the fact that the 90 ° angle will always be the largest angle in a right triangle. (Why? Because two 90 ° angles would make a straight line, not a triangle.) Special Right Triangles There are many different kinds of right triangle and some are considered â€Å"special.† These are triangles that have set angles or side lengths and formulas to correspond with them. Understanding these types of triangles (and their formulas) will save you a significant amount of time as you go through your test. We will go through the formulas that correspond with these types of triangles in the next section, but for now, let’s go through their definitions. Isosceles Right Triangle An isosceles right triangle is just what it sounds likea right triangle in which two sides and two angles are equal. Though the side measurements may change, an isosceles triangle will always have one 90 ° angle and two 45 ° angles. (Why? Because a right triangle has to have one 90 ° angle by definition and the other two angles must add up to 90 °. So $90/2 = 45$.) 30-60-90 Triangles A 30-60-90 triangle is a special right triangle defined by its angles. It is a right triangle due to its 90 ° angle, and the other two angles must be 30 ° and 60 °. 3-4-5, and 5-12-13 Right Triangles 3-4-5 and 5-12-13 triangles are special right triangles defined by their side lengths. The numbers 3-4-5 and 5-12-13 describe the lengths of the triangle’s legs, meaning that, when you have a right triangle with two leg lengths of 4 and 5, then you automatically know that the third leg equals 3. Any consistent multiples of these numbers will also work the same way. So a right triangle could have leg lengths of: 3(1)-4(1)-5(1) = 3-4-5 3(2)-4(2)-5(2) = 6-8-10 3(3)-4(3)-5(3) = 9-12-15 And so on. These are considered special right triangles because all their sides are integers. a a Now it's triangle formula time! Triangle Formulas Now that you know what all your triangles will look like, let’s go through how to find missing variables and information about them. You will not be given any formulas on the ACT, so you must know all of these formulas by heart. (For more on the formulas you’ll need for the ACT math section, check out our guide to the 31 formulas you must know before test day.) But beyond memorizing your formulas, you also must take care to understand themhow they work and when. All the rote memorization in the world won’t help you if you don’t know when or how to apply them when solving your problems. All Triangles Area $a = {1/2}bh$ $b$ is the base of the triangle, which is the length of any one of the triangle’s legs. $h$ is the height of a triangle, found by drawing a straight line (at a 90 ° angle) from the base of the triangle to the opposite angle from the base. This means that, in a right triangle, the height is the length of the leg that meets at a 90 ° angle to the base. In a non-right triangle, you must create a new line for your height. Perimeter $p = l_1 + l_2 + l_3$ Just like with any other kind of plane geometry figure, the perimeter of a triangle is the sum of its outer sides (the triangle’s three legs). Right Triangles Some triangle formulas apply specifically to right triangles, so let's take a look. Pythagorean Theorem $a^2 + b^2 = c^2$ The Pythagorean theorem allows you to find the side lengths of a right triangle by using the lengths of its other sides. $a$ and $b$ signify the shorter legs of the triangle, while $c$ is always the leg opposite the 90 ° angle (the hypotenuse). According to the Pythagorean theorem,$a^2 + b^2 = c^2$. We know that the side with $y$ meters must be our hypotenuse, as it is opposite the 90 degree angle. This means that: $a^2 + b^2 = c^2$ $4^2 + x^2 = y^2$ Now, we need to find $y$ in terms of $x$, which means we need to isolate our $y$. $16 + x^2 = y^2$ $y =√{16 + x^2}$ Our final answer is E, $√{x^2 + 16}$ 3-4-5 and 5-12-13 triangles (and their multiples) are special because you do not need to work through the pythagorean theorem in order to find the side measures of the third length. Remember, if two sides of a right triangle are 12 and 15, then you automatically know the third side is 9 (because $3(3)-4(3)-5(3) = 9-12-15$). Though we can find the length of BC using the Pythagorean theorem, we can also simply know that it is 5. (Why? Because it is the hypotenuse of a right triangle with leg lengths of 3 and 4). Now, we can set up a proportion to find the measure of side AE. The length of AE to its hypotenuse will be in proportion to the length of BD to its hypotenuse. ${AE}/20 = 3/5$ $5AE = 60$ $12$ Our final answer is B, 12. Isosceles Right Triangle $x, x, x√2$ Though you can find the missing side lengths of an isosceles triangle using the Pythagorean theorem, you can also take a shortcut and say that the equal side lengths are $x$ and the hypotenuse is $x√2$. Why does this work? Let’s look at an isosceles right triangle problem. It is given to us that one side length equals 10, so we know the second leg must also equal 10 (because the two legs are equal in an isosceles triangle). We can also find the hypotenuse using the Pythagorean theorem because it is a right triangle. So: $10^2 + 10^2 = c^2$ $100 + 100 = c^2$ $200 = c^2$ $c = √200$ $c = √100 * √2$ (Why were we able to split up our root this way? Check out our guide to ACT advanced integers and its section on roots if this process is unfamiliar to you.) $c = 10√2$ So, we are left with side lengths of 10, 10, and 10√2. Or, in other words, our side lengths are $x, x$, and $x√2$. So our final answer is E, $10√2$ 30-60-90 Triangle $x, x√3, 2x$ Just like with an isosceles right triangle, a 30-60-90 triangle has side lengths that are dictated by a set of rules. Again, you can find these lengths with the Pythagorean theorem, but you can also always find them using the rule: $x, x√3, 2x$, where $x$ is the side opposite 30 °, $x√3$ is the side opposite 60 °, and $2x$ is the side opposite 90 °. a a Make a note now of any formulas that are unfamiliar to you. You will need to know them by test day, so a little practice and organization now will go a long way to keeping them straight in your head. Typical Triangle Questions Most triangle question on the ACT will involve a diagram, though a rare few will be purely word problems. Let’s look at some of the standard types of question in each category. Word Problems Most triangle word problems are fairly simplistic once you draw them out. In fact, often times, the very reason why they give you the problem as a word problem instead of providing you with a diagram is because the test-makers thought the problem would be too easy to solve with a picture. Whenever possible, draw your own diagram when you are given a triangle problem without one. It won’t take you long and it’ll be much simpler for you to visualize the question. This should be a simple figure, but it never hurts to quickly sketch it out in order to keep all our parts in order. We are told that this is a right triangle and we need to find one missing side length, so we will need to use the Pythagorean theorem. $a^2 + b^2 = c^2$ Using our given side lengths for $a$ and $b$, we have: $6^2 + 7^2 = c^2$ $36 + 49 = c^s$ $85 = c^2$ $c = √85$ Our final answer is G, $√85$ Diagram Problems There are several different kinds of triangle problems that involve diagrams. Let’s break them into categories and discuss the strategies for each. Diagram Type 1 - Finding Missing Values Most triangle problems will fall into this categoryyou will be asked to find a missing angle, an area, a perimeter, or a side length (among other things) based on given information. Some of these questions will be more complicated than others, but the ACT will always provide you will enough information to solve a problem, so it’s up to you to put the clues together. Let’s walk through some real ACT math examples of this type: Example 1, First, let us fill in our given information so that we don't lose track of which angles measure what. We know that the interior angles in a triangle sum up to 180 degrees, so we can find ACB by subtracting our givens from 180. $180 - 30 - 110$ $40$ We also know that any straight line will measure 180 degrees. BCD are collinear, which means that they lie on a straight line. We can therefore find angle ACD by subtracting our ACB measure from 180. $180 - 40$ $140$ Our final answer is G, 140 °. Example 2, Similar triangles are in proportion with one another, so we can find the side lengths for triangle BAC by setting up proportions with triangle LKM. ${BA}/{AC} = {LK}/{KM}$ ${BA}/3 = 12.5/7.5$ $7.5BA = 37.5$ $BA = 5$ And our second proportion will follow the same model. ${AC}/{BC} = {KM}/{LM}$ $3/{BC} = 7.5/15$ $7.5BC = 45$ $BC = 6$ Now, we have all the side measures for triangle BAC, which means we can find its perimeter. $5 + 3 + 6$ $14$ Our final answer is B, 14. Diagram Type 2 -Ratios and (In)Equalities These kinds of questions will generally ask you to either find the ratios between parts of different triangles or will ask you whether or not certain sides or angles of triangles are equal or unequal. We are told that AD is equal to BC, which means that their corresponding angles will also be equal. This means that angles CAB and DBA are equal (which consequently means that angles EAB and EBA are equal). We can therefore eliminate answer choice K. Now, if angles CAB and DBA are equal, then angles CBA and DAB must ALSO be equal. Why? Well we know that each triangle has a 90 degree angle and one angle to equal to some unknown measurement (which we could call $x$). This means that the third, remaining, angle (let's call it $y$) must ALSO be the same for each triangle. Each triangle would then be made up of: $180 = 90 + x + y$ This means that we can eliminate answer choice J. By that same reckoning, if angle DAB = angle CBA, then the legs opposite those angles must also be equal. This means that AC = BD, which means that answer choice F can be eliminated. Because AD and CB are equal and both are part of a triangle with a hypotenuse of AB, legs CA and DB will cross in a manner that makes each half of the leg equal to the corresponding half of the leg of the other triangle. In other words, AE = EB and DE = EC. This means we can eliminate answer choice H. The only answer choice we are left with is G.AD CANNOT equal AE. Why? AD is the leg of triangle ADE, while AE is the hypotenuse of that same triangle. From our definitions, we know that the hypotenuse must always be the longest side of the triangle and so it cannot be equal to one of the legs. Our final answer is G. Diagram Type 3 -Multi-Shape or Shapes Within Shapes As you can see from earlier examples, some of the triangle problems on the ACT will involve multiple triangles (or other geometric shapes) combined together. This technique for presenting you problems is designed to challenge your understanding of lines and angles as well as triangles. For these types of problems, you must use the information you are given and solve for more information down the line until you find exactly what you’re looking for. It’s essentially a domino effect of problem solving. Because this problem uses variables, the simplest way to solve it is byplugging in our own numbers. So let us do so. We are told that each unshaded triangle is a congruent right triangle. Because variables can be difficult to work with, let us replace $x$ with 4. (Why 4? Why not!) This means that each triangle has one leg that measures 4 and one leg that measures $2(4) = 8$. Now, we can find the length of one side of the square ABCD by adding our values together. $4 + 8$ $12$ Each side of the square ABCD is equal to 12. Now we can find the total area by squaring this side measure, so: $12^2$ $144$ The total area for ABCD is 144. Now, because each unshaded triangle is a right triangle, we can find the side measures for the shaded square using the Pythagorean theorem. $4^2 + 8^2 = c^2$ $16 + 64 = c^2$ $80 = c^2$ $c = √80$ Since this is the measure of one side of the shaded square, we can now find the area for the shaded square by squaring this number. So: $√80)^2$ $80$ Now, we must simply divide our shaded square by our unshaded square, ABCD, in order to determine what fraction it is of the larger square. $80/144$ $80à · 16 = 5$ and $144à · 16 = 9$ $5/9$ Our final answer is D, $5/9$ Life lessons and triangle strategieswin-win! Strategies for Solving a Triangle Question Because there are so many different kinds of triangle problems, it is difficult to break down one exact path for problem solving them. That said, your greatest assets and strategies when solving triangle problems will be to: 1) Write down your formulas Because you are not given any formulas, you must keep them in your head and in your heart. The good news is that more you practice, the better you’ll be at rattling off triangle areas or side lengths of 30-60-90 triangles or anything else you’ll need. But if you feel like you’ll forget your formulas as you go through your test, take a few seconds and write them down before you start solving your questions. Once you do, they will be there indelibly for you to work from for the rest of the math section, and you won’t have to worry about forgetting them. 2) Use your formulas (and take your short-cuts) Once you’re sure that you’ve remembered your formulas, using them is the absolute most crucial step for any triangle problem. And, considering that most of your formulas essentially act as short-cuts (why bother solving with the Pythagorean theorem when you know that the legs of a 30-60-90 triangle are $x, x√3, 2x$?), you will save yourself a great deal of time and energy when you can keep your formulas on hand and in order. 3) When working with multi-shapes, break it into small steps Remember that dealing with a multi-shape triangle problem is like working with dominos. Each successive piece of information makes way for finding the next piece of information. Don’t get intimidated that you don’t have enough information or that there are too many shapes or lines to deal with. You will always have enough data to go onjust focus on finding one shape and one piece of information at a time, and the dominos will fall into place. 4) Draw it out Draw your own diagrams if you are given none. Draw on top of your diagrams when you are given pictures. Write in your givens and all the measurements you find along the way to your missing variable (or variables), mark congruent lines and angles. The more you can clarify your diagrams, the less likely you’ll be to make careless errors in misplacing or confusing your numbers and equalities. Ready to put your knowledge to the test? Test Your Knowledge Now let's test your triangle knowledge against some more real ACT math problems. 1) 2) 3) 4) Answers: B, F, E, H Answer Explanations: 1)Because we are told that this is an isosceles trapezoid, we know that each non-parallel side must be equal. This means that the angles that capture these sides (angles BDC and ACD) must also be equal. We also know that the interior degrees of a triangle will always sum 180 degrees, so we can find the measure of DXC by subtracting our two known angles from 180. $180 - 25 - 25$ $130$ Now, DB is a straight line, which means that the angles that make the line must total 180 degrees.This means we can find angle BXC by subtracting our known angle from 180. $180 - 130$ $50$ Finally, we again know that a triangle's interior angles will sum to 180, so we can find DBC by subtracting our known angles from 180. $180 - 50 - 35$ $95$ Our final answer is B, 95 °. 2)We know from our triangle definitions that the larger the side opposite an angle, the larger the angle will be. (If you ever feel unsure about the relationships between angles and sides of a triangle, you can also consult your rules and definitions of trigonometry.) So if we drew in some random side measurements for XZ and YZ (so long as they follow the rule that XZ YZ), we can see clearly that angle Y will be greater than angle X. Our final answer is F, angle X angle Y. 3)We are told that the triangle is a hypotenuse right triangle, which means that we can use our shortcuts to find the other two side lengths. We know that an isosceles right triangle has side lengths of $x, x$, and $x√2$. Since we already know that the hypotenuse is $8√2$, we can say that the other two sides both measure 8. Now, we can add together the legs to find the perimeter. $8 + 8 + 8√2$ $16 +8√2$ Our final answer is E, $16 + 8√2$ 4)Before we do anything else, let us fill in our given information. Now, we can know the triangles and the exterior angle are all collinear, which means that the angles that create the line will sum to 180 °. This means we can find angle CBD by subtracting our exterior angle from 180. $180 - 140$ $40$ Now that we have two interior angle measures in triangle DCB, we can find the measure of the third (because the interior angles in a triangle will always add up to 180). $180 - 40 - 47$ $93$ [Note: you may notice that the sum of the two angles not touching the exterior angle sum up to equal the exterior angle$47 + 93 = 140$. This is not a coincidence. It will always be the case that the two non-connected angles will sum to equal the exterior angle of any type of triangle.) Now we again have two angles that create a straight line, which means that we can find the measure of angle CDA by subtracting our known angle from 180 °. $180 - 93$ $87$ And finally, CAD forms a triangle, which means that its interior angles will sum to equal 180. We can find angle ACD by subtracting our two known values from 180 °. $180 - 76 - 87$ $17$ Our final answer is H, 17 °. Aw, yea. You've earned that nap. The Take-Aways Whether it be a trigonometry problem or a geometry problem, you’ll see triangles several times on any given ACT. Though most triangle problems are fairly straight forward, you’ll need to know the basic building blocks of triangles and geometry in order to understand how to solve them. Know your definitions, memorize your formulas, and do your best to keep a clear head as you go through your test. And, as always, practice, practice, practice! The more experience you get in solving the variety of triangle questions the ACT can think to put in front of you, the better off you’ll be. What’s Next? Whoo! You took on triangles and won (give yourself a round of applause)! In the mood for more geometry? Hop on over to our guides on ACT circles, polygons, and solid geometry and round off all your geometry studies in one go. Not sure what topic to tackle next? Make sure you've got a clear idea of all the math topics you'll be tested on and check out all of our ACT math guides for reference and practice. Each guide has definitions, formulas, and real ACT practice questions and will break down the solving process step-by-step. Been procrastinating? Check out our guide on how to take back your study time and beat back those procrastination demons. Looking to get a perfect score? Our guide to getting a 36 on the ACT math (written by a perfect-scorer!) will help get you where you need to go. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Tourism in the UK Essay Example | Topics and Well Written Essays - 2000 words

Tourism in the UK - Essay Example l demand a look at the historical background of the sector such as through a personal experience at the Leeds Museum and a comparison with tourism in Saudi Arabia. Tourism according to White (2010, pp. 5) is the movement of people from an environment outside their usual place and travelling as well as staying in locations for the purpose of leisure, business among other activities. They may stay in that new environment for a day or longer. There are a lot of elements that are involved in tourism which include issues such as transportation whether by air, sea or land, accommodation such as in the hotels which will include not only bed but also food and drinks, the leisure areas as well as historic sites to visit among many other things. The tourism industry before 1980 was not so popular but it started picking up after that in not only UK but the whole of Europe. Visitors started coming in from other parts of the world mostly in the United States as well as other European nations, Asia and the Middle East. The trend continued to pick steadily leading to high economic growth up until the 2012 recession that rocked the world (Deloitte, 2013, pp. 19). However, due to the strong roots that had been already established, it bounced back as soon as the recession ended and is now as strong as ever. The growth in tourism has led to increase in employment in the UK as well as increasing the number of sustainable tourists. The fact that tourism visas to the UK have had lesser restrictions to acquire in many nations has been an added advantage to the growth of the tourism industry (Tourism Alliance, 2014, pp. 7). UK started growing its tourism sector by marketing its numerous historic sceneries and sites as well as buildings which caught the attention of most people in other nations of the world. With the easy access to tourist visa, many people started going to the nation. With time, the government and the private sector started expanding their hotels, proper maintenance of

Practice Analysis Essay Example | Topics and Well Written Essays - 250 words

Practice Analysis - Essay Example ity complex to the protagonist of â€Å"I’m a Fool†, one may see that it demonstrates itself through the character’s constant lying and his looking down on other people of the same background. For example, he calls other people who are dressed well â€Å"common cattle† or â€Å"yaps†. Driven by inferiority complex, the protagonist inflates his identity by treating himself with drinking whiskey and smoking an expensive cigar in a hotel for the rich. This complex makes him push a man who wears a Windsor tie and walks with a cane. It is also the driver of his condemnation of educated people (he himself is uneducated). Besides, what he says seems to be always aimed at looking important, which is also is a clear sign of inferiority complex. To illustrate, Sometimes now I think that boys who are raised regular in houses, and never have a fine nigger like Burt for best friend, and go to high school and college, and never steal anything, or get drunk a little, or learn to swear from fellows who know how, or come walking up in front of a grand stand in their shirt sleeves and with dirty horsy pants on when the races are going on and the grand-stand is full of people all dressed up.† (Anderson 73). These views of the story’s protagonist can be described as displays of rationalization. Specifically, rationalization in psychology is known to be a defense mechanism with help of which an individual attempts to find an explanation despite the fact it may be illogical at all in order to take advantage for events that played against him. For example, the character starts rationalizing that he is superior to the man according to his own philosophy: â€Å"Things are as you think about them†. It means, in his view, people can be superior if they decide to be and other people can be inferior if only you think so. The most interesting example of rationalization is when over the years the protagonist looks back at what happened and tries to find an explanation why he lied.

Validity Reliability Quantitative

Validity Reliability Quantitative Use a variety of sources to answer the questions, 2) not copy directly out of any book, 3) include sources to responses and cite them at the end of his writing, and 4) provide more details about how you applied his knowledge of research to his independent study.   His goal is to demonstrate through writing his research knowledge and that he applied that knowledge to his independent study. Question # 5 Validity and generalizability aspects of quantitative, qualitative and mixed methods research: Quantitative research Validity and reliability are two important aspects in order to approve and validate the quantitative research. Moskal Leydens (2002) defined the validity as â€Å"the degree to which the evidence supports that the interpretations of the data are correct and the manner in which interpretations used are appropriate†. In other words, Joppe (2000) stated that validity is the one if the obtained results are truthful and believable. He also adds that to determine the validity, the researchers generally poses a series of questions, and will often look for the answers in the research of others to know whether the measurements are accurate or not (p. 1). Joppe (2000) also defined reliability as how consistent the results are when the experiment is repeated a number of times under same methodological conditions, then the instrument is said to be reliable. Kirk and Miller (1986) identified three types of reliability referred to in quantitative research, which relate to: (1) producing th e same results under same measurement conditions (2) the stability of a measurement with respect to time; and (3) the similarity of measurements in a given time period (p. 41-42). Charles (1995) argued that reliability is the consistency with which an individuals scores remain relatively the same and can be determined through the test-retest method at two different times. HE refers to this type of instrument as stable instrument. He also stated that a high degree of stability indicates a high degree of reliability, which means the results are repeatable. According to Creswell (2003) there are several threats of validity that proves or raises issues about the accuracy of the data or results or application of statistical tests to conclude the effects of an outcome. They are internal threats, external threats, statistical conclusion threats, and construct validity threats. Campbell and Stanley (1963) states that the basic requirement to interpret an experiment is to clearly define internal validity. Internal validity threats are experimental procedures, treatments, or experiences of the participants that threaten the researchers ability to draw correct inferences from the data in an experiment. These are raised due to usage of inadequate procedures like changing the instrument or a tool during an experiment, changing the control group participants under study etc. Because of these inadequate procedures, the experimenter should find whether the experiment make a difference in this instance or not. External validity threats arise when the researcher concludes incorrect inferences from the sample data to other persons. It addresses the question of generalizability that to whom can we generalize the obtained results. A statistical conclusion validity threat arises when experimenters draw inaccurate inferences from the data because of the violation of the assumptions of the statistical test being used for the collected data. Construct validity threat arises when investigators use inadequate definitions and measure variables based on those inadequate definitions. In general, methods of establishing validity in quantitative research are: Experiment review Data triangulation Participant feedback Regression analysis Statistical analysis In my study, I clearly defined and took care of the internal validity threats that can arise from the data collected and the tools used for collecting the data. In order to avoid this threat in Microsoft Excel, as the random data generated keeps on changing, I copied the data on multiple sheets so as to make sure the data was not lost for further analysis. I took care of the external validity by inferring the data to their respective parts, products and machines correctly and obtained results after performing a careful analysis. I applied descriptive statistics analysis and drew line graphs between the numbers of products, delay time and interpreted the results clearly. Qualitative research Golafshani (2003) argues that the concepts of validity and reliability related to the quantitative research may not be applicable or support for qualitative research. Winter (2000) points out that the necessary tools such as precision; credibility and transferability are considered to validate the qualitative research. Transferability refers to the extent in which the obtained results can be used by other researchers. Credibility is nothing but the data, data collection and the results obtained are trustworthy and believable. All the technical issues such as validity, reliability, triangulation and generalizability show the effect of credibility. In terms of the quantitative research, reliability means, the result is replicable. But, in terms of the qualitative research, reliability is testing the information for high quality which otherwise looks confusing making the reader change the track of the study. Stenbacka (2001) relates that in the quantitative study, quality or reliability refers to evaluating the purpose of explaining, while in qualitative study, it serves the purpose of generating understanding of the information. Creswell Miller (2000) stated that the strength of the qualitative study depends on the accuracy of the findings in view of the researcher, participant or the readers. Moskal Leydens (2002) defined the validity as â€Å"the degree to which the interpretations of the data accurately describe the phenomenon under investigation†. I qualitative research, internal validity refers to the match between the researchers observations, interpretations, categories and reality. In addition to validity, Moskal Olds (2002) used trustworthiness as an alternate method to validate the study which states that the made interpretations are accurate. Patton (2001) states that validity and reliability are two factors qualitative researchers should be aware of in designing, analyzing, interpreting, and judging the quality of study. According to Seale ( 1999), to ensure reliability in qualitative research, the research needs to examine the trustworthiness. He adds that trustworthiness of the research report becomes important if the validity and reliability of the study is discussed. Testing or maximizing the validity of the qualitative research: Stenbacka (2003) suggested that the structure of documenting and doing a high quality research work leads to a generalizability if the validity and trustworthiness are maximized. To do this, a data triangulation method has to be implemented to control bias and to establish valid propositions. Creswell Miller (2000) defined data triangulation as the formation of themes or categories using a validity procedure for convergence among multiple and different sources of information. It involves comparison of results obtained from different data methods such as surveys, interviews, observations etc. So, to establish multiple ways of truth for a qualitative research, researcher needs to redefine, implement and test the validity, reliability, generalizability and data triangulation concepts thoroughly. Methods for establishing the validity and to enhance the credibility of qualitative research are: Negative case analysis Presenting the negative information that runs counter to the themes Audit trail Clarifying the bias that the researcher brings to the study Prolonged field experience Spending prolonged time in the field to develop an in-depth understanding of the phenomenon under study Data triangulation triangulate different data sources of information by examining evidence from the sources and using it to build a coherent justification Member checking to determine the accuracy of the qualitative findings Mixed methods research: Designs combining both qualitative and quantitative research methods to collecting, analyzing, interpreting and reporting data are called as mixed methods research. In mixed methods strategy, the researcher should consider both quantitative and qualitative validity strategies and mix both of these in a way that best works to build credibility and trustworthiness of the data, data collection, and out comes of the study. Question # 2 Framework Elements of Research: For every research proposal, a definite framework exists to follow a certain pattern. According to Creswell (2003), there are three different research approaches: qualitative, quantitative, and mixed methods approach. To understand these approaches fully, every researcher needs to consider three framework elements: knowledge claims, strategies of inquiry, data collection statistical analysis called as methods. My study falls under quantitative approach. The three framework elements that are related to quantitative approach are: Knowledge claims: Creswell (2003) defines knowledge claim as initiation of the project with certain assumptions about how the study will be learned and what the outcomes of the study are during the inquiry. Hunston (1993) suggests a researcher, to treat knowledge claim as an item in the research article. He also adds that the chosen item should be agreed by the community of that discipline. Dahl (2007) argues that the constructions of such claims are complex with the text sequences because; the concept of knowledge claim is not easily understandable. It should be originated from the critical thinking of the discipline that is embodied in the positional form. He also investigated on how the new knowledge claims are constructed for the present-day research article introductions in economics and linguistics. According to Creswell (2003), the different types of knowledge claims are post positive knowledge claims, socially constructed knowledge claims, advocacy or participatory knowledge claims and finally pragmatic knowledge claims. When the research includes determining or reducing or an empirical observation and measurement or theory verification, then the type of knowledge claim is post-positivism. Popper (Wikipedia) supports that post positivists believe human knowledge based on conjectural thinking. Nicholas Philips (2000) believed that thinking is not based on solid foundations rather they think as a prospective outcome believing that there is something real which we should find out. Creswell (2003) states that â€Å"Post positivism refers the thinking and after positivism; challenging the absolute truth and recognizing that we can not be â€Å"positive† about claims of knowledge when studying the behaviors and action of human†. Post positivism reflects in determining the effects or outcomes, examining the causes that reflect the outcomes by doing experiments, reducing the ideas into a small, set of ideas to test such as variables that constitute hypothesis and research questions, developing numeric measures of observations and studying the behavior of individuals. The problem studied by post positivist refers that there is a need to examine, and analyze the causes so as to interpret the outcomes. Post positivist can also be a reductionism where the variables of hypothesis and research questions are selected and carefully analyzed. Knowledge claims that arise for my independent study are: Post positivism, believing that the delay time can be minimized in realty with the help of an algorithm. It is also believed that any production work order can be optimized with the help of developed algorithm. The knowledge claims that refer to my study are Post-positivism which includes combination of determination, observation and measurement of the delay time. The study involves recognizing the possible causes of a factor (work order) and determining the effects (delay time) of a factor by a careful observation and finally minimizing the effect or improving the performance (Productivity) of a system. The study involves development of a random data for careful observation of the delay time and analyzing the generated data in a real-time analysis for finding out the causes such as delay time and its effect o the productivity of the system. Then an algorithm is developed to test the behavior of the data so as to improve the p erformance of the system. Strategies of inquiry: A stage of inquiry in quantitative research includes numerical summaries, generalizations across populations and comparisons between populations. The design followed is experimental design in which the researcher examines how the phenomenon changes as a result of developing or implementing a method. Strategies of inquiry provide specific designs for procedures in the research design. Though strategy of inquiry is using from decades, has become more important with the increase in the computer technology, and the ability to analyze complex models. Strategies associated with quantitative research were those that invoked the post positivist perspectives. These include true experiments and less vigorous experiments called quasi-experiments and correlation studies, and specific single-subject experiments (Campbell Stanley, 1963). He also states that, in this computer world, quantitative research strategies are involved with complex experiments that can analyze many variables and treatment s witht eh help of factorial designs and repeated measure designs. Strategies associated with quantitative approach are: A strategy of inquiry that is employed in my study is experiments. The experiments that I conducted for my study include visiting four manufacturing industries, observing the flow of products on different manufacturing production lines, and finally analyzing the type of model or an algorithm to be developed. Based on my observation, I see that the flow of parts on every assembly line is being obstructed by high process times parts causing a waiting of other products which resulting in high delay time for preceding products. This causes the performance of the system and ultimately affecting the productivity of the manufacturing production line. The observation is done in four manufacturing industries, each involving many numbers of assembly lines. Based on the observations data, I concluded that the part times and the product assembly times are different for different assembly lines and for different manufacturing industries, so I realized to work on optimizing the random part, produc t times which should be suitable to any production line. My study has comparison of the data sets with each data set consisting of 500 products of initial generated delay time with final delay time after incorporating the developed algorithm for the delay time. It is an experiment model which involves a creation of random data with Microsoft Excel and analyzing the various machine parameters with the help of Microsoft tools. Research methods: The most important element in the research process is the methods of data collection and analysis. For quantitative research, the research methods I used are predetermined instrument based questions such as performance data, attitude data, observational data and census statistical data using Microsoft Excel. My research problem is how to develop a universal algorithm to optimize the production work order. It involves identifying the factors that influence the outcomes, and testing the factors with the help of large data. The approach that matches to my problem is quantitative approach. To collect the data, I observed four industry assembly lines and generated a random data after a careful observation by using various closed-ended and open-ended questions and focuses on numeric data so that the results and interpretations are applicable to any type of industry assembly line. The method of data collection for my study is using Microsoft Excel as an instrument that generates a random data which reflects to the data of current manufacturing industries production line consisting of different products with each product having different parts. The purpose of collecting a random data using Excel is to analyze test the algorithm whether it has a definite outcome so that the algorithm is applicable for any type of data or manufacturing assembly line. Then the analysis includes comparison of the delay times of the original data and the optimized order data for delay time. The analysis includes the implementation of algorithm and application of descriptive statistics. Question # 1 Purposes and benefits of sections of Independent study My independent study is related to quantitative research model. My study deals with development of an algorithm to arrange production work order for minimizing delay time at on the assembly line. It purely deals with the quantitative random data and uses post positivist claims for the development of sound knowledge for delay time comparison and employs experiments, and generated data aster observing a variety of manufacturing assembly lines, strategies of inquiry Purpose of the quantitative research is to do numerical summaries, generalizations across populations and comparisons between populations. This research primarily relies on quantitative data. It includes few variables which are the building blocks (Delay time, work order, number of different products) and many cases or categories (Five sets of data with each set consisting of 500 products which are different). These quantitative research methods use experimental designs. Here, every chapter follows a typical pattern. Introduction Purpose: The purpose of an introduction is to provide background information to the readers for the research reported in the study. A good introduction chapter motivates the reader and audiences to go a head a read the rest of the study. It provides a plan for the research, so that readers will be able to understand how the study is different and related to other research (Creswell, 2003 p.73). It establishes the issue leading to the research by conveying information about a research problem (Creswell, 2003 p.74). In this, the problem is addressed by understanding the factors or variables which are the process time, product order that influence an outcome delay time (Creswell, 2003 p.75). It provides the understanding of the problem that explains or relates to an outcome delay time and helps the researcher best understand and explain the problem why the delay time is to be minimized (Creswell, 2003 p. 76). The outline of my introduction chapter is Introduction I introduced in brief about my study, providing a background of what it is with a little bit of literature so as to educate the reader. Statement of the problem in the study I defined the problem of my study clearly with an example of a simple manufacturing line. Sub problems are also stated in addition to the main problem. Objectives I listed out the objectives of the study that I am going to achieve by solving the above problem. Justification of the study I gave a justification on for what I am working on this study and supporting what I say. Benefits of research I listed out the benefits of the research, who are going to benefit by using this study in long term and in short term period. Assumptions, limitations and delimitations I listed out various assumptions that I am going to consider, what limits my study in solving the above problem. Definition of terms and I defined the important terms that the reader should be aware of or know before proceeding into the next chapter. Summary -Summarizing the chapter. Benefits: By writing an effective introduction chapter, a reader can figure out the problem leading to the study i.e., how the delay time is optimized by arranging the production work order, reviewing the literature about the problem to find whether there are any related theories that is done by other investigators, identifying deficiencies in the literature about the problem, targeting audiences and notifying the significance of the problem for this audience (Creswell, 2003 p.73). Literature Review Purpose: The purpose of the literature review is to find and learn more about the topic and check whether any researcher previously has made any study or research on the same topic or on the related topic (Creswell, 2003 p.29). If explained in detail of the previous related research, the reader will try to connect the study with previous studies by filling the gaps.(Cooper, 1984; Marshall Rossman, 1999). It provides the importance of the study when compared to the prior studies and also benchmarks the results with other findings. After the careful analysis of the research topic with the help of past research, a clear definition of the problem of the study has been stated. All or some of these reasons may be the foundation for writing the scholarly literature into a study (Miller, 1991). My research is all about how to optimize the assembly lines. I conducted a literature review on single-model assembly lines, mixed-model assembly lines. Then, I narrowed it down to the algorithms dealing with assembly lines involving the optimization or minimization of delay times so as to clearly understand the past research, problems of the past models and clearly define the research problem. Introduction- I explained what I am going to talk in this chapter. And also I will tell what the various important issues I am highlighting are. Assembly line I talked about assembly lines literature, presenting the information related to my study on assembly lines and the prior researcher accomplishments. Delay time- I talked about assembly lines literature, presenting the information related to my study on assembly lines and the prior researcher accomplishments. Algorithms I spoke about key algorithms as there are so many types related to the study. Summary- Summarizing the chapter. Benefits: The literature review helps the researcher to revise the research idea and shows methodological techniques to problems specific to the research problem that will help in designing the study. It also helps to suggest possible questions or hypotheses that need to be addressed (Creswell, 2003 p.46). Methodology Purpose: The purpose of methodology chapter is to bring focus on survey and experimental modes of inquiry. The researcher will explain which methodology he is using, why he chose that methodology and why he chose not to use other methods. In methodology chapter, the researcher discusses about the framework elements of research such as knowledge claims, strategies of inquiry, and methods. The method that was used to collect data is explained in detail like how did to generate random data of five sets with each set consisting of 500 products using Microsoft Excel ad procedure I followed to find the real-time delay time. The reader will exactly know what was done with the collected data, to the point that he or she can replicate the study to get similar results. Introduction- Here I talk about the previous chapter, by concluding some important points that are going to be used in this chapter. Restatement of the problem I restated the problem clearly by narrowing the problem into a specific definite path so as to make a clear understanding to the reader after dealing with the prior research work, the accomplishments etc. Because, the stated problem before might not be clear as the research work wasnt done at that time. After knowing the literature review part, the researcher analyzes the problem and states here clearly. Research design- involves framework elements of the research in order to determine the type of approach followed based on the framework elements of research. Then quantitative, qualitative and mixed approaches are compared. In addition to this the validity of the method is also discussed. After knowing the type of approach, proceeded to various steps like experiments, data collection. Ethical issues are also considered before planning for data collection. Instrumentation the instruments for conducting an experiment are explained in detail. Types of instruments, specifications are clearly mentioned. Data collection data is collected with the help of instruments and tools Analysis of the data data is ready for the analysis and using statistical tools, or any other techniques are used. Summary- Summarizing the chapter. Benefits: With the help of methodology chapter, audiences can recognize the variation that exists in the qualitative, quantitative and mixed method studies, why I chose a quantitative study for the research problem I defined then it advances general guideline for procedures of the study. These guidelines include a discussion about the general characteristics of the study if the audiences are not familiar with the approach to research. (Source: Classroom material by Dr. Lynda Kenney) Results Purpose: The purpose of results chapter is to present the analysis, the tools used for obtaining results so that the reader can understand easily and can be able to interpret and learn what has been done in the study. It needs to be organized in a step-by-step manner in such a way that the collected data, statistical tests, graphs, charts, are presented for support description for the reader to interpret quickly and accurately (Leedy Ormrod, 2005). Introduction Application of algorithm Results Summary- Summarizing the chapter. Benefits: The benefits of the results chapter is for readers to quickly interpret the conclusions and significance with the help of the tables, graphs, charts and figures obtained from the interpretation and analysis of the data. Flow Chart Purpose: The purpose of the flow chart is to explain the process of optimization of the production work order in a step-by-step process that is described in the study. Sometimes, a simulation model can also be presented for easy understanding. It depicts an outline of the algorithm in a straightforward manner. Introduction Explanation of the developed algorithm -Flow chart Summary- Summarizing the chapter. Benefits: It makes the readers understand easily at a glance what has done in the entire study. It also helps the researcher to make and follow the created flow chart while analyzing the data. Discussion Purpose: The purpose of the discussion chapter is to highlight the main theories and conclusions used in the research study so that a reader can easily figure out what theories the researcher used in implementing and analyzing the data. Each major conclusion is clearly explained with the help of chart, graphs and tables and compared with the results of the similar work by other investigators. Then, the researcher continually connects her findings with the theoretical frameworks. Any new or unusual results are also explained (Leedy Ormrod, 2005). If the researcher is not sure about the significance of the results or could not understand the phenomenon of the data, he presents a speculative discussion outlining several possible outcomes by alerting the readers that such a discussion is speculative. Finally, he outlines the important results he thinks of with the study. Introduction Discussion of the results Advantages of the results Outline of important results Summary Benefits: The benefits of the discussion chapter are to make grand conclusions which support the subsequent paragraphs. Here, the entire conclusions, implications or the effects due to each conclusion including the minor and major effects are presented. The discussion also includes the method of computation or derivation of the study. Such situation arises when one figure is derived from preceding figures. If the application or method is involved, then a complete example with the method is to be explained for complete understanding to the reader. Finally, explained the significance and outcomes of the study. Conclusions and Recommendations Purpose: The purpose of the conclusions chapter is to make a summary of the conclusions in reference to the objectives and the problem stated in introduction chapter. The researcher also points out both what are found and what are not found. It is also the section examined by the prospective reader with limited available time (Leedy Ormrod, 2005). Introduction Restatement of the problem Conclusions Recommendations Benefits: Although the researcher has previously presented each of the conclusions, conclusions chapter tell us the reader the ultimate effect or the benefit of the study. In my study, I have explained how the delay time is minimized or optimized by arranging the production work order so that it is quite helpful to readers, who might easily lose track of some important conclusions as they read earlier portions of a study (Leedy Ormrod, 2005). In addition to this, a prospective reader will able to quickly examine the research in limited time. I explained the benefits of my study that findings of this research will aid industries, retails stores by demonstrating how the algorithm is currently used, and how retail stores can assist customers to implement universal algorithm. Industries may benefit from models of evaluating arrangement of parts of a product on an assembly line. REFERENCES Leedy, P. D., Ormrod, J. E. (2005). Practical Research: Planning and Design. PEARSON. Columbus. Ohio. Creswell, J. W. (2003). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. Second Edition, SAGE. Thousand Oaks. USA. Olds, B., Moskal, B. Miller, R. â€Å"Assessment in Engineering Education†, Journal of Engineering Education , to appear Jan. 2005. Moskal, B., Leydens, J. Pavelich, M. Validity, reliability and the assessment of engineering education. Journal of Engineering Education , Vol. 91, No. 3, 351-354, 2002. Leydens, J., Moskal, B. Pavilich, M. ,Qualitative Methods Used in the Assessment of Engineering Education. Journal of Engineering Education , 93(1), 65-72, 2004. Hunston, Susan, 1993. Professional conflict. Disagreement in academic discourse. In: Baker, M., Francis, G., Tognini-Bonelli, E. (Eds.), Text and Technology. In Honour of John Sinclair. John Benjamins, Philadelphia/Amsterdam, pp. 115-134. Dahl. T, 2008. Contributing to the academic conversation: A study of new knowledge claims in economics and linguistics, Journal of Pragmatics 40, 1184-1201 D.C. Philips Nicholas C. Burbules (2000): Post