buy custom Research Design in the Dissertation Process essay

buy custom Research Design in the Dissertation Process essay 1 Introduction Research methodology is a composite of research methods. Research methods analyze the procedures and principles of inquiry being applied during the evaluation of a certain discipline. This implies that the important concepts of research methodology in effect apply to research methods. The steps followed in a research method commences with a general question which is later narrowed down to a certain aspect. The aspect is designed for an exhaustive examination. Lastly, the research is concluded where the results are generalized before being disseminated to the public (Neuman, 2003). This paper examines the concepts that are applied in research methods as well as their design when undertaking a dissertation process. 2 Research Research work is organized through the formulation as well as the definition of a research problem. Problem definition involves the art of reasoning aimed at using detailed facts to define a general principle. During a research process, this principle is referred to as a hypothesis. A hypothesis is defined as the suggested account to a physical process. Problem definition helps in focusing the research process in a way that facilitates drawing of conclusions which in effect reflect the real world as much as possible. 2.1 Hypothesis Research is a process of evaluating a hypothesis with the aim of disproving it. The hypothesis under evaluation is referred to as the null hypothesis. The null hypothesis is the proposal that represents the present explanation of an aspect in the real world which the researcher wishes to challenge. Research methodology requires the researcher to provide a research hypothesis, commonly called the alternative hypothesis, as a substitute way of explaining the phenomenon (Bruce, 2007). The alternative hypothesis is formulated following the observation that the null hypothesis does not always give a precise explanation for a phenomenon. The researcher then proceeds with testing the hypothesis in an attempt to disprove the null hypothesis. His objective in testing of the hypothesis is to draw near the answer to the problem that is being evaluated. 2.2 Variables A variable is an agent or amount that is liable to change depending on certain factors. While some variables appear almost constant, for example, names of persons; others are seem to be constantly changing, for instance, the values in a stock-exchange (Bruce, 2007). Frequently, researchers have to measure and assess these variables; a scenario that necessitated their sober consideration in this paper. As pointed out earlier, a variable is a place-holder for anything that is liable to change. A researcher normally defines variables depending on what he/she is measuring. Apart from their rate of change, variables are classified into two broad categories: independent and dependent variables. While independent variables are the causes tha a researcher seeks to measure, dependent variables are the effects or assumed effects that come as a result of interaction between the independent variables and several other factors. The two categories of variables are commonly stated in hypotheses used during experimental researches. In some instances, the variables are not identifiable beforehand. In such a case, the researchers idea of what is going on is usually inadequate during the early stages of the inquiry. Variables are defined into measurable elements that facilitate accurate replication in research processes using fuzzy concepts (Bruce, 2007). These fuzzy concepts are vague ideas that us ually require clarification, and this clarification is done through the application of a procedure called operationalization. 3 Analysis A careful choice of a research method eases the analysis of a phenomenon thereby facilitating the procedure of drawing conclusions. The research method that is chosen has a bearing on what is stated as the causes, as well as the influencing factors in the phenomenon. Therefore, a researcher should choose a method that he is proficient in, also weigh the constraints which may affect his work. These constraints include time, ethical considerations, feasibility, money, and the measuring tools available. Selecting the right method can be challenging at times. Nevertheless, there are concepts which make the selection procedure appeal to researchers. A researcher needs to be realistic also try to minimize generalization and compromises (Bruce, 2007). With pure sciences like astrophysics and chemistry, experimentation and research methods are easily defined. Usually, the experimental methods are strictly quantitative. Fields such as social science, biology, and psychology have a broad selection of methods. In this case, a researcher is required to justify his/her choice. Although the selection process is arbitrary, it is recommended that the choice be based on strengths of the method. Strength means the effectiveness to draw a near perfect conclusion of an inquiry. In this paper, three basic categories of research methods are elaborated. They include experimental methods, opinion based methods, and observational methods. 3.1 Experimental Research Methods This is a straightforward method that involves experimenting with independent and quantitative variables with the aim of generating analyzable statistical data. It is ratio based, and researchers either accept or refute null hypotheses (Neuman, 2003). It is, however, expensive and requires rigorous designing, particularly when the experiment is large. Additionally, it is undesirable when using living organisms. This is because removing them from their natural environment affects their behavior. It is also inapplicable with some fields due to ethical considerations. Therefore, for the fields that luck quantifiable and definable variables, a researcher may find it challenging to use the experimental research method. This is because research works in such fields are required to be falsifiable and repeatable. 3.2 Opinion Based Research Methods This method usually requires a researcher to collect quantitative data for use in experimental design. In this method, measurements are arbitrary, and they follow the interval or ordinal pattern. When a researcher wishes to test preferences and emotions as he quantifies data collected from a sample, the use of questionnaires proves sufficient. Opinion based methods are cheaper than experimental ones. Moreover, they provide room for emotions and opinions of the participants, which allow for a directional approach; also aid in measuring intensity (Neuman, 2003). This research can also be performed through the quantification of behavior, where researchers apply a numerical scale that measures the intensity of behavior. Since a way of defining variables is lacking in this method, it is applicable for behaviors or emotions are measured. Although this method lacks the strength of the experimental research, it presents the advantage of being replicable. Additionally, its results can be fals ified. 3.3 Observational Research Methods This is a composition of varying research methods, requiring investigators to observe phenomena with minimal interference, e.g., case studies (William, 1997). The method tends to apply ordinal or nominal scales during measurement. It is usually applied when the research problem lacks clear definition, and in situations where questions are expected to arise during the study. It is mainly utilized in behavioral studies, anthropology, and social sciences. Although its experiments are not easily falsified and replicated, it offers useful insights that promote human knowledge. 4 Recommendations Opinion Based Research Methods is recommended as the good compromise which conducting research. This is because of their cost effectiveness and ease of their applicability. Furthermore, it does not involve the transfer of the sample, and; therefore, there is no behavioral change. Their strongest point is that their experiments are replicable and easily useful to other researchers. 5 Conclusion Some of the factors that affect the establishment of a conclusion are reliability and validity of measurement. Observations represent the empirical evidence, while conclusions are the results of logical thinking. For the research to be of benefit to everyone, they should provide a way of examining their observation, as well as their logic. This examination is meant to establish if similar conclusions are attained. Observatory errors may be as a result of misinterpretation, measurement problems, or unlikely random cases (William, 1997). Finally, it is important to note that the effectiveness of a method depends on research type, and no one method is beneficial to all kinds of research. Buy custom Research Design in the Dissertation Process essay

Inequalities on ACT Math Strategies and Practice

Inequalities on ACT Math Strategies and Practice SAT / ACT Prep Online Guides and Tips Inequality questions come in a variety of shapes and forms on the ACT, but, no matter their form, you will see approximately three inequality questions on any given test. This means that inequality questions make up 5% of your overall ACT math test. Now, 5% of your test might not sound like a lot, but with only a quick brush-up on inequalities, that's an additional 5% of your questions that you're bound to rock! This will be your complete guide to inequalities on the ACT: what they are, the different types of ACT math problems on inequalities, and how to solve them. What Are Inequalities? An inequality is a representation that two values are not equal or that two values are possibly not equal. There are different types of inequalities and different symbols to denote these different relationships. ≠  is the "unequal" sign. Whenever you see this sign, you know that two values are not equal, but nothing more. We don't know which value is greater or less than, just that they are not the same. If we have $y ≠  x$, we do not know if $y$ is greater or less than $x$, just that they do not equal one another. is the "greater than" sign. Whichever number or variable is facing the opening of the sign is always the larger of the two values. (Some of you may have learned that the sign is a "crocodile" and that the crocodile always wants to eat the larger value). For instance, $x 14$ means that $x$ can be anything larger than 14 (it can even be 14.00000000001), but it cannot be 14 and it cannot be less than 14. is the "less than" sign. Whichever number is facing away from the opening of the sign is the lesser of the two values. This is just the greater than sign in reverse. So $14 x$ is the exact same equation we had earlier. $x$ must be larger than 14, 14 must be smaller than $x$. ≠¥ is the "greater than or equal to" sign. This acts exactly the same as the greater sign except for the fact that our values can also be equal. Whereas $x 14$ meant that $x$ could only be any number larger than 14, $x ≠¥ 14$ means that $x$ could be equal to 14 or could be any number larger than 14. ≠¤ is the "less than or equal to" sign. Just as the less than sign acted as a counter to the greater than sign, the less than or equal to sign acts counter to the greater than or equal to sign. So $x ≠¥ 14$ is the exact same thing as saying $14 ≠¤ x$. Either way, we are saying that 14 is less than or equal to $x$, $x$ is greater than or equal to 14. Each symbol describes the relationship between two values, but we can also link multiple values in a string. For instance, we can say: $5 x 15$ This gives us both an upper and a lower limit on our $x$ value, because we know it must be both larger than five and less than 15. If we only had $5 x$, the upper limit of $x$ would stretch into infinity, and the same with the lower limit if we only had $x 15$. For tips on how to keep track of which signs mean which, check out this article. The inequality crocodile is always hungry for the most it can get, om nom nom. How to Represent Inequalities We can represent inequalities in one of three different ways: A written expression A number line A graph Let's look at all three. Inequalities as written expressions use only mathematical symbols and no diagrams. They are exactly what we have been working with above (e.g., $y 37$). An inequality number line allows us to visualize the set of numbers that represents our inequality. We use a dark line to show all the numbers that match our inequality, and we mark where the inequality begins and/or ends in two different ways. To mark the beginning of an inequality that is "greater than" or "less than," we use an open circle. This shows that the starting number is NOT included. To mark the beginning of an inequality that is "greater than or equal to" or "less than or equal to," we use a closed circle. This shows that the starting number IS included. We can also combine these symbols if our inequality equation requires us to use two different symbols. For instance, if we have $-3 x ≠¤ 3$, our number line would look like: And finally, we can have inequalities in graphs for any and all types of graphs on the coordinate plane (more on the coordinate plane coming soon!). "Greater than" will be above the line of the graph, while "less than" will be below the line of the graph. Greater: This is true no matter which direction the line of the graph extends. Less: In terms of markings, inequality graphs follow the same rules as inequalities on number lines. Just as we use an open circle for "greater than" or "less than" inequalities, we use a dashed line for inequality graphs that are "greater than" or "less than." And just how we use a closed circle for "greater than or equal to" or "less than or equal to" inequalities, we use a solid line for our graphs that are greater or less than or equal to. And now to dive right in to ACT inequality problems! (Awkward flailing optional). Typical ACT Inequality Problems There are three different types of inequality questions you'll see on the ACT, in the order from most to least common: #1: Solve an inequality equation (find the solution set) #2: Identify or answer questions about an inequality graph or number line #3: Find alternate inequalities that fulfill given information Let's look at each type- what they mean and how you'll see them on the ACT. #1: Solving an Inequality Equation This is by far the most common type of inequality question you'll see on the ACT. You will be given one or two inequality equations and must solve for the solution set of your variable. Inequality problems work exactly the same way as a single variable equation and can be solved in the same way. Just think of the inequality sign as being the same as the equals sign. So you will perform the same actions (adding, subtracting, multiplying, and dividing) on each side. For instance: $9 + 12x 45$ $12x 36$ $x 3$ The only difference between equations and inequalities is that the inequality sign flips if you multiply or divide each side by a negative. For instance, $10 - 4x 50$ $-4x 40$ $x -10$ Because we had to divide each side by -4, we had to reverse the sign of the inequality. Alternatively, we can also use the strategy of plugging in answers (PIA) or plugging in numbers (PIN) to solve our inequality problems. Because all ACT math problems are multiple choice, we can simply test out which answers match our equation (and which do not) or we can choose our own values for x based on the information we know, depending on the problem. Let's look at an example of how this looks on the ACT, whether we solve the problem algebraically or by PIA. The inequality $3(x+2)4(x-3)$ is equivalent to which of the following inequalities? F. $x-6$G. $x5$H. $x9$J. $x14$K. $x18$ Solving Method 1: Algebra First, distribute out the variable on each side. $3(x + 2) 4(x - 3)$ $3x + 6 4x - 12$ Now, we must isolate our variable just as we would with a single variable equation. $6 x - 12$ $18 x$ Just as we saw back in our definitions, we know that we can also flip the inequality sign if we also switch the sides of our values. So $18 x$ is the same as saying $x 18$. Our final answer is K, $x 18$ Solving Method 2: Plugging in Answers Though it will often take a little longer, we can also solve our inequality problems by testing out the values in our answer choices. Let's, as usual when using PIA, start with answer choice C. Answer choice C says $x$ is less than 9, so let us see if this is true by saying that $x = 8$. If we plug in 8 for $x$ in the equation, we'll get: $3(x + 2) 4(x - 3)$ $3(8 + 2) 4(8 - 3)$ $3(10) 4(5)$ $30 20$ This is true, but that doesn't necessarily mean that it is the correct answer. Just because we know that $x$ can be equal to 8 or less doesn't mean it can't also be greater than 8. All we know for sure is that we can eliminate answer choices F and G, since we've problem that $x$ can be larger than each of them. So let us now go the opposite route and look at the highest value $x$ can be, given our answer choices. Answer choice J gives us $x 14$ and answer choice K says that $x 18$, so what would happen is we gave $x$ a value between the two? Let us say that $x = 16$ $3(x + 2) 4(x - 3)$ $3(16 + 2) 4(16 - 3)$ $3(18) 4(13)$ $54 52$ Because our inequality works for $x = 16$, we know that $x$ can be greater than $x 14$ and can, therefore, be greater than all the answer choices except for answer choice K (the answer choice that gives us our largest possible value for $x$). This is enough to tell us that our final answer is K. Our final answer is, again, K, $x 18$ #2: Inequality Graph and Number Line Questions For these types of questions, you will be asked to identify a graph or a number line from a given equation. Alternatively, you may be asked to infer information from a given inequality graph. Either way, you will always be given the graph on the coordinate plane. We know that the sum of $x$ and $y$ must be greater than 1, so let us imagine that one of those two variables is equal to 0. If we say that $x = 0$, then y alone has to be greater than 1 to make the sum of $x$ and $y$ still be greater than 1. We also know that we indicate that a value is "greater than" on a graph with a dashed line at the value in question and a filled in area above the value. The only graph with a dashed line at $y = 1$ and that has a shaded area above this value is graph J. This means graph J is more than likely our answer, but let's confirm it just to be safe. Because the sum of $x$ and $y$ must be greater than 1, the alternative possibility to $x = 0$ and $y 1$ is that $y$ equals zero, so $x$ must be greater than 1. To show this, we would need a dashed line at $(1, 0)$ and a shaded area above it, all of which graph J has. Now, to finish confirming that graph J is indeed our answer, we would simply do what we did to locate the lower limit of our graph in reverse so that we can find the upper limit. If $x + y 2$, then, when $x = 0$, $y$ must be less than 2, and when $y = 0$, $x$ must be less than 2. This would give us dashed lines at $(0, 2)$ and $(2, 0)$, both of which are on graph J. Our final answer is J. #3: Finding Alternate Inequality Expressions The rarest form of inequality questions on the ACT will ask you to use given inequalities and find alternate inequalities that must be true based off this given information. Let's look at one of these in action, to better see how this type of question works. If $x$ and $y$ are real numbers, such that $x1$ and $y-1$, then which of the following inequalities must be true? A. $x/y1$ B. $|x|^2|y|$ C. $x/3-5y/3-5$ D. $x^2+1y^2+1$ E. $x^{-2}y^{-2}$ There are two different ways we can solve this problem, by plugging in our own numbers or by working through it based on our logic and knowledge of algebra. We'll go through both methods here. Solving Method 1: Plugging in Numbers (PIN) Because we have a problem with multiple variables in both the problem and in the answer choices, we can make life a little easier and give our variables numerical values. Now, we do have to be careful when using this method, however, because there are infinite variables to choose from for both $x$ and $y$ and so more than one answer choice might work for any given variables we give to $x$ and $y$. If two or more answer choices work, we must simply pick new variables- eventually only the correct answer will be left, as it must work for ALL values of $x$ and $y$. When it comes to picking our values for $x$ and $y$, we can also make life easy by picking values that are easy to work with. We know that we must divide both $x$ and $y$ by 3 in answer choice C, so let us pick values that are divisible by 3, and we know we must square our values in several answer choices, so let us pick numbers that are fairly small. Now let's just say that $x = 6$ and $y = -9$ (Why those numbers? So long as they fulfill the given information- and they do- then why not!) And let us plug these values into our answer choices. Answer choice A gives us: $x/y 1$ If we plug in our values, we get: $6/{-9}$ $-{2/3}$ This is NOT greater than 1, so we can eliminate answer choice A. Answer choice B gives us: $|x|^2 |y|$ If we plug in our values, we get: $|6|^2 |-9|$ $36 9$ This is correct, so we will keep answer option B in the running for right now. Answer choice C gives us: $x/3 - 5 y/3 - 5$ If we plug in our values, we get: $6/3 - 6 {-9}/3 - 5$ $2 - 6 -3 - 5$ $-4 -8$ This is correct, so we will keep answer option C in the running for now as well. Because B and C are both correct, we will need to come back and test them both again with different values later. Answer choice D gives us: $x^2 + 1 y^2 + 1$ $6^2 + 1 -9^2 + 1$ $36 + 1 81 + 1$ $37 82$ This is NOT true, so we can eliminate answer choice D. Answer choice E gives us: $x^{-2} y^{-2}$ $6^{-2} -9^{-2}$ $1/{6^2} 1/{-9^2}$ $1/36 1/81$ Now this is indeed true, but what if we had chosen different values for x and y? Let's say that we said $x = 9$ and $y = -6$ instead (remember- so long as the numbers fit with the given information, we can use any values we like). $x^{-2} y^{-2}$ $9^{-2} -6^{-2}$ $1/{9^2} 1/{-6^2}$ $1/81 1/36$ Whoops! Answer choice E is no longer correct, which means we can eliminate it. We are looking for the answer choice that is always true, so it cannot possibly be answer E. Now we are left with answer choices B and C. Let's look at them each again. While we saw that our values for $x$ and $y$ meant that answer choice B was indeed true, let's see what would happen if we choose a much smaller value for $y$. Nothing is stopping us from choosing -6,000 for $y$- remember, all that we are told is that $y -1$. So let us use $y = -6,000$ instead. $|x|^2 |y|$ $|6|^2 |-6,000|$ $36 6,000$ This inequality is NOT true anymore, which means we can eliminate answer choice B. This means that answer choice C must be the right answer by default, but let's test it to make absolutely sure. Let us try what we did with answer option E and reverse the absolute values of our $x$ and $y$. So instead of $x = 6$ and $y = -9$, we will say that $x = 9$ and $y = -6$. $x/3 - 5 y/3 - 5$ $9/3 - 5 {-6}/3 - 5$ $3 - 5 -2 - 5$ $-2 -7$ No matter how many numbers we choose for $x$ and $y$, answer choice C will always be correct. Our final answer is C, $x/3 - 5 y/3 - 5$ Solving Method 2: Algebraic Logic As we can see, using PIN was successful, but required a good deal of time and trial and error. The alternative way to solve the problem is by thinking of how negatives and positives work and how exponents and absolute values alter these rules. We know that $x$ must be positive and $y$ must be negative to fulfill the requirements $x 1$ and $y -1$. Now let us look through our answer choices to see how these expressions are affected by the idea that $x$ must always be positive and $y$ must always be negative. Answer choice A gives us: $x/y 1$ We know that any fraction with a positive numerator and a negative denominator will be negative. And any negative number is less than 1. Answer choice A can never be correct. Answer choice B gives us: $|x|^2 |y|$ An absolute value means that the negative sign on $y$ has been negated, so this might be correct. But y can be any number less than -1, which means its absolute value could potentially be astronomically large, and $x$ can be any number greater than 1, which means its absolute value might be comparatively tiny. This means that answer choice B is not always correct, which is enough to eliminate it from the running. Answer choice C gives us: $x/3 - 5 y/3 - 5$ Now let's look at each side of the inequality. We know that any fraction with a positive number in both the numerator and in the denominator will give us a positive value. This means we will have some positive value minus 5 on the left side. We also know that any time we have a negative value in the numerator and a positive value in the denominator, we will have a negative fraction. This means we will have some negative value minus 5 on the right side. We also know that a negative plus a negative will give us an even greater negative (a smaller value). If we put this information together, we know that the left side may or may not be a negative value, depending on the value of $x$, but the right side will only get more and more negative. In other words, no matter what values we give to $x$ and $y$, the left side will always be greater than the right side, which means the expression is always true. Now this should be enough for us to select our right answer as C, but we should give a look to the other answer choices just in case. Answer choice D gives us: $x^2 + 1 y^2 + 1$ We know that if we square both a positive number and a negative number, we will get a positive result, so the negative value for $y$ is no longer in play. This inequality will therefore be true if the absolute value of $x$ is greater than the absolute value of $y$ (e.g., $x = 10$ and $y = -9$), but it won't be true if the absolute value of $y$ is greater than the absolute value of $x$ (e.g., $x = 9$, $y = -10$). This means that the inequality will sometimes be true, but not always, which is enough to eliminate it. Finally, answer choice E gives us: $x^{-2} y^{-2}$ We know that a number to a negative exponent is equal to 1 over that number to the positive exponent (e.g., $5^{-3} = 1/{5^3}$). This means that each value will be a fraction of 1 over the square of our $x$ and $y$ values. This will give us two positive fractions and $1/{x^2}$ will only be larger if the absolute value of $x$ is smaller than the absolute value of $y$. But, because our $x$ and $y$ values can be anything so long as $y$ is negative and $x$ is positive, this will only sometimes be true. We can therefore eliminate answer choice E. This leaves us with only answer choice C that is always true. Our final answer is C, $x/3 - 5 y/3 - 5$ "Win a war," "Rock the ACT"- we'd say the two are basically one and the same. ACT Math Strategies for Inequality Problems Though there are a few different types of inequality problems, there are a few strategies you can follow to help you solve them most effectively. #1: Write Your Information Down and Draw It Out Many problems on the ACT, inequalities included, appear easier or less complex than they actually are and can lead you to fall for bait answers. This illusion of ease may tempt you to try to solve inequality questions in your head, but this is NOT the way to go. Take the extra moment to work your equations out on the paper or even draw your own diagrams (or draw on top of the diagrams you're given). The extra few seconds it will take you to write out your problems are well worth the points you'll gain by taking the time to find the right answer. #2: Use PIN (or PIA) When Necessary If all you know about $x$ is that it must be more than 7, go ahead and pick a value for $\bi x$. This will help you more easily visualize and work through the rest of the problem, since it is generally always easier to work with numbers than it is to work with variables. As you use this strategy, the safest bet is to choose two values for your variable- one that is close to the definition value and one that is very far away. This will allow you to see whether the values you chose work in all instances. For instance, if all you know is $x 7$, it's a good idea to work through the problem once under the assumption that $x = 8$ and another time under the assumption that $x = 400$. If the problem must be true for all values $x 7$, then it should work for all numbers of $x$ greater than 7. #3: Keep Very Careful Track of Your Negatives One of the key differences between inequalities and single variable equations is in the fact that the inequality sign is reversed whenever you multiply or divide both sides by a negative. And you can bet the house that this is what the ACT will try to test you on again and again. Though the ACT is not engineered to trick you, the test-makers are still trying to challenge you and test whether or not you know how to apply key mathematical concepts. If you lose track of your negatives (an easy thing to do, especially if you're working in your head), you will fall for one of the bait answers. Keep a keen eye. #4: Double-Check Your Answer by Working Backwards (Optional) If you feel unsure about your answer for any reason (because so many of the answer choices look the same, because you're not sure if you handled the issue of negative numbers correctly, etc.), you can work backwards to see if your expression is indeed correct. For instance, let us look at the inequality we had earlier, when talking about the function of negatives on inequalities: $10 - 4x 50$ Again, we would go through this just as we would a single variable equation. $-4x 40$ $x -10$ But now maybe that answer doesn't feel right to you or you just want to double-check to be sure. Well, if we're told that $x$ must be greater than -10 to fulfill the inequality, let's make sure that this is true. Let us solve the expression with $x = -9$ and see if we are correct. $10 - 4x 50$ $10 - 4(-9) 50$ $10 + 36 50$ $46 50$ This is correct, so that's promising. But we found that $x$ needed to be greater than -10, so our expression should also be INCORRECT if $x$ were equal to -10 or if $x$ were less than -10. So let us see what happens if we have $x = -10$. $10 - 4x 50$ $10 - 4(-10) 50$ $10 + 40 50$ $50 50$ The inequality is no longer correct. This means that we know for certain that the solution set we found, $x -10$ is true. You will always be able to work backwards in this way to double-check your inequality questions. Though this can take a little extra time, it might be worth your peace of mind to do this whenever you feel unsure about your answers. Ready, set? It's test time! Test Your Knowledge Now let's put all that inequality knowledge to the test on some real ACT math problems. 1. The inequality $6(x+2)7(x-5)$ is equivalent to which of the following inequalities?A. $x-23$B. $x7$C. $x17$D. $x37$E. $x47$ 2. 3. If $r$ and $s$ can be any integers such that $s10$ and $2r+s=15$, which of the following is the solution set for $r$? A. $r≠¥3$B. $r≠¥0$C. $r≠¥2$D. $r≠¤0$E. $r≠¤2$ 4. Which of the following is the solution statement for the inequality shown below? $-51-3x10$ F. $-5x10$G. $-3x$H. $-3x2$J. $-2x3$K. $x-3$ or $x2$ 5. Answers: E, E, E, H, D Answer Explanations 1. This is a standard inequality equation, so let us go through our solve accordingly. First, let's begin by distributing out our equation. $6(x + 2) 7(x - 5)$ $6x + 12 7x - 35$ $12 x - 35$ $47 x$ Because we did not have to divide or multiply by a negative, we were able to keep the inequality sign intact. And because the expression $47 x$ and $x 47$ mean the same thing, we can see that this matches one of our answer choices. Our final answer is E, $x 47$ 2. We are given two graphs with equations attached and we must identify when one equation/graph is less than the other. We don't even have to know anything about what these equations means and we do not have to fuss with solving the equations- we can simply look at the diagram. The only place on the diagram where the graph of $y = (x - 1)^4$ is less than (aka lower than) the graph of $y = x - 1$ is between $x = 1$ and $x = 2$ on the coordinate plane. In other words, this inequality is true when $x 1$ and when $x 2$, or $1 x 2$. Our final answer is E, $1 x 2$. 3. We know that $s 10$ and it must be an integer, so let us make life easy and just say that $s = 11$. Now we can use this number to plug into the equation. $2r + s = 15$ $2r + 11 = 15$ $2r = 4$ $r = 2$ We know that $r$ can be equal to 2 and that it is the nearest integer to our definition. This means that our answer will either be C or E. So let us now find which direction our inequality sign must face. Let's now try one integer larger than 11 to see whether our solution set must be less or equal to 2 or greater than or equal to 2. If we say that $s = 12$, then our equation becomes: $2r + s = 15$ $2r + 12 = 15$ $2r = 3$ $r = 1.5$ We can see now that, as $s$ increases, $r$ will decrease. This means our solution set will be that $r$ is equal to or less than 2. Our final answer is E, $r≠¤ 2$ 4. Though this problem is made slightly more complex due to the fact that it is a double inequality expression, we still solve the inequality the same way we normally would. $-5 1 - 3x 10$ If we think of this expression as two different inequality equations, we would say: $-5 1 - 3x$ and $1 - 3x 10$ So let us solve each of them. $-5 1 - 3x$ $-6 -3x$ Because we now must divide by a negative, we must reverse the inequality sign. $2 x$ And now let's solve our second expression: $1 - 3x 10$ $-3x 9$ Again, we must reverse our inequality sign, since we need to divide each side by a negative. $x -3$ Now, if we put the two results together, our expression will be: $-3 x 2$ Our final answer is H, $-3 x 2$ 5. Because we have a number line with two closed circles, we know that must use less than or equal to and greater than or equal to signs. We can see that the right side of the graph gives us a set of numbers equal to or greater than 3, which means: $x ≠¥ 3$ The left side of the graph gives us a set of numbers less than or equal to -1, which means: $x ≠¤ -1$ Our final answer is, therefore, D, $-1 ≠¥ x$ and $x ≠¤ 3$. And now, your reward for solving your inequality problems is oodles of Cuteness. The Take-Aways Inequalities are so similar to single variable equations that it can be easy to treat the two as the same. The test-makers know this, so it pays to be careful when it comes to your inequality questions. Remember the key differences (multiplying or dividing by a negative reverses the sign, and you can flip your inequality signs so long as you flip both sides of the expression) and keep careful track of the details to avoid all the common pitfalls and bait answers. After you've mastered the art of answering your inequality questions, that's another 5% of the test that you've dominated. You're well on your way to that score goal of yours now! What's Next? Want to brush up on any of your other math topics? Check out our individual math guides to get the walk-through on each and every topic on the ACT math test. Been procrastinating on your ACT studying? Learn how to get over your desire to procrastinate and make a well-balanced study plan. Running out of time on the ACT math section? We'll teach you how to beat the clock and maximize your ACT math score. Looking to get a perfect score? Check out our guide to getting a perfect 36 on ACT math, written by a perfect-scorer. 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 of practice 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:

Preperation for Transferring 25 Employees to France for Business Research Paper

Preperation for Transferring 25 Employees to France for Business - Research Paper Example Per the request made to determine the current political, business, and economic conditions in France, this research report gives a detailed account of the same in light of its importance to the ability of the employees to function in a new culture. The request necessitated a survey of the socio-cultural environment in France, including details of communication protocols and etiquette, French social life, and their business etiquette. These three factors will have a significant effect on the ability of your employees to be productive in France. Communication is especially important given that the French consider good communication skills as a sign of education and intelligence. For this reason, I investigated how written, verbal, and non-verbal practices can affect daily life, social interaction, and business operation. My preliminary recommendation is that the transfer of employees is feasible, particularly because your company already has some presence in the French market. If you d o decide to go act on the recommendations and transfer the employees, the research findings and recommendations cover possible scenarios and eventualities. It is my hope that the research report will form part of your guidelines in preparing your employees for the challenging but exciting socio-cultural changes and new business practices. V/r Shondrea A. James Executive Summary This research report sets out to attain three major objectives; to determine the economic situation in France, to find out the best business practices that employees moving to France would need to adhere to, and to identify opportunities and risks that would come with expanding the company in France. The paper also discusses the economic situation in France, French labor laws, and the country’s socio-cultural environment with information on these collected via primary and secondary means. As a senior member of the European Union, France is one of Europe’s and the world’s leading economies . The government maintains strong presence in some industries like public transport, power, and defense, which means that the electronics industry will have to make with some government regulation. The research study found that the labor costs in France have been increasing steadily over the past ten years, while their tax rates are similar to those of other countries with similar GDP to theirs. France is made up of a Latin and Celtic majority with several minority communities including Basque and North Africa. When communicating in France, it is important to note that verbal, non-verbal, and written communication is very important and have specific rules. With regards to their social life, the French value their food, take care of their families, take parenting seriously, and are generally private people with social stratification. Finally, business etiquette is very important with appointments being mandatory and their cancellation or delay requiring communication. The electronics industry is highly competitive in France with examples of the top brands including Mdp Finance, Navimo Group, Ten Power Industry Co., Laboratoire Biopharne, and Sealing Package Industrial. While the competition is tough, the French electronics indus

Mechanical Engineering- Mechanical Project Essay

Mechanical Engineering- Mechanical Project - Essay Example Other than strength and stiffness of materials, other properties like electrical conductivity could become essential when making material selection. The desired function of the intended structure remains the leading elements providing a guideline of material properties. When desired material properties cannot be achieved within any natural material, engineers must construct materials meeting the required structural properties. This includes combining different materials to produce a unique material having the desired chemical and physical properties. This combination of material could be attributed to the development of reinforcement technology utilised in changing properties of materials to meet structural requirements. In metallic materials, the combination of different materials, creating alloys continues to be utilised in enhancing strength of metallic elements. Steel, for example, remains a common utilised material for many engineering structures. The constituents of steel inclu de iron and carbon at different ratios, depending on the desired material strength. Iron remains a material prone to rusting and combination with carbon reduces the rusting property, attributed to iron. Composites could be described as materials made from a combination of materials having different physical and chemical properties, to produce a material with unique properties. The individual properties of the constituent materials become dissolved and the developed material exhibits independent properties (Waterman 2007). Different composites exist within the engineering industry,

The climate of the Earth Essay Example for Free

The climate of the Earth Essay The climate of the Earth is always changing. In the past it has altered as a result of natural causes. Nowadays, however, the term climate change is generally used when referring to changes in our climate which have been identified since the early part of the twentieth century. The changes weve seen over recent years and those which are predicted over the next 100 years are thought by many to be largely as a result of human behaviour rather than due to natural changes in the atmosphere The greenhouse effect is very important when we talk about climate change as it relates to the gases is believed that the effect could be intensified by human activity and the emission of gases into the atmosphere. It is the extra greenhouse gases which humans have released which are thought to pose the strongest threat. IMPACTS Scientists around the globe are looking at all the evidence around climate change and using supercomputer models to come up with predictions for our future environment and weather. However, the next stage of that work, which is just as important, is looking at the knock-on effects of potential changes. For example, are we likely to see an increase in precipitation and sea levels? Does this mean there will be an increase in flooding and what can we do to protect ourselves from that? How will our health be affected by climate change, how will agricultural practices change and how will wildlife cope? And what will the effects on coral be? And while it may be controversial some would argue that climate change could bring with it positives as well as negatives. FLOODING The UK has experienced heavy floods over the past decade, which have affected thousands of people and caused millions of pounds worth of damage. The rainfall in June and July 2007 was about 20% higher than ever seen before in records that go back to 1879. Although it is impossible to say this flooding was a result of climate change, some computer predictions say that we can expect to see more extreme weather events such as flooding in the future. The Met Office however project that while heavy summer rains may become more frequent, summers are likely to be drier overall, especially in the south of Britain. According to the Environment Agency, at present 2. 3 million homes and 185,000 businesses are at risk of flooding in England and Wales representing property, land and assets to the value of over ? 200bn. HEALTH The climate we live in affects many areas of our lives. The quality of the food we eat, the water we drink and our homes are all dependent on our climate and weather. Climate researchers predict that the UK climate will become warmer, with high temperatures in the summer becoming more frequent and very cold winters more rare. Winters will become wetter with heavier rain more common. Some scientists have suggested that a warmer world will be a sicker world. However there is not complete agreement that this will be the case. With winters becoming milder, there are likely to be fewer cold-related deaths. However, there is a danger that bacteria would now longer die-off seasonally during the prolonged cold spell meaning that diseases may spread more widely. More heat waves will increase the number of hot-weather related deaths while the number of cases of skin cancer has quadrupled in the last 30 years. High level of ground-level ozone will increase the prevalence of cardio-respiratory disease. Higher average global temperatures mean that diseases, or their carriers, may be able to move to areas that were previously too cold for them to survive. It is possible that a mild strain of malaria will become established in localised parts of the UK for up to four months of the year. Globally, there are likely to be more floods, more droughts and more storms, which will be accompanied by damage to our homes, food and water supplies and impact on our general health. An increase in flooding will promote the spread of water-borne diseases plus the growth of fungi, while droughts encourage white flies, locusts and rodents, all affecting food and water supplies and health. Climate change is likely to have an unequal impact on the world population. Those living in poor and developing countries are going to be less able to adapt to changes. The effects on general UK health are likely to be less severe than in other parts of the world. Health impacts are not likely to be confined to the human population wildlife will also be severely affected. WILDLIFE The affects of climate change arent going to be restricted to humans. The possible dangers for plants and animals throughout the world are a great concern to environmentalists. Birds, fish, and land-based animals are all going to be under threat as their habitats and climate alter. Plants, trees and shrubs are also going to have to adapt. Species are under threat in more than one way. Climate change is predicted to cause a number of weather extremes which could directly affect our wildlife, for example through flooding or storms. However the biggest concern is how the changes in weather will affect the habitats in which species lives. It is estimated 20-30% of plant and animal species will be at increased extinction if the temperature rises by more than 1. 5 2. 5C. Less snow in winter, warmer temperatures in summer and more winter rain will affect wildlife across the board. Sea level rises will reduce land area in some countries, which will instantly affect vegetation which is currently used for homes and foods by animals. WHAT CAN WE DO? Its not just policies and industries that need to be more climate-friendly; each individual has an impact on his or her environment. Choices that we make in our day-to-day lives can ? Affect the climate ? Turn off lights when you leave a room ? Only boil the amount of water you need in your kettle ? Turn off televisions, videos, stereos and computers when they are not in use they can use between 10 and 60% of the power they use when on ? Close curtains at dusk to keep in heat ? let your clothes dry naturally rather than using a tumble drier

Global Education and Local Communities :: Teaching Learning Schooling Papers

Global Education and Local Communities Let me begin with a summary of what I am going to say. Cyberspace is a new kind of reality, in some crucial respects less real, but in some respects more real, than the space of face-to-face encounters and of physical documents. Signs in cyberspace might be quite unconnected to any real-life states of affairs, they might be quite abstract, but often they are much less abstract than, say, signs in a printed book. As I will endeavour to show, communication in the world of printed books is, characteristically, the communication of abstract meanings among members of an abstract society, such as a modern nation. The communication of knowledge in an interactive audiovisual medium is less dependent on an extended process of education in some national - i.e. literary - language than was the communication of abstract, typographical knowledge in earlier ages. Successful navigation in cyberspace does however presuppose some specific training leading to appropriate combinations of technical skil ls and literary skills, the latter normally encompassing both a rudimentary English and one's mother tongue. Working out how in fact such a combination of skills can be taught and acquired, and exploring the ways in which local communities can form a suitable learning environment, are the goals of an ongoing research program in Hungary; I conclude by sketching some essentials of this program. The Ontology of Cyberspace In some crucial respects cyberspace is, obviously, less real than the space of face-to-face connections. One should recall here GÃ ©rard Raulet's profound study "The New Utopia", written in the 1980s, pointing to the spurious idea of "supplanting places by spaces", and to the gap separating symbolic "interactivity" from actual social interaction.[1] And one should recall the essentially consistent findings of an impressive array of empirical investigations showing that telecommunications, however dense and multidimensional the networks, do not have the effectiveness, let alone the emotional impact, of face-to-face encounters. Until the late seventies, such investigations focused, understandably, on the effects of the telephone. What they found was that although telephone contacts did of course make a difference when no other contacts were available, [2] the former, as contrasted with face-to-face contacts, had no great propensity to create new linkages. Telephone contacts are effect ive if they can rely on background information from earlier personal meetings, and if they are regularly reinforced by such.[3] The same pattern still holds when e-mail and teleconferencing enter.

Dream Analysis Essay

Dreams are often derived from the inner thresholds of an individual’s thoughts and repressed emotions. My dreams have been significantly complex, converging into metamorphic symbols that relate to significant past and present events. After a week of dream analysis, I believe dreams have an effect on both my conscious and unconscious thoughts. Analyzing these dreams has begun to reveal the inner meanings behind my thoughts, and lead to prosperous revelations. To correlate the meaning and reasoning of the concept of dreams, I have analyzed my most significant dream from the points of view of Sigmund Freud, Carl Jung and the activation synthesis methods. Upon the conclusion of my research, the theories of both Freud and Jung contain the most valid perspective as to the true meaning of my dream. Sigmund Freud was a brilliant Psychoanalyst, who opened new doors pertaining to how mental illnesses were treated. In the novel The World of Ideas by Lee Jacobus, he explains that Freud, in the minds of many, is recognized as the founder of modern Psychiatry (Jacobus 475). Freud developed the psychoanalytic method: which is the examination of the mind using dream analysis, Lee further explains that â€Å"the analysis of the unconscious through free association, and the correlation of findings with attitudes toward sexuality and sexual development† (Jacobus 75). Meaning, dreams can reveal more than what typically meets the eye. Jacobus explains that In Freud’s â€Å"The Interpretation of Dreams† he states, â€Å"the unconscious works in complex ways to help us cope with feelings and desires that our superego deems unacceptable† (Jacobs 475). Sigmund explains his methods by comparing it to two great plays that he felt expressed individuals having repressed emotions. Freud states â€Å"one merely carries on during the night and in dreams with what one has been turning over in ones mind during the day† (Freud 483). Meaning, if one has guilt or an undeniable pleasure that one can’t express, dreams will covey the ones incapable emotions. Jacobus further explains that Freud is conveying, â€Å"that dreams are wish-fulfillments† (Jacobus 477). For example in Freud’s prospective; he suggests that if one is to worry about a parent, it might really convey the unconscious wish that the parent should die. Freud’s main method in interpreting dreams was mainly focused on repressed emotions and the undeniable feelings towards sexuality and sexual feelings. Carl Jung and Sigmund Freud are very similar to the reference of batman and robin. Freud is being the character of batman, and Robin being Jung. Carl worked along side with Freud collaborating the mind through the interpretation of dreams. Just like any duo, Jung wanted to explore beyond what his leader justified as acceptable. Jung decided the unconscious content of one’s mind is based on just a theory, insisting that images in dreams are not only related to personal experiences, but are also inherited, exploring the unconscious component of the mind. It doesn’t only persist to just the personal unconscious, but also pertaining to the collective unconscious. In Jung’s The Personal and the Collective Unconscious, Carl interprets and re examines Freud’s speculations of the unconscious and explores different theories that explain the analysis of the mind. Jung agrees with many of Freud’s theories, but he branches out from his theories creating a diverse intellectual reasoning in which he connects it to different archetypes, further explaining dreams in terms of a â€Å"collective and personal unconscious†. Jung believed that archetypes described people’s behaviors and personalities. According to the Webster Dictionary Archetypes are visual symbols that exist in our mind, â€Å"some are clearly understood but others bring subliminal messages that are there to help you trigger your memory of why you are here and the truth behind the illusions of reality†. Jacobus further elaborates that Jung connects the archetypes to the analysis that explains the dream in terms of collective unconsciousness, which is shared by groups of people rather than created by the individual alone (Jacobus pg 489). Though Jung’s theories we deemed unacceptable in Freud’s eyes, his theories investigating the inner unconscious and conscious thoughts pertaining to inherited thoughts and symbolic archetypes, which revealed new ways of unraveling the inner workings of the complexity of the mind. My hands were shaking, lips quivering and my heart exploding. Everything seemed calm but my feelings enticed that something is terribly wrong. When the panic took hold, my heart rate picked up it’s pace. I could see my heart beating out of my chest so I wanted to believe that my eyes were deceiving me. Running on instinct I had no idea where I was going. All of a sudden right before my eyes a huge swirling hole of vast darkness appears. My body feels as if it is going limp, my breath is taking right out of my lungs, then suddenly I hear a scream. It was a horrifying scream, to make matters worse I see someone in the black hole. Nothing can me made out clearly, everything is so blurry. As my emotions run wild through my body, there is a known connection. It’s as if I can feel their pain and am thriving off of their emotions. I think to myself that I must save this person. I run to the black hole, but there is an invisible force that is preventing me from reaching them. The entirety of my soul goes numb as I coldly fall to the earth. Desperately gasping for air and an answer this person begins to disappear. I can feel everything that they are feeling. The feeling of being lost, the confusion of being hopeless and the madness that comes with anger. No matter how much effort was given, no matter how much I cared. There was nothing that could have been done. As my eyes opened, it was all a dream. Freud believed according to Jacobus that â€Å" The repression of important emotions, a constant process, often results in dreams that express repressed feelings in harmless and sometimes symbolic ways† (Jacobus 477). In Freud’s opinion he would probably insist that the person falling into the hole that I was desperately trying to help, is a symbolic emotion of having repressed guilty feelings. Insisting that I have a guilty conscious about something I have done or something or someone I have lost. Freud would also suggest that I have repressed sexual feelings for someone very close to me; even interpreting that the black hole is a symbol for guilty conscious or symbolizing my feelings of hopelessness, that I will never be able to have an intimate personal relationship with that mystery person. Lastly I feel that Freud could also interpret this dream as fulfilling a wish. Freud states â€Å"This worry can only make its way into the dream by availing itself of the corresponding wish; while the wish can disguise itself behind the worry that has become active during the day† (Freud 483). Meaning, maybe I wish that I could save that invisible person, or maybe I have repressed feelings because I never got to be openly honest with how I feel or how I want to feel with this individual. This dream correlates to many aspects that both Jung and Freud express in their studies. In Jung’s analysts he considers not only personal experiences as a factor to analyzing dreams, but information that we unconsciously know. In the hand out Traditional Archetypes it states â€Å"Carl Jung introduced a theory that humans have a collective unconscious, which means that there is a store of information that we as humans somehow hold. This collection of information includes archetypes or symbolic figures†. Interpreting my dream from Jung’s point of view, he would insist that this dream is unraveling a message, a bigger broader picture then someone just falling into a black hole. I feel that Jung would speculate that the person in the black hole could relate to the archetype of â€Å"The fatal women or temptress†. Prevailing, that this person in the black hole is holding me back, that this mystery person does not want to be saved, causing me to look like the weaker individual. Intentionally causing me pain and a guilty conscious. There are many archetypes that could be identified as the main character, the dreamer if you will. Jung could also interpret that I was the archetype of â€Å"the child† or â€Å"the victim† due to the feelings of helplessness and feelings of an emotional tragedy. The activation- synthesis methods would describe in my opinion the dreams of a younger child, or a person who may not be well connected with their dreams. In these methods, neutral brain activity triggers random visual memories that may or may not have relevance to one’s current situations. We can however get information about the dreamer from these methods due to the types of memories that are recalled. The reason I do not believe these methods are relevant to my dream is because this dream was very passionate. Although other dreams that I recorded did seem relevant to this theory, I believe that I chose this dream because it actually had some correlation to what is going on in my life. If I decided to analyze a more random simple dream that I had last week it could have been defined through the activation-synthesis method. The thread of dreams can be not only unraveled, but the thoughts and repressed emotions can be in disarray and difficult to properly express. Interpreting my dreams from the points of view of Sigmund Freud, Carl Jung, and the activation- synthesis methods not only helped me reveal the inner emotions that have been hidden behind the wall of sorrow. It has given a sort of gratitude that made me look at dreams in a whole new optimistic attitude. I have concluded that Freud and Jung’s theories have given a relevant perception as to what my dream mean, and what it revealed about my inner feelings.

Alternative Obligation Essay

GENERAL RULE: The right to choose belongs to the debtor/ obligor Except: When the right has been expressly granted to the creditor Right of choice of debtor not absolute. LIMITATION ON THE DEBTOR’S CHOICE (1) The debtor cannot choose those prestations which are (a) impossible , (b) unlawful ,or (c) which could not have been the object of the obligation. (2) Only one prestation is practicable (3) The debtor cannot choose part of one prestation and part of another prestation. (Art 1199) Communication of notice that choice has been made * The debtor must choose and communicate his choice to the creditor. * The alternative obligation will be converted into a simple obligation * The proof and form of notice may be made by orally or in writing, expressly or implied. Effect when only one is practicable * The debtor loses his right of choice when only one alternative prestation is practicable of performance. When debtor may rescind contract * If the debtor could not make a choice due to the creditor’s act of making prestations impossible, debtor may RESCIND the contract with damages. Rescission creates the obligation to return the things which were the object of the contact together with their fruits, and the price with its interest. * If the debtor is being prevented to choose only a particular prestation, and there are other available, he is free to choose from them, after notifying the creditor of his decision The effects of loss or impossibility of the alternative prestation BEFORE the right of choice is exercised. * Once the debtor has communicated his choice of alternative prestation to be performed to the creditor, the obligation becomes simple * If the chosen alternative is lost without the fault of the debtor, the obligation will be extinguished. * If the chosen alternative is lost due to the fault of the debtor, the obligation will be converted into monetary consideration in the form of damages. * Effect if one or some of the alternative prestations in the alternative obligation are lost BEFORE the debtor has communicated his choice to creditor * The consequence will really depend upon whether the right of choice was given to the debtor or to the creditor. A. When the right of choice belongs to the DEBTOR * If the loss is due to FORTUITOUS EVENT a) If all alternative prestation are lost, the alternative obligation extinguished. (Article 1174) b) If two or more alternative prestations remain, the debtor can still exercise his right of choice and choose from any remaining alternative prestation(Article 1200) c) If only one of alternatives remain, there is no more alternative obligation but only a simple obligation. * If loss is due to DEBTOR’s FAULT a) If all the alternative prestation are lost, the alternative obligation is converted into monetary consideration as indemnity for damages. The basis for the computation of the amount to be paid by the debtor will be the value of the last thing or service lost plus damages. b) If two or more of alternative prestation remain, the debtor can still exercise his right of choice and choose from any of the remaining alternatives (ART 1200) c) If only one alternatives remain, there is no more alternative obligation but only simple obligation. B. When the right of choice belongs to the CREDITOR * If the loss is due to a FORTUITOUS EVENT The effect s are the same as where the right of choice belongs to debtor * If the loss is due to DEBTOR’S FAULT a. If all the alternative prestations are lost, the alternative obligation is converted into monetary consideration as indemnity for damages. The basis for the computation of the amount to be paid by the debtor will be the value of any of object chosen by the creditor (because he is given the right of choice) plus damages. b. If two or more prestations remain, the obligation is still alternative . The creditor has the option to either: b. 1 choose from among the remaining alternatives b. 2 chose the lost object. The debtor will be then liable for the value of lost object chosen by the creditor plus the damages. FACULTATIVE OBLIGATION. * is one where only one prestation has been agreed upon but the obligor may render another in substitution * The right of choice belongs only to the DEBTOR * Once the substitution is made, the obligation is converted into a simple one to deliver or perform the substituted prestation. * The substitution also becomes effective only from the time the debtor communicates to creditor his choice to perform the substituted prestation. Alternative and Faculative Obligations Distinguised The differences are as follows : 1) Number of prestations Alternative- several prestation are due but compliance with one is sufficient. Faculative- only one prestation is due although the debtor is allowed to substitute 2) Right of choice Alternative- the right of choice may given to creditor or third person Faculative- the right to make substitution is given only to the debtor 3) Loss through a fortuitous event Alternative- the loss of one or more through a fortuitous event does not extinguish the obligation Faculative- the loss of the thing due extinguishes the obligation 4) Loss through fault of debtor a) Alternative- the loss of one through the fault of debtor does not render him liable. Faculative- the loss of the thing due through his fault makes him liable b) Alternative- where the choice belongs to the creditor, the loss of one alternative through the fault of the debtor gives rise to liability. Faculative- the loss of the substitute before substitution through the fault of the debtor does not render him liable. Effect on loss of the thing in Facultative Obligation BEFORE SUBSTITUTION * The debtor is not liable if the substitute prestation is lost whether due to his fault or to a fortuitous event. * If the original prestation is lost by virtue of a fortuitous event, the obligation is extinguished. AFTER SUBSTITUTION * The debtor is not liable if the original prestation is lost whether due to his fault or to a fortuitous event. * If the substitute is lost, the liability of the debtor depends upon whether or not the loss is due to his fault. FACULTATIVE OBLIGATION * is one where only one prestation has been agreed upon but the obligor may render another in substitution * The right of choice belongs only to the DEBTOR * Once the substitution is made, the obligation is converted into a simple one to deliver or perform the substituted prestation. * The substitution also becomes effective only from the time the debtor communicates to creditor his choice to perform the substituted prestation. Alternative and Faculative Obligations Distinguised The differences are as follows : 5) Number of prestations Alternative- several prestation are due but compliance with one is sufficient. Faculative- only one prestation is due although the debtor is allowed to substitute 6) Right of choice Alternative- the right of choice may given to creditor or third person Faculative- the right to make substitution is given only to the debtor 7) Loss through a fortuitous event. Alternative- the loss of one or more through a fortuitous event does not extinguish the obligation Faculative- the loss of the thing due extinguishes the obligation 8) Loss through fault of debtor c) Alternative- the loss of one through the fault of debtor does not render him liable Faculative- the loss of the thing due through his fault makes him liable d) Alternative- where the choice belongs to the creditor, the loss of one alternative through the fault of the debtor gives rise to liability. Faculative- the loss of the substitute before substitution through the fault of the debtor does not render him liable. Effect on loss of the thing in Facultative Obligation BEFORE SUBSTITUTION * The debtor is not liable if the substitute prestation is lost whether due to his fault or to a fortuitous event. * If the original prestation is lost by virtue of a fortuitous event, the obligation is extinguished. AFTER SUBSTITUTION * The debtor is not liable if the original prestation is lost whether due to his fault or to a fortuitous event. * If the substitute is lost, the liability of the debtor depends upon whether or not the loss is due to his fault.

Totalitarianism Maos China essays

Totalitarianism Maos China essays Mao turned China into a complete Totalitarianism state. It was the Communist ideology that ran the country. All social, political, economic, Cultural and intellectual activities were in some way controlled by Mao. Mao set many rules by which the people were to live by making China at the time, a totalitarianism state. At the time of Maos birth, Emperor Yuan ruled China in the Qing dynasty. The Qing dynasty had been controlling China since 1644 and had never been popular. Members of the Qing dynasty were called Manchus. Many Chinese by no means accept rule from the Manchus and many illegal secret societies were formed to try and weaken the government. A major conflict between these societies and the government was the Taiping rebellion led by Hung Hsiu-Chuan. Tens of millions of peasants joined the Taiping armies. They took over most of Southern China and the capital, Nan king (now Nanjing). They would have defeated the government, but the west intervened and supplied the Government forces with arms and soldiers. They did not want China to become strong. The forces beat the Taiping very quickly in one of the largest mass slaughters in History. The Chinese had become convinced that the West was now invincible. China had lost a large amount of national self-confidence. During Maos youth it was time for people to look for new ways to overcome these problems. Mao Zedong (1893-1976), also known as Mao Tse-Tung was born on December 26th 1893, in the small village of Shaoshan in the Hunan province. He came from a peasant family whose father had prospered from hard work. In Maos seventh year in his village school there was a large attempt to drive out all foreigners, which was defeated by an international force of 2100 men. Violence was beginning to move closer Mao. SanYat-Sen, the leader of the Chinese nationalists party (called the Kuomintang) believed that a change within the gover...

Facts About Hydrogen, Atomic Number One on the Periodic Table

Facts About Hydrogen, Atomic Number One on the Periodic Table Hydrogen is the element that is atomic number 1 on the periodic table. The element number or atomic number is the number of protons present in the atom. Each hydrogen atom has one proton, which means it has a 1 effective nuclear charge. Basic Atomic Number 1 Facts At room temperature and pressure, hydrogen is a colorless, odorless gas.While ordinarily classified as a nonmetal, the solid form of hydrogen acts like other alkali metals in the same column of the periodic table. Hydrogen metal forms under intense pressure, so it is not seen on Earth, but it does exist elsewhere in the solar system.The pure element bonds to itself to form diatomic hydrogen gas. This is the lightest gas, although it is not significantly lighter than helium gas, which exists as a monatomic element.Element atomic number 1 is the most abundant element in the universe. In terms of a sheer number of atoms, about 90% of atoms in the universe are hydrogen. Because the element is so light, this translates into around 74% of the universe by mass.Hydrogen is extremely flammable, but it doesnt burn without the presence of oxygen. If you were to place a lit match into a container of pure hydrogen, the match would simply go out, not cause an explosion. Now, if it was a mixture of hydrogen and air, the gas would ignite! Many elements can exhibit a variety of oxidation states. While atomic number 1 usually displays a 1 oxidation state, it can also pick up a second electron and exhibit a -1 oxidation state. Because two electrons fill the s subshell, this is a stable configuration. Atomic Number 1 Isotopes There are three isotopes that all have atomic number 1. While an atom of each isotope has 1 proton, they have different numbers of neutrons. The three isotopes are proton, deuterium, and tritium. Protium is the most common form of hydrogen in the universe and in our bodies. Each protium atom has one proton and no neutrons. Ordinarily, this form of element number 1 has one electron per atom, but it readily loses it to form the H ion. When people talk about hydrogen, this is the isotope of the element usually being discussed. Deuterium is a naturally occurring isotope of element atomic number 1 that has one proton and also one neutron. Since the number of protons and neutrons is the same, you might think this would be the most abundant form of the element, but its relatively rare. Only around 1 in 6400 hydrogen atoms on Earth are deuterium. Although its a heavier isotope of the element, deuterium is not radioactive. Tritium also occurs naturally, most often as a decay product from heavier elements. The isotope of atomic number 1 is also made in nuclear reactors. Each tritium atom has 1 proton and 2 neutrons, which is not stable, so this form of hydrogen is radioactive. Tritium has a half-life of 12.32 years.

Eat Drink Man Woman Assignment Example | Topics and Well Written Essays - 1250 words

Eat Drink Man Woman - Assignment Example A father remains emotionless, because he wants to seem a strong person and stay invulnerable. A conflict of generations, different problems of communication among family members are mistreated by family members and it is of great importance to have an ability to deal with the challenges of family life. Chu as the head of the family is positioned as a typical head of the Chinese family, but his ability of self-development enabled him and his family to be successful. Authority in the family There is a dynamical development of the family. Actually, this film is focused on depiction of daily affairs, emotions and feelings of every family. Sihung Lung is represented by the director as Chu, a master chef who cannot save his sense of taste. He had a business of his life and a feeling of taste is the way to earning money and living his life. His wife died and he has to take care about his 3 daughters. Jia-Ning (Yu-Wen Wang), the youngest one, makes many attempts to steal a boyfriend from her friend; Jia-Chien (Chien-Lien Wu) the Cosmo girl, who has no time for her own family; and the oldest, Jia-Jen (Kuei-Mei Yang), spends all her time with her father and sacrifices her own happiness in the name of his life. There is a great problem among all family members, because they cannot identify themselves. When love from outside interferes in their lives they do not know what to do and how to support their used way of living. There are so many emotional points and themes covered in this film that every viewer finds his own tunes of soul, which are harmoniously repeated by the director. Sihung Lung takes care about his daughters and the audience feels a great sympathy to this caring man. He knows that his family is tearing apart, and being a head of the family, he tries to put the family together. In accordance with a model of traditional Chinese family, where the father is responsible for education of their children and having the last word in the family meetings, Chu is more tolerant and emotional in relation to his daughters. A man makes many attempts to transmit his feelings to his daughters, but he cannot find appropriate words, but rather impresses them by cooking. A concept of food is one of the central integrative parts of the family life. In case family members are displeased with each other, they do not express negative emotions directly, but they make attempt commenting on food. Culinary arts is on the way of development in china and the director Lee makes an attempt to show culinary arts as a way of family unification. Traditional form of Chinese family To express a father’s love through cooking is an unusual form of feelings’ expression, because in the Chinese family a father plays a role of emotionally stable and a strong brave man, a head of the family. The situation is different in the film, because the father does not have his wife, he is a master chef and he has no son, but only three daughters. Communication in the family is mediated by means of culinary arts of the father. In such a way the director of the film expressed his unusual vision of an ideal Chinese family. Nevertheless, there is an evident emotional gap and a conflict of generations cannot be resolved by means of keeping silence only. The daughters and the father are united by invented family values. Eating dinner together in the kitchen is the most