Coping With Bipolar Disorder Through Self-Medicating With

Coping with Bipolar Disorder through self-medicating with Alcohol Brianna Moore East Stroudsburg University A common way to cope with bipolar disorder is through the use of alcohol. While some people with bipolar disorder cope with medication prescribed to them by a doctor, many other patients will depend on self-medication through the use of alcohol. Bipolar Disorder is a disorder when a person who suffers from it can have moments of depressive symptoms but also have episodes of mania. Bipolar disorder is also known as manic depression. Mania in a person can be described as having rapid thoughts, aggression, increased physical activity, and many more symptoms. The depressive symptoms in a person with bipolar can be†¦show more content†¦Serotonin is the reason for the mania in bipolar disorder whereas the other two chemicals is what creates depression and bipolar disorder. There are different ways to cope with bipolar disorder and the feelings that one feels when going through episodes. There are many ways to cope with bipolar disorder, some more effective than others. Ways that people with bipolar disorder cope are through psychotherapy, medications, substance abuse, electric shock therapy and more methods that are not mentioned above. Psychotherapy is a way of coping through talking with a counselor; this is able to hel p because the patient is able to talk about what is bothering them and the way that one is feeling at the time. However, bipolar disorder needs more then psychotherapy since it is a chemical imbalance. Bipolar disorder can be helped with medications that can help fix the imbalance. â€Å"Pharmacotherapy is still the essential treatment for the acute mania in bipolar disorder. The only drugs that were approved by the FDA were lithium and chlorpromazine.† (quote acute mania) As years went by the more new discoveries were made for different mood stabilizers to treat bipolar disorder. When being prescribed to any medication for mental illness, the therapist should make sure that they are giving the correct dosages for the patient and making sure the side effects if any, are not irrational or making the symptoms worse rather than better. One of the typical and most usedShow MoreRelatedSymptoms And Symptoms Of Bipolar Disorder2128 Words   |  9 PagesA dual diagnosis is when a pe rson presents a severe mental illness like bipolar disorder with a substance use disorder (Halter Varcarolis, 2014). Bipolar disorder is a mood disorder that can be characterized by either mania or hypomania and depressive episodes (Varcarolis, E, 2005). A manic episode is an elevated expansive or irritable mood lasting for at least 1 week. Hypomania episode is less severe than manic episode lasting for a duration of 4 days. A depressive episode has to be manifestedRead MoreThe Medicated Child Essay1196 Words   |  5 Pagesimpacted my mind. One of them was Jacobs story. It was sad to see how the persistent labeling with hyperactivity by preschool teachers took a 3 year old boy down to the pathway of a million American children, who were eventually diagnosed with bipolar disorder. Most of these children were forced to take several strong antipsychotic drugs and mood stabilizers already in their teens. It is widely known that early childhood is one of the most physically active period of the life, in which the childRead MoreThe Field Of Mental Health1275 Words   |  6 Pagesawareness of institutionalized behavior helped mold modern psychiatric practices by giving clients the opportunity to function in society. Since, the 1950’s development of psychotropic medications helped reduce many symptoms of mental disorders. Modern treatment for mental disorders is more drugged and counseling therapy based. A team of healthcare professionals work together to ensure the client’s mental, medical, and social needs are met. Clients and their family members are encouraged to participate inRead MoreAre We Over Diagnosing Adhd?2235 Words   |  9 Pagesperiod of time, have difficulties concentrating on their homework, talking excessively, easily distracted, and just daydreaming in class. The characteristics and behaviors mentioned are the diagnostic criteria for Attention Deficit/Hyperactivity Disorder (ADHD), but every child displays one or more o f those traits just by being children. For me these traits are all too common. When my son was five he shared some of these characteristics in school, he was disruptive in class, had a difficult timeRead MoreThe Issue Of Child Onset Schizophrenia Essay1612 Words   |  7 Pagesindividual (Butcher, Mineka, Hooley, 2014) It is also important to properly diagnosis schizophrenia in children, as there are similarities in symptoms for other DSM-5 diagnosis such as autism spectrum, oppositional defiant disorder, pervasive developmental disorder, and bipolar, among others (McDonell McClellan, 2007). Biological, Psychological, and Social Aspects of the Issue When diagnosing child onset schizophrenia, it is important to consider all aspects of the patient’s personal historyRead MoreMost Children Start Off Learning Most Of Everything They1696 Words   |  7 PagesMental illnesses are impacted by the individual’s environment, as well as the genes they inherit (Mayo). By taking a deeper look into the lives of these two plays’ characters, and the environments from which they come, a clearer picture of how mental disorders shape the lives of those afflicted and their loved ones begins to emerge. Dysfunctionality in the parental team can have negative effects on the development of their children. Both shows display a less than ideal home life for the characters. MaureenRead MoreEvaluation Of A Psychosocial Assessment By Doc Parole Officer Ward2413 Words   |  10 Pageswhen police raided the home for possible illegal firearms and drugs. The officers searched everyone in the home, and arrested 5 out of 6 individuals for possession of Methamphetamine with intent to distribute. The client reports she struggled through high school but graduated with a diploma. She would like to attend Pikes Peak Community College Culinary Arts Program once off parole. Ms. Smith reports she has limited life skills and had to learn survival skills at a young age. She is currentlyRead Moreabnormal psychology Essay4561 Words   |  19 Pagesï » ¿Running Header: Bipolar Life Bipolar Abstract This project will look at the character, Dr. Kay Jamison, from the autobiography, â€Å"An Unquiet Mind.† It summarizes the whole book which is based on her life experiences while dealing with bipolar. It describes how she was diagnosed with the disorder. This project discuss symptoms, causes, and treatments. It will talk about the defense mechanisms that Dr. Kay Jamison

Juvenile Court Essay - 1138 Words

The first juvenile court was established in Illinois in 1899. In the late 18th century children as young as seven could stand trial in criminal court and could be sentenced to prison or death. The perception of children was later changed and they were viewed as persons with undeveloped moral and cognitive capacities. This allowed the state of Illinois to intervene in the lives of children providing protection and care or supervision. The mission to help children in trouble was clearly stated in the laws that established juvenile courts. This led to the procedural changes between the juvenile and criminal justice systems. The similarities of the juvenile court system and the adult court system are the right to an attorney, the right to†¦show more content†¦Recent national trends in juvenile law have introduced two other mechanisms by which youth may be transferred to criminal court for trial: (a) statutory exclusion and (b) prosecutorial direct file. At the present time, more than half of these states provide a statutory exclusion. In states in which statutory exclusion is an option, age, and crime type (serious offenses such as murder or assault) are automatically outside the jurisdiction of the juvenile court. Therefore, the charge is filed directly in criminal court without any input from juvenile court judges (Salekin, 2001). A certification process is also used to certify a juvenile for the prosecution in an adult criminal court. There are several juveniles who contest their transfers to criminal courts and wish to remain in the juvenile justice system. Several important implications exi st for youths, depending on the nature of their offenses, their prior records, and the potential penalties the respective courts may impose (Snyder, 2003). The right circumstances for a juvenile case transferred to a criminal court may have advantages they would not otherwise receive in a juvenile court. There are both positive and negative implications of waivers for juveniles. One positive implication in juvenile court proceedings is considered civil and not criminal allowing the juvenile to avoid a criminal record. There are some court judges who show compassion for the juvenile sentencing them toShow MoreRelatedThe Procedures Of Juvenile Court1150 Words   |  5 PagesThe Pretrial Procedures of Juvenile Court Detention hearing process has been frown upon and detested ever since juvenile courts were created. The original purpose of detention was to hold the juvenile in a secure location until intake could review the child’s case and make a decision. Intake process is extremely useful to juvenile court and holds for several purposes. Case dismissal, informal adjustments, informal probation, consent decree, and petition are the five procedure purposes that theRead MoreJuvenile Courts Essay2414 Words   |  10 PagesThere is ongoing debate as to what should be done with juvenile courts. Should juvenile courts be abolished or just reformed? There are a number of reasons offered for each viewpoint, and the ultimate goal is trying to figure out which option would be most beneficial for juveniles. Juvenile delinquency is a continuous problem in the United States. It is also considered an issue that all of society needs to take part in trying to solve or at least diminish. Despite the number of social controlsRead MoreJuvenile Court Vs. Adult1452 Words   |  6 Pagespunishment they deserve the same. The difference between juvenile court and adult court have been distinct. The issue has been a controversial one for a long time. The two justice systems, juvenile court and adult court have been long established for decades. Both involve people accused of crimes with the basic individual rights in the court. According to Pacific Juvenile Defender Center, it stated, â€Å"Youth may be held under juvenile court jurisdiction from age 12 until age 21, or until age 25 ifRead MoreJuvenile Justice System And The Juvenile Court System1742 Words   |  7 PagesThe juvenile justice system varies from the adult justice system in many ways. For more than a century, the states have believed that the juvenile justice system was a means to ensuring public safety, by establishing and implementing a system that responds to children as they are maturing into adulthood. Today’s youths, however, are increasingly committing more serious crimes that in turn are raising the public’s criti cism concerning the modern juvenile justice system. There are those who are inRead MoreFavor Of Abolishing Juvenile Court1061 Words   |  5 PagesProponents of abolishing juvenile court claim that all crimes should be treated the same and children are no exception. They also claim that because a punishment is supposed to fit the crime teenagers who have committed high-level crimes deserve to be tried as adults. Another popular claim is that the adult court system lowers juvenile recidivism. What these individuals fail to see is the psychological trauma that adult courts have on adolescents. Instead of being tried as adults, children shouldRead MoreEssay on Juvenile and Adult Courts1740 Words   |  7 PagesJuvenile and Adult Courts: A Comparative Analysis Zanetta Eave, Tasha Harris, and Lee Blackmon CJA/374 July 29, 2013 Cory Kelly Introduction The â€Å"Juvenile and Adult Courts: A Comparative Analysis† paper will compare juvenile courts with adult courts. This paper will present an overview of the juvenile justice system, a point-by-point comparison between juvenile and adult courts. The adjudication process by which a juvenile is transferred to the adult court system. This paper will also discussRead MoreEssay on Juvenile Drug Courts1864 Words   |  8 Pages Drug Courts came about as a result of a backlogged court system and a steady, rapidly increasing prison population. Drug courts are a form of diversion that helps the offender through rehabilitation and the community through an increased sense of protection, which serves the best interest of everyone. Drug Courts are community based intermediate sanctions that incorporate treatment principles into the Criminal Justice System and divert drug offenders from traditional punishments of probationRead MoreJuvenile Justice Systems Courts and Corrections2319 Words   |  9 Pages Across the United States, the juvenile justice system’s courts and corrections are scattered with ineffective strategies that are formed which instead increases crime, the nation’s youth are endangered and the future of this country are damaged, billions of taxpayer dollars are put down the drain, and most importantly our mission for equal justice under the law is compromised. Over the past couple of decades, our understanding of how to take on delinquency has expanded in many different forms suchRead MoreJuveniles Should Be Tried During Adult Court1383 Words   |  6 PagesRaven Leal Ms. Huber AP Lang/Comp 6 6 March 2015 Juveniles Should Be Tried in Adult Court Kenzie Houk had everything going for her. She was twenty-six, engaged to the love of her life, and was eight-and-a-half months pregnant. In the late winter of 2009, her four-year-old daughter waddled in her bedroom, hoping to surprise her mommy with a good morning smile. Instead, she found her mother with a bullet through her head. Eleven-year-old Jordan Brown, the soon-to-be stepson of Kenzie Houk, was arrestedRead MoreThe Juvenile Court System is Distinct from Adult Courts Essay example1947 Words   |  8 Pagesassistance of counsel (Thrown Away, 2005). Medina’s story was featured in the 2005 series â€Å"Thrown Away† published by Human Rights Watch. The Juvenile Court System is Distinct from Adult Courts How can a 15 year old boy be sent to an adult prison for the rest of his life? In order to answer that question we must first understand the history of the Juvenile Justice System. Social conditions during the progressive era, 1890-1920, were characterized by large waves of immigration and an increase in

description of Dance Club Essay Example For Students

description of Dance Club Essay Young adults sometimes have a struggle to find something exciting and safe to do on the weekend. Its hard to find fun things that are not too dangerous. In the past, finding excitement has been a challenge for me, also, but in recent years I personally have found excitement in dance clubs and dance music. I find dance clubs, with large crowds of young people, usually eighteen years and older can be a place to let loose of the weekday pressures and just have fun. With the large crowds, clubs usually sell out and long lines form outside, with people waiting to get into the crazy environment of the club. Clubs usually are very well prepared for this scenario, of handling large crowds, by having an increased amount of security and enormous venues to accommodate the sell out crowds. Having such a huge amount of people waiting to get in makes security very uptight and sensitive. Guards make sure everyone is properly identified and they check every guy that gets in. This causes long lines that wrap around the club, like ants marching to their hill. One by one, guys are patted down for safety. Security makes sure no weapons or drugs are carried inside the club. As you wait outside, you hear the pulsating music of hip-hop and old rock-n-roll mixed into break beats and techno by the usually over priced D J. Everyone is so excited to get inside. Some people dance around outside like little toy robots, to the beat of the fast music. As the line continues to grow outside, you find excitement through the massive doors that everyone is waiting to walk through. Two steps inside and youre in a magical world of disco lights, laser beams, and the irreplaceable glow of black lights shinning on people. Everyone is smiling and having such a good time. You dont even realize youre packed in the club like sardines. The D J moves you in ways no one has ever done before. Mixing the loud music on the turn tables to the beat you desire to hear, the D J watches the half naked bodies of young men and women dancing around as if something has possessed their bodies. Men are wearing an under shirt, or no shirt at all, and pants. They eye the women who strut around in tank tops and tight dance pants or skirts, and who are smiling, and letting all their worries go away. The line at the bar is extremely frantic, with people getting water or their favorite alcoholic beverage. This is so important because perspiration is a major factor, and nobody wants to pass out from dehydration. As the big warehouse size fans blow as hard as they can, to cool down the sweaty bodies, you smell the musk of the guys and the sweet smell of perfume from the ladies as the cool breeze flow over the gigantic crowed on the dance floor. With the exhaustion of dancing to the frantic beat, some people choose to take a seat in the spacious, cool room furnished with large couches and chairs that are big enough for giants. Sipping cold water of alcoholic beverages, some people chat with their friends as they relax and try to catch their breath. Other people find tranquil peace by getting a massage from someone they know to help relax their tense muscles. As the walls have side shows of your favorite Disney movies or just some weird cartoons, many find peace and happiness in this way. After a long night of hearing music and watching happy people turn loose, nothing is better than knowing someday, you will do it all again. Clubs are a great way to let some craziness go and forget about the week that just went by. .ube2fcd153d6bc3a32c38fefac249c007 , .ube2fcd153d6bc3a32c38fefac249c007 .postImageUrl , .ube2fcd153d6bc3a32c38fefac249c007 .centered-text-area { min-height: 80px; position: relative; } .ube2fcd153d6bc3a32c38fefac249c007 , .ube2fcd153d6bc3a32c38fefac249c007:hover , .ube2fcd153d6bc3a32c38fefac249c007:visited , .ube2fcd153d6bc3a32c38fefac249c007:active { border:0!important; } .ube2fcd153d6bc3a32c38fefac249c007 .clearfix:after { content: ""; display: table; clear: both; } .ube2fcd153d6bc3a32c38fefac249c007 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ube2fcd153d6bc3a32c38fefac249c007:active , .ube2fcd153d6bc3a32c38fefac249c007:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ube2fcd153d6bc3a32c38fefac249c007 .centered-text-area { width: 100%; position: relative ; } .ube2fcd153d6bc3a32c38fefac249c007 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ube2fcd153d6bc3a32c38fefac249c007 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ube2fcd153d6bc3a32c38fefac249c007 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ube2fcd153d6bc3a32c38fefac249c007:hover .ctaButton { background-color: #34495E!important; } .ube2fcd153d6bc3a32c38fefac249c007 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ube2fcd153d6bc3a32c38fefac249c007 .ube2fcd153d6bc3a32c38fefac249c007-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ube2fcd153d6bc3a32c38fefac249c007:after { content: ""; display: block; clear: both; } READ: Right to Own an Architecture Essay But, reality will strike and you must return to work or school and your regular lifes schedule. These clubs are fun, while youre young, but one day it will all end and the excitement will be left behind. A forty-hour workweek and just sitting back enjoying your time off will come too soon. Until that time, I will still plan to enjoy the excitement of the dance clubs and continue to support the over priced D J, because of my addiction to the large crowds and the free spirit it has to offer.

Growth and Structural Changes in Employment †MyAssignmenthelp.com

Question: Discuss about the Growth and Structural Changes in Employment. Answer: Introduction: The paper critically discusses the statement The economy of the Peoples Republic of China has reached its Lewisian Turning Point, earlier than expected. In fact, much earlier, and the consequences for China and for the global economy could be tremendous. The model predicts that as the economic growth takes off in the low-income economy, workers shall move from the agricultural sector to industrial sector and a some point referred to the Lewis turning point, surplus labour in agricultural sector shall be depleted leading to sharply surged wages. The determination of the turning point is arrived at via the comparison of marginal product of labour (MPL) and wages in agricultural sector. Research has shown that the national turning of China took place in the year 2006, and hence there is a vast variation in timing of turning point on the regional level (Golley and Meng 2011). Researcher have understood this phenomenon by using the provisional level data in the estimation of the turning point between the years 1996 and 2011. The economy of China could have hit a period of key transformation, as in latest years firm economic forces have been impacting the labour market of China never witnessed. Wages in the manufacturing industry in China in the previous decades have been sharply rising, and in the course of period between 1998 and 2010, the average yearly real wage growth rate stood at 13.80%. Such steady growth in wages has been impacting the cost of production and the competitiveness of China in global market. Simultaneously, reports of shortages in Chinese labour in manufacturing industry have been often with Guangdong province alone being short of 2 million migrant workers in year 2004 (Cai 2010). Such an account aligns to casual observation of managers of the firms. Attraction of labour is increasingly getting difficult unlike in the previous where a queue of workers were waiting for opportunities of jobs, however, presently, it is getting harder for factories to land qualified workers, even if factories are persistently increasing the wages. In the past, abundance of large pool of workers and low costs of production remained the major advantages of economy of China, yet lately, development demonstrate that thing could have altered. A question is posed, is this the eventual state of labour market in China or is it merely a cyclical shortage? Several studies have attempted to present explanation to such a development with some turning to Lewis turning point obtain responses (Fang and Yang 2011). The theory of Lewis turning point was developed in 1954 by Arthur Lewis and examines the correlation between labour supply and wages variations in the course of economic development explained above. The arrival of the Lewisian turning point shall not only decrease the potential growth rate of China, but also have huge adverse impacts on prices, wages, income distribution, economic structure, international trade, government economic policies and direct investment. The Chinese economy is experiencing 2 turning points: 1 from a surge to a plunge in working age and another from underemployment to full employment in Chinese economic development course (Lewisian turning point). This has led to supply of labour shifting from surplus to shortage as seen below: Due to sharp migration of Chinese labour force, especially younger workers, from rural to urban regions, no excess workers in rural areas. The amount of migrant rural residents that left their household registration places hit 159 million in year 2011. The economy of China against this backdrop seems to have hit Lewisian turning point/full employment in process of development. No severe unemployment problem has resulted in the face of the present Chinese economic slowdown compared to past depression. Whereas the real wage growth rate was persistently and substantially lower than growth rate of real GDP till 1997, consequently, this pattern has been upturned as seen below: Rising Wages and Corresponding Impact The shift to labour shortage from labour surplus, shall have serious effects on economy of China via driving up wages. First, share of national income of workers will surge, assisting to decrease the income gap. The shift in labour market to sellers market from buyers market shall not solely culminate in increasing wages, but also enhance rights of workers by lessening working hours as well as accelerating household registration system reforms. Coupled with a decline in rate of unemployment, such enhancement shall account for social stability. Secondly, there will be a contraction in the regional gap. Provided that labour shortage and increasing wages are increasingly evident in coastal regions than in inland regions, the shift of industries from former to later is skyrocketing, especially in labour-intensive industries. Such a shift, is considered a local version of flying geese formation, has culminated in a trend of high growth marred with higher economic growth in inland regions compared to coastal regions right from year 2007. Consequently, the regional disparity that had endured to broaden previously, is currently tightening. Inflationary pressure shall surge. Indeed, when regression analysis is undertaken utilizing data since 1998, with rate of inflation for present quarter (explained variable) and economic growth rate (explanatory variable) for the past three quarters, analyst have reported a strong correlation between the 2 variables. Provided the arrival of Lewisian turning point, China faces an inevitable drop in potential rate of growth. This growth conceptually is constituted by the contribution of expansion of inputs of labour and surge in productivity of labour, and latter is able to be subdivided into expansion of inputs of capital and the surge in total factor productivity (FFP). Such changes in labour market shall become variables that shall restrain contribution of expansion of inputs of labour and those of capital thereby decreasing the potental rate of growth where TFP is constant. Lewisian turning point arrival will limit growth. The labour supply that was unlimited virtually in the previous, has reinforced economic growth in China. First, absorption of excess labour in agricultural sctor by industrial as well as service sectors has been contributing directly to GDP expansion. Secondly, shift of labour force from agriculturla sector along with corresponding low productivity, to industrial and service sectors along with higher productivity, has led to improvement in economy as a whole. The fact that surplus labour has kept wages at the low levels works in favor of cohort with high capital income that consequently culminate in high savings as well as high investment. Yet, the accomplishment of full employment implies that supply of labour to industrial as well as service sector shall drop. Together with a drop in rate of saving this will culminate in a drop in rate of potential growth (Huang and Jiang, 2010). Clear proof of already declined Chinese potential growth rate exists. The latest divergence between comparatively high rati of jon-offers-to-seekers denoting balance between supply and demand in market for labour alongside the comparatively low economic rate of growth are typical signs. The more rate of growth surpasses (fall short of) the rate of potential growth, the higher (or lower) is the ratio of job-offers-to-seekers sinnce the balance between supply of labor and demand for labour tightens (loosens). Where potential growth rate is fixed, a lower rate of growth need to drop the ratio of job-offers-to-job-seekers since the balance between supply of labour and demand for labour loosens in market for labour. Nevertheless, where potential rate of growth further drops together with real rate of growth, ratio of job-offers-to-seekers must stay high as it is currently, since the balance between supply of labour and demand for it does not broaden as seen below: Economic Development Trend Shift Whereas the Lewisian arrival imply that quantitative expansion of factor of production including labour and capital-growth drive will be challenging, it further mean that China shall be freed from the limitation of the need to create a huge quantity of jobs. Chinese GDP growth rate hit 10.40% per year between 1991 and 2011 whereas Chinese employment rate of growth stood at merely 0.8 percent (Fang, Yang and Meiyan 2009). The co-existence of high rate of economic growth and low growth in employment is referred to as jobless growth in China. Many economists recognize this phenomenon as a severe economic problem. Chinese government has been putting priority on labour-intensive industries development to secure employment. Nevertheless, the fact that Gross Domestic Product, denoting output, has growth by 10.40% yearly, whereas employment, denoting input of labour, has surged by merely 0.80% per year implies that yearly growth in productivity of labour has hit 9.60%, substantially accounting for economic growth. From this viewpoint, jobless growth is representable as the growth in absence of job growth or growth via increase in productivity of labour (Minami and Ma 2010). In case of full employment achievement (Lewisian turning point), growth from expanding employment would be increasingly foolhardy, if not unfeasible, subsequently, a surge in labour productivity-an increase in TFP especially-shall be most significant aspect to back rate of economic growth (Fang 2007). The government of China against such backdrop, has commenced to make top preference of its economic policy shift in economic development trend, mainly from growth on the basis of expansion of inputs to growth in terms of higher productivity, rather than emphasizing on creating jobs as in it did previously. The government is encouraging native innovation by Chinese firms to improve productivity. The government such 7 strategic emerging industries as regions on cultivating as energy conservation and environmental protection; next-generation info technology; biotechnology; high-end equipment manufacturing; new energies; new energy automobiles. Both government policies and market forces are presently encouraging shifts in economic development trend. Due to increasing wages linked to labour shortage, Chinese firms must work on investments in saving labour as well as cultivate novel business regions to improve competitiveness. On the basis of such efforts of Chinese government and firms, China is upgrading its structure for industries through the movement of resources out of the industries that are labour-intensive to those of higher value addition ones. This accounts for Chinas recognition as the global largest producer of automobiles as well as crude steel, the economys manufacturing industry has been shifting from light industries to heavy ones. Impact on Global Economy Provided that China is the global largest exporting economy and 2nd largest importing economy, the sharp changes in Chinese labour market and the subsequent shift in its economic development trend shall further have a substantial tremendous consequences/impacts on the global economy. First, in the international trade, such changes shall change the comparative prices of products and hence the Terms of Trade (ToT) (the relative price of exports to imports) of global economies engaged via changes in the exports and import structures of China (Cai 2008). China has been surging its exports of labour-intensive commodities, making use of comparative advantage of the countrys abundant labour force, whereas importing capital-and technology-intensive commodities like machinery as well as components from overseas. In this course, the ToT of China deteriorated in terms of declining prices for exported goods and increasing prices for imported goods whereas those of Chinas trading partners improved. This implies that China in essence transferred income to the trading partners. Yet, as labour moves to shortage from surplus, the comparative advantage of China is shifting to capital-and technology- intensive products from labour-intensive products. As the economys import of capital- and technology-intensive products shall be substituted by goods locally manufactured, whereas Chinas exports of labour-intensive products shall be curbed, both labour-intensive products supply and demand for capital-and technology-intensive products will decrease in the global market. As a consequent, the comparative price of labour-intensive products to the capital-and technology-intensive products shall increase, and, consequently, the ToT of China will improve. Whereas such a change in comparative prices shall be beneficial for the developing economies which primarily export labour-intensive products and import capital-and technology-intensive products, the developed economies which mainly export the latter and import the former shall be greatly hurt. Simultaneously, with respect to direct investment, the alteration in the comparative advantage of China is facilitating the shift overseas of labour-intensive products because of increasing wages and high rate of exchange (Cai and Wang 2010). The Chinas industrial restructuring that requires a large-scale factories relocation past its national boundaries, shall provide a golden opportunity for Southeast Asian economies and emerging economies like India with low cost of wages to accelerate their respective industrialization on the basis of inflow of direct investment. In ten years, products manufactured in China which are on shelves of one-hundred-yen shops in Japan, for example, could extinguish and be substituted by products in such other economies. Conclusion Detailed understanding of the Lewisian turning point model and the associated impacts on both Chinese economy and other global economies have been presented. China hit the full employment in 2006 and this has not only had negative effects in China but the spillages are being felt in other trading partners economies. References Cai, F. and Wang, M., 2010. Growth and structural changes in employment in transition China. Journal of Comparative Economics, 38(1), pp.71-81. Cai, F., 2008. Approaching a triumphal span: How far is China towards its Lewisian turning point? (No. 2008/09). Research Paper, UNU-WIDER, United Nations University (UNU). Cai, F., 2010. Demographic transition, demographic dividend, and Lewis turning point in China. China Economic Journal, 3(2), pp.107-119. Fang, C., 2007. Growth and Structural Changes in Employment in Transitional China [J]. Economic Research Journal, 7, pp.4-14. Fang, C., 2010. Demographic Transition, Demographic Dividend, and Lewis Turning Point in China [J]. Economic Research Journal, 4, pp.4-13. Fang, C., Yang, D. and Meiyan, W., 2009. Migration and labor mobility in China. Fang, C.A.I. and Yang, D.U., 2011. Wage increases, wage convergence, and the Lewis turning point in China. China economic review, 22(4), pp.601-610. Golley, J. and Meng, X., 2011. Has China run out of surplus labour?. China Economic Review, 22(4), pp.555-572. Huang, Y. and Jiang, T., 2010. What does the Lewis turning point mean for China? A computable general equilibrium analysis. China Economic Journal, 3(2), pp.191-207. Minami, R. and Ma, X., 2010. The Lewis turning point of Chinese economy: Comparison with Japanese experience. China Economic Journal, 3(2), pp.163-179.

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Proper Military and Professional Bearing Essay Example

Proper Military and Professional Bearing Essay Example Proper Military and Professional Bearing Paper Proper Military and Professional Bearing Paper Proper Military and Professional Bearing, Order, Discipline, and Respect IAW AR 600-20 FM 6-22 1. Military Discipline a. Military discipline is founded upon self-discipline, respect for properly constituted authority, and the embracing of the professional Army ethic with its supporting individual values. Military discipline will be developed by individual and group training to create a mental attitude resulting in proper conduct and prompt obedience to lawful military authority. b. While military discipline is the result of effective training, it is affected by every feature of military life. It is manifested in individuals and units by cohesion, bonding, and a spirit of teamwork; by smartness of appearance and action; by cleanliness and maintenance of dress, equipment, and quarters; by deference to seniors and mutual respect between senior and subordinate personnel; by the prompt and willing execution of both the letter and the spirit of the legal orders of their lawful commanders; and by fairness, justice, and equity for all Soldiers, regardless of race, religion, color, gender, and national origin. c. c. Commanders and other leaders will maintain discipline according to the policies of this chapter, applicable laws and regulations, and the orders of seniors. 2. Obedience to orders a. All persons in the military service are required to strictly obey and promptly execute the legal orders of their lawful seniors. 3. Military Courtesy a. Courtesy among members of the Armed Forces is vital to maintain military discipline. Respect to seniors will be extended at all times (see AR 600–25, chap 4). b. The actions of military personnel will reflect respect to both the national anthem and the national colors. The courtesies listed in AR 600–25, appendix A, should be rendered the national colors and national anthem at public events whether the Soldier is off or on duty, whether he or she is in or out of uniform. Intentional disrespect to the national colors or national anthem is conduct prejudicial to good order and discipline and discredits the military service. 4. Soldier Conduct a. Ensuring the proper conduct of Soldiers is a function of command. Commanders and leaders in the Army whether on or off duty or in a leave status, will- (1) Ensure all military personnel present a neat, soldierly appearance. 2) Take action consistent with Army regulation in any case where a Soldier’s conduct violates good order and military discipline. b. On public conveyances in the absence of military police, the person in charge of the conveyance will be asked to notify the nearest military police and arrange to have them, if necessary, take custody of military personnel. In serious situation s, such as physical assault, the person in charge of the conveyance will be asked to stop at the first opportunity and request local police assistance. In all such cases, the local police will be advised to telephone (collect) the nearest Army post or Army headquarters. c. When an offense endangering the reputation of the Army is committed elsewhere (not on a public conveyance) and military police are not available, civilian police will be requested to take appropriate action. d. When military police are not present, the senior officer, WO, or NCO present will obtain the Soldier’s name, grade, social security number, organization, and station. The information and a statement of the circumstances will be sent to the Soldier’s commanding officer without delay. If the Soldier is turned over to the civilian police, the above information will be sent to the civilian police for transmittal to the proper military authorities. 5. Maintenance of Order a. the Navy and Coast Guard shore patrols are authorized and directed to apprehend Armed Forces members who commit offenses punishable under the UCMJ. Officers, WOs, NCOs, and petty officers of the Armed Forces are authorized and directed to quell all quarrels, frays, and disorders among persons subject to military law and to apprehend participants. Those exercising this authority should do so with judgment and tact. Personnel so apprehended will be returned to the jurisdiction of their respective Service as soon as practical. Confinement of females will be according to AR 190–47. 6. Exercising Military Authority a. Military authority is exercised promptly, firmly, courteously and fairly. Commanders should consider administrative corrective measures before deciding to impose nonjudicial punishment. Trial by court-martial is ordinarily inappropriate for minor offenses unless lesser forms of administering discipline would be ineffective (see MCM, Part V, and chap 3, AR 27–10). b. One of the most effective administrative corrective measures is extra training or instruction (including on-the-spot correction). For example, if Soldiers appear in an improper uniform, they are required to correct it immediately; if they do not maintain their housing area properly, they must correct the deficiency in a timely manner. If Soldiers have training deficiencies, they will be required to take extra training or instruction in subjects directly related to the shortcoming. (1) The training, instruction, or correction given to a Soldier to correct deficiencies must be directly related to the deficiency. It must be oriented to improving the Soldier’s performance in his or her problem area. Corrective measures may be taken after normal duty hours. Such measures assume the nature of training or instruction, not punishment. Corrective training should continue only until the training deficiency is overcome. Authority to use it is part of the inherent powers of command. (2) Care should be taken at all levels of command to ensure that training and instruction are not used in an oppressive manner to evade the procedural safeguards applying to imposing nonjudicial punishment. Deficiencies satisfactorily corrected by means of training and instruction will not be noted in the official records of the Soldiers concerned. 7. Relationships between Soldiers of different rank a. The term officer, as used in this paragraph, includes both commissioned and warrant officers unless otherwise stated. The provisions of this paragraph apply to both relationships between Army personnel (to include dual-status military technicians in the Army Reserve and the Army National Guard) and between Army personnel and personnel of other military services. This policy is effective immediately, except where noted below, and applies to different-gender relationships and same-gender relationships. b. Relationships between Soldiers of different rank are prohibited if they- (1) Compromise, or appear to compromise, the integrity of supervisory authority or the chain of command. (2) Cause actual or perceived partiality or unfairness. (3) Involve, or appear to involve, the improper use of rank or position for personal gain. (4) Are, or are perceived to be, exploitative or coercive in nature. 5) Create an actual or clearly predictable adverse impact on discipline, authority, morale, or the ability of the command to accomplish its mission. c. Certain types of personal relationships between officers and enlisted personnel are prohibited. Prohibited relationships include- (1) Ongoing business relationships between officers and enlisted personnel. This prohibition does not apply to landlord/tenant relationships or to one-time transactions such as the sale of an automobile or house, but does apply to borrowing or lending money, commercial solicitation, and any other type of on-going financial or business relationship. Business relationships which exist at the time this policy becomes effective, and that were authorized under previously existing rules and regulations, are exempt until March 1, 2000. In the case of Army National Guard or United States Army Reserve personnel, this prohibition does not apply to relationships that exist due to their civilian occupation or employment. (2) Dating, shared living accommodations other than those directed by operational requirements, and intimate or sexual relationships between officers and enlisted personnel. This prohibition does not apply to- (a) Marriages. When evidence of fraternization between an officer and enlisted member prior to their marriage exists, their marriage does not preclude appropriate command action based on the prior fraternization. Commanders have a wide range of responses available including counseling, reprimand, order to cease, reassignment, administrative action or adverse action. Commanders must carefully consider all of the facts and circumstances in reaching a disposition that is appropriate. Generally, the commander should take the minimum action necessary to ensure that the needs of good order and discipline are satisfied. b) Situations in which a relationship that complies with this policy would move into non-compliance due to a change in status of one of the members (for instance, a case where two enlisted members are dating and one is subsequently commissioned or selected as a warrant officer). In relationships where one of the enlisted members has entered into a program intended to result in a change in their status from enlisted to officer, the couple must terminate the relationship permanently or marry within either ne year of the actual start date of the program, before the change in status occurs, or within one year of the publication date of this regulation, whichever occurs later. (c) Personal relationships between members of the National Guard or Army Reserve, when the relationship primarily exists due to civilian acquaintanceships, unless the individuals are on active duty (other than annual training), on full-time National Guard duty (other than annual training), or serving as a dual status military technician. d) Personal relationships between members of the Regular Army and members of the National Guard or Army Reserve when the relationship primarily exists due to civilian association and the Reserve component member is not on active duty (other than annual training), on full-time National Guard duty (other than annual training), or serving as a dual status military tech nician. e) Prohibited relationships involving dual status military technicians, which were not prohibited under previously existing rules and regulations, are exempt until one year of publication date of this regulation. (f) Soldiers and leaders share responsibility, however, for ensuring that these relationships do not interfere with good order and discipline. Commanders will ensure that personal relationships that exist between Soldiers of different ranks emanating from their civilian careers will not influence training, readiness, or personnel actions. 3) Gambling between officers and enlisted personnel. d. These prohibitions are not intended to preclude normal team building associations that occur in the context of activities such as community organizations, religious activities, Family gatherings, unit-based social functions, or athletic teams or events. e. All military personnel share the responsibility for maintaining professional relationships. However, in any relationship between Soldiers of different grade or rank, the senior member is generally in the best position to terminate or limit the extent of the relationship. Nevertheless, all members may be held accountable for relationships that violate this policy. f. Commanders should seek to prevent inappropriate or unprofessional relationships through proper training and leadership by example. Should inappropriate relationships occur, commanders have available a wide range of responses. These responses may include counseling, reprimand, order to cease, reassignment, or adverse action. Potential adverse action may include official reprimand, adverse evaluation report(s), nonjudicial punishment, separation, bar to reenlistment, promotion denial, demotion, and courts martial. Commanders must carefully consider all of the facts and circumstances in reaching a disposition that is warranted, appropriate, and fair. 8. Hazing a. The Army has been and continues to be a values-based organization where everyone is encouraged to do what is right by treating others as they should be treated- with dignity and respect. Hazing is fundamentally in opposition to our values and is prohibited. b. Definition. Hazing is defined as any conduct whereby one military member or employee, regardless of Service or rank, unnecessarily causes another military member or employee, regardless of Service or rank, to suffer or be exposed to an activity that is cruel, abusive, oppressive, or harmful. 1) Hazing includes, but is not limited, to any form of initiation rite of passage or congratulatory act that involves: physically striking another in order to inflict pain; piercing another’s skin in any manner; forcing or requiring the consumption of excessive amounts of food, alcohol, drugs, or other substances; or encouraging another to engage in illegal, harmful, demeaning or dangerous acts. Soliciting or coercing another to part icipate in any such activity is also considered hazing. Hazing need not involve physical contact among or between military members or employees; it can be verbal or psychological in nature. (2) When authorized by the chain of command and not unnecessarily cruel, abusive, oppressive, or harmful, the following activities do not constitute hazing: (a) The physical and mental hardships associated with operations or operational training. (b) Administrative corrective measures, including verbal reprimands and a reasonable number of repetitions of authorized physical exercises. (c) Extra military instruction or training. d) Physical training or remedial physical training. (e) Other similar activities. (3) Whether or not such actions constitute hazing, they may be inappropriate or violate relevant civilian personnel guidance, depending on the type of activities and the assigned duties of the employee involved. c. Scope. Hazing is not limited to superior-subordinate relationships. It may occur between peers or even, under certain circumstances, ma y involve actions directed towards senior military personnel by those junior in rank or grade to them (for example, a training instructor hazing a student who is superior in rank). Hazing has at times occurred during graduation ceremonies or similar military rites of passage. However, it may also happen in day-to-day military settings. It is prohibited in all cases, to include off-duty or unofficial celebrations or unit functions. Express or implied consent to hazing is not a defense to violation of this regulation. d. Command responsibilities. Enforcement of this policy is a responsibility of commanders at all levels. Commanders will devote particular attention to graduation or advancement ceremonies as well as other occasions or settings that might put Soldiers at risk for voluntary or involuntary hazing. These situations will be supervised properly, respectful of all participants, perpetuate the best of the traditions that the Army embraces, and leave all participants and spectators feeling proud to be a member of or associated with the U. S. Army. e. Command options. This paragraph is punitive with regards to Soldiers. Violators of this policy may be subject to Article 92 of the UCMJ (Failure to obey a lawful general order or regulation). Other applicable UCMJ articles include Article 80 (Attempts), Article 81 (Conspiracy), Article 93 (Cruelty and maltreatment), Article 124 (Maiming), Article 128 (Assault), Article 133 (Conduct unbecoming an officer and a gentleman), and Article 134 (Drunk and disorderly conduct, and/or Soliciting another to commit an offense). Civilian employees who violate this policy may also be subject to adverse action or discipline in accordance with applicable laws and regulations. Commanders should seek the advice and counsel of their legal advisor when taking actions pursuant to this paragraph.

Student Voice - Pandora's Box or Philosopher's Stone Essay

Student Voice - Pandora's Box or Philosopher's Stone - Essay Example From this research it is clear that the modern concept of allowing student involvement within the arena of teaching learning is relatively new to UK, though the concept is not new in other parts of the world. Despite the various recent modifications made within UK educational system, it is seen that students are rarely asked to take part, thus remaining largely unheard, during reform processes. To make education more representative, views of the students must be listened to and given its due importance. However, incorporating student’s voice does not merely involve modifying the results of the existing educational systems or locating resolutions to various existing problems. Instead, it deals with modifying processes, methods through which the students can affect the course of education. Here the authors believed that that UK educational system should be so reformed that it would function as per the student’s requirements, instead of the students adjusting themselves to the system. Such radical modifications entail changes at almost all levels, including changes within the basic UK educational culture, and the relationships between students, educationists, and the schools, where there must a disposition on the part of the educationists and policy makers to listen to the students. Students must necessarily be encouraged so that they are become more directly involved in decision-making processes related to their education. The notions of student voice includes various activities that promote discussion, speech, reflection and activities on issues that are related to learners along with its effects on teachers, school staff and the surrounding society. Often this method comprises of methods like peer support, buddying, and other measures that promote and allow the learners to air their opinions and bring about various suitable changes modifications. Such measures include the formation of the creation of school student councils, school boards having s tudents as members, students as members of staff appointment board, researcher-student and the enterprises for ‘child-to-child’ activities that promote leadership amongst the learners, while supporting ‘active citizenship’ through the cooperation of these learners in various community based activities and projects (Futurelab, 2006). In its attempt to bring in students’ voice, the UK Government has mentioned categorically its desire to create a more customised form of an educational system, where the mode of teaching would cater to the needs of the students, and not the other way round. This would be especially helpful for

Governments and Markets Research Paper Example | Topics and Well Written Essays - 750 words

Governments and Markets - Research Paper Example Review of the Speech Eliot Laurence Spitzer is an American citizen and lawyer. He is also a renowned commentator and politician. In his speech at Harvard University on government and marketplace, Eliot Spitzer addresses a wide variety of issues on the relationship between government and the economic domain. Basing his arguments on experience especially as a former state attorney general and a later as the New York governor, he discussed issues such as government intervention, the limits of government interference and means of reforming the corporate governance (Zimmerman, 2005). Gov. Eliot Spitzer divides his speech into three distinct and comprehensive areas. These are outlined as follows: the parameters of government intervention in the market place, response to the media cases and the reflection on proper governance. Eliot Spitzer observes that government involvement in the present-day American economy is limited. Gov. further divides his first subject of the speech into three are as of study. According to Eliot Spitzer, only the government can enforce rules relating to the integrity and transparency in the market place. ... He precisely points out the government’s weakness in carrying out unrealistic projects that he terms as â€Å"too big to fill.† According to him, too big to fill is too big not to fill. He further emphasizes that the US and its people needs new laws and not regulators who do not want to use the powers they have for the good of the economy. In accordance with his view, such regulators are only interested in creating crises of which they take advantage to get more power and promotions. On proper governance, he cites recent statistics on the ratio of the average CEO’s compensation to that of the average worker, which has unexpectedly grown from 40:1 to 550:1. On the other hand, he claims that the CEOs do not really provide value ten times the average worker in their respective places of work. He also criticizes the shareholders who are not interested in taking the much tougher task of reforming such corporations. Concepts Agreed with Eliot Spitzer’s view on t he role of the government in enforcing laws and regulations that relate to the integrity and transparency in the market is a brilliant idea. The market is only a single aspect in the coordination process of economic mechanisms (Stonehouse, 2004). The mechanism, however, consists of the market, government, and other firms. Without proper enforcement of non-price factors and laws, the market cannot function efficiently. The market mechanism can only handle gradual and secondary transformations. However, it is not enough to accelerate the development of supply competence and endorse self-motivated comparative advantage only. Consequently, some amount of government intervention is requisite to harmonize market forces at every level of market growth (Marquardt, 2012). However, the

Sixth Amendment Essay Example | Topics and Well Written Essays - 750 words

Sixth Amendment - Essay Example A ruling in a federal court backed the president's powers to confine an American citizen without trial for security purposes or when seen as aiding terrorist attacks, on a closer consideration of the sixth amendment the above action by the president is a gross violation of human rights as stipulated in the bill of rights (Shea, 58). The failure of the state to accord Padilla a speedy trial as allowed in the sixth amendment. Through the due process clause of the fourteenth amendment, which protects the, defendant from delayed trial since the time of indictment to the beginning of the case. The constitution allows a period of six months within which the prosecution should commence trial on all felonies, apart from murder cases; however, Padilla went through unlawful confinement for more than three years this indeed was a violation of the law. Padilla denial of the right to assistance of counsel or any attorney representative, in 2003 Paul.D.Clement then the deputy solicitor general. St ated in court that the accused had no right to a counsel assistance. On his attempt to challenge the president's declaration of him as an enemy combatant. He went on to argue that the laws of war do not recognize the rights of such an individual as in ordinary criminal law:, however, this was a complete contradiction. To the precedents of a similar situation where president Washington. Granted Major John Andre who was a British spymaster also Benedict Arnolds intelligence handler a public trial. According to Abadinsky in his book he stipulates well that going by to the practice of the judicial system an individual should stand trial in the state and district where the crime took place, however, while, in different detention centers, it was unknown where he could stand trial. Padilla went through solitary confinement, sleep deprivation among other inhumane treatments. Padilla faced enhanced interrogation, which also torture by international law. This was a gross violation of civil li berties in the pretext of safeguarding national security (Howard Abadinsky, 129). For the whole time in prison, Padilla faced of with witnesses against him which is not in line with the sixth amendment. Who's clause on confrontation provides the accused with the right of confrontation. To enable him meet with the witnesses face to face for cross examination. Through detention and denial of a speedy and public trial. Padilla did not exercise his right to call his own witness to counter the accusations as provided by the sixth amendment. In the compulsory process clause, which allows defendants. To introduce their own case during the trial, this would have compelled the prosecution to release evidence. For the benefit of Padilla prior to trial creating a fair chance of defense. Such violation in its own stance could qualify for the reversal of any conviction made before the defendant. Though the president claimed to have gained the powers from the congress. Through various resolutions , they become effected when the country is at war; however, it is worth considering that. The so-called war on terror was not war rather it was just a rhetoric. Since the congress is the only chamber that declares war, and it has never done so since world war two. In my own conclusion, it is evident that the unlawful detention of Padilla was a precedent to the abolition of the right to trial

Human sexual reproduction

Human sexual reproduction Introduction In human sexual reproduction, the males always produce sperms and the females produce ovum. Generally, the sperms and the ova are what are referred to as the gametes. These gametes contain chromosomes which are coiled threads of DNA and protein found in the nucleus of the cells. A chromosome is that which carries the hereditary information of an individual and constitutes of densely packed coiled up Chromatin. Sperm and Babys Sex The pairing of chromosomes is responsible for the different sexes evident in the human and widely on most of the animal species. Genetically sperms contain X and Y chromosomes while the ovum contains the X chromosomes alone. An individual with both the Y and X chromosome is referred to as the male while an individual with only the chromosome is the female. During normal fertilization a male always contributes one chromosome while the female contributes the other chromosome. Together they will form an individual. If the male contributes a Y chromosome then the resulting sex will be that of a male since the final set will be XY. However, if the male contributes an X chromosome the resulting set will be a XX and hence a female. A female in all the cases produces an X chromosome. This means the sperm is of importance since it will contribute the all important Y chromosome to male the child male. Possible Complicating Factors Although meiosis is a precise mechanism that separates the two sex chromosomes of a diploid cell into a single chromosome of haploid gamete cells, errors sometimes do take place. Nondisjuction is one of the commonest errors. Nondisjuction is the failure of chromosomes to separate properly during one of the stages of meiosis. This Nondisjuction error can produce gametes that contain either two sex chromosomes or no sex chromosome. Lack of sex chromosomes or having two sex chromosomes is a direct contrast to the normal condition of one sex chromosome. When either of these gametes joins with a normal gamete during fertilization, its result is a person with an abnormal count of sex chromosomes. This leads to a number of disorders. Most common disorders are turner syndrome and Klinefelter syndrome. Victims of turner syndrome are female in appearance but their female genital organs do not develop at puberty. They are also sterile. The turner syndrome is abbreviated as 45X or 45X0, where 0 denotes the absence of second sex chromosomes. People with Klinefelter syndrome are male in appearance and they too, are unable to sire children. Klinefelter is abbreviated as 47XXY. All babies must have x chromosomes for it contains a number of genes that are vital for normal human development. Other disorders, though not very common, which are as a result of nondisjunction are; the Down syndrome, Edward syndrome, Patau syndrome, triple x syndrome and XYY syndrome. Triple X syndrome is as a result of an extra x chromosome in female where as the XYY syndrome is as a result of an extra y chromosome in male. Victims of Edward syndrome usually experience abnormal development of body organs such as kidneys, intestines and the heart . Conclusion An X chromosome is absolutely essential for survival. Sex seems to be determined by the presence or absence of a y chromosome and not by the number of X. chromosomes. An example is the evidence of reported cases of people who have genotypes 48XXXY and 49XXXXY and are male in appearance. The Y chromosome contains a gene that switches on the male pattern of growth during embryological development. If this gene is absent, the embryo follows a female pattern of growth. Reference Komisaruk, B. R. (1986). Reproduction: Behavioral and Neuroendoctrine Behavior. New York Academy of Sciences, Papalia, D. E., Olds, S. W and Feldman, R. D. (2001). Human Development (8th Ed). McGraw-Hill Education

Personal Narrative: My Graduate School Thesis Essay -- Narrative Essay

There I was, poised with the first draft of my masters thesis, ready to jack it under the rear wheels of my car so that I could vent my anger and frustration. Never had I felt this kind of undiluted rage in dealing with a piece of writing. As far as I was concerned, the first draft was complete and therefore the entire piece was finished; however, my thesis advisor didn’t quite agree with me. A less deranged friend of mine talked me out of repeatedly backing over my thesis, and convinced me that it didn’t really matter if I did leave tire marks on it because I had multiple drafts on my disk. But still, I knew that it would just feel so good to leave some tire tread on the paper. I had not written a thesis as an undergrad, and I was looking forward to this process. It took some time for me to find a professor willing to work with me, but after a number of false starts, I finally came to Peter Heinegg’s door. My thesis was based on the disparate work of Nathaniel Hawthorne and radical feminist theologian Mary Daly. Each week that I left Peter’s office, I found myself laden with at least five books that he deemed absolutely crucial to my writing and thinking process. At one point, I needed an English translation of a German text, and when I finally secured it, I opened the cover to find that the work had been translated by Peter. It was somewhat humbling to work with him because he was so intelligent; however, he was an absolutely amazing teacher and I credit him with helping me to fully understand the impact that revision has on the writing process. At times, during the writing of our theses, my roommate and I were reduced to performing stupid hair tricks in the wee hours of the morning to entertain ourselves and to create som... ...them before they are ready to learn this. I am the eternal optimist, however, so we continue to work on the revision process. Being back in grad school has been an amazing experience because it has put me back in touch with my own process of writing; I am conscious of how I write in comparison to the way in which I expect my students to write. I find myself using the information that I share with them, although at times I feel the pressure that I must earn all A’s on my papers because if I haven’t mastered the process of writing, then I must be a bit of a fraud to be teaching it. But then I have to remember what I have learned about my own process, and what I continue to learn about my own writing process. I keep in mind the epiphany I experienced in graduate school, and I seek to share this information, for current or later use, with my students in the classroom.

Foreign Universities

I’ve often wondered how best to define education. I’d like to define education as the procurement of those preternatural skills which would enable a person to choose between what is right and what is not. Our Indian system of education since time immemorial has been sailing magnificently on the winds of hope, moral coherence and ethical values with the principal objective of making all of us good human beings as opposed to mere knowledge banks. As of today, ‘Indian Education’ is an immaculate melange of our conventional ideals of education, blended with infrastructural and technological boom, catering to the demands of modernization. Over the decades, we’ve produced some very fine men and women. From Swami Vivekananda to Sir C V Raman, from Amartya Sen to Rajendra Pachauri, they’ve all been fine lode stars of our educational system. I’ve never really been a fan of the Western Educational systems. Students there are bestowed with way too much unconditional liberty. They’re treated like empyreal emperors at a time when they should be ordered to shut their PlayStations and take a good look at their school books. There’s too much rationalism in there and very little humanism, which in a sense explains the reason for the rapid moral degradation among a significant number of students in the West. Look at the list of school related criminal attacks worldwide and you’d observe the US perched handsomely at the top. We read almost every week about teen shootouts, teen pregnancies and yet do not wish to speak about them in the open. ‘It’s taboo’. We, Indian students here, atleast under the fear of failure, the fear of humiliation, the fear of corporal punishment are compelled on to the right track as far as our pursuit of educational excellence is concerned. But the very fact that there exists no substantial force which can have similar influences on the students of the West is indeed quite a concern. Another factor working significantly against Western education is its exorbitant cost of education which almost puts it virtually out of reach for many middle class students world over. I know there’s been criticism of our Indian Educational system too. I know there’ve been people cynical of our ‘harsh’ and ‘stern’ methodology of education. But if the drilling exercise is a necessity for intellectual growth, a boon for the nation’s ambitions of having an educated electoral roll, the antidote for illiteracy and ignorance, the quintessential need for individual prosperity, then why not tread that path fearlessly? After all, it is only under pressure that coal turns to diamond. The dominant role of Indian Americans in the US economy is pretty noticeable as well. As of 2008, 4000 PIO professors and 84000 students made their way into US universities and Indian Silicon Valley entrepreneurs generate whopping revenue of $250 billion every year. Is it not ironical then that the well oiled products of our educational system are largely responsible for the economic boom of a ‘global superpower’? Who’s the Big Daddy now? Is this not tangible testimony of our profound educational prowess? Above all the number crunching and intricate statistics, above all the heated cacophony of debates and discussions, just one phrase rings euphoria and triumph in my mind. Vande Mataram. Nothing else. Thank you. I have just received a list of the top Universities of the world (1) University of Cambridge (2) University of Oxford (3) Harvard University (4) University of California 5) The Stanford University (6) University of Tokyo and it is certainly not a matter of great pride that the Indian Institute of Technology, Mumbai is ranked 30th and except the IIT's, not a single university has made to the top 50. it is — p. m and the speed is so fast that you might see another foreign university getting into this list by the time I finish my speech. Today's topic states â€Å"Should there be an entry of Foreign Educational Institution or University in India† and I stand here firmly opposing the motion. India right now has 487 Universities and 2200 colleges whereas the requirement is 1000 Universities and 35000 Colleges more. So foreign Universities is the only option left. Learning in a Foreign University has a definite advantage in terms of ambience, cultural environment and most of all provides an international mix. For India to become an economic superpower, we first need to become an educational superpower. The number of universities and institutions of higher learning are wholly inadequate to cater to the aspirations of a billion people – unless of course our purpose is to keep large sections of our population out of the education system. Having known different parts of the world and different types of institutions, I can say categorically that as far as the intellect is concerned, we are second to none. How we can overlook the sorry state of our universities and institutions of higher learning. Results are not announced in time. Evaluation is neither objective nor done with any sensitivity. Regulation in education still dates back to the license-permit regime that could do precious little for the country for over five decades.. Our Universities, have failed to impart education in all subject areas. Many new sciences and technologies are never introduced to our students immediately after their inventions. We tend not to care too much for quality, and are pretty complacent about what is acceptable standards. What we lack is a work ethic that nurtures excellence in all its manifestations. The ‘Chalta Hai' attitude is predominant and the only way to break it is to expose this mindset to global standards. Recently cabinet has approved Foreign Educational Institution Bill 2010. I salute Minister of HRD, Mr. Kapil Sibbal for this revolutionary move towards getting a class education in India. Afterall the bill upon becoming a law is sure to make it more convenient for domestic students to get world class education at their door steps. With this, I rest my case but not my thoughts. Thanks I’ve often wondered how best to define education. I’d like to define education as the procurement of those preternatural skills which would enable a person to choose between what is right and what is not. Our Indian system of education since time immemorial has been sailing magnificently on the winds of hope, moral coherence and ethical values with the principal objective of making all of us good human beings as opposed to mere knowledge banks. Over the decades, we’ve produced some very fine men and women. From Swami Vivekananda to Sir C V Raman, from Amartya Sen to Rajendra Pachauri, they’ve all been fine lode stars of our educational system. I know there’ve been people cynical of our ‘harsh’ and ‘stern’ methodology of education. But if the drilling exercise is a necessity for intellectual growth, then why not tread that path fearlessly? After all, it is only under pressure that coal turns to diamond. Look at the list of school related criminal attacks worldwide and you’d observe the US perched handsomely at the top. The dominant role of Indian Americans in the US economy is pretty noticeable as well. Is it not ironical that the well oiled products of our educational system are largely responsible for the economic boom of a ‘global superpower’? Who’s the Big Daddy now? Is this not tangible testimony of our profound educational prowess? Above all the number crunching and intricate statistics, above all the heated cacophony of debates and discussions, just one phrase rings euphoria and triumph in my mind. Vande Mataram. Nothing else. Thank you.

Linear Motion Lab Essays

Linear Motion Lab Essays Linear Motion Lab Paper Linear Motion Lab Paper 2. LINEAR MOTION In this experiment you will study the motion of an object in one dimension from a number of points of view. You will demonstrate how the variables of motion are related by differentiation and integration and investigate the relationship between potential and kinetic energy. Theory Why Study Motion? Motion is everywhere in the universe. Only at a temperature of absolute zero is the motion in any body truly absent. If motion exists then so also does energy. To the delight of the modern-day physicist the tools that were invented by Galileo Galilei, Isaac Newton and others 200 years ago to describe motion apply everywhere in the universe, from electrons in our own bodies to the farthest galaxy. The study of motion and of energy is at the heart of physics. This experiment deals with motion of the simplest kind, motion in one dimension or motion in a straight line. Kinematics and Dynamics The subject of motion is divided for convenience into the subtopics of kinematics and dynamics. Kinematics is concerned with the aspects of motion that exclude the forces that cause motion. In a manner of speaking, kinematics is focussed on the development of definitions: position, displacement, velocity, acceleration and on the relationships that exist between them. Dynamics widens the study of motion to include the concepts of force and energy. Definitions Position Kinematics begins with the idea of position. Suppose that we photograph an object moving to the left along a horizontal path at two instants of time and superimpose the images for study (Figure 1). We examine one image with a ruler and mark off the number of units that separate the object from the ruler’s zero. The zero is a reference or origin at a position of zero units by definition. The position of the object at any another place is, say x units. x is an instantaneous quantity since it applies to a specific clock time- the instant the photograph was taken. Position like length is a basic quantity and is dependent only on the unit used. But position involves direction also. In principle the object could be to our right or to our left. To include the information of direction we use a vector. The magnitude or length of the vector, say r, is r (or perhaps x), while the direction is to the right, meaning the object is to the right of the reference point. We could also agree that, by convention, the sign of x is positive in this particular case. Elapsed Time The two positions of the object in Figure 1 must be described with different vectors and different clock times. The photographs can be said to show two events, an initial â€Å"i† event and a final â€Å"f† event. There is now an elapsed time between the events equal to the simple difference: ?t = t f – t i , †¦[1] unit seconds, abbreviated s). Keep in mind that the concepts of clock time and elapsed time are different; an elapsed time is the difference between two clock times. L2-1 L2 Linear Motion 0 rf clock time tf object ri displacement ? r = rf – ri clock time ti object ? r = v ? t Figure 1. This drawing illustrates an object moving toward the origin (left) â€Å"photographed† at two positions. The corresponding clock times are indicated. Position, displacement and velocity vectors are given different head styles to emphasize their different natures. Displacement Displacement differs from position. In the elapsed time between the events the object moves from one position to another. The displacement is the difference between the two vectors describing the two positions: d. Eq[3] then becomes what is known as the instantaneous velocity ? dr ? =v. dt †¦[4] ? ? ? ? r = rf – ri , †¦[2] (unit meters, abbreviated m). Displacement, being the difference between two vectors, is also a vector. The displacement is negative in this case (according to our convention) since it points towards the origin. Velocity Average Velocity. Another quantity in kinematics is the average velocity. This is the displacement an object undergoes in one second of elapsed time. It is the ratio ? ? This quantity is abstract and tricky to imagine: it can be thought of as the average velocity that might be measured with a superior detection system over an infinitely short elapsed time (or the velocity at a specific clock time). In practice, with equipment available in a first year physics lab, it can be measured only approximately. If the displacement is known as an analytical function of time, r(t), then the instantaneous velocity at some clock time t0 is the tangent to the function at t0, or the first derivative of r(t) at t0. The finding of tangents is one of the objectives of this experiment. Acceleration The velocity of the object in Figure 1 may change with time. The velocity might decrease as a result of a force of friction between the object and the path. Or the velocity might increase if the path were not horizontal and a component of the force of gravity acts on the object. The time rate of change of the average velocity is called the average acceleration and the time rate of change of the instantaneous velocity is called the instantaneous acceleration. Both types of acceleration are defined as in eqs[3] and [4] with â€Å"v† subsituted for â€Å"r â€Å"and â€Å"a† substituted for â€Å"v†. ? ? r rf – ri ? = =v, ? t ? t †¦[3] (unit meters per second, abbreviated m. s–1). The average velocity, being a vector divided by a scalar, is a vector. The average velocity is negative here, too, since it points towards the origin. The magnitude of the average velocity is the speed. The elapsed time in eqs[1] and [3] is a finite interval. What would happen if this interval were infinitely small? Mathematically speaking, this amounts to taking the limit of eq[3] as ? t>0. The increments ? ust be replaced by the differentials L2-2 Linear Motion L2 Motion of an Object Whose Velocity is Constant In this experiment you will mostly be studying the motion of an object whose velocity is changing. However, for purposes of completeness we first consider motion at constant velocity. The case of an object moving t owards the origin on a horizontal plane is drawn in Figure 2. We suppose that the data pairs (t, r), where t is the clock time and r is the position are measurable at regular intervals by some detection system. Two such points when plotted on a graph might appear as shown in the upper half of Figure 3. A computer could be programmed to calculate the â€Å"average velocity† as the slope between the two datapoints and plot it as a point on a graph (lower half of Figure 3). The result is negative, the sign indicating the direction of the velocity vector. The computer software used in this experiment does something similar by finding the average velocity by averaging over the slopes between a number of datapairs (7 by default). Thus if a number of datapoints were measured and the results plotted on a graph, the result might resemble Figure 4. As the glider approaches the origin here the position decreases but always remains positive. The velocity remains at a constant negative value. The velocity is therefore just the derivative or the slope of the displacement versus clock time graph (or the slope of the position versus clock time graph here in one dimension). The velocity is seen to change little (if at all) with clock time and so the acceleration (decceleration) is very small. Motion Detector 0 clock time: tf rf clock time: ti ri positive displacement ? r = rf – ri v = ? r also to the left ? t Figure 2. An object is shown at two positions (events) while moving toward a detector on a horizontal plane. ti , ri ) Position ( tf , rf ) clock time Velocity ( tf , vf ) Figure 3. A graph of the two position-clock time datapoints described in Figure 2. Shown also is a point on the velocity graph as it might be generated from the slope between the two datapoints multiplied by the sign of the velocity vector. L2-3 L2 Linear Motion Figure 4. Typical position and velocity graphs as might be produced for an object mo ving as shown in Figure 2. Can you see how these graphs are consistent with Figure 3? Motion of an Object Whose Velocity is Changing with Time In this experiment you will mostly be ignoring the effects of the force of friction. However, for purposes of understanding it is useful to consider friction briefly. A small force of friction must exist between the glider and the layer of air on which it moves because the glider is seen to slow down. Friction acts opposite to the direction of motion (to the right in Figure 2) and therefore produces an acceleration also toward the right. This acceleration is often described as a decceleration in the sense that it is opposite to the velocity and describes a velocity decrease. (The object is slowing down. The velocity and acceleration versus clock time graphs in this case will resemble Figure 5. It is known from other experiments (â€Å"Simple Measurements†) that the force of friction, though small, has a complicated functional form giving rise to a decceleration that depends on the first (and sometimes the second) power of the speed. Gravity, unlike friction, is a constant forc e and is therefore much easier to deal with; the effect of gravity on motion we consider in the next section. Figure 5. Velocity and acceleration graphs for an object moving as shown in Figure 2 while subject to a small force of friction. Remember, graphed here are the magnitudes of the vectors multiplied by the sign corresponding to the direction of the vectors. Motion of an Object Whose Acceleration is Constant and Nonzero An object moving with constant non-zero acceleration down an inclined plane (neglecting friction) is shown in Figure 6. Its free body diagram is drawn in Figure 6b. Starting from the assumption that the acceleration is constant and nonzero we can develop the mathematics of the object’s motion using successive integration. If friction is negligible, then the L2-4 Linear Motion L2 agnitude of the force giving rise to the object’s movement is the component of the force of gravity along the incline, that is, where C2 is another constant of integration. C2 = r(0), the position at a clock time of 0 seconds; thus F = ma = –mgsin ? , †¦[5] r(t) – r(0) = 1 2 at + v(0)t . 2 †¦[9] where the minus sign means that the force vector points towards the origin. The glider†™s instantaneous speed at some arbitrary clock time t is obtained by integrating a from eq[5]: 1 v(t) = ? adt = at + C1 , where C1 is a constant of integration. C1 is the instantaneous speed at a clock time of 0 seconds, i. . , the quantity v(0); thus We can now make the following correspondence. If at event i we let ti = 0, then ri = r(0) and vi = v(0). Then we can also write for the event f, tf = t, rf = r(tf) and vf = v(tf). Then equations [9] and [7] take on the more familiar forms: rf – ri = and 1 2 at – v it 2 †¦[10] †¦[11] v f = vi + at . v(t) = v(0) + at . †¦[7] The glider’s position at the clock time t is found by integrating v(t) from eq[7]: r(t) = ? v(t)dt , = ? (at + v(0))dt , = 1 2 at + v(0)t + C2 , 2 †¦[8] In this experiment you can test these equations with the detection system and software several ways. Firstly, you can test if the position, velocity and acceleration data you collect really is described by functions of the form of eqs[10] and [11]. In other words, you can perform polynomial â€Å"fits† to the data, finding in the process the value of a. You can test the differential and integral relationships between the variables by invoking the options of slope and integral. These are some of the objectives of this experiment. ti , vi tf , vf Motion Detector rf m g sin ? 0 ? ? r = rf – ri (a) (b) ri posi tive N mg Figure 6. (a) A object is shown at two positions while moving down an inclined plane. The object’s free body diagram is shown in (b). The object is â€Å"pulled† toward the origin by the component of the force of gravity mgsin?. The acceleration is negative here according to the sign convention employed by the detection system. L2-5 L2 Linear Motion Work and Mechanical Energy In Figure 6 the object is shown moving down an inclined plane. It is therefore accelerating. Any time an object is accelerating, work is being done upon it. The concepts of force and energy take us in this section into the area of dynamics. The concepts of work and energy are closely related. The work done on a point mass2 by a net constant force F is defined Work-Energy Theorem the work done on an object goes to increase the object’s mechanical energy. This energy can be either kinetic energy, potential energy, or both. Both types of energy can be defined with reference to Figures 7 where an object of mass m is shown responding to an applied force in two ways. In Figure 7a the object is being moved to the left in our field of view along a horizontal, frictionless surface. In Figure 7b the object is being moved vertically upwards. Figure 7a enables us to define kinetic energy most easily. Figure 7b enables us to define potential energy. We first consider the former in the next section. ? ? W = F r = Frcos ? , †¦[13] (unit joules, abbreviated J). Here r is the object’s displacement vector and ? is the angle between the vectors F and r. (The symbol indicates the scalar or â€Å"dot† product of vectors. ) According to the F m hf Fg ? v = 0 F speed vf m ? h = 0 F speed vi m ? h reference position m Fg Figure 7. An object is shown responding to a force in two ways. In (a) the surface is horizontal and frictionless, so the work done by the source of the force F goes entirely into increasing the object’s kinetic energy. In (b) F is greater then the weight | F g | of the object by some infinitesimal amount so the work done by the source of the force goes entirely into increasing the object’s potential energy. F (a) hi (b) L2-6 Linear Motion L2 Kinetic Energy Suppose (Figure 7a) that we are able to measure the instantaneous speed of the object at the clock times ti and tf when the object is at positions ri and rf, respectively. The object is receiving a force F and is being accelerated. In general, F is not constant. The work done on the object between ri and rf is, from a generalization of eq[13] 3 1 1 = m? v 2 – vi2 ? . f ? 2 ? The work done is therefore the difference between two terms: W= 1 2 1 2 mv – mv . 2 f 2 i †¦[14] ? ? ? ? W = ? F dr = m? a dr = m? adr , since the vectors a and dr are parallel. Changing the variable of integration from r to v gives 4 If we call the expression mv2/2 the kinetic energy Ek, or the energy of motion, eq[14] can be written W = Ekf †“ Eki = ? Ek . †¦[15] dv dr ? , W = m? ? ? dt dt dt ? = m? v vdv , i vf In this particular case W is a positive number, i. e. , the kinetic energy of the object is increasing. The work done on the object is therefore equal to this increase in kinetic energy. This is one-half of the Work-Energy Theorem. Potential Energy If we assume in Figure 7b that the magnitude of the applied force F is insignificantly greater than the weight of the object acting downwards then the object moves upwards a distance ? h = hf – hi in some elapsed time at zero speed (thus acquiring negligible kin-etic energy). From the definition, eq[13], the work done on the object is W = E pf – Epi = ? Ep . †¦[17] ? ? W = ? F dr , = ? h mgdr . i hf Once again the work done is seen to be equal to the difference between two terms: W = mghf – mghi . †¦[16] If we call the expression mgh the potential energy of the object at the position h relative to the position 0 and denote it Ep we can write eq[16] as This is also a positive number. Thus the work done on the object is equal to the increase in the object’s potential energy. This is the second half of the Work-Energy Theorem. The change in kinetic energy is zero here. This energy is potential energy, gravitational potential energy to be exact. This is the energy an object possesses by virtue of its position relative to some reference position in a gravitational field. This energy is the work required (by us) to move the object (very slowly) to the final position from the initial, reference position. Now Figures 7 describe two idealized situations where the object is moving either horizontally or vertically. Should the object be moving on an inclined plane it will be moving at an acute angle relative to the horizontal and will therefore undergo changes in both kinetic and potential energy. One of the objects of this experiment is to study this general case. L2-7 L2 Linear Motion The Experiment Exercise 0. Preparation First Steps Identify the glider stowed on top of your air blower. Find the spacer. Identify the detector (the blue box) mounted just beyond the near end of the track) and the universal interface (ULI) board mounted on the front of the blower box. Simple Measurements You are going to log the glider’s mechanical energy so you need its mass. You can weigh it on one of the electronic balances in the lab. Measure the thickness of the spacer with the vernier caliper. The Air Track The object whose motion you will study is a glider on an air track (Figure 8). An air track is an ideal device for studying the motion of an object like a glider since it supplies a thin film of air on which a glider, having just the right shape, can move with reduced friction. Identify the air track’s two rear feet and its single front foot. Confirm that elastic bands are in place to serve as bumpers for the glider. The detector and associated electronics in the ULI board log the glider’s position at clock times you can select. The detector emits pulses of ultrasound at a frequency of 50 kHz. These pulses travel out from the detector through the air, reflect from the reflector on the glider and then return. Since the speed of ultra-sound in air at room temperature is known, the computer is able to calculate the distance of the glider from the detector (the position) by timing the round trip of the pulse. 5 To get velocity and acceleration, the computer makes several measurements and calculates averages and rates of change. Motion Detector near bumper far bumper single front spacer goes under front footpad ? X = (2. 29  ± 0. 01) m spacer Y Figure 8. The air track shown in an inclined position (scale is exaggerated here). X is the distance between the single front foot and the midpoint of the two rear feet. For all tracks X = (2. 29  ± 0. 01) m. L2-8 Linear Motion L2 Checks to Minimize Friction To ensure that your glider moves with minimum friction check the following: Motion setup should run. The Opening Screen The opening screen shows three narrow graph areas (one of which is shown in Figure 10). The position versus clock time graph should be currently selected (a box should be drawn around it). To select any graph move the mouse to position the cross-hair pointer over the graph and then click the mouse button once. Notice on the clock time axis of the graphs that the program is set by default to record for 10 seconds. The Expected Value of Acceleration Locate the spacer you will be placing under the front footpad of your track. Based on the geometry of Figure 8 what value of acceleration should you expect for your glider? You need this number in the formula for potential energy (next section). Entering Formulas LoggerPro automatically computes velocity and acceleration from the basic values of position it records, but it must be instructed to calculate energy (since energy depends on your glider’s mass). You have to enter the formulas into LoggerPro’s spreadsheet. To do this select Data New Column Formula. Figure 9 shows a fragment of the screen which then appears. On separate calls to New Column enter formulas for kinetic energy, potential energy and total energy as is shown in the figure. Pay attention to the common spreadsheet syntax (â€Å"*† means multiply, â€Å"^† means to the power of, etc. ) Notice that you can select variables and functions from the popdown lists. You enter velocity as â€Å"Velocity† which you can either type in yourself or select from the Variables popdown list. Take your time here. Your TA will help you with these tasks. The formula you will likely have the most difficulty with is potential energy. Convince yourself the formula can be written ? Ep = m x (expected value of a) x position. Or, in LoggerPro notation: ? If ON, turn any and all equipment OFF. ? In order to run properly, the â€Å"V† angle of your glider must match the â€Å"V† angle of your track. Read and follow the instructions on the blower box. Turn the air blower ON. In order to run properly, your glider must be supported by air at sufficient pressure. Read and follow the instructions on the blower box. ? ? Level Check Your air track must be level when you start this experiment otherwise your glider will experience an unaccounted for acceleration. To check for level first remove any spacer that might have been left under the front footpad of the track. Place your glider on the midpoint of the track and look for any drifting right or left. If your glider does drift adjust the screw on the front foot of the track to compensate. When the track is level your glider should not drift appreciably left or right. Setting up the ULI Board Turn the ULI board ON by means of the switch located in its lower right hand corner. A LED on the board should glow red or green. ? Booting LoggerPro To boot the program follow these steps: ? With the computer ON log into your account n the FISSURE server as you learned to do at the Orientation Workshop. (If for any reason you cannot log in you can save your work temporarily in the â€Å"Student Temp Save† folder on the local hard drive. In any case, you can log in and out at any time. ) On the local harddrive â€Å"Macintosh HD†, locate and open folders in this order: â€Å"Physics† †PHYA10 †02. Linear Motion†. Inside â€Å"02. Linear Motion† double click the icon Linear Motion. LoggerPro and the Linear ? ? L2-9 L2 Linear Motion m * (expected value of a) * â€Å"Position†. What is the expected value of â€Å"a† based on a 2 cm spacer? If later, you find you have made a mistake in typing and wish to modify or remove the column go back to Data Modify Column and correct your mistake. When ready click OK. Changing the Graph in an Area By the time you have finished entering these formulas you may observe that the label down the left hand side of the graph has changed (look ahead to the left hand side of Figure 10). You can change what is displayed in a graph area. To do this place the pointer over the label and hold down the mouse button. You can then select the graph you wish from the list of Columns to Plot. Do this now to change the label on the first graph back to r (m). Figure 9. A fragment of the screen which appears when you select New Column. Exercise 1. First Launch, More Options and First Observations The objective of this exercise is to obtain some data from a first launch, to explore a few options of the program and to examine the data qualitatively. First Launch After you have levelled your air track to your satisfaction place the spacer under the front footpad of the track. The track is now inclined by some angle. Now release (don’t push) the glider from the top end of the track. Make sure the glider’s reflector is facing the motion detector. It is suggested that you record data between two bumps of the glider with the lower end of the track. When you are ready, click the Collect button. Repeat a few times to get graphs to your liking. After 10 seconds you should see screens resembling Figure 10. You should have 6 graphs of information altogether: Position, Velocity, Acceleration, Kinetic Energy, Potential Energy and Total Energy (the last three you have to select using Option 1 below). Before you get down to serious business you may wish to investigate one or more of the following options. However, if you wish to bypass the options you can go directly to the section First Observations. Option 1. Changing the Graph in an Area Notice in Figure 10 the label â€Å"r (m)†. You can L2-10 Linear Motion L2 change what is displayed in a graph area. To do this move the mouse to place the pointer over the label and hold down the mouse button. A list of Columns to Plot will then pop down. Select the graph you wish to be displayed in the area from this list. Option 2. Number of Panes You may wish to display one graph at a time or as many as four graphs. To change the number of panes select View Graph Layout†¦. Then click on the number of panes selection you wish. Graph produced by LoggerPro, copied to the clipboard and pasted directly into Microsoft Word. Figure 10. A Position vs time graph. This is one of the six screens of information you have collected at this stage of the experiment. Option 3. Saving If you wish to save your experiment choose File Save As†¦. Make sure you save your file in your account space on the campus server or in the â€Å"Student Temp Save† folder on the local hard drive. Option 4. Preparing for Printing Eventually, you will want to print your graphs on the laserwriter printers in the physics lab as proof of your work. To prepare for printing, choose File Page Setup. Fill in your name and any comment you wish to have appear beneath your graphs on the printed page and then click OK. Your partner may change this later to print graphs for his or herself. Option 5. Printing Before you attempt to print anything on the laserwriter printers in the physics lab, confirm that your output will go to the printer you expect. Select Chooser LaserWriter 8, then confirm that the correct printer (Physics LaserWriterI or PhysicsLaserWriter2) is selected. If in doubt about a printing issue ask your TA. To actually print a graph choose File Print Graphs. First Observations Before you apply mathematics to your data in any experiment it is often useful to obtain an overall qualitative â€Å"impression† of your data to determine if it is â€Å"reasonable†. To this end consider these questions: Questions: ? With reference to eqs[10] and [11] do you have a graph which is quadratic in time? Linear in time? Which graph describes a constant (between bumps)? ? Your position versus clock time graph resembles the path of a projectile in two dimensional space. Why? ? Explain in your own words why the velocity and acceleration graphs have the form you observe. ? From your velocity versus clock time graph you should be able to find a clock time at which the velocity of the glider was zero. What L2-11 L2 Linear Motion was the acceleration of the glider at this clock time? If the velocity of a body is zero can its acceleration be non-zero? Explain. With LoggerPro’s tools you can call up instantaneous values and tangents. To see instantaneous values choose Analyze Examine. One of the graphs will resemble Figure 11. If you now choose Analyze Tangent the tangent or slope at the position of the cursor will be shown on the graph. By means of the tangent function can you demonstrate to your satisfaction the validity of eq[4] and its counterpart for acceleration? A few tests are sufficient because you will continue this study in Exercise 3. When you wish to turn Analyze OFF choose Analyze Examine a second time. A better test of the validity of eqs[10] and [11] is a polynomial fit. This you will do in the next exercise. Graph produced by LoggerPro, copied to the clipboard and pasted directly into Microsoft Word. Figure 11. One of the six graph screens with Examine turned on. As you move the cursor with the mouse the position and time are updated at the top left corner of the screen. Exercise 2. Fitting Functions to Data The objective of this exercise is to test the validity of eqs[10] and [11] by seeing if they can be fitted to the appropriate set of your data, position, velocity or acceleration. The result of the fitting will yield the acceleration â€Å"a†. This value you can then compare with the â€Å"expected value† of Exercises 0 and 1. Fitting To fit a function to your data first select (click on) the appropriate graph. Then choose Analyze Examine. Place the cursor at the beginning of the range you wish to fit, hold down the mouse button and drag over the range you wish fitted. Make sure the range you select does not include a bump (after all, you are interested in linear motion and a bump is defnitely non-linear). If you wish to fit a straight line choose Analyze Linear Fit. If you wish a different kind of fit (a quadratic for example) choose Analyze Curvefit. The result of a linear fit might appear as shown in Figure 12. For this process to succeed you must pay close attention to the function to be fitted and the terms to be included. For example, eq[11] is what kind of function of time? Linear? Quadratic? What is the slope? What is the intercept? If you wish more information on the linefit (more digits etc) double click on the bar of the information window. The result will resemble Figure 13. L2-12 Linear Motion L2 Fit Results Find the acceleration â€Å"a† from the results of the fit of all three graphs (position, velocity and acceleration). How do the a alues compare with each other and with the expected value? Comment on the quality of the fits. If the fits are good it can be said that the equations â€Å"describe† the data. Graph produced by LoggerPro, copied to the clipboard and pasted directly into Microsoft Word. Figure 12. A range of data on a velocity vs clock time graph has been selected (shown by the square brack ets) and fitted to a straight line. To request more information about a fit double click on the bar of the fit information window (Figure 13). Graph produced by LoggerPro, copied to the clipboard and pasted directly into Microsoft Word. Figure 13. The graph of Figure 12 showing more information about the linefit. The slope is now seen to be -0. 0897  ± 0. 0001. Cor is the correlation coefficient. Exercise 3. Differentiation and Integration The objective of this exercise is to investigate how the variables of motion are related by differentiation and integration. Differentiation (Slope Studies) Identify the sections on the position versus clock time graph where the glider is moving towards and away from the origin. Explain in your own words why the position increases or decreases and when. Is the value obtained for the slope of the position versus clock time graph at some arbitrary clock time consistent in magnitude and sign with the value given for the velocity? Is the value obtained for the slope of the velocity versus clock time graph consistent in magnitude and sign with the value given for the acceleration? A few tests will suffice. L2-13 L2 Linear Motion Integration (Area Studies) Comparing two variables of motion related by differentiation- when one is the slope of the clock time graph of the other- is easy. But what if the relation is integration? To prepare ourselves we put eqs[9] and [10] in this form: (t 2 ) – r(t1 ) = ? t v(t)dt , 1 t2 †¦[18] where t1 and t2 are, of course, the clock time limits. As preparation for the following studies describe eq[18] in your own words. What does its left hand side mean? What does its right hand side mean? You might wish to include in your word description the phrases â€Å"difference between† and  "area under the curve of†¦ † or other equivalent phrases. Pay attention to the clock time limits. If you understand this expression enough to explain it in your own words you will have no trouble with the following activities. Calculating the area under a curve is easy with the software supplied. LoggerPro will compute the area under a region of a curve you select, i. e. , between two limits. You must first select the region by dragging with the mouse as was illustrated in Figure 12. Pick a region of the velocity versus clock time graph between two bumps (which is linear) and drag over the region to select it. Next choose Analyze Integrate. Your result might resemble Figure 14. Do your best to confirm eq[9]. Repeat in a similar fashion for the relationship between the velocity and acceleration. Graph produced by LoggerPro, copied to the clipboard and pasted directly into Microsoft Word. Figure 14. A velocity vs clock time graph showing an integration. The area under the curve for the time limits chosen is 0. 222 m/s/s. Other Features and Other Questions There are other features of the graphs whose interpretation involves interesting physics. For example, explain in your own words and with sketches why the features shown in Figures 15a and 15b appear on the velocity and acceleration graphs. Why does the acceleration go from zero to a maximum positive value then drop to zero again? Explain why both â€Å"positive† and â€Å"negative† bumps appear on the acceleration graphs. Does the magnitude of the velocity have the same value after, as before, a bump? What does this say about the kind of collision at the bump? L2-14 Linear Motion L2 Figure 15. Interesting structures in the velocity and acceleration graphs. Exercise 4. Energy The objective of this exercise is to examine as many aspects of energy as time permits. Viewing the Energy Graphs To view the energy graphs follow the procedure of Option 1 of Exercise 1. Your total energy graph may or may not resemble Figure 16. Observations and Questions Explain in your own words the characteristics of the kinetic energy graph. That is, answer or otherwise account for the following (interrelated) questions: Conservation of Energy Questions: ? Is mechanical energy conserved in this experiment? If not, why not? ? Why are the potential energy and kinetic energy graphs curves and not straight lines? Energy Loss Of course, friction is present here and does account (at least partially) for the decline in total energy. Explain how you might calculate the total energy lost per second? Other Questions What might be another source of energy loss besides friction? How would you go about quantifying this loss? ? ? ? What accounts for the â€Å"dips† in the kinetic energy graph? The dips in the kinetic energy graph show that the kinetic energy is zero for a brief instant. How is it possible for the glider to lose all of its kinetic energy and then regain it again? Describe all instances of work being done and by what agent. ? ? Graph produced by LoggerPro, copied to the clipboard and pasted directly into Microsoft Word. Figure 16. A total energy vs clock time graph. The energy is nearly a constant here at just under 0. 05 J. It would still be useful to find the energy lost per second from a linefit. L2-15 L2 Linear Motion Physics Demonstrations on LaserDisc There are many physics demonstrations on laserdisc dealing with motion in one dimension. Here are just a few of them: from Chapter 2 Linear Kinematics Demo 01-08 Constant Velocity Demo 01-11 Constant Acceleration from Chapter 3 Linear Dynamics Demo 03-01 Air Track Friction Stuart Quick 2003 End Notes for Linear Motion 1 2 If you can’t follow the calculus here go directly to the main equations [10] and [11]. By point mass is meant an object whose internal structure is to be neglected. Or in other words, a point mass is an idealized object of mass m of infinitely small size. Some of the work done on an object of finite size could conceivably go into increasing the object’s internal energy, something we wish to avoid here. In this guidesheet the word object will mean point mass. 3 If you wish to bypass the calculus go directly to the main results, eqs [15] and [16]. 4 5 This change is effected by putting a = dv and dr = dr dt. This is similar to how a bat sees in the dark using its own kind of ultrasound. It is also how a Polaroid autofocus camera determines the distance to an object to focus properly. Similar principles apply to ultrasound devices used in medicine and to various range-finding devices. dt dt L2-16