Jetblue Airline Company

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

Theory of career development essays

Theory of career development essays There are many ways to develop theories of career development. Mainly the ideas result from personal experience including but not limited to sociological, economic, family life and environmental conditions. Other reasons why people make career decisions rely on personality and inner self. There are many theories to refer to but as our world changes everyday in many ways so does career development. As we become aware of those changes , we are challenged to develop new theories in order to adapt to the new variations in our society. Our society in which we live in has a great impact on developing a theory. It is the background and common ground that conditions and guides our behavior to choose our career. This effect may be considered a general factor but it is the greatest factor. In order to survive in society, compliance must take place. Society presents certain rules and abidance is necessary for conformity. Society depicts what is considered as acceptable behavior, family life, available resources, freedom, environment, economics, and ultimately career choice. The only possibly resilient factor to societal pressure and conditions may be the inner self which motivates individuals and sets people apart from one another. Career development is a continuous process due to the changes in society and environment. Super's concept includes economic factors influencing career development and relates them to society and labor market. The economic influence is manifested in family life and status. One's financial background affects career background. Financial security is a partial factor and can act as one less obstacle towards reaching career goals. Although financial aid is readily available, family background and wealth may result in higher expectations. It is very common to see many families with several members carrying out the same tradition of either being doctors, lawyers or related careers. Family traditions and va...

Is Technology an Addiction or an Essential Device in Our Everyday Research Paper

Is Technology an Addiction or an Essential Device in Our Everyday Lives - Research Paper Example Is Technology an Addiction or an Essential Device in Our Everyday Lives? The intent of this brief analysis will be to understand whether or not the way in which humanity currently interacts with technology is on the whole helpful or harmful – or whether it exhibits key aspects of what can be understood to be an unhealthful and addictive relationship of dependence. Firstly, it does not take a great deal of analytical or scientific discovery to realize that the way in which technology has reshaped and classified our world is without question. Moreover, a sociological increase into the way in which technology has shifted interpersonal dynamics, relationships, and communication has been conducted by a variety of researchers and convincingly pointed to the fact that the current era of texting, instant messaging, Facebook et al has significantly decreased the amount of time that individuals spend in face-to-face communication and has moved society convincingly towards something of a more introverted nature. Although introversion in and of itself is not n ecessarily a poor character trait, it must be noted that the overuse and reliance upon these technological tools which have already been discussed has created a dynamic by which formerly extroverted individuals are merely introverted and carrying out a great deal of interpersonal communication that one might otherwise carry out face-to-face via the Internet or other technologically enabled means (Bosetti, 2010). However, communication is not the only thing that suffers from an overdependence upon technology. As will be discussed next, memory recall and the perennial knowledge that any and all information can be readily retrieved has created a situation in which memory and the ability to recall tidbits of information are placed at a much lower premium than they might have been in an era in which the likes of Google or other prominent technological means by which data can be retrieved had existed. Again, it does not take a great deal of imagination to envision an era in which it was n ecessary for the schoolchild, or even societal shareholder, to be nominally familiar and remember such information as capitals of states, a rough understanding and appreciation for the order and number of presidents, how many chromosomes exists in human DNA, who the first woman in space was, for the year in which the state of Israel was created (Schimmenti & Caretti, 2010). As can be seen, there is something to be said for the amount of memory recall that individual can possess and leverage as a means of readily interjecting key understandings and tidbits of fact, data, and history into conversations and pertinent situations. However, with an overdependence upon technology has, situation in which individuals have placed this premium of memory and recall far down on the list of priorities; choosing instead to merely â€Å"Google that† or â€Å"look that up† (Ozcinar, 2011). It should be noted that there is nothing wrong with an individual relying upon technology as a me ans of achieving relevant levels of data or facts that they might not otherwise be familiar; yet, what has transpired is a situation in which data and factual recollection have so far decreased in value that the likes of Google and the other technological giants that exist within the current paradigm have come to supersede this basic and in innate human capacity

Prescriptive and Emergent Strategic Planning Essay

Prescriptive and Emergent Strategic Planning - Essay Example The paper throws light on strategic planning process as part of strategic management that has been applied by business managers over the years. The process involves a formal analysis of the market forces and developing an operational plan to be adopted by the organization in terms of resource allocation and the control mechanism. Strategic management will involve formulating the mission, vision, values, roles, responsibilities, goals, and objectives of the organization and developing policies to be implemented to achieve these objectives. Strategic planning is one of the management tools. It involves making principles, decisions, and steps to define what an organization will do and how it will be done in relation to the expected future trends in a given market. Planners often use economic theories to formulate the operational strategies to be adopted by the organizations. Nonetheless, the future may not fit these economic models and the intended patterns according to these strategies may not be realized finally by the organization. The traditional approach to strategic planning did not consider the dynamics in the business operations. In theory, the operations of an organization can be fully planned whereas in practice it is not possible. Essentially a strategic planning process should involve developing a mechanism to respond to the circumstances that will be encountered in a business environment regardless of whether or not the conditions were known to the planners during the planning process. (Management FAQs, n.d). Since the contemporary market is dynamic and the strategic models that are developed based on economic theories may not apply, alternative approaches to strategic planning are often used by organizations. Business organizations operating in the dynamic business environment may often encounter situations that require quick responses that cannot be made through the formal strategic planning processes (The Open University, 2012). An emergent strateg y is a situation where the realized pattern is different from the pattern that was expressly intended by the planners (Mintzberg, 1994). The essence of the emergent strategic planning approaches is to manage the dynamics that is observed. The emergent strategic planning does not originate fully from the minds of the planner. Much of it is determined by the factors that are prevailing at a given time that may not favor the realization of the intended objectives and goals. This paper provides an evaluation of the effectiveness of the traditional prescriptive strategic planning in relation to the current economic climate. Another category of alternative strategic planning approaches are also considered with an emphasis on the emergent strategic planning. Prescriptive strategic planning Strategic planning is one of the tough managerial tasks in business operations since it is at times complex and very challenging. It has been pointed out that planning is ‘a formalized procedure to produce an articulated result in the form of an integrated system of decisions’ (Mintzberg, 1994, p.12). The organizations are faced by a series of decisions to make. The organizations have several needs to be accomplished, and which may not be accomplished at the same time owing to the limited resources that these organizations have. The strategic planning will involve making decisions and actions that are more significant towards helping the organization achieve some if not all of the objectives (Management FAQs, n.d). Planning involves bringing mediation and some kind of compromise/agreement between the business and the environment. It involves forecasting into the future and meditating what should be done long before the situation is realized. The prescriptive thoughts to strategic pla