Free Essays on The Achievements of Public Education

The Achievements of Public Education Since the early 1980’s, the issue of America’s flattering public school system has become a serious concern. The crisis in K-12 education is one of the biggest challenges facing the nation. If America’s Public Schools are to meet the needs of the twenty first century, they must be reinvented. It is not enough to try to fix the schools; they must be reconstructed in both fundamental and radical ways. The school system must be reconstructed. The future of the American public school system is significant because the maintenance of an informed and productive community is vital to the future of this country. The pitifully low results of American students through international test scores are one obvious fault. Another is the failure of many students to demonstrate their knowledge of basic skills and literacy. It is surprising that such a long time has passed without any sufficient effort put forth to correct the problem. Even more surprising, is the fact t hat some deny that such a problem exists. There is a great deal of evidence to show this problem. For more than a century, America’s public schools have been an essential source of the country’s strength. Public education has allowed citizens to become productive members of society by providing them with skills and knowledge necessary for the labor force. Schools prepare students to be literate, informed and reasoning citizens. According to Philip Schlechty, author of Schools for the twenty-first century, â€Å"Public schools are the ties that bind this pluralistic society into a nation. Our Nation’s thirty-sixth president, Lyndon B. Johnson, also believed that there is no institution more fundamental to American society and democracy than its public schools (Schlechty).† In the competitive knowledge based world of the twenty-first century, the education of America’s youth will be more important than ever. More... Free Essays on The Achievements of Public Education Free Essays on The Achievements of Public Education The Achievements of Public Education Since the early 1980’s, the issue of America’s flattering public school system has become a serious concern. The crisis in K-12 education is one of the biggest challenges facing the nation. If America’s Public Schools are to meet the needs of the twenty first century, they must be reinvented. It is not enough to try to fix the schools; they must be reconstructed in both fundamental and radical ways. The school system must be reconstructed. The future of the American public school system is significant because the maintenance of an informed and productive community is vital to the future of this country. The pitifully low results of American students through international test scores are one obvious fault. Another is the failure of many students to demonstrate their knowledge of basic skills and literacy. It is surprising that such a long time has passed without any sufficient effort put forth to correct the problem. Even more surprising, is the fact that some deny that such a problem exists. There is a great deal of evidence to show this problem. For more than a century, America’s public schools have been an essential source of the country’s strength. Public education has allowed citizens to become productive members of society by providing them with skills and knowledge necessary for the labor force. Schools prepare students to be literate, informed and reasoning citizens. According to Philip Schlechty, author of Schools for the twenty-first century, â€Å"Public schools are the ties that bind this pluralistic society into a nation. Our Nation’s thirty-sixth president, Lyndon B. Johnson, also believed that there is no institution more fundamental to American society and democracy than its public schools (Schlechty).† In the competitive knowledge based world of the twenty-first century, the education of America’s youth will be more important than ever. More...

Sending Children by Parcel Post

Sending Children by Parcel Post Its never easy traveling with children and often it can be expensive. In the early 1900s, some people decided cut costs by mailing their children via parcel post. Sending packages via the U.S. Parcel Post Service began on January 1, 1913. Regulations stated that packages could not weigh more than 50 pounds but did not necessarily preclude the sending of children. On February 19, 1914, the parents of four-year-old May Pierstorff mailed her from Grangeville, Idaho to her grandparents in Lewiston, Idaho. Mailing May apparently was cheaper than buying her a train ticket. The little girl wore her 53-cents worth of postal stamps on her jacket as she traveled in the trains mail compartment. After hearing of examples such as May, the Postmaster General issued a regulation against sending children by mail. This picture was meant as a humorous image to the end of such practice. (Picture courtesy of the Smithsonian Institute.)

Code of ethics Movie Review Example | Topics and Well Written Essays - 250 words

Code of ethics - Movie Review Example The movie outlines some important evidence as to how Modern Corporation is becoming a dominating influence in the society. It is increasingly becoming more influential not only in the decision making process of the government but also controlling other resources. As a result of this trend, the public may not be able to enjoy or entitle to goods and services which are the basic duties of a State to provide for. The encroachment of corporations into the domains of government therefore considered as one of the key ethical areas of concerns from public policy perspectives. Though the point of view of modern corporations has also been depicted in the movie however, this movie has been successful in highlighting important ethical and non-ethical issues. These issues include control over free resources, the role of government in providing free services as well as the replacement of the conventional power of Church, Government as well as Monarchs by the modern

The advertising of condoms Term Paper Example | Topics and Well Written Essays - 5500 words

The advertising of condoms - Term Paper Example Condom and pills are equally popular as methods of contraception as per data collected by the Office for National Statistics (Daily Mail, 2009). This was the outcome of a  £5.2 million campaign by the Department of Health conducted with the view of getting more women to carry condoms. Even in developing countries like Thailand condoms are 90% effective in preventing HIV transmission (Hearst & Chen, 2004). However, in countries such as Botswana and Cameroon the sale of condom rose but so did the incidences of HJIV transmission, thereby suggesting that condom use does not reduce HIV and AIDS transmission. No details were available of who used the condoms. Thus condom use might be high among the general public and low among those in high risk. Again, inconsistent use leads to higher risk of HIV transmission. Condom promotion can be successful among commercial sex workers although promoting its use to the general public is difficult. Several condom-promoting strategies have been employed such as free distribution among sex workers and lowering prices but the most successful strategy has been social marketing. In Uganda use of condom was very low until social marketing began in 1990s. The developed and the developing countries had the same response to the promotion of condoms – it would encourage sexual activity with condoms rather than encourage abstinence. This attitude affects advertisement design in this sector. 2. Social marketing Social marketing uses the four marketing Ps – product, price, placement and position – as is used for generic products. For a global strategy of the control of HIV social marketing of condoms has been adopted as the key element (Cohen, Farley, Bedimo-Etame & Scribner, 1999 ). In the US when condom was freely distributed and readily visible and accessible through health care facilities, the use of condoms increased particularly among those at a high risk of HIV and STIs. Condom social marketing in the US was found to be feasible, acceptable and a promising intervention that aided in reducing the number of incidences in STDs. There was relatively small opposition to the program from groups that were traditionally opposed to condoms. Social marketing for condoms is used both for HIV prevention and family planning. Selling condoms falls under social marketing which is not about coercion or inducement. The social marketers try to induce change by applying the principal of exchange (Stead, Gordon, Angus, & McDermott, 2007). It recognizes that the change must bring clear benefit to the customer. Social marketing also involves stages such as targeting, positioning and formulating the marketing mix as generic marketing. Social marketing is concerned with welfa re of the society and is not meant for the benefit of the organization. This is the essence of social marketing. Social marketing has also been defined as the systematic application of marketing concepts and techniques to achieve specific behaviour goals (Lefebvre, 2011). In developed countries social marketing takes the route of persuasive communications for

Story of mankind Essay Example for Free

Story of mankind Essay Siddhartha is the story of mankind; the continuous search for knowledge and the understanding that what people know, no matter how old, experienced, and knowledgeable they might be, is smaller than what there is to discover and is insufficient to reach the complete comprehension and satisfaction that are, according to the main character of the story, obtainable. In the beginning of his life, and of his journey, he is the son of a Brahmin; a wealthy man who wanted his son to have the best knowledge about everything of life. This fact is evident when we see Siddhartha absorbing all the knowledge that was being passed to him from his teacher and that he was able to discuss the deepest and most important of subjects with the elders; those whom were considered to be the most knowledgeable. â€Å"Joy leapt in his father’s heart for his son who was quick to learn, thirsty for knowledge; he saw him growing up to become a great wise man and priest, a prince among the Brahmans† (Archie, Baggett, Poston, and G. Archie, 2). Siddhartha realizes that his need to know is much higher than anything else; he understood that staying in his village, living the same life as others, would not make him comprehend the essence of life and the meaning of everything. â€Å"Siddhartha, was not a source of joy for himself, he found no delight in himself† (Archie, et al. , 3). He felt that his soul would not be in peace if he would not take the right step in the pursuit of knowledge: To become a Samana. What he was aiming at was to be able to free himself from all human weaknesses, such as thirsts, sorrows, pleasures and desires. But even after learning from the Samanas, he found that he was still empty; he needed more than what they offered. He did not want to hear about the various experiences of life, and about the great things to comprehend, he needed to pass through all the experiences himself and to be a part of everything that is there to know and understand. This was the main reason why he decided to take the next step: The step of setting out on a journey, and to become a Saman himself. Meeting Gotama, the Buddha, and learning from him was not enough for Siddhartha, he wanted even more than that, he wanted to reach the absolute knowledge about one’s self, about one’s soul, and about the whole meaning of everything. In this stage, he discovered one of the most significant facts about himself: â€Å"That I know nothing about myself, that Siddhartha has remained thus alien and unknown to me, stems from one cause, a single cause: I was afraid of myself, I was fleeing from myself† (Archie, et al., 36). He left his companion, Govinda, with Gotama, and continued on his journey by himself. The story he lived afterwards with a woman (Kamala) whom he thought that he loved was another step. He became a merchant and started to love money, but then he realized that money, love and the various pleasures he was having were not what he wanted in life. He began, once again, to realize that this is not what made him set on that journey, and that even though he possessed many material things, he really had nothing. From there, he decided to go back to the river, to become a ferryman as he was when he learned everything from Vasuedeva about the river and about the roads and meanings of each step in that direction. He left everything and started again hoping to find the truth and hoping to reach his original objective, which was lost in the midst of pleasures and money. All the previous experiences led him to think of taking his life, but then the sacred word ‘Om’ saved him and put him back in the right path. And with the help of Govinda, he understood what he wanted; he went back, found a wife, and made a family. His son, shortly after his death, set on a journey to find knowledge and to reach the truth. Who is Siddhartha? He is every one of us from the beginning of time. He is every man and woman that walked the earth. He represents all the questions and doubts and suspicions that each individual has about life; his/her life, and the lives of everyone else. He stands for life itself, with its pleasures, pains, and happy moments. He was a Brahmin’s son, a student, a rebel, a Samana, a merchant, and a ferryman, but in the same time, he was none of them and all of them. Because he is the symbol of every living experience that anyone of us can have in his/her life. Siddhartha was simply a human being. Works Cited Archie, L. , Baggett, J. , Poston, B. , and Archie, J. (Eds. ). (2004). Hermann Hesse’s Siddhartha. Retrieved October 03, 2006, from the World Wide Web: http://philosophy.lander.edu/oriental/siddhartha.pdf

SHAYS’S REBELLION AND THE U.S. CONSTITUTION Essay -- Essays Papers

SHAYS’S REBELLION AND THE U.S. CONSTITUTION Introduction Although not widely known, Shays’s Rebellion greatly impacted the debate on sovereignty and led many to conclude that the only possible solution was the centralization of power in a national authority. Historian John Garraty notes, â€Å"The lessons became plain: Liberty must not become an excuse for license; and therefore greater authority must be vested in the central government.†[1] While this effect was not the â€Å"rebels’† intended goal, Shays’s Rebellion helped shape the construction of the U.S. Constitution and the American political thought that has since followed. An analysis of both the causes and effects of Shays’s Rebellion highlights its contribution to the demise of the Articles of Confederation and the ratification of the Constitution. What was Shays’s Rebellion? In the winter of 1786-1787, many farmers protesting the foreclosure of their farms took up arms and stormed county courthouses across Massachusetts. All over New England, there existed a growing frustration with the American postwar situation under the Articles of Confederation. Massachusetts farmers’ disconnection from the Boston government rendered the situation more volatile than anywhere else. â€Å"Connecticut, New Hampshire, and Vermont instituted harsh laws to stem the growth of insurrection. But inland Massachusetts was so heavily agrarian that the rebellion gathered steam.†[2] Backcountry farmers banded together in mobs of up to one thousand men and marched to different cities, rioting in front of prominent shops and courthouses in order to make their frustrations heard. The rebellion is named after Daniel Shays, a former officer in the Contine... ...94 [15] Szatmary 103 [16] Kenney [17] Marion L. Starkey, A Little Rebellion (New York: Alfred A. Knopf Inc., 1955), xiv. [18] Richards 67 [19] Richard D. Brown, â€Å"Shays’s Rebellion and Its Aftermath: A View from Springfield, Massachusetts, 1787,† The William and Mary Quarterly 40, no. 4 (1983), 598-615. [20] Harper’s Monthly Magazine 660 [21] Harper’s Monthly Magazine 661 [22] Starkey 235 [23] Houston Chronicle, â€Å"Side by side memorials tell both sides of 1787 Shays Rebellion,† 6 February, 1987, 8. [24] Kenney [25] Robert A. Feer, â€Å"Shays’s Rebellion and the Constitution: A Study in Causation,† The New England Quarterly 42, no. 3 (1969), 388-410. [26] Szatmary 123 [27] Houston Chronicle [28] Starkey 242 [29] Jackson [30] Jonathan Clark, â€Å"The tree of liberty refreshed,† The Times, 28 November 1996, 1.

Training Report on Autocad

CONTENTS ?Introduction to AutoCAD ?GUI of AutoCAD ?Commands in AutoCAD ?Layers ?Viewports ?Exercises †¢Sample – 1 †¢Sample – 2 †¢Sample – 3 †¢Sample – 4 †¢Sample – 5 ?3D in AutoCAD ?3D commands ?3D Exercises †¢Sample – 1 †¢Sample – 2 AutoCAD AutoCAD, developed by Autodesk Inc. , is the most popular PC – CAD system available in the market. This design package is a general purpose computer aided design and drafting application for your computer. The speed and ease with which a drawing can be prepared and modified using a computer offer a phenomenal advantage over hand preparation.Here I’m going to mention a few of the applications for which AutoCAD is being used today:- †¢Architectural drawings of all kinds. †¢Interior designs on facility planning. †¢Drawings for Electronics, Chemical, Civil, Mechanical, Automotives and Aerospace engineering applications. †¢Theatre set lighting designs. †¢Line drawing for the Fine Arts, Textiles, Fashion and Dress designing. Some other CAD packages developed by the same company are:- †¢Auto Shade †¢Auto Flix †¢Auto Ketch †¢Animator †¢3D Studio AutoCAD ScreenVarious components of the initial AutoCAD screen are drawing area, command window, menu bar, several toolbars, model and layouts, and the status bar (Fig. 1). A title bar that has AutoCAD symbol and the current drawing name is displayed on top of the screen. Figure 1 AutoCAD Screen ? SCREEN COMPONENTS Drawing Area The drawing area covers the major portion of the screen. Here we can draw the objects and use the commands. To draw the objects, we need to define the coordinate points, which can be selected by using our pointing device Command Window Figure 2 Command WindowThe command window at the bottom of the drawing area has the command prompt where we can enter the commands. It also displays the subsequent prompt sequences and the messages. We can change the size of the window by placing the cursor on the top edge and then dragging it Application Status Bar Figure 3 Application Status Bar The Status Bar is displayed at the bottom of the screen (Fig. 3). It contains some useful information and buttons that will make it easy to change the status of some AutoCAD functions. We can toggle between on and off states of most of these functions by choosing them. Coordinates The coordinates information is displayed on the left corner of the Status Bar. We can select this coordinate button to toggle between on and off states. If the COORDS system variable controls the type of display of coordinates. ?Snap Mode The snap mode allows you to move the cursor in fixed increments. If snap mode is on, the Snap Mode button is chosen in the Status Bar; otherwise it is not displayed. ?Grid Display The grid lines are used as a reference lines to draw objects in AutoCAD. If the Grid Display button is chosen, the grid lines are displ ayed on the screen. Ortho Mode If the Ortho Mode button is chosen in the Status Bar, we can draw lines at right angles only. ?Polar Tracking If we turn the polar tracking on, the movement of cursor is restricted along a path based on set as the polar angle settings. Choosing the Polar Tracking button in the Status Bar turns it on. Remember that turning the polar tracking on, automatically turns off the ortho mode. ? ?Object Snap When the Object Snap button is chosen in the Status Bar, we can use the running object snaps to snap a point. ?Allow/Disallow Dynamic UCSChoosing the button allows or disallows the use of dynamic UCS. Allowing the dynamic UCS ensures that the XY plane of the UCS got dynamically aligned with the selected face of the model. ?Dynamic Input The Dynamic input button is used to turn the Dynamic Input on or off. Turning it on facilitates the heads-up design approach because all commands, prompts and the dimensional inputs will now be displayed in the drawing area a nd we do not need to look at the command prompt all the time. This saves the design time and also increases the efficiency of the user. ?Show/Hide LineweightChoosing this button in the Status Bar allows you to turn on or off the display of lineweights in the drawing. ?Model The Model button is chosen by default because you are working in the model space to create drawings. ?Annotation Scale The annotation scale controls the size and display of the annotative objects in the model space. The Annotation Scale button has a drop-down list that displays all the annotation scales available for the current drawing. ?Annotation Visibility This button is used to control the visibility of the annotative objects that do not support the current annotation scale in drawing area. Automatically Add Scale This button, if chosen, automatically adds all the annotation scales that are set current to all the annotative objects present in the drawing. ?Quick Properties If you select a sketched entity whe n this button is chosen in the Status Bar, the properties of selected entity will be displayed in a panel. ? COMMANDS LINE Line command is used to draw a continuing series of line segments, but each line segment is a separate object. We can invoke the LINE command from the Draw toolbar, as shown in fig. 4 Figure 4 Draw ToolbarWe can also invoke the LINE command by entering LINE or L at the command prompt. Once you have invoked the LINE command, the next prompt, the Specify first point, requires us to specify the starting point. After first point is selected, AutoCAD will prompt you to enter the second point at the Specify next point prompt. At this point we may continue to select points or terminate the LINE command by pressing ENTER, ESC, or the SPACEBAR. The prompt sequence of invoking LINE command is as follows: Command: LINE > Enter Specify first point: Move the cursor (mouse) and left click to specify the first point.Specify next point or [Undo]: Move the cursor and left click to specify the second point. Specify next point or [Undo]: Specify the third point. Specify next point or [Close/Undo]: Enter. (Press ENTER to exit LINE command. ) XLINE The XLINE command can be used to draw construction or projection lines. These lines are the lines that aid in construction or projection and are drawn very lightly, when manually drafting. An xline (construction line) is a 3D line that extends to infinity at both ends. As the line is infinite in length, it does not have any end points.The prompt sequence of invoking the XLINE command is as follows: Command: XLINE > Enter Specify a point or [Hor/Ver/Ang/Bsect/Offset]: Specify an option or select a point through which the xline will pass. PLINE The PLINE command is used to draw a polyline. A polyline is a line that has different features. The term POLYLINE can be broken into two parts: POLY and LINE. POLY means â€Å"many†. This signifies that a poly line can have many lines. Some features of polylines are list ed next. Polylines can be thick lines with a desired width. They are very flexible and can be used to draw any shape, such as a filled circle or a doughnut.Polylines can be used to draw objects in any line type. Advanced editing commands can be used to edit them (for example, the PEDIT command). The command prompt for invoking the PLINE command is as follows: Command: PLINE < Enter Specify start point: Specify the starting point or enter its coordinates. Current line width is nn. nnn Current line width is nn. nnn is displayed automatically, which indicates the width of the polyline drawn. If we need a different width, invoke the Width option at the next prompt and set it. Next the following prompt is displayed.Specify next point or [Arc/Halfwidth/Length/Undo/Width]: Specify next point or enter an option. POLYGON A regular polygon is a closed geometric figure with equal sides. The number of side varies from 3 to 1024. For example, a triangle is a three sided polygon and a pentagon is a five sided polygon. In AutoCAD, the POLYGON command is used to draw regular 2D polygons. A polygon is said to be inscribed when it is drawn inside an imaginary circle and its vertices touch the circle. Likewise, a polygon is circumscribed when it is drawn outside imaginary circle and sides of polygon are tangent to circle.We can easily choose one option from these two available options during the invoking process. The prompt sequence of invoking POLYGON command is given next. Command: POLYGON < Enter Enter number of sides : Enter a value between 3 and 1024. Specify center of polygon: Specify the center point or enter its coordinates. Enter an option [Inscribed in circle/Circumscribed about circle]: Enter I or C. Specify radius of circle: Specify the radius of circle, which will inscribe or circumscribe the polygon. RECTANG The RECTANG command is used to draw rectangles in AutoCAD.We can draw rectangles by specifying two opposite corners of the rectangle, by specifying the area an d the size of one of the sides, or by specifying the dimensions of rectangles. The prompt sequence of invoking RECTANG command is as follows: Command: RECTANG < Enter Specify first corner point or [Chamfer/Elevation/Fillet/Thickness/Width]: Specify first corner point or enter its coordinates. Specify other corner point or [Area/Dimensions/Rotation]: Specify opposite corner point or enter its coordinates. ARC An arc is defined as a part of a circle. In AutoCAD, it can be drawn using the ARC command.AutoCAD provides eleven different options to draw an arc. To view these options, click on Draw option in the Menu Bar, a flyout option will appear as shown in fig. 5 Figure 5 Options in Menu Bar for Creating an Arc The default setting is for creating a three point arc. The command prompt for invoking ARC command is as follows: Command: ARC < Enter Specify start point of arc or [Center]: Specify first point of arc or enter its coordinates. Specify second point of arc or [Center/End]: Specif y the through point for arc or enter its coordinates. Specify the end point of arc: Specify the end point or enter its coordinates.CIRCLE The CIRCLE command is used to draw circles. AutoCAD provides six different options to draw a circle. To view and choose from the available options, click on Draw option in the Menu Bar, a flyout will appear as shown in fig. 6 Figure 6 Options in Menu Bar for creating a Circle The default setting is for creating a circle with Center and Radius option. The other options can be invoked by entering the appropriate letter in the command window or by the method stated earlier. The prompt sequence for invoking CIRCLE command is stated next. Command: CIRCLE < EnterSpecify center point for circle or [3P/2P/Ttr (tan tan radius)]: Specify center point or enter its coordinates. Specify radius of circle or [Diameter]: Enter the required value of radius. ELLIPSE If a circle is observed from an angle, the shape is called an ellipse, which can be created in AutoC AD using the ELLIPSE command. An ellipse can be created by two different options and these options are grouped together in the Draw option of the Menu Bar as shown in fig. 7 Figure 7 Options in Menu Bar for creating an Ellipse The default setting is for creating an ellipse with Axis and End point option.The Other options can be invoked by entering the appropriate letter in the command window or by method stated above. The prompt sequence for invoking ELLIPSE command is stated next. Command: ELLIPSE < Enter Specify axis endpoint of ellipse or [Arc/Center]: Enter coordinates of axis end point or choose an option. Specify other endpoint of axis: Specify other end point or enter its coordinates. Specify distance to the other axis or [rotation]: Specify the half length of second axis. ERASE After drawing some objects, you may need to erase some of them from the screen. To erase, we can use ERASE command in AutoCAD.This command is used exactly the same way as an eraser is used in manual d rafting to delete unwanted information. We can invoke ERASE command from the Modify toolbar Figure 8 Modify Toolbar When we invoke the ERASE command, a small box, known as pick box, replaces the screen cursor. To erase an object, move the pick box so that it touches the object. Select the object. AutoCAD confirms the selection by changing the selected objects into dashed lines and the select objects prompt returns again. We can continue selecting objects or press ENTER to terminate object selection and erase the selected objects.The prompt sequence is given next. Command: ERASE < Enter Select objects: Select first object. Select objects: Select second object. Select objects: Enter COPY The COPY command is used to copy an existing object. This command makes copies of the selected objects and places them at specified locations, but the orignals are left intact. In this command we need to select the objects and specify the base point. Next we need to specify the second point, this poin t is where we want the copied objects to be placed. The prompt sequence that is followed when you invoke COPY command is given next.Command: COPY < Enter Select objects: Select objects to copy. Select objects: Enter Specify base point or [Displacement/mOde] : Specify base point. Specify second point or : Specify a new position on the screen using pointing device or entering coordinates. Specify second point or [Exit/Undo] : Enter MIRROR The MIRROR command creates a mirror copy of the selected objects. The objects can be mirrored at any angle. This command is helpful in drawing symmetrical figures. This command is available in Modify toolbar but it can be invoked by using command window as well.When we invoke this command, AutoCAD prompts us to select the objects and then the mirror line. After we select the objects to be mirrored, AutoCAD prompts you to enter the first point of mirror line and the second point of mirror line. A mirror line is an imaginary line about which objects ar e reflected. We can specify the end point of mirror line by specifying points on screen or by entering their coordinates. The mirror line can be selected at any angle. The prompt sequence of invoking MIRROR command is given next. Command: MIRROR < Enter Select objects: Select objects to be mirrored. Select objects: EnterSpecify first point of mirror line: Specify the first endpoint. Specify second point of mirror line: Specify the second endpoint. Delete source objects? [Yes/No] : Enter Y for deletion, N for retaining the objects. OFFSET To draw parallel lines, concentric circles, arcs, curves, and so on, we can use the OFFSET command. This command creates another object that is similar to the selected one. Remember that we are allowed to select only one entity at a time to be offset. While offsetting an object, we can specify the offset distance and the side to offset, or we can specify a distance through which you want to offset the selected object.The prompt sequence which follow s when we invoke OFFSET command using command window is given next. Command: OFFSET < Enter Specify offset distance or [Through/Erase/Layer] : Specify the offset distance. { Through Option Using this option we do not need to specify a distance; we simply specify an offset point and the distance between them is stored as offset distance. Erase Option The Erase option is used to specify whether the source object has to be deleted or not. Layer Option Use the Layer option to specify whether the offset entity will be placed in the current layer or the layer of source object. Specify the object to offset or [Exit/Undo] : Specify the object to offset. Specify point on side to offset or : Specify a point on side to offset. Select object to offset or [Exit/Undo] : Select another object to offset or press Enter. ARRAY An array is defined as the method of creating multiple copies of the selected object and arranging them in a rectangular or circular fashion. In some drawings, we may need to s pecify an object multiple times in a rectangular or circular arrangement. For example, suppose you have to draw six chairs around a table.This job can be accomplished by drawing each chair seperately or by using the COPY command tomake multiple copies of the chair. But it is a very tedious process and also the alignment of the chairs will have to be adjusted. Using ARRAY command, all we need to do is create just one chair and the remaining five will be created and automatically arranged around the table by the ARRAY command. This method is more efficient and less time-consuming. ARRAY command can be invoked by different methods such as from Modify toolbar, or by making use of the Command Window, or from the Modify option of Menu Bar.RECTANGULAR ARRAY A rectangular array is formed by making copies of the selected object along the X and Y directions of an imaginary rectangle (along rows and columns). It can be created by selecting the Rectangular Array button in the array dialog box ( fig. 9) that appears on invoking ARRAY comand. ROWS This edit box is used to specify the number of rows in rectangular array. COLUMNS This edit box is used to specify the number of columns in the rectangular array. Figure 9 Rectangular Array option in Array dialog box Offset distance and direction AreaThe options under this area are used to define the distance between the rows and the columns and the angle of array. Row Offset. This edit box is used to specify the distance between the rows. We can either enter the distance value in this edit box or choose the Pick Row Offset button to define the row offset distance by specifying two points on screen. Column Offset. This edit box is used to specify the distance between the columns. We can either enter the distance value in this edit box or choose the Pick Column Offset button to define the column offset distance by specifying two points on screen.Angle of Arrray. This edit box is used to define the angle of array. This is the value b y which the rows and columns will be rotated. POLAR ARRAY A polar array is an arrangement of the objects around a point in a circular fashion. This kind of array is created by selecting the Polar Array button in the Array dialog box (fig. 10) that appears on invoking ARRAY command. Figure 10 Polar Array option in Arrray dialog box CENTER POINT The center point of the array is defined as the point around which the selected items will be arranged.It is defined as the center point of the imaginary circle on whose circumference the items will be placed. The coordinates of the center of array can be specified in the X and Y edit boxes. We can either enter the values in these edit boxes or select the center point of array from the screen using Pick Center Point button. Method and values Area The options under this area are used to set the parameters related to the method that will be employed to create the polar array. Method. This drop-down list provides us three methods for creating the polar array. These three methods are discussed next. Total number of items & Angle to fill.This method is used to create a polar array specifying number of items in array an the total included angle between the first and the last item. The number of items and the angle to be filled can be specified in the Total number of items and Angle to fill edit boxes respectively. We can also specify the angle to fill on screen by choosing Angle to fill button provided. Total number of items & Angle between items. This method is used when we want to create a polar array by specifying the total number of items in the array and the included angle between two adjacent items. The angle between items is also called as incremental angle.The number items and the angle between the items can be specified in the Total number of items and Angle between items edit boxes,respectively. We can also specify theangle between items on the screen by choosing Angle between items button. Angle to fill & Angle betw een items. This method is used when we want to specifyangle between the items and total angle to fill. In this case the number of items is not specified, but is automatically calculated using the total angle and angle between the items. The angle to fill and the angle between the items can be entered in their respective boxes. MOVESometimes the objects are not located where they should actually be. In these situations, we can use the MOVE command. This command allows you to move one or more objects from their current location to a new location. This change of location of the objects does not change their size or orientation. On invoking this command we are prompted to select objects to be moved and the base point. This base point is the reference point with which the object will be picked and moved. ? ROTATE Sometimes we requires an object or any sketch in angular position. the. In these situations, we can use the ROTATE command.This command allows you to rotate one or more objects from their current location to a specific angle. This change of of the objects does not change their size. On invoking this command we are prompted to select objects to be rotated and the base point. This base point is the reference point with which the object will be rotated. SCALE With the use of this command, we can increase or decrease the size of any object or a sketch. Sometimes we requires an object in numbers, only with the difference of sizes. So in this situation, we can use the SCALE command. This command allows you to scale one or more objects from the selected base point.On invoking this command we are prompted to select objects to be scaled and the base point. This base point is the reference point with which the object will be scaled. STRETCH With the use of this command, we can increase or decrease the size of some selected part of any object in a specific direction. In this command, the sketch is stretched as much we required. Sometimes we requires an object in numb ers, only with the difference of sizes some part of the sketched object. So in this situation, we can use the STRETCH command. This command allows you to stretch the objects from the selected base point.On invoking this command we are prompted to select the portion to be scaled with the help of green window and the base point. This base point is the reference point with which the object will be stretched. TRIM With the use of this command, we can remove the line or any sketched entity. In this command, the sketch is trimmed as much we required. It removes the extra drawn line or sketch as per our specific requirement. This command allows you to trim the objects from the selected side. On invoking this command, we have to right click in the drawing area and we are prompted to left click on the portion to be trimmed.EXTEND With the use of this command, we can increase the line the line upto the specific point or location. In this command, the sketch is extended as much we required. It removes the extra drawn line or sketch as per our specific requirement. On invoking this command, we have to right click in the drawing area and we are prompted to left click on the portion to be extend. BREAK AT A POINT With the use of this command, we can break the line at a point where we required. In this command, the sketch is broken from that point where we required. We can create the number of break points as much we required.On invoking this command, we have to select the line and after that click on that point from where we want to break the selected line, after using this command the line or any selected entity will be converted into numbers. BREAK With the use of this command, we can break the line with a specific distance or upto a specific point as much we required. On invoking this command, we have to select the point on the line and after that click on that point upto where we want to break the line. After using this command on the line or any selected entity, there will be space between the slelected points in the line or entity.JOIN With the use of this command, we can join the line drawn or placed in the same plane. On invoking this command, we have to select the first line and after that second line placed at the same plane and then right click. After using this command , there will be no space between the lines or entities. CHAMFER This command is used for removing the sharp corners. On invoking this command, we have to press A then ENTER, after that fill the distance and then ENTER, then fill the value of ANGLE and ENTER, after that select the line on which we want to create the chamfer. FILLETThis command is used for removing the sharp corners. On invoking this command, we have to press R then ENTER, after that fill the value and then ENTER, after that select the lines on which we want to create the radius. REGION This command is used for converting the relation of LINE into POLYLINE. Before using this command the sketch should be closed from all sides. On invoking this command, we have to select all lines and then right click. EXPLODE This command is used for converting the relation of POLYLINE into LINE. On invoking this command, we have to select the POLYLINE and then right click. EXERCISE NO 1:-

Qualities of a good leader Essay

Whenever and wherever human beings are gathered together in large numbers, they need leadership. Even children need their school prefects and schools captains ! Armies need Generals. Civilians need governments, captains of industry and intellectual leaders of thought as well. Men whether of the East or the West, require to be led and each group ‘throws up’ its own leaders in each succeeding generation. Whether in the school-room, or on the battlefield or in governmental deliberations, people who are natural leaders and who are chosen to lead, always have the same qualities of character and of outlook. In the first place, it is the personal qualities that count for most, in other words, the personality. A leader, in any location, must be someone who can be looked up to and respected. His personal judgment must be trusted and he must be able to evoke love and warmth from those he leads. So the, the first quality of a leader is that he must have the ability to win over men’s hearts. Secondly, he must have intellectual control over his followers and a mind that is capable of assimilating what is true and what is right and then of exerting this over others. It is useless, no matter what personal qualities or what intellectual prowess a man may have, if he lacks the initiative and the will to lead and to rally men around him. He must also, in his search for truth, have great powers of concentration. Again, a leader must possess this mysterious thing we call â€Å"character† or strength of will, clarity of mind, tenacity and determination. In other words â€Å"character† is knowing what you want to do and being ruthlessly determined to do it. Men and women will not follow a gloomy person! Therefore a kind sense of humor and a sense of optimism are two other essential qualities of a good leader. He must also, not only be a good judge of thins and of events, but of people too, so that he can select good subordinates. He must also show and practice such virtues as self-control, temperance and moderation, so that not only his body, but also his mind are always at their best, healthy  and sharpened like finely tempered steel. There is, too the good leader and the bad leader, of which Hitler, is a striking example of bad leader because it is possible to have all the qualities of leadership without the most important one of all. This is a moral sense of right and wrong and the right kind of â€Å"love† which is emphasized in many of the world’s great religions. This is true not only of international figures like Adolf Hitler, but also in smaller figures. The â€Å"gangs† of youths, typical of both East and West, whose members are led to violence and lawlessness are invariably led and inspired by leaders without a moral sense of right and wrong. The final test of a good leader is, of course, the question: â€Å"Do men follow him?† The answer will be â€Å"Yes† if, combined with strength of character, the ability to evoke love, a clear brain and a fair minded outlook, he also has a knowledge and respect for truth, honesty and fair play. Such a man surely possesses the spark of leadership and men will look up to him and follow him.

Islamic Seljuk Turks essays

Islamic Seljuk Turks essays The Islamic Seljuk Turks and the European Christians considered the crusades to be holy wars because the Christian military was trying to recapture the Holy land from the Muslims. The crusades were undertaken between the 11th and 14th century. Different motives influenced those who journeyed to the Holy land, and they were not all religious ones. The church offered many incentives to encourage men to take the Cross. The word crusade refers to any war fought by divine command or for a primarily religious purpose. The Crusades were considered to be holy wars because the Christian crusaders invaded the Holy land. These Crusades applied solely to the European efforts to retake Jerusalem from the Muslims. Jerusalem was a sacred city to Christians because it was seen as the site of the crucifixion of Jesus Christ. Popes and Kings, eager for new land and wealth, encouraged crusaders. The crusades came from all over Europe. Most crusaders were knights and soldiers, but ordinary people also set out hoping to gain Gods approval. The Crusades may have been seen as holy wars, but they were lasting terror and misery to the near East. There were eight major Crusades that took place during 1096 to 1270. In 1921, Muslims captured the city of Acre and the Holy land was lost to Christians forever. Although the Crusades brought no lasting results in terms of military conquest, they were important in the development of trade. The reestablishment of traffic between the East and West, which after having been suspended for several centuries, was then resumed with even greater success. These trade routes generated a beneficial contact between the cultures. Many merchants from the cities of Venice and Genoa bought spices, sugar, cloth and cotton. Other merchants from Sicily and Aragorn traded Tunisian gold and Algerian wool and animal skins. Popular goods traded from the Middle East were su...

Business Algebra Discussion - Smart Custom Writing Samples

Business Algebra Discussion - Smart Custom Writing Industrial ecologyIntroduction Industrial ecology or what is currently referred to as green design seeks to address the waste management problem from within the processes of production that are responsible for generating hazardous waste rather than the character and location of the wastes and facilities as is the case in justice research and environmental equity.   This paper will look at the description of industrial ecology and argue about the concept’s strength in contributing to pollution prevention efforts and waste management as well as explore its political feasibility in the United States. INDUSTRIAL ECOLOGY Industry ecology was convened as a colloquium in 1991 by the United States National Academy of Science. The aim of this colloquium was to exploit the new approaches emerging in industrial design of products and the processes involved and the implementation of manufacturing strategies that are sustainable.   This colloquium identified, the need for research as well as development to work in tandem with advances in technology in an effort to reduce the pollution perpetuated by industries’ production design which has also in the years been re-emphasized by engineering and scientific communities. This is in an effort to emulate the industrial ecology described in Type III. Both the government of America and that of Canada have in recent years been encouraging industries to engage in voluntary programs aimed at pollution preventing in an effort to reduce the hazardous waste as well as other contaminants that might harm the environment in the production stage rather than after the waste is generated consistent with industrial ecology. This is a management hierarchy that considers source reduction, alternative materials to phase out toxins, recycling and reuse as opposed to treatment and disposal. This view is also held by several other industry groups. The concept draws its structural analogy from the natural ecosystem in its effort to define the relationship between products by the industries, residue generation as well as the treatment of waste and disposal of the same. In this concept, internalization of pollution within the process of production is viewed as being a more effective method of production because of the environmental implications presented by uncontrolled emission as well as the economical inefficiencies presented by waste material disposal (Fletcher). The strength of Industry ecology in aspects of waste management is that it emphasizes on a more fundamental rethinking about the six elements of manufacturing. This includes the utilization of materials of desired properties during the formulation or extraction stages that are of the which contributing to overall industry environmental friendliness; adopting this concept also eliminates the need for storage and the long-term degradation of nonhazardous or hazardous feedstock materials by utilizing the philosophy of just-in-time raw materials; the process substitution employed also eliminates feedstock that may be toxic in nature; the engineering processes are controlled so as to assure a reliable and robust process: and also the considerations are made about the end-life of produced products to ensure their recyclability (Fletcher). The processing and manufacturing industries are always keen on improving their efficient use of economic resources. It therefore goes without saying that most industries are likely to adopt techniques and technologies that will enable it to conserve materials and also minimizes or avoid completely the need for waste management. Pollution control usually has many hidden costs associated with it. Prevention of pollution ultimately reduces or prevents these. Industry ecology identifies four incentives that would drive industries towards pollution prevention that the American and Canadian regulatory aspects apply. This includes the increase in the disposal costs; the prospect of incurring financial liabilities in implementing clean-up activities even in situations where the generator of waste might not be directly responsible for disposing waste improperly; waste disposal also presents liabilities by third-parties; there is also the risk of being adversely opposed by the public which is often unpredictable (Fletcher). Although measures of ensuring pollution preventions have always occupied center stage in politics especially around election periods, legislature passing to make some of the identified standards law, have often been missing. As it is, there has been a lack of regulation aimed in minimizing waste in the production process. The existing regulations allow most industries to rely on land-disposal as means of pollution control. This is attractive to industries as it presents a cheaper alternative of waste disposal. Unfortunately this method presents severe long-term environmental impacts than any other. In addition to this, production technologies that have been proven in the past are more likely to be adopted by industries as opposed to new alternatives aimed at reducing pollution. This problem is exacerbated as the adopted production processes mature, as many firms are less likely then to abandon them. Confidentiality presents an addition problem in that companies which develop ways of efficiently reducing waste are always reluctant to share this development with others. This is because such methods enable it to maintain a competitive advantage over its competitors. Confidentiality however still dogs the efforts of pollution prevention programs aimed at facilitating exchange of at least information on waste reduction at a generic level between corporate (Fletcher). Many groups including government environmental strategies as well as industry have in recent parts enthusiastically taken to pollution prevention debate.   The government of America In conjunction with the Canadian government has since 1972 showed their commitment to the virtual elimination of toxic substances that have persistently plagued the great lakes region. This bilateral agreement was amended in 1987 with the International Joint Commission (IJC) being mandates to support efforts to wipe out toxic substance use, manufacture and disposal.   Political will in pollution prevention policies in the United States can be traced to the â€Å"Pollution Prevention Act passed by Congress in 1990† (114). However, the Environmental Protection Agency is not empowered by the law to address the issue only providing legislative basis that provides for preferred environmental management hierarchy that is aimed at minimizing waste production as the priority and the disposal of product ion waste as a last result. A pollution prevention ethic is emphasized at the EPA especially when considering actions of enforcement.   However the federal government has not as yet initiated any program for waste exchange although a national private network, two programs that are state run as well as four private regional programs. Most industries still push for their companies to be recognized for conducting recycling off-site a trend referred to as green-washing by organizations such as Green Peace. On their part, environmentalists as well as relevant government officials are advocating adaption of industrial ecology concepts by companies by implementing recycling measures on-site in addition to source reduction of emissions as the key in prevention of pollution (Fletcher).   Conclusion Industrial ecology presents methods that are environmentally sound and contribute to waste management through the elimination or reduction of waste in the production process itself. This presents an economically and environmentally sensible method of pollution prevention. The government has been an advocate of this concept for a while now. However, it has lacked in regulation implementation to emphasis its views. As it is, the concept has not fully received the political backing it requires to be adopted on a holistic level relying instead on industry goodwill for its implementation in production processes. Works cited Fletcher, Thomas Hobbs. From Love Canal to environmental justice: the politics of hazardous waste on the Canada-U.S. border. Toronto: University of Toronto Press, 2003.

Designing babies Essay Example | Topics and Well Written Essays - 500 words

Designing babies - Essay Example The Greeks had similar ways to cleanse their society. The Spartans used to have their babies inspected by a council of elders and the potential unhealthy ones were left to die outside. This concept of artificial cleansing is referred to as eugenics, a practice seen in the twentieth century under Hitler’s Nazi Germany. The atrocities committed during that time put a dampener on this practice. Advancement in the field of genetics has resulted in a new interest with regard to health and eugenics. Pre-implantation Genetic Diagnosis is a technique by which one or two cells are removed from a blast cyst generated by in vitro fertilization so that the embryos can be tested for single gene disorders or chromosomal abnormalities. The benefit from this is parents trying to have children have an opportunity to eliminate some possible diseases and abnormalities they may carry a gene for. The development of a technique called pre-implantation genetic diagnosis (PGD) gave further fillip to this concept. The basic idea was that an embryo could be tested to find a perfect donor for treatments like organ and bone marrow transplantation. But artificial intervention has raised a lot of moral and ethical dilemmas. It can be justified if this is done in a life and death situation where a transplant can save a life (without the donor being seriously deprived in turn). But this technique has now degenerated into other disturbing areas. According to the celebrated author Debora L Spar, parents now utilize this procedure not for health reasons but by â€Å"those who want to select their child’s gender.† (Spar, 99). The Steinberg’s Fertility Centre in California even gets requests to help couples have babies with specific traits. Thankfully, technology has not developed to such an extent yet. The new eugenics have not yet resorted to killing of newborn babies, but is getting close by

BORDER SECURITY USING WIRELESS SENSOR NETWORK Research Paper

BORDER SECURITY USING WIRELESS SENSOR NETWORK - Research Paper Example Borders are critical features of any state since they define territory. Individualterritories on the other hand have specific rules and acceptable ways of conduct which must be protected. As such, it is important that borders should be protected so as to keep away intruders such as illegal immigrants, smugglers, and terrorists. WSNs are being embraced in surveillance because they are cheaper and more effective as compared to traditional surveillance methods such as radar or satellite (Wang &Guo 358). Wireless border control sensor network architecture is made up of three main components: sensor nodes, gateways, and task managers. Sensor nodes are the components at the end of the architecture which capture the data at the border (through sensing). They are also referred to as the sink, source, or actuators. As such, movement for example at unauthorized areas can be sensed from the sensor nodes. Several sensors are situated differently and are usually interconnected. The sensor nodes may do some calculations before transmitting the data at the border though a gateway (Kalita, &Kar 2). Gateways on the other hand are proxies for the wireless border control systems. They allow the system administrators to interface Motes to some relay points such as personal digital assistants and personal computers for monitoring. In short, all the interconnected sensor nodes relay their information to the administrator through the same proxy (gateway) (Maharrey, Lim, &Gao 7). Gateways may be active (allow nodes to actively relay data to the system (gateway server), passive (allows gateway to send requests to sensor nodes), or hybrid (performs tasks of both active and passive gateways) (Villegas, Tang, &Qian 4). The task managers are the receiving ends of the wireless border control sensor network architecture. After the sensor notes acquire information from the