Inclusion - Both Practice and Educational Philosophy

Definition Inclusion is both a practice and a basic underpinning of modern educational philosophy. A Practice The practice of inclusion in public schools is based on the legal concept of Least Restrictive Environment (LRE) When Congress passed PL94-142, the Education for All Handicapped Children Act, it was in response to the findings of the U.S. Supreme Court in 1971 in PARC (Pennsylvania Association of Retarded Citizens) vs. the Commonwealth of Pennsylvania. The decision stated that children with handicaps were protected under the Equal Protection Clause of the 14th Amendment of the U.S. Constitution. Least Restrictive Environment has come to be known, through legal challenges and due process, as that educational experience that is most like that received by non-disabled students. Districts (the Local Education Authority) are expected to offer a full spectrum of placements in the best interest of children, from full inclusion, which means receiving all instruction in the general education setting, to residential treatment,when it is in the best interest of the child, and all alternate levels of restriction have been exhausted.   It also requires that students with disabilities attend schools in their neighborhood, rather than in special schools.   Most students receive support and services in something between the two extremes, as for students with significant academic challenges, they often do the best when they receive explicit instruction in the resource room, where the difference in their skills and their need to focus are not compromised by active students.  Ã‚   The amount of time spent in a special education setting needs to be designated in their IEP, as well as being justified there. Inclusion as a Philosophy Inclusion is also an educational philosophy. Supported by research, it fosters belief that children with disabilities do better in general education settings with typically developing peers. It also advances the understanding, also supported by research, that best practices in special education, especially differentiation, provide the most success for general education as well as special education students. Unlike mainstreaming which proposed to stick students qualifying for special education in general educations to sink or swim, inclusion holds that students of broadly differing abilities can succeed with appropriate support. Although integration is sometimes used interchangeably with inclusion, it is more generally understood as the effort to bring minorities, English Language Learners and new immigrants from diverse populations, into local educational communities, and the practices that best foster smooth integration into social and cultural groups.   Certainly, good teaching is good teaching, and strategies that help integrate English Language Learners also supports students with specific learning disabilities in building and enriching language development.    Pronunciation: in-kloo-shun Also Known As: integration, inclusional (in Canada and England) Examples: The Rye, New Jersey school district has clearly demonstrated its commitment to inclusion by hiring and training extra special education teachers to co-teach in middle school and high school classrooms with general education teachers.

Annalee Ferguson. Dr. Wolfe. Dc American History. 30 March

Annalee Ferguson Dr. Wolfe DC American History 30 March 2017 Gerald Ford Gerald Ford was a simple man born in Omaha, Nebraska on July 14, 1913 (Brinkley 1). Through trials and tribulations growing up, Ford, originally named Leslie Lynch King, Jr., became a stellar football player, friend, and student (Green). Though law was always in his wheelhouse, graduating in the top third of his class at Yale’s Law School, Ford never intended on being in a position higher than Speaker of the House, which he strived so hard for. (Friedel and Sidey). He was selected to be the Vice-President to Richard Nixon by senior Congressional leaders after Nixon’s vice resigned (Green). After Nixon resigned, Ford gained the title of President Ford, making him the†¦show more content†¦On August 5, 1979, Ford could no longer backup Nixon (Green). He stated, â€Å"It is impossible for the President to continue to claim that he was not guilty of an impeachable offense† (Ford). Three days later, Nixon resigned in they way of a televised nation al address and Gerald R. Ford became the thirty eighth president of the United States. As president, Ford’s first goal and expectation by America, was to speak on the resignation of Nixon and the Watergate scandal (Green). Upon being inaugurated, on August 9, 1974, Ford declared, â€Å"I assume the Presidency under extraordinary circumstances.... This is an hour of history that troubles our minds and hurts our hearts† (Ford). On September 8, 1974, President Ford signed a proclamation pardoning Richard Nixon (Green). This means that Nixon nor any of his family members would be punished for any crime that he committed (Ford). This was a very controversial act on Ford’s part and many Americans thought that it was because they were such close friends (Freidel and Sidey). Other people and even newspapers mocked Ford saying this pardon was, â€Å"A gross misuse, if not abuse, of presidential power† (Brinkley 68). This was simply not the case. America was in a rough spot; terrible inflation plagued the country as well as the political unrest caused by the recent incidents (Freidel and Sidey). How much more could the people take? Ford chose this

A Cultural Study Of Childbirth In Rural Mexico Essay Example For Students

A Cultural Study Of Childbirth In Rural Mexico Essay OutlineI. make up of a typical home A. living arrangements B. layout of the home II. starting a family A. new home B. becoming pregnant III. child birth A. midwife B. birth setting C. prenatal care D. birth of the child E. postpartum IV. conclusions The rural Mexican culture is made up of many small towns and villages. The social connections among adults in theses areas are relatively intimate because many of these areas are endoga mous communities. Most newly married couples live with the mans parents until they are financially stable enough to purchase land of their own to build on. Though it is less common the couple may decide to live with the wifes parents if the mother and daughter-in-law dont get along (Kay, 1991, p. 367). A typical mexican home or compound as they are commonly called. Consists of the familys private living space, which is likely to be set back from the road. Generally the compound is enclosed by a stone wall and contains several structures. There is the main house which might be a modern type, built of stone and have a metal roof, or the traditional wattle and daub walls with a steep palm-thatched roof. Either way, it is likely to be a one-room house. The traditional house is oval, has a floor of pressed dirt or tile, and two doors but no windows. Inside the windowless house, daylight filters in though the palm thatching. At night a single electric bulb provides light. Also at night, several hammocks are let down from the rafters and the house serves as the familys sleeping quarters. In every compound there is also a separate cooking hut with an open fire. Near the well there will be a raised trough covered, by a palm-thatched roof, for the daily clothes-washing. ! Sometimes there is a small bath house built of sticks interwoven with palm leaves, in which house hold members take their daily baths. The most striking thing about life in the compound is the extent to which various activities inter mingle. The whole compound constitutes an extended living area where there is little or no individual private space (Spielman, 1993). Typically rural mexicans believe that conceptions occurs immediately after a menstrual period. This idea is based on the notion that the uterus opens to release the blood that has been dripping in during the preceding weeks. After the menstrual flow has stopped the uterus is believed to remain open, it is during this time that women it most likely for them to get pregnant (Jordan, 1993, p. 18). Pregnancies are almost exclusively dealt with by midwifes. The first prenatal visit is somewhat special. At this time the pregnant woman and the midwife determine the probable date of birth: nine calendar months from the day following the completion of the womans last menstrual period. Massage is an integral part of the midwifes skills. If the midwife has determined, in the course of the massage, that the baby is in a breech or trans verse position, she will do an inversion. She locates the babys head and hip and by applying strong, even pressure to these parts, shifts the babys body into the more favorable head-down position. The procedure is sometimes painful but since the alternative is a Caesarean section in the capital, the women much prefer to tolerate a few minutes of discomfort. The midwife will do a version as often as necessary from the eight month on, up to the time of birth. She attempts to avoid a breech birth if at all possible and is an expert at tur! ning the baby even when the woman is in labor, as long as the breech is not yet engaged (Jordan, 1993, pp. 21-22). Birth generally takes place in the home but for the birth of a first child it may take place in the mothers parents home. After the onset of labor women continue doing house hold tasks until the labor intensifies to the point that it is no longer possible to finish what they are doing (Jordan, 1993, pp. 23-24). The father of the child is expected to be present at birth, if he is not then any complications that may occur are blamed on his absence. It is also typical for the mother of the woman in labor to be present even if she must travel a great distance (Jordan, 1993, p. 24). Birth usually takes place in a hammock but may progress to the legs of a chair tipped on its side, it is generally what ever the mother feels to be most comfortable. There may be any number of women present the only stipulation is that they them selves must also have given birth. The only male present is the father, he is considered the support person. Typically the father will stand behind the mother lying in the hammock and she will sling her arms up and around his neck, other women will rotate in as the support person. The support person coaches the mother along with the other women present, breathing with her, covering her mouth and nose during pushing and even mirroring the mothers contraction (Jordan, 1993, pp. 23-25). The midwife never ruptures the bag of water, instead it is believed to cushion the ba bies head. It will often times appear externally as a small ball and increase and decrease with con tractions. This action helps to enlarge the perineal area, and makes tearing of this area very rare, but if it should the midwife will send for a doctor to repair it. If after sometime it appears that the contractions need strengthening, a raw egg is given to the mother. As could be expected she immediately regurgitates it, this retching usually stimulates a very strong contraction. If additional stimulation is needed an injection of a B complex vitamin is given (Jordan, 1993, p. 26). Once the babies head appears it is suctioned, and after it complete birth it is placed on the mothers abdomen. The midwife then ties the cord once it has stopped pulsating. She doesnt cut the cord until the afterbirth has passed. If the placenta is not expelled within a half an hour or is not completely expelled the midwife will send for a doctor to manually extract it. If the baby is a girl she will, wi thin a hour, have her ears pierced, it is done early so that the babies attention will not be focused and she will not feel it (Jordan, 1993, pp. 28-29). During and after the birth the mother and child are consid ered to be susceptible to evil spirits from the bush. As a result the doors are kept closed and cracks are stuffed with rags to prevent the spirits form entering (Minturn, 1984, p. 206). This is also the reason for the mother and infant remaining indoors for seven days after the birth. The midwife will return the next day to examine the baby and talk with the mother. She will also return twenty days after the birth. At this visit she will give a massage, and applies binders to the mothers head, breast and pelvic areas in order to close the birthing bones. Though the head and breast binder may be removed when ever they become uncomfortable, the pelvic binder is left in place continu ally after giving birth. Also at this visit the midwife formally terminates the childbirth pr ecess (Jordan, 1993, p. 30). New borns are constantly in contact with someone unless they are asleep. Though bottle feeding is status symbol, babies are exclusively breast feed, though some supplemental bottle feeding may occur. Babies are not feed according to a regular time table, but rather when ever they appear hungry or cry (Jordan, 1993, p. 30). In infancy and early childhood, children spend a good deal of their time with their mothers. Mother care for their babies almost exclusively for the first month of their lives and are the primary caretakers for the first six months. After this time mothers begin seeking help in caring for their infants. When the mother goes out she make take the older children, but she will leave the nursing baby with a female friend or relative who are also lactating so they can nurse the infant. The most common substitute caretakers when mother goes to do work or visit around the home, are older daughters (Minturn, 1984, p. 202). Up to the age of six years children are give simple tasks at random but are not expected to complete them, after the age of six they are. Also after the age of six the tasks given tend to be gender related, unless their are no females, then the male children will assume the female roles, but females wont assume male roles (Minturn, 1984, pp. 204-205). Childbirth in rural mexico is a time of gathering and celebration (Jordan, 1993, pp. 29-30). It is a natural experi ence that takes place in the home under the careful supervision of an experienced midwife. Though pregnancy typically devoid of any professional medical intervention, birth in their culture is relatively free from any complications and will likely remain that way as long as their heritage is preserved. References Jordan, B. (1993). Birth in four cultures. Montreal: Eden. Kay, M. A. (Ed.). (1991). Anthropology of human birth. Phila delphia: F. A. Davis. Minturn, L., Lambert W. W. (1984). Mothers in six cultures: antecedents of child rearing. New York: J. Wiley. Spielman, G. (1993). Interview. 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Sim Venture Business Planning and Developement Essay Example

Sim Venture Business Planning and Developement Essay In hypothetical terms, the firm was bound to go into losses in the first few months of establishment. The objective we had prioritised was to establish the company quickly with minimal losses, which then could be easily recovered over a short time period. We firstly did the essential market research. This would give us a market audit, allowing us to precisely plan both short-term and long-term strategies, ensuring that we don’t have any confusion and see exactly what our goal is. Along with the research, we decided to build a premium website. This was our first step into advertising, organising and brought up a channel of communication between stakeholders and us. Our next step was competition research. This should us what we were up against and how to establish our own USP, accordingly, we set our product specifications and price as well as an introductory promotional discount to attract customers if they enquired. We then did negotiations with distributors to establish channels of distribution. The reason for this is that a company needs revenue, but more importantly, profit to survive, which can only be established with sales. By the third month, we had successfully established a channel of distribution, which was in our budget and produced good profits. We mistakenly forgot about the 30-day credit. We had consumed a majority of our capital, leaving us in money being owed to the bank. We therefore decided to apply for an overdraft to allow us a margin for error. Also as a reassurance as well as necessity, we needed to raise capital, so we borrowed surplus from friends and family. Customers continued not to pay money owed to us, leading in Microvault going in to debts of thousands of pounds. We will write a custom essay sample on Sim Venture Business Planning and Developement specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Sim Venture Business Planning and Developement specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Sim Venture Business Planning and Developement specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This was not acceptable so we set up credit control to regain money owed to us. We had to take drastic measures to ensure the company’s survival. We were left with no choice but to take out a ? 10,000 loan from the bank to sustain our losses and maintain a working capital for production as we had contracted new distributors as well. This meant production line quantity increased as well as surplus to maintain production and overheads. Eventually, the debtors paid up and business was stable. Enquires were slowly increasing as well as individual orders. We then decided to hold expansion for a while and focus on saving profits. This was to ensure that once research had been done and we did decide to expand, we would have the capital to sustain it. Meanwhile, we published a trade magazine advert. This was the first real promotion we had done. It helped the company’s reputation and status quite a bit. Enquires increased and sales were at an all time high. Eventually, we completed the formal setup of MicroVault Ltd. This reduced the risk of liquidisation and redundancy as well as improved the company status and reputation. We then created an employment contract and made the individual full-time. Lastly, we relocated to a business park, as the demand was higher than the storage capacity. This saved us hours of labour put in, resulting in more time to focus on other things such as recruitment. Activity 2 MICROVAULT LTD COMPANY. Report to: Bank Manager Date: 4th February 2009-03-04 Report for: Bank Loan Title: Obtaining a loan for MICROVAUL LTD COMPANY to help finance expansion. Executive Summary This is an end-of-year trading report of MICROVAULT LTD COMPANY. I am writing this report to show the success of the company so far, and explain its performance. The main point of this report is to obtain a loan from the bank to help finance expansion. Introduction We are a small limited company called MICROVAULT. MICROVAULT was established in 2009. We specialise in producing Computers. Our company is in a market for 14 months and we are looking forward to make it much more successful with some financial support form the bank. So far our company have a high reputation with its stakeholders and local community, we are looking forward to be better and stronger against our competitors. By looking at our report you will see that MICROVAULT is extremely credit-worthy and have low debts. Main body In a past year our business came thru very hard time. At the beginning our company was reaching some losses in the first few months of establishment. By that time we knew that if we don’t come up with some good ideas our business will go bankrupt. In March 2009 our profit and loss account achieved minus 445 pounds. Our goal was to establish MICROVAULT as quickly as possible with minimal losses. We did a lot of market research, we build a premium website to communicate with stakeholders and other companies. We also came up with some discount for a short period. Step by step our company profit was going up and as we sign contract with distributors, we got orders for reasonable price. When the company was in a good ‘shape’ we forgot about 30-day credit. We have spent most of our capital therefore we owned bank quite a lot of money. Leaving us no choice we decide to apply for an overdraft, and also borrow money from friends and family. After a month our company came back on race and starts to make very big profit. Our Enquires increased and sales were at all time high. At the end of a year our profit and loss account look very promising as it reached 10615 pounds, and sales turnover reached 35404 pounds. At the end of the year where our company made some profits we did our very first promotion by publishing a trade magazine advert. It helped MICROVAULT reputation. One of the most important things we have done is we created an employment contact, and improves the company rank and reputation. By making it happened we signed more contracts with large distributors and orders from customers has gone up. MICROVAULT is only a half way to be a successful limited company. We already make profits and grow our reputation. Our current profit margin is 33% and we will try to increase it by 10-15%, which make it go up to about 40-45%. Every month we are getting new orders and enquire therefore we need to focus on recruiting new employees. Our company will buy products in large quantities, which will gave us a bulk discount, and we will be able to save money. Recruiting new workers might be a quite expensive investment as it takes time, and money to recruit and train new workers. We will need a bookkeeper to keep us up to date with our losses and profits and also if we owe someone money. Our company will put more effort on competition research, product specifications and price. In the future we will try to offer more discounts, and reasonable prices. We might think of better advertisement such as calling customers or by mailing them. Conclusion In conclusion, I believe MICOVAULT is at the right position to become a successful business. Our Company need more time and money to research and recruit new workers, which leads to extra costs. We already completed the ormal set up for MICROVAULT and we are ready for new opportunities. The company has many prospects for the future such as expansion of the business in many areas. Recommendations The reason why I am asking for a loan is that MICROVALT Company might not be able to afford recruitment process which is expensive and time consuming. As I mentioned above we need new workers in order to success. Without recrui ting new employees MICROVAULT wont be able to meet customers demand, orders wont be on time therefore people will stop using our services which might leads to closing down the Company. We will allocated loan money in advertising such as magazines, websites, news papers, weekly mails in order to increase the customer information about our company. We hope this report will provide you with a clearer view of MICROVAUL. Activity 3 In this report I am going to discuss the trade-offs my team come across in developing our small business called MICROVAULT. A trade- off is when we loose one quality or feature of something in return for gaining another quality or aspect. The SimVenture task took my team a little bit of time as we re-run the business few times. It was three of us me (Ngan Nguyen), Raxit and Nitesh. All three of us had some good, and bad ideas, which not always make our Company making profits, and orders from customers. At a very beginning when we start our business we ware making losses, and we decide to recover them over a short-term period. We had to do a market research, which gave us clear market review. By doing that we had time to plan short-term and long-term strategies and prepare our goals. As a group we decide to put more efforts on profit rather than growth. Our goal was to make as much profit as possible within 12 moths. We had successfully established a channel of distribution, this gave us a good profit. Our company income starts to go up after May 2009 we had gone up to 3160 pounds. Our business paid private consultant to find information’s about our competitors in the market in order to produce better products. In my opinion in order to succeed in a real small business you have to dedicate you time, your money, and yourself. You need set up a goals of the company, what you want to achieve, and be committed to the business, know how to recruit workers for right jobs and positions. Pay attention to every progress your business is making from finance, orders, advertising to researches, complaints, and enquires. To run the business successfully you should know how to purchase the products and services, and also how to negotiate with your suppliers. You should be able to manage your finances. In other words experience is the key to success, we need to learn how to run the business and where to start it. In the SimVenture you can try at start all over again until you get some profits but in real life when you start you company, there is no coming back. Ether you will succeed or you will go bankrupt. Another key to success is to have a fresh idea for a product and determination, the willingness and energy to make it succeed

Triangles on SAT Math Geometry Strategies and Practice Problems

Triangles on SAT Math Geometry Strategies and Practice Problems SAT / ACT Prep Online Guides and Tips Triangle questions account for less than 10% of all SAT math questions. That being said, you still want to get those questions right, so you should be prepared to know every kind of triangle: right triangles, isosceles triangles, isosceles right triangles- the SAT could test you on any one of them. Since triangle problems only account for a small percent of the SAT math questions, you shouldn’t spend all of your study time on triangles. This article should be all you need to prepare you to tackle SAT triangle questions. I'll let you know the types of triangles that will show up on the SAT, their formulas, and the strategies you’ll need to apply when approaching a triangle question. I’ll also break down SAT math practice questions and explain how to knock triangle questions out of the park. What Are Triangles? First, let’s talk basics. A triangle is a flat figure made up of three straight lines that connect together at three angles. The sum of these angles is 180 °. Each of the three sides of a triangle is called a â€Å"leg† of the triangle, and the longest leg of a right triangle is called the â€Å"hypotenuse.† The angle opposite the hypotenuse will always be 90 °, the largest of the three angles. As we look at the many different types, you'll notice that many categories of triangles will be subsets of other categories of triangles and the definitions will continue to narrow. Special Triangles There are several different kinds of special triangles, all of which commonly appear on the SAT. In this section, we will define and describe all the different kinds of triangles you’ll see on the test. In the next section, we will go through all the formulas you’ll need to know for your SAT triangle problems, as well as how to use them. Equilateral Triangles An equilateral triangle is a triangle that has three equal legs and three equal angles. Though the leg measurements can be anything (so long as they are all equal), the angle measurements must all equal 60 °. Why? Because a triangle’s angles must always total 180 °, and ${180}/{3}=60$. Let's take a look at these types of triangles in action. NOTE: this question is a modified old SAT question in the style of the new SAT. In the figure above, triangle ABC is inscribed in the circle with center O and diameter AC. If $\ov{AB}=\ov{AO}$, what is the degree measure of∠ ABO? (A) 15 ° (B) 30 ° (C) 45 ° (D) 60 ° Answer Explanation: We are told that two of the side lengths of the circle are equal, and we must find an unknown angle, ∠ ABO. If you are familiar with your circles, then you know that any and all radii of a circle are equal. Lines $\ov{AO}$ and $\ov{OB}$ are both radii of the circle, so they must be equal. This means that all three legs of the circle BOA- lines $\ov {AO}$, $\ov {OB}$, and $\ov {BA}$- are equal. And we know that having three equal legs of a triangle means we have an equilateral triangle. We also know that equilateral triangles have three equal inner angles, all of which are 60 degrees. This means that angle ABO is 60 degrees. Our final answer is D, 60 °. Isosceles Triangles An isosceles triangle is a triangle in which two sides and two angles are equal. The sides opposite equal angles will always be equal, and the angles opposite equal sides will always be equal. This knowledge will often lead you to the correct answers for many SAT questions in which it seems you are given very little information. Answer Explanation: Since the question tells you that $180−z=2y$ and $y=75$, we know that $180−z=(2)(75)$ and solving that gives you $z=30$. If $z=30$, then each of the base angles of the isosceles triangle on the right must measure 75 °(${180−30}/{2}$). Therefore, the angle marked $x °$ is $180 °Ã¢Ë†â€™75 °=105 °$, and so the value of $x$ is 105. The answer is 105. Right Triangles A right triangle is a triangle in which one of the angles measures 90 ° (90 ° is a right angle). This means that the sum of the other two angles must be 90 ° as well since a triangle’s angles always add up to 180 °. Special Right Triangles There are many different kinds of right triangles and some are considered â€Å"special.† These are triangles that have set angles or side lengths and formulas to correspond with them. Understanding these types of triangles (and their formulas) will save you a significant amount of time on triangle questions. We'll go through the formulas that correspond to these types of triangles in the next section, but for now, let’s go through their definitions. Isosceles Right Triangle An isosceles right triangle is just what it sounds like- a right triangle in which two sides and two angles are equal. Though the side measurements may change, an isosceles triangle will always have one 90 ° angle and two 45 ° angles. (Why? Because a right triangle has to have one 90 ° angle by definition and the other two angles must add up to 90 °. So ${90}/{2}=45$. 30-60-90 Triangles A 30-60-90 triangle is a special right triangle defined by its angles. It is a right triangle due to its 90 ° angle, and the other two angles must be 30 ° and 60 °. It's also half of an equilateral triangle. As I mentioned earlier, an equilateral triangle has three equal angles all measuring 60 °. If you attached another 30-60-90 triangle to this one (along the leg opposite the 60 °), you'd have an equilateral triangle with all angles measuring 60 °. 3-4-5, and 5-12-13 Right Triangles 3-4-5 and 5-12-13 triangles are special right triangles defined by their side lengths. The numbers 3-4-5 and 5-12-13 describe the lengths of the triangle’s legs, meaning that, when you have a right triangle with one leg length 4 and with a hypotenuse length 5, then you automatically know that the third leg equals 3. Any consistent multiples of these numbers will also work the same way. So a right triangle could have leg lengths of: 3(1)-4(1)-5(1) = 3-4-5 3(2)-4(2)-5(2) = 6-8-10 3(3)-4(3)-5(3) = 9-12-15 And so on. These are considered â€Å"special† right triangles because all of their sides are integers. Recognize this handsome fellow? Because Pythagoras is here to impart his triangle wisdom. Triangle Formulas Now that you know what all your triangles will look like, let’s go through how to find missing variables and information about them. This is the box of formulas you will be given on every SAT math section. Though all the formulas you’ll need to know for triangles are all included, you must understand how and why these formulas work as well as when to use them. It will also save you time and effort to memorize these rather than flipping back and forth between the problem and the formula box. So memorize your formulas if possible and read below to see what these formulas mean and how to use them. All the formula boxes in the world aren’t worth the paper they’re printed on if you don’t know how to apply them when solving your problems. All Triangles Some formulas apply to all triangles while other formulas only apply to special triangles. So let's first look at the triangle formulas that apply to any and all types of triangles. Area $$a= {1}/{2}bh$$ b is the base of the triangle, which is the length of any one of the triangle’s legs. h is the height of a triangle, found by drawing a straight line (at a 90 ° angle) from the base of the triangle to the opposite angle from the base. This means that, in a right triangle, the height is the length of the leg that meets at a 90 ° angle to the base. In a non-right triangle, you must create a new line for your height. Perimeter p=l1+l2+l3 Just like with any other kind of plane geometry figure, the perimeter of a triangle is the sum of its outer sides (the triangle’s three legs). Right Triangles There are also formulas that apply to right triangles and to specific types of right triangles. Let's take a look. Pythagorean Theorem a2+b2=c2 The Pythagorean theorem allows you to find the side lengths of a right triangle by using the lengths of its other sides. a and b signify the shorter legs of the triangle while c is always the leg opposite the 90 ° angle (the hypotenuse). 3-4-5 and 5-12-13 triangles (and their multiples) are special because you do not need to work through the Pythagorean Theorem in order to find the side measures of the third length (though, of course, you always can). Remember, if one side of a right triangle is 8 and its hypoteneuse is 10, then you automatically know the third side is 6. Trigonometric Formulas: Sine and Cosine Trigonometry makes up less than 5% of all math questions, but you won't be able to answer any trigonometry questions correctly without knowing trigonometry formulas. Check out our trigonometry guide to learn all the formulas you need to know and to learn how to apply the formulas to SAT math questions (Coming Soon!). Isosceles Right Triangle x, x, x√2 Though you can find the missing side lengths of an isosceles triangle using the Pythagorean theorem, you can also take a shortcut and say that the equal side lengths are each x, and the hypotenuse is $x√2$. Why does this work? Well, think about an isosceles triangle with a leg length of 6. We know the second leg must also equal 6 because the two legs are equal in an isosceles triangle. And we can also find the hypotenuse using the Pythagorean theorem because it is a right triangle. So: 62+62=c2 36+36=c2 72=c2 $$c = √72$$ $c = √36 * √2$ (Why were we able to split up our root this way? Check out our guide to SAT advanced integers and its section on roots if this process is unfamiliar to you.) $c = 6√2$ So, we are left with side lengths of 6, 6, and $6√2$. Or, in other words, our side lengths are x,x, and $x√2$. 30-60-90 Triangle $$x, x√3, 2x$$ Just like with an isosceles right triangle, a 30-60-90 triangle has side lengths that are dictated by a set of rules. Again, you can find these lengths with the Pythagorean theorem, but you can also always find them using the rule: $x, x√3, 2x$, where x is the side opposite 30 °, $x√3$ is the side opposite 60 °, and 2x is the side opposite 90 °. This knowledge can help you find the lengths of sides when given a more complex triangle problem. Studious!Dog is proud of your studiousness right now. (So much studious.) Typical Triangle Questions Let’s look at some of the standard types of question in each category. NOTE: the question examples provided are not from official SAT tests since the newly redesigned SAT doesn't start until March 2016. These questions have been taken from College Board new SAT practice tests or adapted from other College Board study materials for the new SAT. #1: Finding Missing Values Most triangle problems will fall into this category- you will be asked to find a missing angle, an area, a perimeter, or a side length (among other things) based on given information. Some of these questions will be more complicated than others, but the SAT will always provide you will enough information to solve a problem, so it’s up to you to put the clues together. Let’s walk through an example question of this type: Note: Figure not drawn to scale. In the figure above, line m is parallel to line n, line d is perpendicular to line n, and line e intersects line m and line n. What is the length of x? Answer Explanation: Since line d and line e intersect at C, ACB and ∠ DCE are vertical angles, and therefore they are equal in measure. Since line m is parallel to line n, ∠ DEC and ∠ CAB are alternate interior angles of parallel lines cut by a transversal, and so the measures of ∠ DEC and ∠ CAB are equal. By the angle-angle theorem, triangle ABC is similar to triangle EDC with vertices A, B, and C corresponding to vertices E, D, and C, respectively. Also, triangle EDC is a right triangle, so you can use either the Pythagorean theorem or your knowledge of 3-4-5 right triangles to find that the hypotenuse is 5. Since triangle ABC is similar to triangle EDC, the ratios of the lengths of corresponding sides of the two triangles are the same so ${CD}/{BC}={3}/{5}={DE}/{AB}={4}/{x}$. Solving for $x$, we get $3x=20$. Therefore, $x={20}/{3}$. #2: Ratios and (In)Equalities These kinds of questions will generally ask you to either find the ratios between parts of different triangles or will ask you whether or not certain sides or angles of triangles are equal or unequal. Answer Explanation: Angles ABE and DBC are vertical angles (meaning they are pairs of opposite angles made by two intersecting lines), and, therefore, they have the same measure. Since segment AE is parallel to segment CD, angles A and D are of the same measure by the alternate interior angle theorem. Since all angles are equal in triangles ABE and DBC, triangle ABE is similar to triangle DBC, with vertices A, B, and E matching up to vertices D, B, and C, respectively. Therefore, Solving this you get CB = 4, and so CE = CB + BE = 4 + 8 =12. #3: Multi-Shape or Shapes Within Shapes As you can see from earlier examples, some of the triangle problems on the SAT will involve multiple triangles (or other geometric shapes) combined together. This technique for presenting problems is designed to challenge your understanding of lines and angles as well as triangles. For these types of problems, you must use the information you are given and solve for more information down the line until you find exactly what you need. It’s essentially a domino effect of problem-solving. Answer Explanation: The question tells you that ∠ AEB and ∠ CDB have the same measure. Since ∠ ABE and ∠ CBD are vertical angles (meaning they are pairs of opposite angles made by two intersecting lines), they have the same measure. Triangle EAB is similar to triangle DCB because the triangles have two pairs of congruent corresponding angles (angle-angle criterion for similarity of triangles). Since the triangles are similar, the corresponding sides are in the same proportion: $${CD}/{x}={BD}/{EB}$$ Substituting the given values of 800 for CD, 700 for BD, and 1400 for EB in ${CD}/{x}={BD}/{EB}$ gives ${800}/{x}={700}/{1400}$ Therefore, $x={(800)(1400)}/{700}=1600$. The final answer is 1600. #4: Variables and Combination Variables Finally, triangle problems that involve multiple variables (or only variables) in both the problem and the answer are usually located somewhere in the last three questions of any SAT math section. This means they are some of the most challenging types of math problems for the majority of students. The good news is that there are many different ways to solve these types of problems and that a little time, organization, and creativity will almost always get you to your correct answer. Considering these kinds of problems involve multiple variables, it is probably a good idea to check out the strategy of plugging in numbers if you haven’t done so already. This is a great technique to use if you are hesitant about the geometry and/or the algebra, or simply if multiple integers bother you. Let’s take a look at an example problem of this type and the various methods of solving it. Which of the following expresses $z$ in terms of $x$ and $y$? (A) $2x+3y−180$ (B) $x+2y−180$ (C) $180−x−y$ (D) $360−2x−3y$ As you can see, this is a triangle problem that uses multiple variables and so is a bit complicated. Let’s look at all our options for solving the question: Solving Method 1: Plug in our own numbers On most any occasion in which you are given several variables in the question or in the answer options, a sure-fire technique you can use is the one of plugging in your own numbers. (For more on this strategy, check out our guide to plugging in numbers.) We are given the variables $x$ and $y$ and told to find $z$. So let us choose some values for $x$ and $y$ that seem appropriate and use them to find $z$. Let us just say that $x=60$ and $y=70$. Why those numbers? Why not! Because the angles of a triangle always add up to 180 °, we can find the missing values in our two bottom triangles by saying: $$180−60−70=50$$ This means we can also find the value of the missing angle in our top triangle because we know that a straight line must also equal 180 °. So: $$180−50−50=80$$ Which means we can finally find the value of z by saying that: $$z=180−80−70$$ $$z=30$$ Now, let us use the same values for $x$ and $y$ that we used in our problem to find which answer choice (or choices) gets us $z=30$. Answer choice A gives us: $$2x+3y−180$$ Which, when we replace our variables, is: $$2(60)+3(70)−180$$ $$120+210−180$$ $$150$$ We are looking for an answer to match $z=30$, so this is far too large. We can eliminate answer choice A. Let us try answer choice B: $$x+2y−180$$ $$60+2(70)−180$$ $$60+140−180$$ $$20$$ This answer still does not equal 30, so we can eliminate answer choice B. Answer choice C says: $$180−x−y$$ But we already know that this is 50 and not 30, as we used this equation to find the missing components of our triangles earlier (180−60−70). We can eliminate choice C. By process of elimination, answer choice D must be correct. But let us double-check to be sure. $$360−2x−3y$$ $$360−2(60)−3(70)$$ $$360−120−210$$ $$30$$ Success! We have found an answer choice (and only one answer choice) that matches what we found for $z$. Our final answer is D. Solving Method 2: Algebraic approach Alternatively, we could have found our answer using pure algebra and the properties of triangles, instead of filling in our own numbers. To do so, we would essentially be repeating the process we used to find our missing variables from above, but keeping the variables intact. Each of the three triangles we are focusing on would all add up to 180 °. We have three different triangles and three missing angles, so their equations would look like: $$180−x−y$$ $$180−x−y$$ $$180−y−z$$ We know that all of those equations will find us one of the three unmarked angles. We also know that those three angles add up to 180 °. (Why? Because they lie on a straight line, and a straight line equals 180 °.) So when we add the equations together and set them equal to 180 °, we get: $$(180−x−y)+(180−x−y)+(180−y−z)=180$$ $$540−2x−3y−z=180$$ $$−2x−3y−z=−360$$ $$−z=−360+2x+3y$$ $$z=360−2x−3y$$ So again, our final answer is D. (Note: there is a third- and even faster- way to solve this problem that involves quadrilaterals. Check out our guide to SAT polygons for more info!) Though there are many different types of triangle problems on the SAT, they tend to stand out from the crowd. How to Solve a Triangle Question Triangle questions are as numerous (comprising nearly 10% of the entire SAT math section) as they are varied. Because of this, it is difficult to break down one exact path for problem-solving triangle questions. That said, your greatest assets and strategies when solving triangle problems will be to: #1: Use Your Formulas (and Take Your Short-Cuts) Using your formulas is the absolute most crucial step for any triangle problem. And, considering that most of your formulas essentially act as short-cuts (why bother solving with the Pythagorean theorem when you know that the legs of a 30-60-90 triangle are $x, x√3, 2x$?), you will save yourself a great deal of time and energy when you can keep your formulas on hand and in order. #2: When Working With Multi-Shapes, Break It into Small Steps Remember that dealing with a multi-shape triangle problem is like working with dominoes. Each successive piece of information makes way for finding the next piece of information. Don’t get intimidated by the idea that you don’t have enough information or that there are too many shapes or lines to deal with. You will always have enough data to go on- just focus on finding one shape and one piece of information at a time, and the dominoes will fall into place. #3: Draw It Out Draw your own diagrams if you are given none. Draw on top of your diagrams when you are given pictures. Write in your givens and all the measurements you find along the way to your missing variable (or variables), and mark congruent lines and angles. The more you can clarify your diagrams, the less likely you’ll be to make careless errors in misplacing or confusing your numbers and equalities. #4: Plug in Your Own Numbers Whenever Possible Finally, give yourself a break from dealing with variables and complex algebra if you need to. It can be far too easy to make a mistake when dealing with variables alone, so if you have the time to spare, go for plugging in your own numbers! You have more information and strategies at your disposal than you think. Just keep them on hand and organized in your head and you'll be set. Test Your Knowledge Now let's test your triangle knowledge on more, SAT math problems. NOTE: these questions are not official SAT math section questions (since the newly redesigned SAT debuts in March 2016). These questions were taken from College Board practice tests for the new SAT or adapted from other new SAT practice questions and old SAT questions. 1) Note: Figure not drawn to scale. In the figure above, a regular polygon with 8 sides has been divided into 8 congruent isosceles triangles by line segments drawn from the center of the polygon to its vertices. What is the value of x? Answer Explanation: The sum of the measures of the angles around a point is 360 °. Since the 8 triangles are congruent, the measures of each of the 8 angles are the same. Therefore, the measure of each is ${360 °}/{8}=45 °$. In any triangle, the measure of the interior angles is 180 °. So in each triangle, the sum of the measures of the remaining two angles is $180 °-45 °=135 °$. Since the triangles are isosceles, the measures of the two angles are the same. Therefore, the measure of each of these angles is ${135 °}/{2}=67.5 °$. 2) Note: Figure not drawn to scale. In triangle ABC above, $AB=AC$, E is the midpoint of $\ov{AB}$, and D is the midpoint of $\ov{AC}$. If $AE = x$, and $ED = 4$, what is the length of BC? (A) 6 (B) 8 (C) $2x$ (D) $4x$ Answer Explanation: As always, let us first fill in our given information. Now, though it may not look it, we are told that E is the midpoint of line AB. This means that, if segment AE is worth $x$, then segment EB is also worth $x$. This also means that the entire length AB will, therefore, be worth $x+x=2x$. So let us set up a proportion. Leg AE will be to its base, ED, as the leg AB will be to its base, BC. So: $${AE}/{ED}:{AB}/{BC}$$ $${x}/{4}:{2x}/{BC}$$ $$8x=BCx$$ $$8=BC$$ Our final answer is B, BC = 8. 3) Note: Figure not drawn to scale. Two isosceles triangles are shown above. If $180−x=3y$ and $y=20$, what is the value of z? Answer Explanation: Since the question tells you that $180−x=3y$ and $y=20$, then $180−x=60$ (since $3y=60$), and solving that gives you $x=120$. If $x=120$, then each of the base angles of the isosceles triangle on the right must measure 30 ° ($180−{120}/{2}$). Therefore, the angle marked $z °$ is $180 °Ã¢Ë†â€™30 °=150 °$, and so the value of z is 150. The answer is 150. We think you've earned a break, don't you? The Take-Aways Triangles will show up, without fail, at least a few times on every single SAT (usually in about 1 to 3 problems). The good news is that you will be given multiple formulas to aid you through these types of questions, but the drawback is that the test is timed, and so you should only waste time going to your formula box if you are all out of options. Know your definitions, try to memorize your formulas, and do your best to keep a clear head as you go through your test. And, as always, practice, practice, practice! The more experience you get in solving the variety of triangle questions the SAT can think to put in front of you, the better off you’ll be in slaying those triangle problems. What’s Next? Now that you've done your paces on your triangles, it's time to make sure you are prepared for all the math topics you'll see on the SAT. All of our math guides will take you through strategies and practice problems for all the topics covered on the math section, from integers, to ratios, circles to polygons (and more!). Feeling anxious about test day? Make sure you know exactly what to do and bring to ease your mind and settle your nerves before it's time to take your SAT. Running out of time on the SAT math section? Look no further than our guide to help you beat the clock and maximize your SAT math score. Angling to get a perfect score? Check out our guide to getting a perfect 800, written by a perfect-scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

The Facts Are Good Enough

The Facts Are Good Enough The Facts Are Good Enough The Facts Are Good Enough By Mark Nichol A New Yorker staff writer and best-selling author recently joined the rogues’ gallery of prose practitioners who decided that because the facts aren’t good enough, embellishment is necessary and who, by doing, so, erode the already endangered social status of writing. Jonah Lehrer already in hot water at the New Yorker for incorporating some of his previously published material into articles for the magazine admitted last week that he fabricated quotations in his latest book, Imagine: How Creativity Works. Print and e-book copies of the book, which has already sold 200,000 copies and was a New York Times best-seller and top-ranked on Amazon.com, have been pulled from distribution. Lehrer, who ironically once wrote in the New Yorker about the science of failure (and whose name is German for â€Å"teacher†), resigned from the magazine. Like most individuals who have been part of an early twenty-first-century wave of high-profile literary fabricators and plagiarists, his promising career as a writer is over. I’ll leave the psychology of motivation for such invention to others to analyze. What I found pertinent to this website is the part of an article about Lehrer’s transgression that made reference to criticisms that book publishers do not double-check facts. One of the fundamentals of journalism is veracity in reporting, and most periodical publications consider assiduous research and fact-checking integral to professional reporting and writing. Some professionally produced publications including mostly magazines but some newspapers as well employ staff or freelancers responsible for conducting research and contacting sources to verify quotations and quantifiable information, even though it is the reporter or writers responsibility to submit accurate content. But lapses occur constantly: I’ve edited for several newspapers and magazines that, like many other periodicals, often have a space to acknowledge and correct significant factual errors. I’ve also read newspaper or magazine articles about incidents or events with which I was intimately familiar, and I’ve come to the conclusion that it is a given that even the most well-written article will get something wrong. Sometimes these mistakes are innocuous. At other times, they are devastatingly damaging. Book publishers are prone to allowing factual errors, as well as allowing inventions and plagiarism, to plague their industry, because, as one industry executive remarked, the onus is on the writer to provide copy free of such mistakes. Most writers strive to conduct impeccable research and transfer this dedication to the printed page, but even highly professional and very knowledgeable authors err at times. Occasionally, because of that truth, a publishing company will request that an editor thoroughly fact-check a book or at least spot-check for errors; I’ve edited dozens of books and have performed comprehensive vetting for a couple of book projects and spot-checked several others. I’ve found errors that only the most exacting expert would notice (or, perhaps, care about) and others that might have prompted a recall of the published book if they had not been discovered. Such saves happen all the time. But many other mistakes slip through and fabrication and theft of content (both more difficult to detect) are pervasive. It’s one thing to slightly alter a quotation for grammatical effect or because the original statement was elliptical and requires more context, or to rebuild one from incomplete notes. It’s one thing to restate another person’s opinions or conclusions (which might themselves not be original). These are acceptable, standard practices. It’s another thing to slide down the slippery slope of thinking that it’s too much trouble to contact sources to coax them into saying what you want them to say just reconstruct a conversation from random comments and punctuate it with a bon mot in your source’s voice that she would have said if she had thought of it. It’s another thing to agonize that your article or essay or book is lacking, and to rationalize that the only way to remedy the shortcoming is to invent or copy. Such well-intentioned deviousness seems harmless, but it’s akin, in a way, to bank robbery: The rewards are so gratifying, but the risk to oneself (and others) is hazardous, and the perpetrators almost always, eventually, get caught. The moral of the story: Whether it comes to contemplating bank robbery or writing, opt for earning your money the hard way honestly. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:Math or Maths?30 Baseball IdiomsPreposition Mistakes #1: Accused and Excited

What is the role of celebrity endorsement in marketing communication Literature review

What is the role of celebrity endorsement in marketing communication - Literature review Example This paper presents a review of the literature followed by a critical analysis and commentary on the role of celebrity endorsement in marketing communication plans and the extent to which celebrity endorsement approach has been able to attain the underlying goals of the business. The review of historical facts reveal that the people in the professions of art and culture, sports and public events have attained the status of celebrity by virtue of their performance that entertained the public and touched their hearts. It was during the start of the twentieth century that the status of celebrity of the well known figures in various professional fields started to diffuse in the societies and influenced their livelihood. The business sector and the industries viewed this trend of celebrity impact on the society as useful opportunities that could positively impact the growth of their business (Shimp and  Andrews, 2013, p.47). The funnel approach in developing marketing communication plan by the companies took into consideration the various factors like awareness, interest, consideration, intent and evaluation by the customers that influences the decision making for purchase of the products and services. The impact of the celebrity image and the fan following asp ect was identified to be a useful factor that could boost the marketing and selling of the products and services (Silvera and Austad, 2004, p.1515). The review of the literature reveals that from the time of 1970s to 1990s the economies in the Asia Pacific, South Asia, disintegrated Soviet Union started to undertake economic reforms that led to the process of globalization and the increase in international competition in the various sectors of business (Byrne, Whitehead and Breen, 2003, p.288). In order to take strategic measures for market penetration, sustenance of market share and retention of customers, the business houses prepared

THE LUXURY FOOD SERVICE INDUSTRY Essay Example | Topics and Well Written Essays - 2000 words

THE LUXURY FOOD SERVICE INDUSTRY - Essay Example The world is also experiencing increasing urbanization as several people shift from rural places to urban centers. As people move from rural areas to urban centers, they tend to change their lifestyle trend especially their eating habits (Pride and Ferrell 26). As the number of people working in office increases, people tend to get less time to prepare foods at their homes. Such consumers under constraint of time usually opt to each outside in restaurants and cafes’. Other factors seen to have led to the high growth in food service industry include tourism. Some investors opt to put up luxurious food service industry for purposes of hosting tourists that visit the country (Great and Gavin 6). Britain is one such country that has witnessed an increase in growth of food service industry over the last decades. The high growth rate has mainly been seen in London the capital city. Among the restaurants based in London include Hakasan, Nobu and Zuma. His are food joints that have been able to build luxury element within the service industry. The question that may be asked is, ‘How have these restaurants been able to build such luxury, and what tools have the restaurants used to build the luxury element? The purpose of this paper is to examine the marketing tools that have been used by Hakasan, Nobu and Zuma to build the luxury element within the foodservice industry. This will also involve analysis of the 7Ps employed by the three restaurants. The paper will conclude by the most important elements derived from the study of luxury service industry in general particularly the food service industry. Finally, the paper will provide a recommendation regarding what has been learnt from the study. The Chartered Institute of Marketing (2) defines marketing as the management process which entails identification, anticipation and satisfaction of the

Abc-Clio - Continental System Essay Example for Free

Abc-Clio Continental System Essay Continental System One of Europes most storied leaders, Napoleon I is remembered for his dramatic victories as the leader of France, conquering large swathes of Europe until his ultimate downfall following the Battle of Waterloo in 1815. Despite his military prowess, Napoleon was never able to conquer the United Kingdom, his archrival to the north. As Europes most successful economic power and the nation with the most powerful navy in the world, Britain relied on its trade with foreign nations to fuel its own economy. In an effort to undermine his rival, Napoleon initiated the Continental System, a wide-ranging system of tariffs and embargoes against Britain. The Continental System ultimately had a far more negative impact on France, however, much to the chagrin of its illustrious emperor. Origins of the Continental System Hostilities between France and Britain had boiled for many centuries, but the French Revolution, with its antimonarchical republican values and extreme violence, initiated a new low in relations between those two nations. Fearful of republican ideology spreading to its shores, Britain was staunchly opposed to the French Revolution from its inception, and as the French Army began its conquest of Europe, the island nation sought allies in its struggle against France. By 1799, Napoleon had used the support of the military to overthrow the French Directory and effectively take full control of the nation; the French coup dà ©tat of 1799 established the French Consulate as the new government of France, with Napoleon assuming the ultimate executive position of first consul. Meanwhile, French armies successfully conquered the Papal States, Sardinia-Piedmont, and Switzerland, and even occupied Ottoman Egypt for three years. Such conservative forces on the European continent as Austria and Russia shared Britains fears and quaked at the thought of French invasion. They knew that the French would not only bring occupying armies to their lands, but also displace their monarchies and establish republics, and that was something the ruling elite could not accept. With a successful general like Napoleon now at the helm of the government, the issue appeared more urgent than ever before. To counteract the threat of French invasion, monarchies across Europe banded together in a series of coalitions. In 1798, Austria, Britain, the Kingdom of the Two Sicilies, the Ottoman Empire, Portugal, and Russia formed the Second Coalition, but their infighting prevented any effective concerted movement to stop the French war machine. By 1805, France had firmly established itself as an imperial power, having gained control over large portions of the Continent. In response, Britain and Russia, later joined by Austria and Sweden, formed the Third Coalition. This was a crucial move for the British; Napoleon had begun to amass troops in Boulogne—on the northern coast of France—in 1803 in preparation for invading Britain. The powerful British Royal Navy was able to prevent French invasion through a blockade, however, and with the decisive British naval victory at the Battle of Trafalgar in October 1805, Napoleon realized he would not be able to launch a successful land inv asion of Britain. A New Strategy Defeated, but not demoralized, Napoleon plotted a new way to attack the British. If he could not take them on militarily, the French emperor (Napoleon had proclaimed himself emperor of the First French Empire in May 1804) determined to attack their economy. Calling the British a nation of shopkeepers in a derogatory tone, Napoleon nevertheless knew that the Industrial Revolution, along with the riches flooding into the country from the burgeoning British Empire, had made the United Kingdom the most powerful economic power in the world. Because the nation was an island, it needed trade of its finished goods to buy enough raw materials and supplies for its population to live at a level that made it possible for them to be consumers and continue their rapidly expanding industrial output. He also knew that industrialization had ravaged the rural population of Britain, as well as its artisan crafts and cottage industries. As a consequence, he believed that a massive embargo of British goods throughout the European continent would destroy the British economy and incite a popular uprising that would bring down the government, as deprivation among the poor had done in France in the 1780s. Meanwhile, despite the loss of the French Navy at Trafalgar, the French Army (renamed the Grande Armà ©e in 1805) continued its domination of Europe. By the fall of 1806, nearly all of the Continent, from the Atlantic Coast to the borders of Russia, was either under French control, occupation, or allied to France. The only exceptions, most notably Portugal and Sweden, were unable to effectively take on French military might and stood waiting to see when they too might fall under French rule. With his power seemingly uncontested in Europe, Napoleon determined that it was time to strike at the British with his new strategy of economic embargo. Economic Warfare Begins On November 21, 1806, Napoleon issued the Berlin Decree, which declared that France would henceforth blockade all British ships and refuse them entry into any port under French control. In December 1807, Napoleon issued the Milan Decree as well, which stated that any ships coming into French waters that had previously docked in British ports would be confiscated, along with their cargo and crews, by French officials. That new policy was meant to include such neutral nations as the United States, which at that time was Britains most important trading partner; U.S. cotton in particular was essential for fueling the textile industry, Britains most important manufacturing base at the time. To counteract Napoleons moves, the British passed their own laws, known as the Orders in Council of 1807, forbidding their trading partners from dealing with France. As a consequence, the United States was forced to cease all trade with both Britain and France, a move passed into law by the Embargo Act of 1807. The U.S. withdrawal from international trade caused significant problems in the British economy and forced British industrialists to look elsewhere for cotton and other raw materials that had previously come from America. The expansion of the second wave of British colonization in the 19th century traces its origins to that period, as does the War of 1812 between the United States and the United Kingdom. Effects of the Continental System Napoleons attempts at economic warfare were shocking at first, but they did not fully cripple the British economy. Russia was not under French control in 1806, so in the beginning phase of the blockade, goods from Britain were still able to enter Europe through Russian-controlled Baltic ports. By July 1807, however, France and Russia concluded peace with the Treaty of Tilsit, and Russia—along with Prussia—joined the Continental System as a term of the treaty. By 1808, the value of British exports had fallen from  £40.8 million to  £35 million, and there was a visible decline in the import of grain. Moreover, industrialists, unable to get raw materials from abroad, began to lay off their industrial workers. At the same time, there were many crop failures in Britain, leading to extreme hunger for many of the poor who, without jobs or sufficient hours and pay, were unable to afford higher prices for rarer staples. Food riots resulted, but Napoleons hopes for a popular uprising that would overthrow the government never materialized. Though deeply affected, Britains economy was able to survive the blockade in the end, largely thanks to trade with its colonies and a marked growth in smuggling. While the consequences of the Continental System were dire for the United Kingdom, historians are adamant that the system actually had a far more punishing impact on France. Europeans, both in France and in its conquered and allied territories, were bitter that the system was denying them access to many of the consumer goods they relied on that originated from Britain and its colonies, like sugar, coffee, inexpensive textiles, and tobacco. Meanwhile, smugglers thrived in the environment of the embargo, and such goods that did get into Europe from Britain were far more expensive than they had ever been. Moreover, European nations conquered by the French resented the partner laws of the Continental System, which privileged French goods by placing high tariffs on other European goods. Prices throughout Europe skyrocketed under the Continental System, giving Europeans living under French rule new reasons to resent their imperial overlords. That resentment ultimately shook the foundations of support for Napoleons empire. Resentment, War, and Defeat The economic hardships wrought by the embargo led European nations that had not fallen under French rule to resist the Continental System. Portugal entirely refused to take part, forcing Napoleon to invade the nation and attempt to capture its fleet and depose its monarchy. However, King John VI of Portugal fled his home for Brazil, Portugals largest colony, and his naval fleet went with him. His people responded by revolting against the French invasion, and the British sent an expeditionary force to support them. This was the preliminary phase of the Peninsular War, a brutal struggle for independence from the French for Portugal and Spain, most famous in the United States today for its astonishing and heartbreaking war images captured by the master painter Francisco de Goya. The war was extremely costly for the French and played a significant role in Napoleons eventual downfall. The Swedish also decided to reject Napoleons demand that they join the Continental System, an act that resulted in that nation being invaded by Russia in 1808. The war that ensued—known today as the Russo-Swedish War of 1808–1809—raged from February 1808 until September 1809 and resulted in Finland being separated from Sweden and established as a semiautonomous entity closely tied to the Russian government. Also, the Russians forced the Swedes to join the Continental System, and all Swedish ports were closed to British shipping. Like other parts of Europe living under the Continental System, the Swedes were furious at the results of the embargo, namely higher prices and scarcity of goods. Anti-French sentiment increased, and Sweden subsequently took part in the final campaigns to overthrow Napoleons empire in 1813–1815. As prices skyrocketed, Napoleons Continental System was increasingly resented in France as well. Moreover, the human and financial costs of the wars in which the system played a causative role—like the Peninsular War—wore on the French public. Napoleons popularity began to plummet, and by 1812, the economy of all of Europe was collapsing. In that year, Russia decided to stop participating in the Continental System, and Napoleon responded by launching a massive land invasion of the vast country. Ill prepared for the elusive tactics employed by the Russian Army and the harsh nature of the Russian winter, Napoleon suffered the worst military defeat of his career during the Russian invasion; the human carnage was devastating for both sides, and Napoleons Grande Armà ©e was practically decimated. The resentful nations of Europe, including former allies of France, seized the opportunity and rose up in unison against Napoleons weakened regime. Within three years, the emperors fate would be sealed with his defeat at the Battle of Waterloo, the final proof that his Continental System was, in the end, a failure. Continental System. World History: The Modern Era. ABC-CLIO, 2011. Web. 3 Mar. 2011. Chicago World History: The Modern Era, s.v. Continental System, accessed March 3, 2011. http://worldhistory.abc-clio.com/. APA Continental System. (2011). In World History: The Modern Era. Retrieved March 3, 2011, from http://worldhistory.abc-clio.com/

The Overuse of Psychotropic Medications for Children Essay -- Antidepr

In less than a year, John Geis was seen by four different medical doctors who diagnosed him with five separate illnesses, including autism, bipolar disorder (also known as manic depression), insomnia, attention deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD). John's pill regimen kept multiplying, consuming a daily cocktail of mind-altering drugs. The harmful concoction included Risperdal (antipsychotic), Prozac (antidepressant), Adderall (psychostimulant). John's story is far too common in America today. In this paper, I will explore what lead up to the mass labeling and drugging of young boys in America. I will provide evidence of unethical and illegal business practices by the world’s largest pharmaceutical companies, driven by greed. Psychiatry once subscribed to the Freudian view that mental illness comes from roots in unconscious conflicts (usually appearing in adolescence), that affects the mind as though it were separate from the brain. With the introduction of psychoactive drugs in the 1950s, and sharply accelerating in the 1980s, it was then that the psychiatric focus shifted to the brain, as if it were a physical disease. Psychiatrists began to refer to themselves as psychopharmacologists, and became far less interested in exploring the life stories of their patients and more interested in treating their patients with drugs. The psychiatric profession became optimistic that the use of psychoactive drugs would be beneficial with the new biological model that psychiatry adopted. Their optimism began to fade as serious side-effects of the drugs were becoming apparent, and an anti-psychiatry attitude began to spread rapidly. (Angell) Consequently ,with the   new medical model came the need ... ... XXXIII, No. 13, 4 July 1997, p. 31. Perdone, Matthew, and Pete Yost. "Johnson & Johnson to Pay $2.2 Billion to Resolve Drug Marketing Allegations." Huff Post. HuffingtonPost.com, 4 Nov. 2013. Web. 10 Mar. 2014. . Stolzer, J.M. "A Systematic Deconstruction of the â€Å"Disordered American Boy† Hypothesis." New Male Studies:An International Journal 1.3 (2012): 77-95. Print. Webster, Richard (2005). Why Freud Was Wrong: Sin, Science and Psychoanalysis. Oxford: The Orwell Press. pp. 595–596 Wilson, Duff. "Child’s Ordeal Shows Risks of Psychosis Drugs for Young." New York Times [New York City] 1 Sept. 2010, Late ed., Business Day: 11. Print. Zilbergeld, Bernie (1983). The Shrinking of America: Myths of Psychological Change. Boston: Little, Brown & Company. pp. 78–79

A Game of Thrones Chapter One

Bran The morning had dawned clear and cold, with a crispness that hinted at the end of summer. They set forth at daybreak to see a man beheaded, twenty in all, and Bran rode among them, nervous with excitement. This was the first time he had been deemed old enough to go with his lord father and his brothers to see the king's justice done. It was the ninth year of summer, and the seventh of Bran's life. The man had been taken outside a small holdfast in the hills. Robb thought he was a wildling, his sword sworn to Mance Rayder, the King-beyond-the-Wall. It made Bran's skin prickle to think of it. He remembered the hearth tales Old Nan told them. The wildlings were cruel men, she said, slavers and slayers and thieves. They consorted with giants and ghouls, stole girl children in the dead of night, and drank blood from polished horns. And their women lay with the Others in the Long Night to sire terrible half-human children. But the man they found bound hand and foot to the holdfast wall awaiting the king's justice was old and scrawny, not much taller than Robb. He had lost both ears and a finger to frostbite, and he dressed all in black, the same as a brother of the Night's Watch, except that his furs were ragged and greasy. The breath of man and horse mingled, steaming, in the cold morning air as his lord father had the man cut down from the wall and dragged before them. Robb and Jon sat tall and still on their horses, with Bran between them on his pony, trying to seem older than seven, trying to pretend that he'd seen all this before. A faint wind blew through the holdfast gate. Over their heads flapped the banner of the Starks of Winterfell: a grey direwolf racing across an ice-white field. Bran's father sat solemnly on his horse, long brown hair stirring in the wind. His closely trimmed beard was shot with white, making him look older than his thirty-five years. He had a grim cast to his grey eyes this day, and he seemed not at all the man who would sit before the fire in the evening and talk softly of the age of heroes and the children of the forest. He had taken off Father's face, Bran thought, and donned the face of Lord Stark of Winterfell. There were questions asked and answers given there in the chill of morning, but afterward Bran could not recall much of what had been said. Finally his lord father gave a command, and two of his guardsmen dragged the ragged man to the ironwood stump in the center of the square. They forced his head down onto the hard black wood. Lord Eddard Stark dismounted and his ward Theon Greyjoy brought forth the sword. â€Å"Ice,† that sword was called. It was as wide across as a man's hand, and taller even than Robb. The blade was Valyrian steel, spell-forged and dark as smoke. Nothing held an edge like Valyrian steel. His father peeled off his gloves and handed them to Jory Cassel, the captain of his household guard. He took hold of Ice with both hands and said, â€Å"In the name of Robert of the House Baratheon, the First of his Name, King of the Andals and the Rhoynar and the First Men, Lord of the Seven Kingdoms and Protector of the Realm, by the word of Eddard of the House Stark, Lord of Winterfell and Warden of the North, I do sentence you to die.† He lifted the greatsword high above his head. Bran's bastard brother Jon Snow moved closer. â€Å"Keep the pony well in hand,† he whispered. â€Å"And don't look away. Father will know if you do.† Bran kept his pony well in hand, and did not look away. His father took off the man's head with a single sure stroke. Blood sprayed out across the snow, as red as surnmerwine. One of the horses reared and had to be restrained to keep from bolting. Bran could not take his eyes off the blood. The snows around the stump drank it eagerly, reddening as he watched. The head bounced off a thick root and rolled. It came up near Greyjoy's feet. Theon was a lean, dark youth of nineteen who found everything amusing. He laughed, put his boot on the head, and kicked it away. â€Å"Ass,† Jon muttered, low enough so Greyjoy did not hear. He put a hand on Bran's shoulder, and Bran looked over at his bastard brother. â€Å"You did well,† Jon told him solemnly. Jon was fourteen, an old hand at justice. It seemed colder on the long ride back to Winterfell, though the wind had died by then and the sun was higher in the sky. Bran rode with his brothers, well ahead of the main party, his pony struggling hard to keep up with their horses. â€Å"The deserter died bravely,† Robb said. He was big and broad and growing every day, with his mother's coloring, the fair skin, red-brown hair, and blue eyes of the Tullys of Riverrun. â€Å"He had courage, at the least.† â€Å"No,† Jon Snow said quietly. â€Å"It was not courage. This one was dead of fear. You could see it in his eyes, Stark.† Jon's eyes were a grey so dark they seemed almost black, but there was little they did not see. He was of an age with Robb, but they did not look alike. Jon was slender where Robb was muscular, dark where Robb was fair, graceful and quick where his half brother was strong and fast. Robb was not impressed. â€Å"The Others take his eyes,† he swore. â€Å"He died well. Race you to the bridge?† â€Å"Done,† Jon said, kicking his horse forward. Robb cursed and followed, and they galloped off down the trail, Robb laughing and hooting, Jon silent and intent. The hooves of their horses kicked up showers of snow as they went. Bran did not try to follow. His pony could not keep up. He had seen the ragged man's eyes, and he was thinking of them now. After a while, the sound of Robb's laughter receded, and the woods grew silent again. So deep in thought was he that he never heard the rest of the party until his father moved up to ride beside him. â€Å"Are you well, Bran?† he asked, not unkindly. â€Å"Yes, Father,† Bran told him. He looked up. Wrapped in his furs and leathers, mounted on his great warhorse, his lord father loomed over him like a giant. â€Å"Robb says the man died bravely, but Jon says he was afraid.† â€Å"What do you think?† his father asked. Bran thought about it. â€Å"Can a man still be brave if he's afraid?† â€Å"That is the only time a man can be brave,† his father told him. â€Å"Do you understand why I did it?† â€Å"He was a wildling,† Bran said. â€Å"They carry off women and sell them to the Others.† His lord father smiled. â€Å"Old Nan has been telling you stories again. In truth, the man was an oathbreaker, a deserter from the Night's Watch. No man is more dangerous. The deserter knows his life is forfeit if he is taken, so he will not flinch from any crime, no matter how vile. But you mistake me. The question was not why the man had to die, but why I must do it.† Bran had no answer for that. â€Å"King Robert has a headsman,† he said, uncertainly. â€Å"He does,† his father admitted. â€Å"As did the Targaryen kings before him. Yet our way is the older way. The blood of the First Men still flows in the veins of the Starks, and we hold to the belief that the man who passes the sentence should swing the sword. If you would take a man's life, you owe it to him to look into his eyes and hear his final words. And if you cannot bear to do that, then perhaps the man does not deserve to die. â€Å"One day, Bran, you will be Robb's bannerman, holding a keep of your own for your brother and your king, and justice will fall to you. When that day comes, you must take no pleasure in the task, but neither must you look away. A ruler who hides behind paid executioners soon forgets what death is.† That was when Jon reappeared on the crest of the hill before them. He waved and shouted down at them. â€Å"Father, Bran, come quickly, see what Robb has found!† Then he was gone again. Jory rode up beside them. â€Å"Trouble, my lord?† â€Å"Beyond a doubt,† his lord father said. â€Å"Come, let us see what mischief my sons have rooted out now.† He sent his horse into a trot. Jory and Bran and the rest came after. They found Robb on the riverbank north of the bridge, with Jon still mounted beside him. The late summer snows had been heavy this moonturn. Robb stood knee-deep in white, his hood pulled back so the sun shone in his hair. He was cradling something in his arm, while the boys talked in hushed, excited voices. The riders picked their way carefully through the drifts, groping for solid footing on the hidden, uneven ground. Jory Cassel and Theon Greyjoy were the first to reach the boys. Greyjoy was laughing and joking as he rode. Bran heard the breath go out of him. â€Å"Gods!† he exclaimed, struggling to keep control of his horse as he reached for his sword. Jory's sword was already out. â€Å"Robb, get away from it!† he called as his horse reared under him. Robb grinned and looked up from the bundle in his arms. â€Å"She can't hurt you,† he said. â€Å"She's dead, Jory.† Bran was afire with curiosity by then. He would have spurred the pony faster, but his father made them dismount beside the bridge and approach on foot. Bran jumped off and ran. By then Jon, Jory, and Theon Greyjoy had all dismounted as well. â€Å"What in the seven hells is it?† Greyjoy was saying. â€Å"A wolf,† Robb told him. â€Å"A freak,† Greyjoy said. â€Å"Look at the size of it.† Bran's heart was thumping in his chest as he pushed through a waist-high drift to his brothers' side. Half-buried in bloodstained snow, a huge dark shape slumped in death. Ice had formed in its shaggy grey fur, and the faint smell of corruption clung to it like a woman's perfume. Bran glimpsed blind eyes crawling with maggots, a wide mouth full of yellowed teeth. But it was the size of it that made him gasp. It was bigger than his pony, twice the size of the largest hound in his father's kennel. â€Å"It's no freak,† Jon said calmly. â€Å"That's a direwolf. They grow larger than the other kind.† Theon Greyjoy said, â€Å"There's not been a direwolf sighted south of the Wall in two hundred years.† â€Å"I see one now,† Jon replied. Bran tore his eyes away from the monster. That was when he noticed the bundle in Robb's arms. He gave a cry of delight and moved closer. The pup was a tiny ball of grey-black fur, its eyes still closed. It nuzzled blindly against Robb's chest as he cradled it, searching for milk among his leathers, making a sad little whimpery sound. Bran reached out hesitantly. â€Å"Go on,† Robb told him. â€Å"You can touch him.† Bran gave the pup a quick nervous stroke, then turned as Jon said, â€Å"Here you go.† His half brother put a second pup into his arms. â€Å"There are five of them.† Bran sat down in the snow and hugged the wolf pup to his face. Its fur was soft and warm against his cheek. â€Å"Direwolves loose in the realm, after so many years,† muttered Hullen, the master of horse. â€Å"I like it not.† â€Å"It is a sign,† Jory said. Father frowned. â€Å"This is only a dead animal, Jory,† he said. Yet he seemed troubled. Snow crunched under his boots as he moved around the body. â€Å"Do we know what killed her?† â€Å"There's something in the throat,† Robb told him, proud to have found the answer before his father even asked. â€Å"There, just under the jaw.† His father knelt and groped under the beast's head with his hand. He gave a yank and held it up for all to see. A foot of shattered antler, tines snapped off, all wet with blood. A sudden silence descended over the party. The men looked at the antler uneasily, and no one dared to speak. Even Bran could sense their fear, though he did not understand. His father tossed the antler to the side and cleansed his hands in the snow. â€Å"I'm surprised she lived long enough to whelp,† he said. His voice broke the spell. â€Å"Maybe she didn't,† Jory said. â€Å"I've heard tales . . . maybe the bitch was already dead when the pups came.† â€Å"Born with the dead,† another man put in. â€Å"Worse luck.† â€Å"No matter,† said Hullen. â€Å"They be dead soon enough too.† Bran gave a wordless cry of dismay. â€Å"The sooner the better,† Theon Greyjoy agreed. He drew his sword. â€Å"Give the beast here, Bran.† The little thing squirmed against him, as if it heard and understood. â€Å"No!† Bran cried out fiercely. â€Å"It's mine.† â€Å"Put away your sword, Greyjoy,† Robb said. For a moment he sounded as commanding as their father, like the lord he would someday be. â€Å"We will keep these pups.† â€Å"You cannot do that, boy,† said Harwin, who was Hullen's son. â€Å"It be a mercy to kill them,† Hullen said. Bran looked to his lord father for rescue, but got only a frown, a furrowed brow. â€Å"Hullen speaks truly, son. Better a swift death than a hard one from cold and starvation.† â€Å"No!† He could feel tears welling in his eyes, and he looked away. He did not want to cry in front of his father. Robb resisted stubbornly. â€Å"Ser Rodrik's red bitch whelped again last week,† he said. â€Å"It was a small litter, only two live pups. She'll have milk enough.† â€Å"She'll rip them apart when they try to nurse.† â€Å"Lord Stark,† Jon said. It was strange to hear him call Father that, so formal. Bran looked at him with desperate hope. â€Å"There are five pups,† he told Father. â€Å"Three male, two female.† â€Å"What of it, Jon?† â€Å"You have five trueborn children,† Jon said. â€Å"Three sons, two daughters. The direwolf is the sigil of your House. Your children were meant to have these pups, my lord.† Bran saw his father's face change, saw the other men exchange glances. He loved Jon with all his heart at that moment. Even at seven, Bran understood what his brother had done. The count had come right only because Jon had omitted himself. He had included the girls, included even Rickon, the baby, but not the bastard who bore the surname Snow, the name that custom decreed be given to all those in the north unlucky enough to be born with no name of their own. Their father understood as well. â€Å"You want no pup for yourself, Jon?† he asked softly. â€Å"The direwolf graces the banners of House Stark,† Jon pointed out. â€Å"I am no Stark, Father.† Their lord father regarded Jon thoughtfully. Robb rushed into the silence he left. â€Å"I will nurse him myself, Father,† he promised. â€Å"I will soak a towel with warm milk, and give him suck from that.† â€Å"Me too!† Bran echoed. The lord weighed his sons long and carefully with his eyes. â€Å"Easy to say, and harder to do. I will not have you wasting the servants' time with this. If you want these pups, you will feed them yourselves. Is that understood?† Bran nodded eagerly. The pup squirmed in his grasp, licked at his face with a warm tongue. â€Å"You must train them as well,† their father said. â€Å"You must train them. The kennelmaster will have nothing to do with these monsters, I promise you that. And the gods help you if you neglect them, or brutalize them, or train them badly. These are not dogs to beg for treats and slink off at a kick. A direwolf will rip a man's arm off his shoulder as easily as a dog will kill a rat. Are you sure you want this?† â€Å"Yes, Father,† Bran said. â€Å"Yes,† Robb agreed. â€Å"The pups may die anyway, despite all you do.† â€Å"They won't die,† Robb said. â€Å"We won't let them die.† â€Å"Keep them, then. Jory, Desmond, gather up the other pups. It's time we were back to Winterfell.† It was not until they were mounted and on their way that Bran allowed himself to taste the sweet air of victory. By then, his pup was snuggled inside his leathers, warm against him, safe for the long ride home. Bran was wondering what to name him. Halfway across the bridge, Jon pulled up suddenly. â€Å"What is it, Jon?† their lord father asked. â€Å"Can't you hear it?† Bran could hear the wind in the trees, the clatter of their hooves on the ironwood planks, the whimpering of his hungry pup, but Jon was listening to something else. â€Å"There,† Jon said. He swung his horse around and galloped back across the bridge. They watched him dismount where the direwolf lay dead in the snow, watched him kneel. A moment later he was riding back to them, smiling. â€Å"He must have crawled away from the others,† Jon said. â€Å"Or been driven away,† their father said, looking at the sixth pup. His fur was white, where the rest of the litter was grey. His eyes were as red as the blood of the ragged man who had died that morning. Bran thought it curious that this pup alone would have opened his eyes while the others were still blind. â€Å"An albino,† Theon Greyjoy said with wry amusement. â€Å"This one will die even faster than the others.† Jon Snow gave his father's ward a long, chilling look. â€Å"I think not, Greyjoy,† he said. â€Å"This one belongs to me.†

Zuma Project

For Part B of the MS Project Assignment, complete the Zuma Project – Parts 3, 4, 5 and 6 described at the end of your textbook (pp. 630-634). Answer the questions, following the directions below, and submit your MS Project files in the dropbox. Use the following coding for your filenames – start with your initials, such as XYEM660ZumaP3. mpp. Submit answers to the questions as an MS Word file, with a file name starting with your initials, such as XYEM660ZumaPB. doc. Also save your work to disk as a backup record.Note: Additional tutorials with video files on how to work with MS Project are given in the Student CD that came with your textbook and are also on the publisher’s website. Worth watching! Part 3 (20 pts. ) 3. 0 Top management is not happy with the resource-constrained schedule generated at the end of Part 2. Robin Lane, the president, has promised retailers that production of the new scooters would start on February 1, 2009. Answer the questions below in a word file document with a name starting with your initials, such as XYEM660ZumaPB. doc: 3. 0. 1. Q#1) What options are available to meet this new deadline if the project is not resource constrained? (1 pt. ) If the project is not resource constrained, then the finish date of the project will be 12/22/2008, Since the project duration is 250 days from 1/2/08. It would meet the promised 2/1/2009 deadline. 3. 0. 2. (Q#2) What options are available to meet this new deadline if the project is resource constrained? (1 pt. ) If the project is resource constrained, then the finish date will be 2/18/09, since there was an additional 40 days added to the project duration.Additional personnel should be added in order to meet the desired new deadline. 3. 1   Dewey Martin, director of product development, has managed to make the following personnel available to work on specific activities on the project. Since there is an acute shortage of personnel at ARC he requests that you only use addit ional manpower that will help meet the new deadline. Your objective is to develop a schedule which will satisfy the deadline with minimum additional resource usage. The available personnel and impact on activity duration are presented in Table A2. . 3. 1. 1   Based upon your Part 2 MS Project file, XYEM660ZumaP2. mpp, assign additional personnel as needed to complete the project before Feb. 1, 2009, but minimize the cost. 3. 1. 2   Develop a schedule that meets the time and resource allocation constraints. [You cannot go back and re-level resources. These new resources are only available for the stated specific tasks according to the schedule created at the end of Part 2. ] 3. 1. 3   Save and submit your MS Project file with a filename starting with your initials, such as XY EM660ZumaP3. mpp. (12 pts. ) 3.   Ã‚  Ã‚  Ã‚   Answer the questions below in your project word file, XYEM660ZumaPB. doc: 3. 2. 1 (Q#3) What is the new project complete date after assigning additional per sonnel? (1 pt. ) After additional personnel were added, the new project duration is 281. 67 days. 3. 2. 2   (Q#4) Which additional personnel assignments would you choose to complete the project before February 1st deadline at the cheapest cost? (Q#5) Explain your choices. Also, (Q#6) explain the reasons for not choosing specific options. (3 pts. ) 3. 2. 3  Ã‚   (Q#7) How have these changes affected the sensitivity of the network? 1 pt. ) 3. 2. 4 (Q#8) What is the amount range for the slack on non-critical activities? (1 pt. ) Part 4 (13 pts. ) 4. 0 Robin Lane and top management have approved the schedule generated at the end of Part 3. Save the file containing this schedule as a baseline schedule starting with your initials as XYEM660ZumaP4. mpp. (5 pts. ) 4. 1 Answer the questions below in your project word file, XYEM660ZumaPB. doc: 4. 1. 1. (Q#1) How much is the project estimated to cost? (1 pt. ) 4. 1. 2. (Q#2) What activity is estimated to cost the most to complete? (1 pt. ) 4. 1. 3. Q#3) What resource commands the greatest total cost? (1 pt. ) 4. 1. 4. (Q#4) During which month of the project are the highest and lowest costs expected to occur? What are those costs? (1 pt. ) 4. 1. 5. (Q#5) What likely costs are not contained in this budget? Include a table containing the estimated costs for each activity and a cash flow schedule for each month of the project. (4 pts. ) Part 5 (14 pts. ) 5. 0 Today’s date is August 16, 2008. Table A2. 8 summarizes the information regarding activities accomplished to date. Robin Lane has requested a written status report for the Blue Zuma project.Enter August 15 as the status report date since you are preparing your report on the 16th. Save your project file as XYEM660ZumaP5. mpp (5 pts. ) 5. 1. Your status report should include a table containing the PV, EV, AC, BAC, EAC, SV, CV, and CPI for each activity and the whole project. The report (see example report on p. 474) should also address the following questions. Save your report as XYEM660ZumaReport. doc (8 pts. ) a. How is the project progressing in terms of cost and schedule? (1 pt. ) b. What activities have gone well? What activities have not gone well? 1 pt. ) c. What do the PCIB and PCIC indicate in terms of how much of the project has been accomplished to date? (1 pt. ) d. What is the forecasted cost at completion (EACf)? (1 pt. ) What is the predicted VACf? (1 pt. ) e. Report and interpret the TCPI for the project at this point in time. (1 pt. ) f. What is the estimated date of completion? (1 pt. ) g. How well is the project doing in terms of its priorities? (1 pt. ) Try to present the above information in a form worthy of consideration by top management. Include a tracking Gantt chart with your report. 5. 2.While preparing your report you receive a phone call from Jim Keltner, a fellow project manager. He is calling to see if one of the industrial engineers assigned to your project would be available to work on his project from Augu st 22 to 27, 2008. What would you tell him? Save your file as XYEM660ZumaPB. doc. (1 pt. ) Part 6 (19 pts. ) 6. 0   Robin Lane has authorized using Management Reserves to expedite the shipping of components at an additional cost of $50,000. She has asked you to update completion and cost estimates for the Blue Zuma project. Table A2. 9 presents the revised estimates generated by the Blue Zuma project team.Save and submit your MS Project file with a filename starting with your initials, such as XYEM660ZumaP6. mpp. (12 pts. ) 6. 1   Based on the new information, answer the questions below in your project word file, XYEM660ZumaPB. doc (7 pts. ): 6. 1. 1   (Q#16) When will the project be completed? (Q#17) How does this compare with the baseline completion date? (2 pts. ) 6. 1. 2   (Q#18) What is the new estimated cost at completion (EAC)? (Q#19) What is the new VAC? (Q#20) How does this compare with VAC based on the FAC generated in Part 5? (Q#21) Which of the two VACs would you have the greatest confidence in and (Q#22)why? (5 pts. ) Related article: Conveyor Belt Project