Sample Addendum

INTRODUCTION Welcome to EAC 149! This semester we will be working hard on improving your English writing, reading, and oral skills. Please join me in using this addendum to the EAC 149 general outline (available at http://www. senecac. on. ca/fulltime). This addendum is your guide to the subject requirements and activities in my class. TEXTS & MATERIALS o Gaetz, Lynne & Suneeti Phadke. The Canadian Writer's World: Paragraphs and Essays, â€Å"Canadian† 2010. o A good quality English-language dictionary, such as Oxford or Merriam Webster. All students are required to use the following Research Guide for their assignments: Seneca Libraries. Guide to Research and Citation: MLA Style. 3rd ed. Toronto: Seneca College, 2010. Print. o A folder/portfolio to keep all your work throughout the semester GRADING / ASSIGNMENTS (tentative) Paragraphs(2)10%(2Ãâ€"5%) Summary(1)10% Quizzes(2)10%(2Ãâ€"5%) Reading Comprehension Test(1)10% Essay(2)30%(2Ãâ€"15%) Final Exam(1)30% Note: †¢ St udents must pass both the term (60%) and the final exam (60%) to pass the course. See the section on Evaluation below. Use of internet, cell phones and other electronic devices is not permitted during class and the final exam. The term work for courses within the School of English and Liberal Studies includes a minimum of 250 pages of reading and 2000 words of writing. This is consistent with Seneca College policy for English and Liberal Studies courses. TENTATIVE WEEKLY SCHEDULE |WEEK |TOPIC |Pre-class READING |ASSIGNMENT | |1 Sept. – 9 |Introduction |Addendum |Get the text Diagnostic Essay | |2 Sept. 12 – 16 |The Writing Process. Transitional |Chap. 1, 2, 3 |TBA | | |words/expressions |p. 47 | | |3 Sept. 19 – 23 |Narrative Writing |Chap. |Paragraph 1 (5%) | | | |Reading p. 605: â€Å"A Faith in Others |(narrative) | | | |Versus Security† | | |4 Sept. 26 – 30 |Descriptive Writing. |Chap. 6 |Quiz 1 (5%) (apostrophe, quotation marks, | | |Punctuatio n (apostrophe, quotation |Chap. 4 |titles) | | |marks, titles) |Reading p. 550 â€Å"Bound Feet† | | |5 Oct. 3 – 7 |Cause & Effect |Chap. 11 |Paragraph 2 (5%) | | |Comma use |Chap. 33 |(cause & effect) | | | |Reading p. 71 â€Å"Growing up in | | | | |Cyberspace† | | |6 Oct. 10 – 14 |Process Writing |Chap. 7 |Quiz 2 (5%) | | |Comma use cont’d |Chap. 20 (p. 319-332) |(comma use, fragments, run-on sentences) | | |Review of fragments & run-on |Reading p. 66 â€Å"How Spies are Caught†| | | |sentences | | | |7 Oct. 17 – 21 |Understanding Readings |Chap. 37 |Reading Comprehension Test (10%) (includes | | |Practice Reading Essay with Questions|Reading p. 556 â€Å"The Scourge of |short comprehension questions and a | | | |Self-Sabotage† plus Questions p. response paragraph) | | | |557-558 | | | Oct. 24 – 28 |STUDY WEEK | |8 Oct. 31 – Nov. 4 |Summarizing & paraphrasing |Chap. 5 p. 252-255 |Summary (10%) | | |The Essay |C hap. 3 | | | | |Reading TBA | | |9 Nov. 7 – 11 |Comparison & Contrast Essay |Chap. 10 |Essay 1 Rough Outline (comparison and | | | |Chap. 14 p. 232-237 |contrast) | | | |Reading p. 48 â€Å"The Old Movie Houses | | | | |are Where Memory Sits† | | |10 Nov. 14 – 18 |The Essay Cont’d. |Chap. 15 p. 246-265 |Essay 1 (15%) (comparison and contrast) | | |Intro. To MLA |Chap. 36 p. 529-534 | | | Revising and editing practice | | | |11 Nov. 21 – 25 |The Argumentative Essay |Chap. 12 |Essay 2 Rough Outline (argumentative essay)| | | |Chap 14 p. 241-245 | | | | |Reading p. 568 â€Å"This Boat is My Boat†| | |12 Nov. 8 – Dec. 2 |The Essay cont’d. |Chap. 36 p. 534-541 |Essay 2 (15%) (argumentative essay) | | |Revising and editing practice |TBA | | |13 Dec. 5 – 9 |Exam Preparation Review |Appendix 6 p. 623 (preparing for |Practice Exam | | | |exams) | | |14 Dec. 2 – 16 |EXAM DATES | CLASS STANDARDS Format:Only work with a neat, professional appearance will be accepted for grading. Out-of-class assignments must be word-processed. Rewrite Policy:Assignments and tests are not eligible for rewriting. Late Assignments:A late out-of-class assignment will be penalized at a reduction of ? letter grade per day with a one-week maximum for submission. Missed Tests / Presentations / In-Class Assignments:These receive a grade of zero. If there are valid reasons for missing the item, the student MUST: a) Contact the professor or student advisor either by phone or by email prior to the start time of the test, presentation or in-class assignment and b) Next class, present the professor with a signed, word-processed memo indicating why the test, presentation or in-class assignment was missed, with medical documentation where appropriate. At the professor’s discretion, a make-up test/in-class assignment or new date for the presentation may be granted or the value of the test may be added to a subsequent test or final exam. EVALUATION Promotion Policy: To pass EAC 149, you must meet the subject learning outcomes in BOTH your term work and the final examination. The term work will constitute 70% of the final grade; the exam 30%. Successful completion of term work is a prerequisite for writing the final exam. The final grade will be SAT (satisfactory) or UNSAT (unsatisfactory). You must achieve a grade of 60% or higher in BOTH the term and the final exam to successfully complete this subject. ATTENDANCE AND PARTICIPATION Consistent attendance is important for success in this subject. If you are absent from class, please notify me by phone or e-mail. You are sill responsible for the material and assignments missed and may be required to provide documentation. For extensions or special considerations, make the request to me well in advance of any due dates. Considerate classroom conduct, adequate class preparation, and constructive participation will enhance your academic experience and that of your colleagues. In particular, you are asked to be prompt, courteous, responsible and collaborative. STUDENT / FACULTY CONSULTATION OUTSIDE CLASSROOM HOURS: My consultation hours are Mon Period 3,4 and Wed Period 5 (or by appointment. ) LEARNING CENTRE The Learning Centres offer academic support to all Seneca students in the form of one-on-one tutoring, small group tutoring, and workshops and are located in the libraries of the Newnham, Markham, York and King campuses. Students should book tutoring appointments by either logging on to the Web Access Booking system (WABS) at https://www. senecac. on. ca/wabs/ or by visiting The Learning Centre in person. DROPPING A SUBJECT There are two deadlines for dropping this subject. If you drop by Day 10 of the semester, the subject will not appear on your transcript. If you drop by the last drop date (see Student handbook), the subject will appear on your transcript with a grade of DNC. To drop, please notify your professor, complete a â€Å"Timetable Change Form,† and return it to Registration by the deadline. Discuss any possible negative consequences of dropping the subject with the Coordinator. ACADEMIC REGULATIONS It is your responsibility as a student of Seneca College to be aware of and abide by the academic and behavioural policies outlined in the College Academic Policy and the Student Handbook. Here are some key policies: ACADEMIC HONESTY (Section 9 and Appendix E – Academic Policy) To continue to graduate high quality students and to sustain our reputation as a leading institution, Seneca must have the highest standards of academic honesty. Academic honesty means that all Seneca College persons will conduct themselves in an honest and trustworthy manner in all aspects of their academic career. Engaging in any form of academic dishonesty to obtain any type of academic advantage or credit is an offence and will not be tolerated by the College. The penalty for a first offence is a grade â€Å"0† on the work in which the offence occurred, and will result in a comment being placed on the student’s transcript. The penalty for the second offence is an â€Å"F† in the course where the offence occurred, a second comment on the transcript and immediate suspension from the college normally for a minimum of three semesters. For more information about what constitutes academic dishonesty and how to avoid it, go to http://www. senecac. on. ca/library/Academic_Honesty/index. html STUDENT APPEALS (Section 12 – Seneca College Academic Policy) Students have the right to appeal academic decisions of the College. The procedures for informal and formal appeals are outlined in Academic Policy. If a student disagrees with the evaluation of an assignment or with a final grade, s/he must first discuss the matter with the professor in an attempt to resolve the matter informally. If the matter is not resolved, the student should discuss the problem with the Student Advisor or the Chair. Students must keep all assignments (including drafts and outlines) and exercises until they receive their final grade. No appeal will be considered unless a complete file is submitted at the time of the appeal. COPYRIGHT Copyright means the sole right to produce, reproduce, and copy work in which copyright subsists. This includes books, articles, textbooks, and other original creative works such as photographs, and text, graphics, images, sound video, and games from the Internet. It is illegal to reproduce and/or distribute copyrighted materials without the express written permission of the author. Copyright information is available at http://www. senecac. on. ca/policies/copyright. html INFORMATION TECHNOLOGY ACCEPTABLE USE Official College E-mail is available to all employees and students. Faculty, staff and students are required to use College-provided e-mail when corresponding electronically about College-related matters. (For further information regarding the IT acceptable use policy, please refer to: http://www. senecac. n. ca/policies/itau. html DISCRIMINATION AND HARASSMENT All students and employees have the right to study and work in an environment that is free from discrimination and/or harassment. It is the policy of Seneca College that all employees and students have a right to work and study in an environment that asserts the personal worth and dignity of each individual. In order to achieve this objective, Seneca College will not tolerate any f orm of discrimination and/or harassment in its employment, education, accommodation, or business policies dealings. Information and assistance are available from the Resolution, Equity and Diversity Centre. For further information please see: http://www. senecac. on. ca/equity ACCOMMODATION FOR STUDENTS WITH DISABILITIES AND SPECIAL NEEDS The college will provide reasonable accommodation for students with disabilities in order to promote academic success. If you require accommodation, contact the Counselling and Disabilities Services Office at ext. 2900 to initiate the process for documenting, assessing and implementing your individual accommodation needs. Approved by:____________________________________ Claire Moane, Chair School of English and Liberal Studies ———————– SENECA COLLEGE OF APPLIED ARTS & TECHNOLOGY SCHOOL OF ENGLISH AND LIBERAL STUDIES FACULTY OF BUSINESS |PROFESSOR’S ADDENDUM TO SUBJECT OUTLINE | SUBJECT: EAC149 – English and Communication SEMESTER: Fall 2011OFFICE: B3019B PROFESSOR: Kathleen BellOFFICE HRS: Mon Pd 3,4 Wed Pd 5 EMAIL: Kathleen. [email  protected] on. ca PHONE: ext. 6767

Trade and Finance Eco372

International Trade and Finance Speech ECO/ 372 March 21, 2013 Good evening everyone! It is a pleasure to be here. This evening I will first briefly review the International trade and Financial state of our economy†¦.. What happens when there is a surplus of imports brought into the U. S Domestic producers competing with imports suffer from lower prices and fewer sales. They have less revenue and resource owners doing the production have less income. However, Domestic consumers enjoy lower prices! Whenever there is a surplus of products, regardless of origin, the price drops.Even to the point of selling at a loss, the holder has already paid the invoice and taxes, but still has to pay storage, the longer it holds the product the more money it costs, selling at a loss moves the product out of storage and clears the store front for another product. Take the case of car sales, do you really think that cutting $10,000 of the price of a $40K car makes sense if you can sell it for $40 K. * What are the effects of international trade to GDP, domestic markets and university student’s. International Trade to GDPIn order to understand international trade it is important to recognize what the effects of international trade have on the GDP, domestic markets and university students. International trade is essentially when two or more countries exchange goods and services. Many countries export their goods and services to other countries and in turn may also import goods and services from other countries into their own. There have been exceptional achievements with technology, which have made it much easier to trade on an international level.The communication, as a result of these technology advancements, has improved exponentially and it has truly simplified this process. With that being said it can be confirmed that international trade has a profound effect on the GDP, domestic markets and even university students like me. There are many countries that are rich in technology, like China and Japan, and others that have bountiful natural resources, like Iraq, that have a weighty impact on us specifically. The U. S. s one of the largest contributors to international trade and in fact our GDP is overwhelmingly impacted because we are huge import consumers. We rely heavily on products from other countries and import much more than what we export. This not only impact our GDP, thus lowering it since we are importing more than exporting, and also has an impact on our domestic markets because we. How do government choices in regards to tariffs and quotas affect international relations and trades?The government certainly makes many choices particularly when it comes to economics. The big question is how do government choices in regards to tariffs and quotas affect international relations and trade? First and foremost it is important to understand that tariffs and quotas are in place to encourage the government to make choices on how much quantity t hey will agree to have imported and exported and additionally the amount of taxes that will be collected in order to avoid discarding of those goods or services.Foreign investors are encourages to play a role in international trade by having exchange rates in place. There are also government policies in place that aid to avert certain goods and services from entering our country. In essence the main objective of the government and the choices that they make regarding tariffs and quotas is to do what is best for our economy to keep it stable and lucrative. What are foreign exchange rates? How are they determined? In order to understand foreign exchange rates we must ask the question of what are they and how are they determined?Because economic growth within a country is important, the government makes certain that fiscal and monetary policies are in place to ensure that this growth continues. Because there are goods and services which are traded between different countries around the world, there are foreign exchange rate payments that are required to be paid for those exchanges. This foreign exchange rate will differ from country to country. Why doesn’t the US simply restrict all goods coming in from China?Why can’t the US just minimize the amount of imports coming in from all other countries? Naturally there are many people that have asked the question of why the U. S. does not simply restrict all goods coming in from China, as an example? Why can’t the U. S. just minimize the amount of imports coming in from all other countries as well? It is difficult to restrict imports from other countries particularly in the U. S where there is a large group of consumers who are demanding goods and services from other countries.In order to satisfy the demands of people who want these goods or services from other countries the government allows for this easy trading and does earn revenue from duties and taxes on these imports. This helps to boost our own countries economy. References Colander, D. C. (2010). Macroeconomics. (8th ed. ). Boston, MA: McGraw-Hill/Irwin. United States Department of Labor. (n. d. ). Bureau of Labor Statistics. Retrieved from http://www. bls. gov/eag/eag. us. htm. Trading Economics. (2012). United States Consumer Confidence.Retrieved from http://www. tradingeconomics. com/united-states/consumer-confidence. CBS NEWS. (n. d. ). US Consumer Spending Up, but Income Lags. Retrieved from http://www. cbsnews. com/8301-500395_162-57406993/us-consumer-spending-up-but-income-lags/. Appelbaum, B. (March 2012). The New York Times: As Fed Officials Prepare to Meet, They Await Clearer Economic Signals. Retrieved from http://www. nytimes. com/2012/03/12/business/as-fed-meeting-nears-it-awaits-clearer-economic-signals. html? ref=interestrates.

Homeostasis and Pain Management in Patient with Multisystem Failure Essay

A. Assessment of Patient The assessment of Mrs. Baker should include vital signs including pulse oximetry. Given her difficulty in breathing, lung sounds should be auscultated. Because she is on two different medications that could affect blood pressure, lisinopril and hydrochlorothiazide (HCTZ), hypotension could be one cause of her collapsing. In addition to vital signs, decreased peripheral pulses and capillary refill can also be indicators of hypotension. Also, because HCTZ is a diuretic, dehydration should be considered. Since she was in her backyard when she collapsed, it could be that she was doing yard work. Thus, it is important to know what she was doing before she collapsed. The outside temperature and whether Mrs. Baker became overheated or drank enough fluids could be useful factors in assessing her fluid-electrolyte balance. Serum electrolyte levels and vital signs should be taken, and color and skin turgor should be assessed. Dehydration could also contribute to hypotension. Mrs. Baker should be placed on a cardiac monitor and an EKG obtained to rule out any dysrhythmias. Given Mrs. Baker’s respiratory symptoms and her history of hypertension and diabetes (which are the two biggest risk factors for congestive heart failure), a chest x-ray should be done. Arterial blood gases could assist in further assessing her oxygenation, as well as acid-base balance. Also, since Mrs. Baker is a diabetic, a blood glucose level should be done, since hypoglycemia could be a cause of her mental status changes. When Mrs. Baker is alert, pain can be assessed through a verbal â€Å"numbers† scale, or a â€Å"faces† scale if she is mildly confused. When she becomes unresponsive, non-verbal indicators of discomfort should be observed, such as muscle tension, grimace, and grunting. B. Technological Tools A stethoscope is an essential assessment tool. It is needed to assess breath sounds, heart sounds, and perhaps assist in taking the blood pressure. A stethoscope works by amplifying internal sounds through a diaphragm and transmitting them through a hollow tube to the earpieces. (Schunk, p. 1) The sounds can be interpreted by a skilled assessor and used to make a diagnosis and prescribe treatment. In Mrs. Baker’s case, it would be extremely important to listen to her lung sounds to determine if there are changes associated with atelectasis, or more likely, to assess for fluid sounds in the lungs, which would be an indicator of congestive heart failure. If a manual blood pressure measurement is being taken, the stethoscope would also be essential to listening for restored peripheral blood flow as the pressure in the cuff is being released. The benefit of a stethoscope is that it is a simple tool that can be used to easily obtain an initial assessment of a patient’s breath sounds while waiting on more complicated assessments, such as blood gases and chest x-rays. If a manual blood pressure cuff is not available, blood pressure will probably be obtained using an electronic blood pressure device such as a Dinamap. A blood pressure measurement, as well as other vital signs, would be key in determining whether Mrs. Baker was suffering from hypotension related to her new medication, lisinopril. A manual blood pressure cuff has the benefit of being more accurate at extremely high or extremely low pressures, while an electronic device, such as a Dinamap, can be set to automatically check blood pressure at regular intervals. Many cardiac monitors also have blood pressure capabilities built in, so that may be an option for obtaining blood pressure. A cardiac monitor would be used for Mrs. Baker to watch for arrhythmias, which could be caused by lisinopril, or be another sign of congestive heart failure or an acute myocardial infarction. Mrs. Baker has a history of hypertension and diabetes, which are the two greatest risk factors for heart disease. An electrocardiogram (EKG) would be useful for diagnosing heart disease or damage as well. A cardiac monitor is essential in continuous monitoring of the patient, but a 12 lead EKG has the benefit of being able to better pinpoint the specific areas of the heart that are affected or damaged. Blood sugar can be obtained from a drop of blood with a glucometer such as One Touch, or it may be obtained along with the serum chemistry and electrolyte analyses from the lab. A glucometer is a quick and easy way of determining the blood glucose level. Mrs. Baker is a diabetic, and is on an antidiabetic drug, Metformin. Her change in mental status could be due to low blood sugar. This would be easily diagnosed with a glucometer, and easily treated with IV glucose, so it should be one of the first assessments made. A glucometer has the benefit of being a quicker and easier way to obtain a blood sugar level, while a serum glucose may be more accurate at extremely high or low levels. Pulse oximetry can be done with a dedicated pulse oximeter, or it may also be built in to the capabilities of the cardiac monitor. Since Mrs. Baker is suffering from respiratory difficulty, it is essential to find out her blood oxygen saturation level. An arterial blood gas would not only be helpful in giving a more precise measurement of arterial oxygen and carbon dioxide, it would also give useful information about the pH of her blood and the bicarbonate level. Pulse oximetry has the benefit of alerting caregivers to acute changes in blood oxygenation level, while arterial blood gases gives a more detailed picture of the of the state of gas exchange in the lungs Serum electrolytes would be measured by the laboratory. These would be helpful in diagnosing dehydration and/or kidney function. Electrolytes are also essential in cardiac function. In fact, serum electrolytes are a good overall way to assess homeostasis in a patient. A radiographer will use an X-ray machine to obtain the chest x-ray, either in the radiology department, or will use a portable model. A chest x-ray is another way to assess respiratory function. A chest x-ray could show fluid in the lungs, as well as atelectasis or infiltrate. It would also show cardiomegaly, which is another indicator of congestive heart failure. A portable chest x-ray would be beneficial, as it would not require Mrs. Baker to be taken from the emergency department. Finally, if Mrs. Baker has been a patient at this facility before, the Electronic Medical Record can make it easy to find information on her past medical history. This is an improvement over medical records of years past, which usually had to be located in extensive file cabinets or even on microfiche. Sometimes these records were lost or misfiled. Electronic Medical Records are usually easy to locate. C. Data Collection Prioritization Vital signs, pulse oximetry, and a visual assessment should always be the first assessments performed on a patient. The severity of the vital signs will determine whether emergency life-support interventions need to be initiated at once, and will give the caregivers clues to what needs to be looked at next. Since hypoglycemia is an emergency situation, a finger-stick blood sugar should be the next assessment formed. And since Mrs. Baker is having respiratory difficulty, breath sounds should be assessed as soon as possible to determine what measures need to be taken to insure adequate ventilation. Lab work, x-rays, and other tests should be done after the initial assessments, since the results will take longer to obtain. D. Pain Assessment Comparison In alert and oriented patients with no cognitive impairments, the best way to measure pain is to use the â€Å"numbers† scale. Using this scale, you have the patient rate their pain on a scale from 0 to 10, with 0 being no pain, and 10 being the worst pain they can imagine. Pain is subjective, meaning that it can only be judged by the person in pain, and not by an observing party. The numbers scale gives an easy way for a person to tell her nurse the level of her pain, and to judge how much it is relieved by interventions. A geriatric patient who is alert but has mild cognitive impairments may be confused by numbers, but can be given the Wong Baker faces pain scale to help to measure their pain in the same way as the numbers scale. A patient who is not alert or who is unconscious is obviously not going to be able to describe her pain to her caregiver. In this case, the caregiver will have to observe the patient for non-verbal signs of discomfort. These include grimace, muscle tension, increase heart rate, respirations, or blood pressure, and moaning or grunting. E. Pain Management If Mrs. Baker was not alert enough to respond to questions but was showing signs of pain, and given the standing orders of acetaminophen or morphine, I would elect to give the patient morphine. The patient is not alert enough to take any medication by mouth, and an oral medication will take longer to work. Intravenous Morphine works very quickly, and may decrease the work of breathing in patients with congestive heart failure. The caregiver should reassess the patient’s pain after giving any pain medications. In the case of a non-alert patient, the caregiver would look for signs such as stabilization of vital signs and muscle relaxation. I have learned that the geriatric patient has a decrease in physiologic reserve, and therefore there is a shorter time between changes in homeostasis and a state of shock. Because of this, when an elderly patient is showing signs of distress, assessment and interventions should be done quickly to improve outcome. I also learned that an elderly patient may live their everyday life with a certain level of chronic pain, so when they complain of acute pain, it should be taken seriously and treated promptly. F. Team Members Mrs. Elli Baker may have been assessed initially by an EMT or paramedic, if emergency medical services had been called to transport her to the emergency room. Upon arrival, she would have been assessed by a nurse, and at the same time or shortly thereafter, the emergency room physician. The nurse would have obtained vital signs, applied the cardiac monitor, and obtained the finger stick blood sugar, while the physician would have given an initial set of orders. A respiratory therapist would have probably been called, given her respiratory difficulties, and an EKG technician would have been called to do an electrocardiogram. Labs may have been drawn by a phlebotomist or a nurse, and the arterial blood gases would have been obtained by the respiratory therapist or a phlebotomist, depending on the facility’s policy. Finally, a radiology technician would have performed the chest x-ray. When the nurse noticed that Mrs. Baker became unresponsive and started having more difficulty breathing, she would have notified the physician of the changes and called any necessary support staff to assist with Mrs. Baker’s immediate care.

Commentary for Plato,s allegory of the cave Essay

Commentary for Plato,s allegory of the cave - Essay Example Being a Greek philosopher of his era, Plato adopts a common way to narrate the story through series of conversations between Socrates – his mentor, and Glaucon – a student. In the dialogue, Socrates instructs his student to imagine a cave, where prisoners are held. They are all chained and immobile. They can only see in front of them where there is a wall. There is a fire behind the prisoners which they cant see. There is also a passage where they can walk. The prisoners carry objects with different shapes and figures. They are like puppeteers, behind a window-dressing, because they can see the flickering reflection of the object they carry on the wall and believe that they are real. However the shadowy representations are not the real image. The plot offers a twist. Socrates is to free one of the prisoners from his chains, so that he can turn around and see that the images which his fellow prisoners believe to be true are only reflections produced from the fire behind them. The liberated prisoner will also be allowed to exit the cave. The light of the sun to which his eyes are not accustomed may blind him. Now in the outside world, he can see different dimensions like the reflection of his image in the water. The prisoner now learns how wrong his fellow cave companions were. However, even if the enlightened attempts to explain the true nature of the shadowy images and the real ones, the other prisoners will not believe him, because they dont hold any other perceptions of the world in order to compare the two. One of Platos predominant ideas (and of Socrates too) is that of the form of things. This is explained in the allegory with the help of reflections. The world consists of forms – ideal and perfect, however people can only filter them as reflections through their eyes. Thus, human beings can grasp half images of these reflections

VEHICLE ROUTE OPTIMIZATION FOR RFID INTEGRATED WASTE COLLECTION SYSTEM Essay

VEHICLE ROUTE OPTIMIZATION FOR RFID INTEGRATED WASTE COLLECTION SYSTEM - Essay Example The model normally applies precise data having respective quantity and proper location undertaken through the use of the RFID technology and also normally includes pre-determined capacity. The summary of the mathematical model in optimization of the route of a waste collection invests in the essence of reduction or minimization of the entire transport cost while considering the capacity for the vehicle and all the exerted weight of the collected bins by also considering pre-determined zone. The mathematics refers to the ones indicated below. The mathematical programming model is as shows below (Alp & Emre, 2008). The provided linear model has an objective function marked by number (3) which facilitates the minimization of the total distance driven across. Typical Constraints (4) and (5) provides assurance that every town apart from the collection center is excellently entailed or entered and left precisely once. The other Constraints (6) and (7) normally help in considering the amount of the total waste collected on the outlined waste bin â€Å"i† which is typically the lower limit. There is entailed capacity for waste vehicle in high limit qi. There is now the presence of the constraint (8), in addition with (7), which normally equates to the qi to ci as long as the â€Å"i† is equivalent to first waste bin of the any entailed tour. From the functions, if â€Å"i† is not assigned as the first tour, constraint (9) would exactly illustrate the presented relation available between and the variables qi and xij. The process will initially look into if the arc (i, j) is prese nt in a waste collection tour or if not (Alp & Emre, 2008). The optimization approach on this mathematical model applies a linear programming and integer solver. The process is evaluated by the use of a special software referred to as Mosel Language or otherwise Dash

Passing or Defeating Legislation of your chosen bill Case Study

Passing or Defeating Legislation of your chosen bill - Case Study Example The initial step in the legislative procedure is the introduction of the bill in the legislative house by a representative or a senator. After the introduction, the bill is read to the whole house to create awareness of the bill, a process known as the first reading. The bill then undergoes the committee stage where the committee meets and considers the bill. The bill then undergoes the Floor Action where the entire House or the Senate receives the bill for the second reading. At this stage, the house gets the opportunity to debate the bill. If the bill has no amendments arising from the Floor Action stage, then it proceeds to the subsequent stage. In case of any problems, the bill goes back to the originating chamber for the amendments. The next stage is the governors stage where the governor receives the bill. The governor may sign the bill, veto it, or permit it to be a law devoid of the signature. Projected adjustments to the Texas Constitution are in the form of joint resolution s rather than of bills and needs a vote of two-thirds of the full house in every house for acceptance. The Higher Education Bill was under the House Committee on Higher Education (C290). The committee was under the leadership of the Rep. Dan Branch, and the vice-chairman was Rep. Diane Patrick. Other members included Rep. Roberto Alonzo, Rep. Travis Clardy among others making a committee of nine members. The committee members should support the bill because it would bring a great transformation in the learning sector in the state. Supporters of the legislation: The legislation process is significant in that it helps amend the bill to suit the learning sector in the state. The legislation will help enable needy students in the state to access higher education learning institutions. The legislation will give the budget committee power to augment the finances allotted to the education sector to ensure full funding of the academic activities. On the other end, the

Why was American management criticised so much in the 1980s, so widely Essay - 1

Why was American management criticised so much in the 1980s, so widely admired in the 1990s, and now so despised again - Essay Example This made the practices of the world war come into place, which was further influenced by the presence of the cold war during this time. This only worked to facilitate further bureaucracy as then times was found to be trying (Hood 1990, p.3). This pushed bureaucracy to a new level in that there was a hierarchy of order in relation to the order of business and conducting of transactions. Therefore, management revolved around the authority figures in the business whose decisions were arbitral and impulsive creating further unfavourable decisions for business as the country itself was in a state of panic based on the cold war (Smith 190, p.8). As such, there was little stability in management as many things were uncertain creating further room for abuse of office in relation to decision making for an organization. As a result, most of the administrative issues in businesses found in America came form decision making forms that were mainly centred on the manager. The manager in the insti tutions was the final authority in making decisions, where everything had to go through him or her. This explains the essence of bureaucracy in an organization, which led to the criticism of the management structures and their efficiency. In addition, American management was criticized much due to the antics employed by managers in running the business, where there was more talk than action to back the words in the business. Tis raised questions over the ability of the management to meet the needs of an organization, as the hype that came with the turf of managerial positions did not produce any substance to show that the leader had any expertise to look after the company and drive it profitability. In this, there were only more attempts to make businesses look more profitable than they actually were, which translates to the emphasis on public relations than production of substance to speak for the business. The despicable conduct of management in this case was the use of unconventi onal means or military means such as propaganda to drive businesses and see that they were in a position to make profit or at least engage investors. American management in the 1980s also faced criticism based on the failure of management to deliver on the promises it made on their products and services as is seen through the application of hyped products that were out of reach, showing how little management was doing to meet the needs of their consumers. This way, the competence of American management was in question as there were discrepancies that showed American management to be a fraud thriving on propaganda to drive its popularity through pricy products whose promises were not up to standard, in terms of price. Technology in management also saw American management criticized in the 1980s as it provided businesses with opportunities to develop further, however, American management cut back on the application of technology in business to maximize the productivity of businesses, which saw significant criticism. In relation to this, American management was more intent on mass production methods and not on the desired quality of products. This proved to be poor management s there was mass failure in productivity and decision-making due to bureaucracy and integration of management with other professionals that did not have any expertise in the businesses they were managing. This is generally a failure in the American management system of the 1980s as they were unable to handle business based on expertise, but based on status, which did not look at critical aspects of running a business. In the 1990s, things changed for the better for American manageme