Constitutional Law of the EU Essay Example | Topics and Well Written Essays - 2000 words

Constitutional Law of the EU - Essay Example If they fail to do so, the Commission can initiate action under the provisions of Article 169 EC. As such, the Member States have to change their national legislation to accommodate and give effect to Directives2. The Member States have to transpose a Directive into their domestic law. Such incorporation is satisfied if the transposition is done in a clear and precise manner. For instance, if some rights are provided to an individual by a Directive, then subsequent to transposition, that individual should be able to initiate legal action in national courts, duly relying on those rights3. In Plaumann v Commission4, the Commission had restrained the German Government from reducing duty on the import of clementines. The plaintiff, Plaumann, was an importer of clementines. He challenged this decision of the Commission in the ECJ. The Court applied the test of individual concern to this case; and examined whether the plaintiff was affected by the decision. The plaintiff was held to be a member of the class of clementine importers. The Court also examined whether the plaintiff could be differentiated from that class, by virtue of the attributes peculiar to him. It ruled that as Plaumann belonged to that particular class of importers, he was not individually affected by the Commission’s decision. In addition, the Court opined that anyone was free to become an importer5. In the Greenpeace case, both the Court of First Instance and the ECJ refused to admit the plea of the applicants. The latter, residents of the Canary Islands, had requested the Court to annul the decision of the Commission to provide financial aid for the construction of two power plants in these islands. It was held by the CFI and the ECJ that the applicants were not individually concerned. They were residents like any other residents on the Canary Islands, and that their environmental concerns were similar to that of the other residents. Hence, both the

Cfa Study Outlines Essay Example for Free

Cfa Study Outlines Essay CFA Curriculum/Blue box examples/EOC problems Month 5: Schweser Slides=gt;Take practice exam (8X) BOOT CAMP strongly recommended (Creighton University provides an exceptional LIII Boot Camp—Marc Lefebvre teaches the course and has put together an impressive strategic outline) Question Format Morning: Essay ? Focus on writing key words (study previous actual CFA exam answers and learn what these key words are—just remember that the CFA guideline answers are also considered â€Å"perfect† so don’t think you must include everything stated) ? The morning essay questions are the least correlated with questions from the actual CFA curriculum; therefore, it is absolutely necessary to study past actual CFA Level III exams and familiarize yourself with how they’ll ask questions—you’ll be surprised at how well you may know the material but not quite understand what the questions are asking for Afternoon: Item Set Multiple Choice ? READ THE QUESTION FIRST! 90% of all questions asked follow the item set chronologically (first portion of item set relates to 1st question, 2nd portion relates to 2nd question, etc. First paragraph is usually an introduction that can be skipped to save time) Special emphasis on essay format (master your timing—Individual Investor IPS/Return Calculation should take lt; 10 min). DO NOT rely on year to year correlations in question types—expect ANYTHING to be tested Prior exams are published and are a necessary resource CFA Practice Exam only includes the afternoon item set section; you must take Schweser practice tests/actual prior CFA Level III exams to incorporate the morning session One of your top goals should be to finish the morning session; many candidates have failed due to the inability to finish—you’ll be surprised at how many extra points you can earn just for taking educated guesses CFA Level III exam is by far the most difficult although the material is a breeze. Therefore, you must conceptualize the material rather than rely on pure memorization. Special Note: For Level I candidates, place special emphasis on ethics and portfolio management concepts. An in-depth understanding of both saves time from LII and LIII down the road. Memorize Code Standards and read ALL ethics examples! Portfolio management concepts such as portfolio standard deviation and portfolio variance are recurring concepts that are extremely important for LIII. Taken Directly from the CFA Institute Website

Germanys Sex and Gender Roles Essay -- Sociology Sociological Papers

Germany's Sex and Gender Roles What is it that makes up our identities? I mean us, not only Americans but other cultures as well, the entire world. When tracing back my family tree I learned that I am of half-German descent with a quarter French and another quarter Irish in me. I also think it is safe to say that a majority of the population reading this is of European lineage. I don’t say this to discriminate, only to be specific in the telling of my story. The story I am about to recite is about humans and about one of our basic needs for survival. Some will argue, saying that sex is not at all a basic need but let’s face it, without sex you wouldn’t be reading this intriguing article right now, and the world would be less fulfilled without the human reproduction process. Now that I have probably scared off the more ethical readers with my dirty talk I shall proceed. My story deals with the sex and gender roles that occur in the country of Germany. Why did I choose to study these roles in Germany? Well, it seemed like a good place to start, and being that I am 50% German maybe I can relate to some of these roles. We’ll see. When one chooses to study the sex and gender roles of a country it is quite easy for me to relate to the male population of the region. I believe that all heterosexual males desire the same common denominator from a relationship with another women. Yes, companionship is part of the desire but I have to be honest here, sex plays a major role in finding the right woman. So that was easy, I think most men in Germany agree with those two easy-to-read sentences stated above. Now here comes the difficult part, trying to figure out what women desire in a relationship. Being... ...n feel like she is in good hands. Can men who do housework protect their wives just as good? Maybe, but the West German women subconsciously saw these men as less â€Å"macho† than their eastern countrymen. So, did a cement wall allow one side of men to be more housewife like and the other side to be more manly? I believe it was not only the wall but also the government placed over the people. The easterners were frozen in a time where the men dominated and when that wall came down so did the western woman’s view of what a male should be. Their primal instincts drove them towards those dominating â€Å"macho† men of the East, and suddenly the fad is to acquire a man who will provide the maximum amount of protection, even if these men expected to be waited on by their newly conquered women.

Trinity College Exam Hall Classical

‘Classical’ architecture is a language that speaks to us with antiquity. The Exam Hall, once Theatre, on the campus of Trinity College Dublin can be viewed as a neo-classical building, built during the Georgian era. Neo-classical architecture is the revival of Greek and Roman classicism that took place in the eighteenth and nineteenth centuries. This revival of architecture as James Adams, a famous English architect said, â€Å"was ready to seize with some degree of success, the beautiful spirit of antiquity,† which is quintessentially seen in the Exam Hall.The exterior of the Exam Hall displays classical semblances of the Roman Corinthian Order while the interior is decorated using a classical color pallet and style. This paper will explore the reasons why Trinity College Dublin’s Exam Hall, being a neo-classical building, can be measured ‘classical’. The Exam Hall’s architectural structure and decorations derive purely from the world o f classicism with minor exceptions. This predominance of classicism is why the Exam Hall is justifiably ‘classical’. Sir William Chambers was the visionary of the Exam Hall though he did not see through its construction.He became fascinated in the revival of classicism through his study of architecture in Italy. Chamber’s design for the Exam Hall resembled some of his other works that can be seen in Ireland. One such building precedent to the Exam Hall is the Casino at Marino. Casino at Marino was commissioned by Sir William Chambers in 1773 and is â€Å"acknowledged as the most important neo-classical building in Ireland. † The columns, overall symmetry, as well as a portico are a few key classical motifs the two buildings have in common.The Royal Exchange building, now Dublin’s City Hall, designed by Thomas Cooley in 1769 is the spitting image of Trinity College Dublin’s Exam Hall. The Royal Exchange building â€Å"was the first neo-classi cal public building in Dublin and ‘acted as a manifesto for the new style’. † Both buildings are rich in neo-classicism, which displays classical themes throughout. They specifically display close to identical columns holding a single pediment as well as harmony and balance. In comparing the Exam Hall to renowned neo-classical buildings we can deduce that we are rightful in describing Trinity College Dublin’s Exam Hall as being ‘classical’.Chamber’s classical style shined in much of his work, specifically the exam hall. Trinity Colleges Exam Hall can be described as classical because it is built following the guidelines of Corinthian Order. During the period of classical architecture the Greeks founded the original three orders—Doric, Ionic, and Corinthian—different classical styles of building that followed certain rules and mathematical ratios. The Romans adopted these orders and made them their own. Roman Corinthian Orde r is the style of the Exam Hall.The most distinctive element is the columns, which support an entablature. The Exam Halls columns contain smooth unfluted shafts made from Portland Stone, a highly sought after stone at the time. The column capital is ornate as all classical capitals are. The capital is decorated with acanthus leaves and small volutes. There is also a fleuron in the center of the abacus, which lie atop the column capital. The capitals are also made of Portland stone. The entablature, being held up by the columns, contains three discrete elements that are classical in architecture.The Exam Hall exemplifies all three of these elements. The architrave and frieze are found to be smooth while the cornice contains dentils, another common attribute to Roman Corinthian Order. The base of Roman Corinthian Order columns are usually basic and have low pedestals, the Exam Halls are slightly larger. The Pantheon in Rome, Italy, which was built in the classical era is an example of an awe-inspiring architectural masterpiece that is built using Roman Corinthian Order columns very similar in design to the ones on the Exam Hall.The classical interior of the Exam Hall serves just as aesthetically beautiful as the exterior. Classical interior designs were very common during the Georgian Era as seen in the Exam Hall. Perfect harmony and balance are key elements portrayed in classic interiors. When walking into the Exam Hall one is brought into a large elegant open room. The room is steeped in tradition. Classic designed rooms often contain large focal points; all other items within the room are placed in order to enhance the look of the chosen focal point.The large groin vaulted chamber with a semi-circular apse serves as the focal point in the Exam Hall. The regal portraits on the walls are hung in opposing sides as if to guide your eyes to the apse. The walls and ceiling display magnificent stuccowork done by Michael Stapleton, a notable stuccodore in Ireland. Th e exterior style was seen in the interior of the Exam Hall. The Hall contains engaged Corinthian pilasters as well as a frieze decorated with stuccowork. â€Å"Shades of cream, grays, sage greens†¦were popular in neo-classicism.Colors were frequently brightened by the lavish use of goldleaf. † The Exam Hall’s walls are a beautiful sage green and the room displays goldleaf as a contrast to the sage green. The interior is notably pure neo-classical from the color pallet and stuccowork to the pilasters and apse. The grandiose interior is a place of harmony and symmetry. The pure ‘classical’ style portrayed in the Exam Hall is seen in the interior and exterior. The Exam Hall’s ‘classical’ elegance is met with exceptions that make us ponder whether we can truly call the Exam Hall ‘classical’.The smooth ashlar granite countered with the rusticated granite on the lower half of the facade is not seen as ‘classical. †™ This style was first seen in the sixteenth century. I would argue that we can indeed define the Exam Hall as ‘classical’. The ratios in the building and symmetry of not only the Exam set alone, but of that and the chapel which is nearly identical in exterior characteristics, forms a symmetrical front square at Trinity College Dublin. The perfect mathematical ratios and thought out symmetry bring pure harmony to the architecture.The Exam Hall is justifiably ‘classical’ despite the exceptions. As a final point, it is appropriate to say that the Exam Hall is of classical attribute. The exterior brought harmony and balance as a building on its own and to the Front Square of Trinity College Dublin. The interior allowed for a soothing relief with its pale walls and ornate stuccowork. William Chambers, Christopher Myers and Michael Stapleton created a magnificent building enriched in classicism. Despite the need for modern exceptions the Exam Hall is virtuousl y classical. Works Cited Baker, William T.Architectural Excellence in a Diverse World Culture. Mulgrave, Vic. : Images Pub. , 2008. Print. Lucey, Conor. The Stapleton Collection: Designs for the Irish Neoclassical Interior. Tralee: Churchill House, 2007. Print. O'Reilly, Sean D. The Casino at Marino. Dublin, Ireland: Office of Public Works, 1991. Print. Stillman, Damie. English Neo-classical Architecture. London: Zwemmer, 1988. Print. Summerson, John. The Classical Language of Architecture. Cambridge: M. I. T. , 1966. Print. Wilson, Jones. M. 1989. Designing the Roman Corinthian order. Journal of Roman Archaeology. 2, pp. 35-69

Planning To Meet Customer Requirements Essay

1(a)This assignment is based on organization called the Better business bureau located in North America. The fundamental aim of this organization is to ensure that business men achieve high standards and maintain them. The vision of the organization is an ethical market place where buyers and sellers can trust each other. The mission of the better bureau is to be the leader in advancing market place trust. The better business bureau is able to accomplish its mission by ensuring   that it works in a community of trustworthy businesses since the main aim of the business is to train its members on how to maintain their business ,hence it is easy to motivate business men to be trustworthy to each other. To accomplish its mission the better business bureau has set standards for market place trust. The main objective of the better business bureau is to setting up good standards in the market that promote trust. To fulfill its mission the better business bureau encourages and supports best practices. As being a good role model in the market place the better business bureau is main target is encouraging and supporting practices among businessmen. (b). one of the main objective of the business is celebrating market place role models. As a mentor that is encouraging good business practices the better business bureau acts as a good role model among business men. Another other main important objective for the better business bureau is denouncing substandard market place behavior. The organization is against bad business behaviors and untrustworthy business men practices. (c). Denouncing substandard market place behaviors has encouraged the organization to work closely with its members. Through the internet the better business bureau is always in contact with its customers thus encouraging good business behaviors among them. To ensure that high standards are set and maintained the better business bureau offer affordable education to all its members. The better business bureau also promotes the standards set by its members. To celebrate market place role model has been achieved by the better business bureau because the organization accepts only competent business to its system. Any qualified businesses do not qualify to becoming members of the organization. 2.(a) Stake holders The better business bureau has got many employees, customers and shareholders. The main stakeholders for the better business bureau are businessmen. i. Customers: The main customers for the better business bureau are businessmen. The better business bureau is an international organization for 133 better business bureaus across North America. The better business bureau has got 380, 000 business members that range in size from local enterprises to multinational corporations.   The better business bureau offers many services to its customers, like the better business bureau military line. This is mainly designed to meeting specific consumer needs of military personnel. The organization also has an international students ethic award where scholarships are offered to competent students.   ii. a).Employees: the better business bureau has got many employees. The main ones are accountants, managers, web designers, clerks, and the junior staff. The accountants are mainly involved in maintaining and ensuring that the better business bureau offers its services to standard, they oversee the day performance of the business. Also the web designers have been working hard in ensuring that the organization is well networked, with it business members by developing and ensuring that updated computer programmes have been designed that meet the requirements of the company. b) The employees of the better business bureau ensure the smooth running of its operations. For example the web designers ensure that the business is well networked with all its customers globally. The accountants of the better business bureau ensure that its records are well maintained and updated. The accounts also regularly countercheck the performance of the business members of the organization.   The customers of the better business bureau determine its performance. When many businesses join the bureau its performance improves. Quality: The quality of a product is the degree of the production perfection. Every product has to be manufactured to a particular specification regarding dimension, surface finish and hardness. Quality services: means offering of services that meet and fulfill the requirements of the customers. Quality management: This is a system that a company lays down in ensuring that it achieves its objectives. Quality management involves procedures and means involved in measuring and maintaining the quality of products or services offered by a company. c) Quality standards. The better business bureau has set up quality standards that monitor the daily performance of its duties. The better business bureau has been putting some measures like introducing online services that are set towards improving the quality of services the company offers. To promote the quality of services the company offers it has promoted the public trust in advertising. The better business bureau does its advertisement in order to foster truth and accuracy in national advertising through voluntary self-regulation.   To improve the quality of services the better business bureau offers it the business has been using online services to report its operations. d) Quality audit. The better business bureau offers quality services to its customers. The better business bureau meets the needs of its customers by enabling its customers to be using an online reporting and evaluation system. Through the internet customers make their requests to the company and they get the necessary feed back through the internet. Only competent and trustworthy businesses are member: The better business bureau encourages quality in its services by registering only qualified businesses as its members. The organization does not encourage illegal business practices among its members. The organization also supports many other good programs. The business offers other community services like scholarships to need students within the community. 4) Information review: To create a healthy, safe and productive working environment some information are essential. First information about a particular company is crucial. To understand its objectives, mission and vision. After understanding the objectives, mission and vision of the company then its possible to create a conducive working environment. To create a conducive working environment there should be a well laid down organizational structure for the company. The employees should understand their duties well. A good relationship should also exist between the junior and senior staff. To create a safe working environment all the employees should understand the necessary safety precautions, they should follow in performing their duties, they should also understand other necessary rules to be followed in performing their duties. For encouraging a productive working environment employees should be well conversant to their work. They should understand all the procedures of performing a specific task. b) The guidance that is in our work place that creates a healthy, safe and productive work environment is through regular training of employees. The better business bureau offers regular training to its employees on how to, have a heath work environment by encouraging employees to co-ordinate and network among themselves in ensuring that the required standards of working are achieved at the work place. The organization promotes a save working environment by encouraging its employees to observe safely measures like how to control emergence situation like fire in case of an emergence. The company also encourages a productive working environment by training its employees adequately. The better business bureau has trained its employees to be at a better position of offering recommended services to its customers. Training: The better business bureau trains its business managers on how to encourage many businesses to join the organization. The business managers are taught on how to face business men and how to promote good business practices in their businesses. For the better business bureau to create a healthy and productive environment among its members it usually monitors on their performance. Only businesses with performance, that is according to the required standards that the better business bureau serves. Risk analysis: (i)Political situations:- The political situation of America and other countries can affect the smooth running of the better business bureau. The political situation of countries that have member businesses registered with the better business bureau affect the smooth running of the organization. (ii)Exchange rates:-Due to high prices of oil and food, the global economy is performing poorly thus affecting the strength of the dollar particularly to poor countries. Thus the better business bureau being an international organization will be greatly affected. Potential business: -It becomes difficulty for the better business bureau to determine genuine businesses. Since the better business bureau deals only with competent business it becomes difficulty to know the trustworthy once. iv. Facing competition: the better business bureau faces competition from other international organization. Hence it is likely to lose some of its potential customers.

Linear Motion Lab Essays

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

Definition and Examples of Textspeak

Definition and Examples of Textspeak Textspeak is an informal term for the abbreviated language used in text messaging  and other forms of electronic communication. The term textspeak was coined by linguist David Crystal in Language and the Internet (2001). Crystal argues that texting is one of the most innovative linguistic phenomena of modern times (Txtng: the Gr8 Db8, 2008).  Not everyone shares his enthusiasm. Examples and Observations [I]n 2003 a story was widely circulated that a teenager had written an essay entirely in textspeak, which her teacher was totally unable to understand. As no one was ever able to track down the entire essay, it may well have been a hoax . . .. The reported extract began like this: My smmr hols wr CWOT. B4, we used 2go2 NY 2C my bro, his GF thr 3 :- kids FTF. ILNY, its a gr8 plc. And it was translated like this: My summer holidays were a complete waste of time. Before, we used to go to New York to see my brother, his girlfriend and their three screaming kids face to face. I love New York. Its a great place. If Id been the teacher, I would have given the student 10 out of 10 for her linguistic ingenuity, and 0 out of 10 for her sense of appropriateness (or alternatively, 10 out of 10 for cheek). . . .[I]t is worth noting that the sentences use (informal) standard English grammar. The second sentence is really quite complex, with its careful use of tense forms, coordination, and word o rder. -(David Crystal, Txtng: the Gr8 Db8. Oxford University Press, 2008) Instant messaging and texting condense language to its lowest common denominator; these forms misuse grammar, sentence structure, and punctuation for the sake of brevity.But this is still communication. We need to understand textspeak in all kinds of situations, because it is one of the languages our students use daily. -(Judy Green, How Bullets Saved My Life: Fun Ways to Teach Some Serious Writing Skills. Pembroke, 2010)I wish you wd tell me how u.r. when u. write. -(Thomas Hardy, letter to Mary Hardy, 1862; quoted by Michael Millgate in  Thomas Hardy: A Biography Revisited. Oxford University Press, 2004) Cons and Pros Some observers are decrying textspeak as a product of modern-day inertia and laziness-inducing technologies. Helprin ([Digital Barbarism,] 2009), for instance, cautions that such forms of communication, and the internet generally, produce an addictive effect on how people process information, rendering them much less pensive and less inclined to appreciate artistic and literary greatness. Others respond that textspeak is no more than an efficient way to create written messages for informal communication. People use textspeak, not to generate thoughtfulness and literary communication, but to keep in contact and to facilitate communication. In no way does this imply that people have lost the desire to read and reflect upon the world. -(Marcel Danesi,   Language, Society, and New Media: Sociolinguistics Today. Routledge, 2016) Textspeak Baby Names Yes, were all getting stupider, or at least some of us are. This is the clear message behind the story of text-speak baby names appearing on birth certificates. Britons have become so addicted to abbreviation, it is claimed, that names such as Anne, Connor and Laura have been rendered An, Conna and Lora. Six baby boys have been christened Camron rather than Cameron. There are, apparently, several Samiuls on the list. The online parenting club Bounty lists a Flicity. Given the unstoppable rise of text language, says the Daily Mail, it was only a matter of time before childrens names went the way of traditional English. -(Tim Dowling, Is Text Speak Really Shaping Baby Names? The Guardian, April 1, 2008) Textspeak in a Business Setting Write Like youre Texting!ApologiesI should have written, Wrt lk yr txting! The proliferation of texting has created a brave new world of incompetence. Does textspeak get the point across? Almost always. Does textspeak in a business setting make the writer look like a semi-literate 12-year old? You betcha! -(Jeff Havens, How to Get Fired!: The New Employees Guide to Perpetual Unemployment, 2010) The Lighter Side of Textspeak Youre saying LOL. Youre verbal texting. . . . If you’re going to ‘laugh out loud,’ why aren’t you laughing out loud? Why say it? Why not just laugh? -(Larry David, Palestinian Chicken. Curb Your Enthusiasm, 2011) Alternate Spellings: text speak, text-speak

The Battle of Peleliu in World War II

The Battle of Peleliu in World War II The Battle of Peleliu was fought September 15 to November 27, 1944, during World War II (1939-1945). Part of the Allies island-hopping strategy, it was believed that Peleliu needed to be captured before operations could commence against either the Philippines or Formosa. While planners had originally believed that the operation would only require a few days, it ultimately took over two months to secure the island as its nearly 11,000 defenders retreated into a system of interconnected bunkers, strong points, and caves. The garrison exacted a heavy price on the attackers and the Allied effort quickly became a bloody, grinding affair. On November 27, 1944, after weeks of bitter fighting, Peleliu was declared secure. Background Having advanced across the Pacific after victories at Tarawa, Kwajalein, Saipan, Guam, and Tinian, Allied leaders reached a crossroads regarding future strategy. While General Douglas MacArthur favored advancing into the Philippines to make good his promise to liberate that country, Admiral Chester W. Nimitz preferred to capture Formosa and Okinawa, which could serve springboards for future operations against China and Japan. Flying to Pearl Harbor, President Franklin Roosevelt met with both commanders before ultimately electing to follow MacArthurs recommendations. As part of the advance to the Philippines, it was believed that Peleliu in the Palau Islands needed to be captured to secure the Allies right flank (Map). Fast Facts: Battle of Peleliu Conflict: World War II (1939-1945)Dates: September 15 to November 27, 1944Armies Commanders:AlliesMajor General William RupertusRear Admiral Jesse Oldendorf1st Marine Division (17,490 men), 81st Infantry Division (10,994 men)Japanese:Colonel Kunio Nakagawaapprox. 11,000 menCasualties:Allies: 2,336 killed and 8,450 wounded/missingJapanese: 10,695 killed and 202 captured The Allied Plan Responsibility for the invasion was given to Major General Roy S. Geigers III Amphibious Corps and Major General William Rupertuss 1st Marine Division was assigned to make the initial landings. Supported by naval gunfire from Rear Admiral Jesse Oldendorfs ships offshore, the Marines were to assault beaches on the southwest side of the island. Going ashore, the plan called for the 1st Marine Regiment to land to the north, the 5th Marine Regiment in the center, and the 7th Marine Regiment in the south. Hitting the beach, the 1st and 7th Marines would cover the flanks as the 5th Marines drove inland to capture Pelelius airfield. This done, the 1st Marines, led by Colonel Lewis Chesty Puller were to turn north and attack the islands highest point, Umurbrogol Mountain. In assessing the operation, Rupertus expected to secure the island in a matter of days. Colonel Lewis Chesty Puller, 1950. US Marine Corps A New Plan The defense of Peleliu was overseen by Colonel Kunio Nakagawa. Following a string of defeats, the Japanese began to reassess their approach to island defense. Rather than attempting to halt Allied landings on the beaches, they devised a new strategy which called for islands to be heavily fortified with strong points and bunkers. These were to be connected by caves and tunnels which would allow troops to be safely shifted with ease to meet each new threat. To support this system, troops would make limited counterattacks rather than the reckless banzai charges of the past. While efforts would be made to disrupt enemy landings, this new approach sought to bleed the Allies white once they were ashore. The key to Nakagawas defenses were over 500 caves in the Umurbrogol Mountain complex. Many of these were further fortified with steel doors and gun emplacements. At the north of the Allies intended invasion beach, the Japanese tunneled through a 30-foot high coral ridge and installed a variety of guns and bunkers. Known as The Point, the Allies had no knowledge of the ridges existence as it did not show on existing maps. In addition, the islands beaches were heavily mined and strewn with a variety of obstacles to hamper potential invaders. Unaware of the change in Japanese defensive tactics, Allied planning moved forward as normal and the invasion of Peleliu was dubbed Operation Stalemate II. A Chance to Reconsider To aid in operation, Admiral William Bull Halseys carriers commenced a series of raids in the Palaus and Philippines. These met little Japanese resistance led him to contact Nimitz on September 13, 1944, with several suggestions. First, he recommended that the attack on Peleliu be abandoned as unneeded and that the assigned troops be given to MacArthur for operations in the Philippines. He also stated that the invasion of the Philippines should begin immediately. While leaders in Washington, DC agreed to move up the landings in the Philippines, they elected to push forward with the Peleliu operation as Oldendorf had begun the pre-invasion bombardment on September 12 and troops were already arriving in the area. Going Ashore As Oldendorfs five battleships, four heavy cruisers, and four light cruisers pounded Peleliu, carrier aircraft also struck targets across the island. Expending a massive amount of ordnance, it was believed that the garrison was completely neutralized. This was far from the case as the new Japanese defense system survived nearly untouched. At 8:32 AM on September 15, the 1st Marine Division began their landings. The first wave of LVTs moves toward the invasion beaches, passing through the inshore bombardment line of LCI gunboats. Cruisers and battleships are bombarding from the distance. The landing area is almost totally hidden in dust and smoke. US Naval History and Heritage Command Coming under heavy fire from batteries at either end of the beach, the division lost many LVTs (Landing Vehicle Tracked) and DUKWs forcing large numbers of Marines to wade ashore. Pushing inland, only the 5th Marines made any substantial progress. Reaching the edge of the airfield, they succeeded in turning back a Japanese counterattack consisting of tanks and infantry (Map). A Bitter Grind The next day, the 5th Marines, enduring heavy artillery fire, charged across the airfield and secured it. Pressing on, they reached the eastern side of the island, cutting off the Japanese defenders to the south. Over the next several days, these troops were reduced by the 7th Marines. Near the beach, Pullers 1st Marines began attacks against The Point. In bitter fighting, Pullers men, led by Captain George Hunts company, succeeded in reducing the position. Despite this success, the 1st Marines endured nearly two days of counterattacks from Nakagawas men. Moving inland, the 1st Marines turned north and began engaging the Japanese in the hills around Umurbrogol. Sustaining serious losses, the Marines made slow progress through the maze of valleys and soon named the area Bloody Nose Ridge. As the Marines ground their way through the ridges, they were forced to endure nightly infiltration attacks by the Japanese. Having sustained 1,749 casualties, approximately 60% of the regiment, in several days fighting, the 1st Marines were withdrawn by Geiger and replaced with the 321st Regimental Combat Team from the US Armys 81st Infantry Division. The 321st RCT landed north of the mountain on September 23 and began operations. A U.S. Marine Corps Chance Vought F4U-1 Corsair aircraft attacks a Japanese bunker at the Umurbrogol mountain on Peleliu with napalm bombs. US Marine Corps Supported by the 5th and 7th Marines, they had a similar experience to Pullers men. On September 28, the 5th Marines took part in a short operation to capture Ngesebus Island, just north of Peleliu. Going ashore, they secured the island after a brief fight. Over the next few weeks, Allied troops continued to slowly battle their way through Umurbrogol. With the 5th and 7th Marines badly battered, Geiger withdrew them and replaced them with the 323rd RCT on October 15. With the 1st Marine Division fully removed from Peleliu, it was sent back to Pavuvu in the Russell Islands to recover. Bitter fighting in and around Umurbrogol continued for another month as the 81st Division troops struggled to expel the Japanese from the ridges and caves. On November 24, with American forces closing in, Nakagawa committed suicide. Three days later, the island was finally declared secure. Aftermath One of the costliest operations of the war in the Pacific, the Battle of Peleliu saw Allied forces sustain 2,336 killed and 8,450 wounded/missing. The 1,749 casualties sustained by Pullers 1st Marines nearly equaled the entire divisions losses for the earlier Battle of Guadalcanal. Japanese losses were 10,695 killed and 202 captured. Though a victory, the Battle of Peleliu was quickly overshadowed by the Allied landings on Leyte in the Philippines, which commenced on October 20, as well as the Allied triumph at the Battle of Leyte Gulf. The battle itself became a controversial topic as Allied forces took severe losses for an island that ultimately possessed little strategic value and was not used to support future operations. The new Japanese defensive approach was later used at Iwo Jima and Okinawa. In an interesting twist, a party of Japanese soldiers held out on Peleliu until 1947 when they had to be convinced by a Japanese admiral that the war was over.

Argumentation with thematic synthesis of materials Essay

Argumentation with thematic synthesis of materials - Essay Example Nevertheless, issues arose in the U.S. against bilingual education for immigrants. Bilingualism activists argue that in teaching students in the country, teachers must use only the English language as the medium of instruction. Opponents on this argument stated that students must be taught through the use of their native languages before teaching and exposing them to mainstream English classes for in this way they can learn better, which is the primary benefit of bilingualism. However, using the English language as the primary medium of instruction can help immigrants to learn English and to effectively communicate with others; hence, this will present arguments against bilingualism. Literature Review English is considered to be the universal language that is used by individuals from around the globe in order to effectively communicate with others despite of cultural differences. Thus, it is highly important for people to learn how to speak and manipulate the English language. As to M. Mujica, â€Å"children need to learn English to succeed in the real world today† (581). ... By doing so, they will also be able to have greater chances towards achieving their goals and dreams in life. With the help of the English language, they will be able to gain competitive advantage among other nations across the globe. Furthermore, bilingual activists further argued that U.S. must not learn to adjust on the language used by these immigrants. Instead, they must be the one to do the adjustments as they strive to live and start a new life in this foreign country. Part of which is to adopt and learn the English language. Immigrant children must be taught in school using English as the primary medium of instruction and not their native language. Study showed that non-native English speaking children who were taught with the use of the English language from the very beginning learn better and faster as compared to children, who were taught by their native language or bilingualism, before emerging them to mainstream English classes. Activists stated that to avoid confusions in the minds of these immigrant children and to help them to adjust in the norms and standards of the new society they are in, they must learn to adopt the English language (B. Mujica 152). Thereby, allowing non-native English speaking students to learn English effectively as they grow older. Nevertheless, opponents of the English Only movement, headed by James Fallows, strongly argued that teaching non-English speaking students with their native language or using bilingual education will help them in learning and understanding better their lessons, allowing to them acquire outstanding academic performance in school. In this way, it would be easy for children to learn and understand English. This will also serve as a stepping ground for these students in preparing themselves to English

Key Strategies Essay Example | Topics and Well Written Essays - 1000 words

Key Strategies - Essay Example The simple logic supporting the need for ethical guidelines is that actions in business are the result of decisions by human beings, and human beings tend to seek justification for their actions beyond the rule of value for money. As Hill writes, "top management determines quality priorities, establishes the systems of quality, management and the procedures to be followed, provides resources and leads by example" (Hill 1991, 23). The quality guidelines are crucial to ensure that the service is provided using a consistent process which is described in the quality documents. ISO standards followed by Canbide provide a standard of quality assurance for firms only involved in final inspection and testing of products. Firms using this standard are basically performing the inspection function of the product that would normally be done by the customer when the product is received. For Canbide, Total Quality Management is a strategic approach to quality which permeates the entire organizatio n (Slack 2003). Basic behavioral science principles and practices are the foundation of excellence through quality programs. The rational for these programs is to motivate workers and increase service quality, e.g. providing clear objectives, participation in decision-making and positive feedback on performance, are established principles which have widespread use in different applications. Thus, the development of these programs demonstrates a sensible application of established theories in a relatively new field. Within CERG, quality control during the process should involve the use of control charts, which will be discussed in some detail shortly. The number and location of inspections should reflect both the probability of faults or defectives occurring and the consequences of such occurrences, as well as the cost of conducting inspection. Frequently, technical considerations determine the position and number of inspection operations, but nevertheless, within certain limitations, operations management is usually able to design the inspection procedure (Eboch, 1998). Having looked at the way in which customer relationship management and employee relationship management (ERM) has evolved, it is clear that there is a role assumed by people responsible for projects at various stages of development, connected with business units, as part of defining and producing a project plan. ERM involved in the business to the point at which the project manager and the team take over responsibility for the implementation phases leading to the hand-over of the finished project. Taking into account the nature of CERG, output and process quality control will be integral part of TQM. Inspection of items between operations should be undertaken, not only to ensure that faulty or defective items do not proceed to the subsequent operations, but also in order to predict when the process is likely to produce defective items so that necessary preventive adjustments can be made. Well-defined procedures should be established for the selection

The Cell Essay Example | Topics and Well Written Essays - 250 words

The Cell - Essay Example If both of these compounds are found in high amount than the process of the conversion of glucose into glycogen is mediated by insulin, which is stored in liver and muscles (Hardy 50). Glucose and Glycogen are the two major macronutrients found in the process. 2) Glycogenesis is an anabolic reaction because the series of reactions result is the formation of glycogen  whereas, glycolysis is catabolic in nature because it breaks down large glucose molecule into smaller components and releases energy. 3) Cellular compartmentalization is very important so that the products of each process remain unaffected from the surrounding cellular activities. Glycolysis occurs in the cytoplasm (cytosol) of cells. Cytoplasm is a not a membrane-bound organelle. All the major constituents of cells are found suspended in it. Glycolysis requires enzymes, which are abundant, find in the cytoplasm. These enzymes are not found in other organelles like mitochondria. The process of glycogenesis occurs in the cytoplasm of liver and muscle cells. When the blood sugar level is low, this stored glycogen is converted into glucose to replenish the energy requirement of the body as in the case of fight and flight. Both processes need oxygen, which is present in the cytosol. In glycolysis, high amount of energy is released; whereas,  in glycogenesis energy is required for the phosphorylation of glucose (Harvey 312). If cellular compartmentalization would not be present, the chemicals produce in each reaction (glycogen and glucose) would mix up with the products of other chemical processes occurring in other organelles like Krebs cycle in mitochondria. The product of glycolysis enters in the Krebs cycle, which takes place in mitochondria. These are stepwise processes, which are controlled due to cellular

SUCCESS OF DIFFERENT TRACEABILITY TOOLS Essay Example | Topics and Well Written Essays - 2500 words

SUCCESS OF DIFFERENT TRACEABILITY TOOLS - Essay Example The essential improvements necessitated because of the setup associated with traceability have got damaging consequences upon these types of components of the project. Not successful setup in the traceability idea can potentially end in final project disappointment (Turban, 2013). Traceability tools assumes a problem-solving oriented model that pinpoints of the challenge applicable within a particular creation connected with involvement of traceability matrices and is hugely vital in many software package engineering routines. It has additional functionalities including person-power rigorous, time-consuming, error-prone, and lacks software assistance. Those actions that need traceability info incorporate, nevertheless are not limited by, chance research, impression research, criticality examination, test out insurance policy coverage research, confirmation consent connected with software package devices. Facts Retrieval methods are shown to improve the automatic creation connected with traceability functions through minimizing some time that it may take to come up with the traceability mapping. The utilization associated with software goods in progressively fragile market sectors has necessitated the importance for necessity traceability in trying to forestall the uncomfortable side effects which may derive from disappointment. Undertaking a consistent history in the improvements executed during the progress cycle remains essential in providing details for development in the progress practice. Deficiency of sufficient details relating to software progress practice is a basic source of software project breakdowns. Need traceability offers software designers using the power to accumulate this kind of details. The guide book task in the traceability practice in trying to understand the needs offers a fundamental problem inside the utilization associated

Emergency operations plan for New Orleans Essay Example | Topics and Well Written Essays - 750 words

Emergency operations plan for New Orleans - Essay Example United States had experienced a disaster of almost the same magnitude during the September 11 attacks, but the aftermath of Hurricane Katrina demonstrated that the country’s emergency response was focused mainly on mitigating terrorism disasters at the expense of public health emergencies. Several weaknesses were apparent in the response to the Katrina disaster in New Orleans. The response was so uncoordinated and thousands of victims starved waiting for help almost a week in the flooded city. The National Response Plan provides firm guidelines for fighting terrorism and national leadership but it has three remarkable administrative weaknesses that jeopardized efficient response to the Katrina disaster (Haddow & Bullock, 2007 p31). The first weakness is that recommendations from the federal public health do not have the force of law. The federal public health agencies are charged with the responsibility of coordination and disaster preparedness while the state has overwhelming authority on public health matters (Haddow & Bullock, 2007, p 37-39).... health authorities’ dilemma on whether to enforce disaster preparedness measures on all hazards or to bioterrorism attacks still exist in the country (Haddow & Bullock, 2007 pp 69-70) Countering bioterrorism attacks in United States has been the government’s top priority resulting to biasness in distribution of funds and other resources on preparedness of other disasters (Haddow & Bullock, 2007 p127). In the case of the Katrina disaster, the government was not prepared to address broader humanitarian disasters in the country. The aforementioned weaknesses caused several problems during Katrina disaster. Firstly, the victims were not well informed during evacuation and there were no adequate provisions to cater for people with special needs. Secondly, returning evacuated persons back to their home was problematic, there was weakness in application of reverse lane operations and finally, provision of care to animals was not adequately addressed. Emergency operation plan f or New Orleans should address the following pressing issues. They include saving lives, protecting property and restoring the community back to normal after the disaster. However, before the occurrence of a hurricane disaster, it is important to enhance the capacity of the residents and the emergency workers by putting in place adequate disaster preparedness measures. Disaster preparedness in New Orleans entails working closely with relevant departments of health and security in the state to enhance a coordinated response to the emergency. The departments and other stakeholders would ensure that training, leadership, training, technical and financial support in addition to exercise support are provided to the communities and emergency workers as they prepare for disasters, mitigate their effects ,

SUCCESS OF DIFFERENT TRACEABILITY TOOLS Essay Example | Topics and Well Written Essays - 2500 words

SUCCESS OF DIFFERENT TRACEABILITY TOOLS - Essay Example The essential improvements necessitated because of the setup associated with traceability have got damaging consequences upon these types of components of the project. Not successful setup in the traceability idea can potentially end in final project disappointment (Turban, 2013). Traceability tools assumes a problem-solving oriented model that pinpoints of the challenge applicable within a particular creation connected with involvement of traceability matrices and is hugely vital in many software package engineering routines. It has additional functionalities including person-power rigorous, time-consuming, error-prone, and lacks software assistance. Those actions that need traceability info incorporate, nevertheless are not limited by, chance research, impression research, criticality examination, test out insurance policy coverage research, confirmation consent connected with software package devices. Facts Retrieval methods are shown to improve the automatic creation connected with traceability functions through minimizing some time that it may take to come up with the traceability mapping. The utilization associated with software goods in progressively fragile market sectors has necessitated the importance for necessity traceability in trying to forestall the uncomfortable side effects which may derive from disappointment. Undertaking a consistent history in the improvements executed during the progress cycle remains essential in providing details for development in the progress practice. Deficiency of sufficient details relating to software progress practice is a basic source of software project breakdowns. Need traceability offers software designers using the power to accumulate this kind of details. The guide book task in the traceability practice in trying to understand the needs offers a fundamental problem inside the utilization associated

Examine the structure and function of proteins Essay

Examine the structure and function of proteins - Essay Example Proteins are amino acids’ polymers, which are covalently bonded through peptide bonds forming a chain.In and outside cells, proteins have several functions including acting as transporters to ferry molecuules and ions across membranes, structural roles for instance cytoskeleton, acting as hormones, and catalyzing other biological body reactions Biotechnology entails understanding, exploiting, and modifying proteins for useful purposes. In order to accomplish this, one needs to understand various fuctions of proteins and their structure. The focus of this paper is to summarize various structures of proteins, various funcions of protein molecule in the cell, the link between molecular structure of proteins and their function, and how proteins as a whole contribute to health and/or disease. Studies conducted in this field have shown that there are four categories of protein structure. These are the primary structure, secondary structure, tertiary structure, and quaternary structu re. The amino acids are made up of a backbone section which is available in the different types of amino acids, together with a side chain for each residue (Nelson, L. & Cox, M. 2008). Since the carbon atom remains bound to the four categories, one isomer would happen in the biological protein. In this case, the molecules would be chiral. Glycine fails to be chiral due to the fact that it has a side chain that is an atom of hydrogen. The amino acids are bonded by a covalent bond chain which are referred to as the peptide bonds (Brown EC et al. 2004). Whenever the chain is short, such a chain is called a peptide. The chains that are long are referred to as proteins or polypeptides. In many cases, the peptide bonding is established in between the one amino acid carboxyl group together with the amino group. The bonding of peptides happens in the reactions of condensation, which involve the loss of a molecule of water. Primary structure of proteins. The primary structure proteins is the amino acid polypeptide chain sequence. The basic structure is combined together using the covalent bonding just like the case of the peptide bonds, which are often established in the translation process of proteins. The two ends of a polypeptides are referred to as the C-terminus. In this, the carboxyl terminus, and the N-terminus are the amino terminus (Mahn K et al. 2005). In order to count the residues, one would begin at the N-terminus, which involves the terminus where the group of amino acid fails to be involved in the peptide boding (Nelson, L. & Cox, M. 2008). This type of structure is identified by the corresponding gene to the protein molecule. A particular nucleotide sequence in DNA is normally shifted to the mRNA that is interpreted by ribosome in a process referred to as translation (Mahn K et al. 2005). In this case, the protein sequence is specific to the particular protein, and identifies the structure and the roles of the protein molecule. Protein sequence could be determined through tandem spectrometry tandem mass, and Ednan degradation (Nelson, L. & Cox, M. 2008). In most cases, it is always interpreted directly from the gene sequence through the utility of the genetic code. The post-translational modifications including the formation of disulfide, glycosylation, is considered as a section of the primary structure hence cannot be identified from the specific gene. For instance Insulin has fifty one amino acids classified in two chains, one having thirty one amino acids, and the other one having twenty amino acids (Mahn K et al. 2005). The primary structure is displayed in diagram 1. Diagram 1. Secondary structure. This is the second structure of proteins displaying the regular local sub-structures. The two categories of secondary structure include the betastrand, and the alpha helix (Nelson, L. & Cox, M. 2008). These structures are normally identified by the hydrogen bonding pattern between the key chains of peptide groups (Lukaczer D et

Kant vs Mill Essay Example for Free

Kant vs Mill Essay In the Foundation of the Metaphysics of Morals, the author, Immanuel Kant, tries to form a base by rejecting all ethical theories that are connected to consequences, and then focusing on our ethical motivations and actions. Kant wants to derive good characters out of contingently right actions. He believes that everything is contingent (everything can have good or bad worth, depending on how it is used). So he is trying to find the supreme principal of morality in all his reasoning. Kant also believes that an action is right or wrong based solely on the reason by which it was performed. However, a Utilitarian, like John Mill, would reject Kants reasoning of originating good characters out of actions alone, and instead argue that if an action has bad consequences, then the action was morally wrong. Kant believes that an action has moral worth only if it is done out of respect for our moral code. He names this moral action a ? duty. Kant also believes that in determining the moral worth of an action, we need to look at the maxim by which it was performed. So, we need to look at ones reason for doing an action to determine if it is a duty. If the reason for performing the action is justified, then the action is a duty. However, Kant says there are two different types of reasons for performing an action. Kant calls these reasons ? imperatives. The first reason for performing an action, the hypothetical imperative, is based on consequences and on our personal preferences. They are also contingent, meaning that they can be good or bad depending on how they are used. People choose to perform a given action because of the hypothetical imperative. The second reason for performing an action according to Kant is called the categorical imperative. These are not based on our preferences, dont deal with consequences of an action, and are derived a priori. They are completely separate from hypothetical imperatives. We all have knowledge of categorical imperatives before experiencing them first. They are kind of a second nature for us, which needs to be recognized according to Kant. These are the most important reason for performing an action. These imperatives also have the characteristics that Kant needs in order to make his point that all of our moral principals are categorical, have absolute authority, and are independent of different situations. These categorical imperatives have three different formulations. The second formulation of the categorical imperative deserves the most attention. The second formulation states that all rational beings should be treated as ends, because they are ends in themselves. So in making a decision, we must choose the action which respects the ends of others and of ourselves. This would be respecting an individuals autonomy. Autonomy is commanding yourself to do what you think is a good idea to do. Since your self-identity comes from the autonomy principal, it is making choices based on your values. Each person has an idea of how they want to live their life, and with interfering with that idea, we are showing that person a lack of respect for their whole person. A good example of interfering with a persons autonomy is making false promises to somebody. When we lie to someone, we take away their choice by exploiting them. So when we take away their choices, we take away their autonomy. This is because it distracts the persons perception on what is the case. If they cant see everything clearly and make a good, moral choice, that is because they dont know what they should. So we rob them of the ability to control themselves and their future. If everybody made choices and acted on their autonomy, would this world be a safe place to live? It wouldnt, because some people have no morals, and their autonomy tells them it is on their best interest to kill somebody. However, if each person respected the ends of themselves and of others, while acting on their autonomy, it would be a very safe place to live. In fact, it would be a perfect community. Kant calls this idea the ? Kingdom of Ends. In the Kingdom of Ends, only those moral laws which respect and further the establishment of this perfect community are adopted. This perfect community is impossible to achieve, Kant says. But he says it is our best interest to try to reach it. As I mentioned before, a Utilitarian, like John Mill, would argue against Kant by saying that an action has moral worth based on its consequences alone. Mill would argue against Kant by saying that making false promises are good or bad, based on the outcome, not on making the false promise. Mill would argue that if lying to somebody saved them some misery, or even their life, then lying to them would be the right action to do. For example, if you knew that somebody was going to get the crap kicked out of them tomorrow in class, and this person happened to be your friend, then you would tell them that your instructor called and class was cancelled. This would be making a false promise to your friend, and will most likely have good consequences because your friend did not go to class and get beat up. Mill says this is the right action to take in this situation, because there were good consequences in the end of things. However, Kant would completely reject this idea of performing actions based on consequences. He does this based solely on unforeseen consequences. We cannot hope to predict the outcome of any given situation. It is impossible; there is no such thing as seeing the future. So by making a false promise to your friend, you have still done the morally wrong action, even though it will most likely save them some suffering. It did indeed take away their choices, so they cant act in a way they want to act (going to class). I happen to agree with Kants idea here. I think that no matter what the consequences are, performing the right action is always the right thing to do. Overall I think that Kant has better arguments because they are directed at the individual, not at society in whole. I also agree that the moral worth of actions is determined by the motivating principal of the action, not by the consequences, like John Mill. So I am a deontologist, for the most part. However, I also agree with some of the things that Mill has to say. So is there a way that we can combine the ideas of Mill and Kant together in order to form a perfect society in which everybody is happy? I dont know the answer to this question, but we should all strive to do so, and we should start by respecting each others autonomy and treating others as ends.