Hart Venture Capital Essay

Case study 1 Better Fitness, Inc. (BFI), manufactures exercise equipment at its plant in Freeport, Long Island. It recently designed two universal weight machines for the home exercise market. Both machines use BFI-patented technology that provides the user with an extremely wide range of motion capability for each type of exercise performed. Until now, such capabilities have been available only on expensive weight machines used primarily by physical therapists. At a recent trade show, demonstrations of the machines resulted in significant dealer interest. In fact, the number of orders that BFI received at the trade show far exceeded its manufacturing capabilities for the current production period. As a result, management decided to begin production of the two machines. The two machines, which BFI named the BodyPlus 100 and the BodyPlus 200, require different amounts of resources to produce. The BodyPlus 100 consists of a frame unit, a press station, and a pec-dec station. Each frame produced uses 4 hours of machining and welding time and 2 hours of painting and finishing time. Each press station requires 2 hours of machining and welding time and 1 hour of painting and finishing time, and each pec-dec station uses 2 hours of machining and welding time and 2 hours of painting and finishing time. In addition, 2 hours are spent assembling, testing, and packaging each BodyPlus 100. The raw material costs are $450 for each frame, $300 for each press station, and $250 for each pec-dec station; packaging costs are estimated to be $50 per unit. The BodyPlus 200 consists of a frame unit, a press station, a pec-dec station, and a legpress station. Each frame produced uses 5 hours of machining and welding time and 4 hours of painting and finishing time. Each press station requires 3 hours machining and welding time and 2 hours of painting and finishing time, each pec-dec station uses 2 hours of machining and welding time and 2 hours of painting and finishing time, and each legpress station requires 2 hours of machining and welding time and 2 hours of painting and finishing time. In addition, 2 hours are spent assembling, testing, and packaging each Body-Plus 200. The raw material costs are $650 for each frame, $400 for each press station, $250 for each pec-dec station, and $200 for each leg-press station; packaging costs are estimated to be $75 per unit. For the next production period, management estimates that 600 hours of machining and welding time, 450 hours of painting and finishing time, and 140 hours of assembly, testing, and packaging time will be available. Current labor costs are $20 per hour for machining and welding time, $15 per hour for painting and finishing time, and $12 per hour for assembly, testing, and packaging time. The market in which the two machines must compete suggests a retail price of $2400 for the BodyPlus 100 and $3500 for the BodyPlus 200, although some flexibility may be available to BFI because of the unique capabilities of the new machines. Authorized BFI dealers can purchase machines for 70% of the suggested retail price. BFI’s president believes that the unique capabilities of the BodyPlus 200 can help position BFI as one of the leaders in high-end exercise equipment. Consequently, he has stated that the number of units of the BodyPlus 200 produced must be at least 25% of the total production. Managerial Report Analyze the production problem at Better Fitness, Inc. , and prepare a report for BFI’s president presenting your findings and recommendations. Include (but do not limit your discussion to) a consideration of the following items: 1. What is the recommended number of BodyPlus 100 and BodyPlus 200 machines to produce? 2. How does the requirement that the number of units of the BodyPlus 200 produced be at least 25% of the total production affect profits? 3. Where should efforts be expended in order to increase profits?  Include a copy of your linear programming model and graphical solution in an appendix to your report. Case study 2 Hart Venture Capital (HVC) specializes in providing venture capital for software development and Internet applications. Currently HVC has two investment opportunities: (1) Security Systems, a firm that needs additional capital to develop an Internet security software package, and (2) Market Analysis, a market research company that needs additional capital to develop a software package for conducting customer satisfaction surveys. In exchange for Security Systems stock, the firm has asked HVC to provide $600,000 in year 1, $600,000 in year 2, and $250,000 in year 3 over the coming three-year period. In exchange for their stock, Market Analysis has asked HVC to provide $500,000 in year 1, $350,000 in year 2, and $400,000 in year 3 over the same three-year period. HVC believes that both investment opportunities are worth pursuing. However, because of other investments, they are willing to commit at most $800,000 for both projects in the first year, at most $700,000 in the second year, and $500,000 in the third year. HVC’s financial analysis team reviewed both projects and recommended that the company’s objective should be to maximize the net present value of the total investment in Security Systems and Market Analysis. The net present value takes into account the estimated value of the stock at the end of the three-year period as well as the capital outflows that are necessary during each of the three years. Using an 8% rate of return, HVC’s financial analysis team estimates that 100% funding of the Security Systems project has a net present value of $1,800,000, and 100% funding of the Market Analysis project has a net present value of $1,600,000. HVC has the option to fund any percentage of the Security Systems and Market Analysis projects. For example, if HVC decides to fund 40% of the Security Systems project, investments of 0. 40($600,000) _ $240,000 would be required in year 1, 0. 40($600,000) _ $240,000 would be required in year 2, and 0. 40($250,000) _ $100,000 would be required in year 3. In this case, the net present value of the Security Systems project would be 0. 40($1,800,000) _ $720,000. The investment amounts and the net present value for partial funding of the Market Analysis project would be computed in the same manner. Managerial Report Perform an analysis of HVC’s investment problem and prepare a report that presents your findings and recommendations. Include (but do not limit your discussion to) a consideration of the following items: 1. What is the recommended percentage of each project that HVC should fund and the net present value of the total investment? 2. What capital allocation plan for Security Systems and Market Analysis for the coming three-year period and the total HVC investment each year would you recommend? . What effect, if any, would HVC’s willingness to commit an additional $100,000 during the first year have on the recommended percentage of each project that HVC should fund? 4. What would the capital allocation plan look like if an additional $100,000 is made available? 5. What is your recommendation as to whether HVC should commit the additional $100,000 in the first year? Provide model details Case study 3 Digital Imaging (DI) produces photo printers for both the professional and consumer markets. The DI consumer division recently introduced two photo printers that provide color prints rivaling those produced by a professional processing lab. The DI-910 model can produce a 4†³ _ 6†³ borderless print in approximately 37 seconds. The more sophisticated and faster DI-950 can even produce a 13†³ _ 19†³ borderless print. Financial projections show profit contributions of $42 for each DI-910 and $87 for each DI-950. The printers are assembled, tested, and packaged at DI’s plant located in New Bern, North Carolina. This plant is highly automated and uses two manufacturing lines to produce the printers. Line 1 performs the assembly operation with times of 3 minutes per DI-910 printer and 6 minutes per DI-950 printer. Line 2 performs both the testing and packaging operations. Times are 4 minutes per DI-910 printer and 2 minutes per DI-950 printer. The shorter time for the DI-950 printer is a result of its faster print speed. Both manufacturing lines are in operation one 8-hour shift per day. Managerial Report Perform an analysis for Digital Imaging in order to determine how many units of each printer to produce. Prepare a report to DI’s president presenting your findings and recommendations. Include (but do not limit your discussion to) a consideration of the following: 1. The recommended number of units of each printer to produce to maximize the total contribution to profit for an 8-hour shift. What reasons might management have for not implementing your recommendation? 2. Suppose that management also states that the number of DI-910 printers produced must be at least as great as the number of DI-950 units produced. Assuming that the objective is to maximize the total contribution to profit for an 8-hour shift, how many units of each printer should be produced? 3.  Does the solution you developed in part (2) balance the total time spent on line 1 and the total time spent on line 2? Why might this balance or lack of it be a concern to management? 4. Management requested an expansion of the model in part (2) that would provide a better balance between the total time on line 1 and the total time on line 2. Management wants to limit the difference between the total time on line 1 and the total time on line 2 to 30 minutes or less. If the objective is still to maximize the total contribution to profit, how many units of each printer should be produced? What effect does this workload balancing have on total profit in part (2)? 5. Suppose that in part (1) management specified the objective of maximizing the total number of printers produced each shift rather than total profit contribution. With this objective, how many units of each printer should be produced per shift? What effect does this objective have on total profit and workload balancing? For each solution that you develop, include a copy of your linear programming model and graphical solution in the appendix to your report.

Elements / Characters Essay

Crisostomo Ibarra – Also known as Juan Crisostomo Ibarra y Magsilan, a Filipino who studied in Europe for 7 years. The love interest of Maria Clara. Son of Don Rafael Ibarra. Elias – Ibarra’s mysterious friend and a fugitive. Kapitan Tiyago – Also known as Don Santiago de los Santos the known father of Maria Clara. Padre Damaso – Also known as Damaso Verdolagas, a Franciscan Friar and Maria Clara’s biological father. Padre Salvi – Also known as Bernardo Salvi. Maria Clara’s secret admirer. Maria Clara – Maria Clara de los Santos, Ibarra’s sweetheart and illegitimate daughter of Padre Damaso and Pia Alba. Pilosopo Tasyo – Also known as Don Anastasio. Known to be a crazy person by his neighbors but actually quite a wise person. Ibarra seeks advice from him. Sisa – The Mother of Crispin and Basilio, who lost her mind after losing her sons. Basilio – The elder son of Sisa. Crispin – The younger son of Sisa who died because he was punished by the soldiers who was accusing him of stealing money. Alperes – Chief of the Guardia Civil and mortal enemy of the priests. Donya Victorina – Victorina de los Reyes de Espadana, a woman who thinks she is in the same class as the Spanish people or a social climber. Donya Consolacion – Wife of the Alperes and also a social climber who abused Sisa. Don Tiburcio de Espadana – Spanish husband of Donya Victorina and pretends to be a doctor. Linares – A distant nephew of Don Tiburcio de Espadana, the would-be fiancà © of Maria Clara. Don Filipo – A close relative of Ibarra, and a Filibuster. Senyor Nol Juan – The one who supervised the making of the school. Tarsilo at Bruno – Brothers, whose father was killed by the Spaniards. Iday, Sinang, Victoria,at Andeng – The friends of Maria Clara. Kapitan-Heneral – The most powerful official in the Philippines. A friend of Ibarra who hates secular priests and corrupt officials. Don Rafael Ibarra – The deceased father of Crisostomo Ibarra. Kapitan Pablo – Leader of the rebels whose family was destroyed by the Spaniards. Padre Sibyla – A Filipino friar who spies on Ibarra. Pedro – Abusive husband of Sisa. â€Å" Noli Me Tangere † Capitan Santiago de los Santos, or Capitan Tiago, hosts a dinner in his house at Calle Anloague. In the party there were important people who attended, such as Padre Damaso, Padre Sibyla, Liutenant Guevara, Laruja, Donya Victorina de Espadana, and Don Tiburcio de Espadana. Capitan Tiago then enters the living room and introduced Crisostomo Ibarra to the guests as the only son of Don Rafael Ibarra and that he just arrived from Europe. At dinner over â€Å"Tinola†, the guests were conversing about Crisostomo’s travels to several countries and then Padre Damaso interfered and embarrassed Ibarra and so he left the party.

English Literature Essay

Describe the contemporary education system as it appears at the beginning of ‘Hard Times’. How does Dickens show his distaste for this system up to the end of chapter four? Hard Times is like several other Dickens novels, it’s full of social criticism. Writing in the 1850’s, Charles Dickens was focusing mainly on the Industrial Revolution underway. As the title suggests, this novel is all about harsh times. Dickens uses the principle of utilitarianism throughout the novel. Utilitarianism is a philosophy which argues that all human activity, including learning, should be useful in the practical sense. Dickens is a social critic and all his other novels criticise institutions in some way or another such as in ‘Nicholas Nickelby’. The title ‘Hard Times’ suggests they were living in some really harsh times, what with industrialism on the way. Dickens’ philosophy is shaped from the characters in the book. The two businessmen believe in this philosophy which indicates that when you teach you have to use facts and calculations. This philosophy turns out to be a selfish one, which only focuses on practical learning. Dickens is very aware and understands this society. He has produced three sections to their novel: – sowing, reaping and garnering. The sowing section is the laying down and scattering of the seeds, mainly the teaching and ideas. This means that you are planting them down for the future and allowing them to grow. The reaping section indicates the harvesting of the seeds and cutting them in order for them to grow quicker. In other words, dickens has taken an agricultural view to portray how the teaching methods are affecting the children. The final section, garnering, is the considering of the lessons that are learned. There is a famous saying ‘you reap what you sow’. This perfectly describes this situation with the system and Gradgrind. He reaps what he’s sown, which is his family being torn apart at the end of the novel. We learn that this system is a failing one. It is based mainly on utilitarianism and all they do is force facts onto the children. The aim of the system is to create children who are like models or robots. Mr Thomas Gradgrind is a businessman who has lived by and supports utilitarianism in teaching. He owns a school which his daughter Louisa and son Thomas attend. The school’s principles are also based on facts but as we realise up to the end of chapter four, this method isn’t working. Dickens gives the name Gradgrind to show us that he is gradually grinding away the children’s freedom. I shall now analyse how dickens shows his distaste for this education system The first chapter is called ‘The One Thing Needful’. Dickens implies that the one thing needful is facts. He is being sarcastic and in doing so, he’s also made the first letter of each word in capitals.

Multiculturalism Essay Example | Topics and Well Written Essays - 500 words - 1

Multiculturalism - Essay Example The US population includes people of different origins and cultures who follow different religion and traditions. Therefore, evolving a system where various kinds of people live together in harmony becomes essential. The very concept of multiculturalism was brought in by the evolution of such a social system in the USA. A general concept can be framed that the association of many cultural models in civilized communities give birth to a commonly accepted new one in the absence of specific dominance by any of them. In many events, collective immigration to a particular province of the country can also force a situation in which a new culture is forced upon the existing community. The paper named ‘American Identity, Citizenship and Multiculturalism’ which was presented by Diana Owen, the associate professor of political science in Georgetown University in the German-American conference, 2005 mentions a term ‘melting pot’ which was used by the playwright Israel Zangwill to describe the process by which immigrants from different parts of the world came together in the US. This particular term denotes a process through which the distinction of cultures in the country would disappear in the long run by the merging of those distinct cultures into an exorbitant one. We can say that this process has taken place in the US for good though there is a possibility for counter arguments. On the whole, a unique culture has developed in the US subsequent to its long term multiculturalism policies. Modern world’s economic progress is doubtlessly connected to the contributions of multiculturalism in the reconstruction of political structure of many leading nations. The fact that a person of African origin became the president of the USA proves that multiculturalism is effectively working in the nation. It has definitely contributed to the socio-economic uplift and unity and integrity of the states. The 19th century was the period when the rate of immigration to the

Alternative Fashion Research Paper Example | Topics and Well Written Essays - 2250 words

Alternative Fashion - Research Paper Example A person who spots alternative fashion styles usually does so, to stick or conform to the subculture that has a unique way of conducting itself outside the mainstream lifestyles. Subcultures, in this case, refer to cultures that consume a majority of a person’s time and are different from predefined social norms. This way, alternative lifestyles are used to show conformity and a sense of identity with the group that one belongs to and its significance. For example, nudism as an alternative lifestyle advocate for people to stay naked or expose their bodies in any manner that makes them feel comfortable. In this case, the alternative fashion is that which helps them identify and portray the values that their lifestyle stands for. However, on alternative lifestyles, people are sometimes classified according to various stereotypes found in the society and not according to their lifestyle. For example, for people who like to live a gothic lifestyle from the dark ages, are usually labeled as Satanists despite having no affiliations with such groups or practices (English Republic). Since this is just but a stereotype, the real value of their lives lies in their outlook of the world around them. In this case, their outlook on life is usually dark, and their thought focus is usually on death. The need to sport alternative fashion in the form of torturous materials and disturbing images adorned on their clothes comes from this outlook. Moreover, on lifestyle, alternative fashions are adorned by members of certain groups and stick to them as their identifying factor in the lives they lead. The groups do not necessarily have written codes but an understanding of how they behave and conduct their activities is known. This is in people such as hippies who are known to be friendly, open-minded and tend to love everyone they meet.

Feeding of Swine Lab Report Example | Topics and Well Written Essays - 1000 words

Feeding of Swine - Lab Report Example According to this study, research has also shown that after three weeks of feeding weight gain has reached its optimum but the carcass quality continues to improve with longer feeding. However, a problem has been observed since there is a decrease in the return in the dose and feeding duration. This research found out that the greatest weight gain was in the first week and declined beyond three weeks and no gain thereafter. It was also found out that feed intake increased in the first two weeks and decreased in the following weeks. Moreover, there was a "percent yield increased logarithmically over a 4-week feeding period for both 4.5 and 9 g/ton. Finally, 9 g/ton feeding gave greater yield than 4.5g/ton dose and optimal feeding was three to four weeks before market. In addition, the study "Pig Performance by Using Paylean" by Larry K. McMullen and Arlin Karsten affirms that feeding of ractopamine "at the 9 grams/ton level in the finishing diet for 28 days increased the production parameters of grow-finish pigs and resulted in a greater economical advantage over the pigs fed a traditional finishing diet." This research is anchored on these two studies, however it has modifications as to the comparison and contrast of the swine production based on the different feeding components such as: with Paylean, high and low protein gilts or young female pigs and barrows or castrated male pigs. For each of the s For each of the study group, four pigs are used. The first group is composed of gilts fed with Paylean. These Paylean Gilts consumed 1132.2 lbs. feed during the whole duration of the study and showed increase in weight of 101.7, 127.61, 112, and 95.01 lbs. or an average of 109.08 lbs. It has also manifested an ADG (average daily gain) of 2.09475 lbs. The second group is fed Low Protein feed. The Low Protein Gilts consumed 1078.8 lbs. feed or 32 bags and showed an increase in weight of 60.6, 80.61, 76, and 55 lbs. or an average of 68.0525 lbs. It has also an ADG of 1.305 lbs. The third group is fed with High Protein diet. For the High Protein Gilts that consumed 1089.20 lbs. feed, the weight increase are 89.8, 85.5, 65.6, and 68.5 or an average of 77.35 lbs. It has also an ADG of 1.4775 lbs. The other set of pigs under study are the barrows . For the Paylean Barrows at 23.5 lbs. feed and 24 bags, there is a weight increase of 106.2, 93.2, 100.4, and 96.4 or an average of 99.05 lbs. It has also an ADG of 1.9025 lbs. The next group of barrows is fed with Low Protein diet. The Low Protein Barrows consumed 1570.8 lbs. feed over 52 days and showed an increase in weight of 77.6, 69.6, 83.4, and 89.4 lbs. or an average of 80 lbs. It has also an ADG of 1.5325 lbs. The last group of barrows is fed with High Protein feed. For the High Protein Gilts that consumed 1220.9 lbs. feed or 25 bags, the weight increase are 68.8, 85, 85.8, and 78 or an average of 79.4 lbs. It has also an ADG of 1.525 lbs. The above data imply that both Gilts and Barrows fed with Paylean yield the highest weight gain. In addition, in the Low Protein, Barrows have a slightly higher yield than High Protein feed at 0.0075 difference and for the Gilts High Protein feed is higher than Low Protein feed at 0.1725 lbs. difference. In other words, Paylean still gives a higher weight gain compared to High Protein and Low Protein feed in both Gilts and Barrows. For the High and Low Protein feed on both the Gilts and Barrows, it shows very slight difference which may indicate that the dosage of protein

Ethics and Criminal Justice CRJS345 Research Paper

Ethics and Criminal Justice CRJS345 - Research Paper Example Use of COPPS will be imperative in mining vital information from members of the public and through scanning, analysis, response and assessment will utterly empower police to solve the prevalent problems of underage drinking and street racing in Westwood. Social crimes such as drugs trafficking and mugging continue to prevail in the contemporary society. It is intelligible that police agencies cannot handle such serious issues without encouraging public participation. The development of COPPS will be of assistance to condense causes and diminish social disorder through analytical devices and community-policy joint venture. Scanning phase will be of prodigious support in channeling preliminary investigation and in establishing if underage drinking and street racing problem exist in Westwood. Scanning phase will help in identifying the actual area in Westwood that juvenile drinking is practiced. I will visit traffic unit so that I can get to know if street racing do exist in Westwood roads. After this, I will analyze data on underage drinking and street racing delinquency both from the public and police agency as this will be helpfulness in attaining substantial details for determining whether the two offenses are existent (Sozer, 2010). I will use the analysis phase in solving the problems by first examining to which extend has underage drinking, and street racing problem broadened in Westwood. My major source is from the community and the police agency; therefore, I will initiate a solemn study that will help out in discovering the major cause of these two problems. In my study to underage drinking, I will try to explore what may be the its cause or navigating factors (Williams & Arrigo,  2008). This can help me to understand the key causes thus formulate the best strategies of resolving the issues. Is it caused by young people’s curiosity of venturing into risk-taking or is caused by heritable feature and other

The Mexican War and Manifest destiny Essay Example | Topics and Well Written Essays - 250 words

The Mexican War and Manifest destiny - Essay Example This encouraged western expansion, with the ultimate aim of controlling the entire North America. The federal government policy also served as an incentive to the expansion of the west. This can be related to the Homestead Act of 1862 that encouraged the development of the agricultural west. Another incentive for the expansion of the west was the development of transportation. The economy of the west was based on cultivation of cotton. As a result, the canal system developed because of steam boats. Development of railroads also played a significant role in the development of the west. For example, the transcontinental rail road played an essential role in the growth of the population and trade (Mountjoy, 2009). Despite the expansion of the west, several factors can be associated with the opposition to the expansion. The expansion of the west faced massive opposition from anti-slave Northerners, who believed that additional territories would encourage the legalization of slavery. They purported that western expansion would ensure that slave states outnumbered slave free states. As a result, this would lead to legislation that would favor slavery (Meed, 2002). Although some Native Americans, such as Indians, opposed the expansion of the west, American settlers defeated them. They could not withstand the movement of thousands of settlers because the army defeated them in a number of battles. They were also confined into reservations; the US president, Andrew Jackson, passed the Indian removal act, which encouraged coercive removal of

Field Assignment Example | Topics and Well Written Essays - 250 words

Field - Assignment Example His last attempt to close the deal was to tell me that if I signed their contract today, I could be in a new apartment tomorrow. I thanked him and said goodbye. The next salesperson I talked to was another on-site salesperson named Mark. This was at a retail clothing store with a lot of different departments. Compared to Dan, Mark seemed rushed and nervous. I asked him about finding some good chino pants, and he looked and saw that I was already carrying a jacket, and then told me, to my surprise, that I would have to leave the sports jacket with him, and then go upstairs to look at chinos. I told Mark that I was going to take my jacket with me, because I was going to buy it, and that I wanted to do this while looking at chinos. He appeared flustered at this. As he was getting more flustered, I told him that I could leave the sports jacket with him, but that I probably wouldn’t buy it. He seemed OK with this. Then, another salesperson stepped in, and told me where I could take the elevator to the chinos section. I said to Mark, â€Å"That’s all you needed to tell me, right there.† These were two very different experiences. Mark was not effective, and Dan was. Dan was not pushy, and Mark was. Dan did not act nervous or flustered. He was more interested in what I could do, and getting me to say â€Å"yes.† Mark was more interested in what I couldn’t do, and kept saying â€Å"no† to me. I responded very differently to these two salespeople. When I am in contact with a salesperson, I am looking for someone who is relaxed, calm, confident, and

Writing process Essay Example | Topics and Well Written Essays - 750 words

Writing process - Essay Example The students can browse through books, journals and website to find adequate knowledge as well as possible options for the topic. The student may come up with five possible topics which is still subject for making it more specific and narrow so that paper will have focus and central theme.Topic formation is part of this stage wherein the student has decided for the main topic, thesis statement or central theme for the paper. The topic sentence or thesis statement must be formulated. Student may also use free writing to take down his own thoughts, ideas and reactions about the topic.Importance: This stage is important for this enhances the students' ability to come up with their stored knowledge and practice their creative minds with regards to writing. Aside from this, this will also develop decision-making skills for the student will be the one to discern the topic which best interests them and which they know most about. It is necessary for the student will be able to gauge how muc h he knows the topic and how much interest he has on his chosen topic. Aside from coming up with the topic, an outline can also be produced.Drafting involves the transfer of ideas from the pre writing section to a formal draft. Since the outline has been made from the pre writing section, it is time for the student to arrange and structure his argument as well as all the information he has researched. The introduction as well as the conclusion is formulated at this stage. Citing the references involves the use of writing styles such as Harvard style, MLA, APA or Chicago methods. The note cards that were used during the pre writing section will be of great help here for it has all the details regarding the publications and materials that were used for the draft of the paper. The student should check if their instructor specified the paper format or it is up to them to decide which they find appropriate. The in-text citations can be properly placed in the draft and again, the note cards will be very helpful at this time. Importance: The ability to organize all the gathered information into a structured, informative and well-written paper will be improved and makes this stage essential. Plagiarism is taboo when it comes to writing. The best way to teach students how to prevent this from happening is for them to learn how to paraphrase and use writing styles (APA, MLA, etc.) as well as in-text citations. Editing Editing includes rereading the draft means to check on any grammatical errors, spelling errors, citation omissions, effectiveness of the sentences, use of transitions, punctuations and paragraph structure as well as to review if the paper is organized in such a way that it is readable, understandable and progressive. It is also necessary to check if there are any content problems and rhetorical issues. Revising involves making the necessary changes after proofreading. Importance: These stages are essential to ensure the good quality and effectiveness of the paper. Feedback is necessary from the instructor to inform that student how the paper appeals to readers. Revising Revising includes making decisions abouthow the student wantstoimprovehis writing, looking at one's writing from a different point of view, picking places where one's writing could be clearer, more interesting, more informative and more convincing. It is

The Effects and Causes of Fetal Alcohols Spectrum Disorders Essay Example for Free

The Effects and Causes of Fetal Alcohols Spectrum Disorders Essay Drinking while pregnant is a bad decision. Sometimes the child will result in certain health problems, and at times they will be perfectly healthy. The effects are referred to as FASD (Fetal Alcohols Spectrum Disorders). FASD can take form as many various effects. Many people are aware of these effects but they do not realize that moderate alcohol exposure to the fetus can be just as harmful to the baby as frequent exposure. Though this might leave some people thinking that some pregnant women do not realize their pregnancy for many weeks after conception, and how might they know when no to drink. Well, the women who are trying to become pregnant or women who think they may be pregnant should not drink at all. This is due to the possibilities of pregnancy. (March) When women first get pregnant only about 40 percent of the women notice the pregnancy right away (CDC). Studies by the CDC have published that with each live birth in the United States 0.2 – 1.5 out of 1,000 of those births are babies with FASD effects. In a period of 15 years it has been noted that 1 out of 8 women have admitted to drinking during their pregnancy (CDC). This just shows how unaware mothers are of their drinking’s lasting effects on their children and the strain these effects will bring to their families and friends. There are various symptoms, referring to health, of FASD some of the more major according to the Mayo Clinic are heart defects, slow growth before and after birth, problems with sight and hearing, learning deficiency, small brain size, joint and bone deformities, balance and coordination errors, sleep problems, mental retardation, short attention span, and issues controlling anxiety and impulsive behaviors. Some of the visible effects of FASD are a small head size and facial flattening (MC). The causes are simply stated, easily understood, but yet people do not always agree with them. To make the situation more easily understood, we can say that when you drink the alcohol goes into your bloodstream as a form of energy; the blood is shared amongst you and your unborn child. Therefore the baby gets alcohol into its blood and its slow metabolism cannot handle the amounts of alcohol that an adult woman can. This process also causes the oxygen to moves very slowly into the fetus and therefore the organs cannot get enough oxygen to grow properly (MC). It is known when the baby is most likely to be harmed and where development is risked during the stages of pregnancy. In the first three months of the pregnancy the baby is most likely to have facial deformation, and in the remainder of the pregnancy, the baby is at risk of growth of the central nervous system. When pregnant it is unknown how much alcohol consumed that it takes to cause risks to your baby. It could range differently with the woman’s metabolism, health, and age. Seeing that it is unknown of the amount for risks, it would just be safer to not drink at all while pregnant or if you might be pregnant (MC). If your baby has FASD it will not be evident until the birth, unless you tell your doctor that you have drank and he can check for signs and symptoms in the fetus. The signs that can be noticed while the baby is in the womb are small changes in growth, strange facial features, heart deformities, and all around behavior. This is to say that your FASD baby will be unplanned for and that you are always at risk if you have drank. There has been no cure found for Fetal Alcohol Spectrum Disorder and most of its effects do not ware off with time. A cure for one of the more major signs, heart disorders, can be surgery. And if you have a learning disability that does not leave you mentally impaired, a special learning course in school will usually be very helpful. And with all the stress of the effects the parents may need counseling to cope with their mistakes and child’s behavior (MC). If FASD is evident before the age of six, medication can usually be provided to help with mental and social abilities (CDC). If you’re a parent with a child who suffers from FASD it is good to treat them as any parent would treat their child. Some of the things you can do to help them cope are giving them chores, teach them skills for daily living, teach them to hold their ground and stand tall, reward their good behavior, and teach the child daily routine (MC). If a child is not diagnosed with FASD they might still have fetal alcohol effects (FAE). FAEs consist of two types the first being Alcohol-Related Neurodevelopment Disorder (ARND). ARND is the collection of metal problems a child can have without collectively having FASD, a child with ARND is bound to struggle in school, be impulsive, low memory mass, short attention spam, and bad deciphering skills. The other FAE are Alcohol-Related Birth Defects (ARBD). These are the deformities in the skeletal system due to drinking while pregnant. The deformities may be include in these areas of the body heart, kidneys, bones, and the whole auditory system (FAE). On of the more heard of FASDs is FAS (Fetal Alcohol Syndrome). FAS can lead to Fetal Death which is the most severe result in drinking while pregnant. But usually these people just experience face abnormality and growth problems. Some of the distinctive face abnormalities are a thin vermillion border, smooth philtrum, and small palpebral fissures. A child with FAS has a very hard time getting along with others and making friends (CDC). Children with FASDs often need extra help with simple tasks like walking, talking, and associating with others. These skills can be improved with special counselors at a young age, from birth to three years of age. This counseling is extremely important, so if it is noticed that the child has effects of FASD talk to your doctor immediately. The doctor might also recommend that the parents go through daily speech routines with their child. These routines will help the child reach their full potential and help them more as they reach high school age. As the child ages it is most often necessary for them to be in a special education class. A stable home life is a necessity for FASD cases. Children with FASD have a higher emotion to their surroundings, so moving frequently can cause mental breakdowns and tantrums. Therefore it is important to have a loving household and to care for you child with a great deal of attention. Help can also come from the community and friends to keep the child’s self esteem high and gleaming. And a high self esteem will help the child grow and keep them from criminal activity, dropping out, and unemployment (CDC.)Â  When your child has FASD they still need the same medical attention as a child without the sideffectts.

Enrollment system Essay Example for Free

Enrollment system Essay Welcome! The following terms serve as a contract that governs your use of our family of websites, applications and services (the â€Å"Service†). BY SIGNING UP, OR ACCESSING OR USING THE SERVICE, YOU SIGNIFY THAT YOU AGREE TO THESE TERMS (AGREEMENT OR TERMS) AND TO RESOLVE ANY DISPUTE BY ARBITRATION. 1. Summary of Terms These Terms have the same force and effect as an Agreement signed in writing. If you do not agree to these Terms, you may not use the Service. Each time you access, upload, or download any content from the Service, you signify your agreement to the then-current terms. This Agreement is subject to change at any time; therefore, you are responsible to review these Terms regularly to learn about any changes. We will post an updated version of these Terms if we modify them. You understand and agree that your ongoing use of the Service after we post or provide notice of the changes to this Agreement means that you accept and confirm that the updated Terms apply to you. The laws of the State of California govern this Agreement. You agree to resolve any dispute with us as provided in the Dispute Resolution Procedures described in Sections 21 and 22 below, which include arbitration and the options you have with arbitration. We use the term You to mean the person or entity who will access or use the Service as an end user. The term Login means the combination of unique username and password that is used to access our Service. A login is a license to use a site, application or service for a period of time that is specified. Membership or Members means a single registration and/or subscription account per user of a valid username and password (login) for the service during the term of a subscription. We or us in this Agreement shall mean: its brands, affiliates, subsidiaries and operating divisions.

The Elements of Class Conflict in Pakistan

The Elements of Class Conflict in Pakistan 1.1 Overview of the Topic Income distribution is a frequency distribution showing number of persons, taxpayers or households classified by levels of income. The unequal distribution of income is a major issue in many countries, mostly in developing countries and in Pakistan it has been a burning since its birth. As the inequality in the distribution rises, it divides the population into small groups with various differences among them, thus fueling a conflict between them. The conflict arises due to difference in the income patterns, employment patterns, wage rates, difference in resources symbolic or material, social status etc. the difference in the lifestyle, wage rates, and the job opportunities in the rural and urban cities of Pakistan cause class conflict, as people living in various locations belong to different income groups. Feudal culture in Pakistan is among the major reasons of class conflict. Landlords have made monopolies which have increased the disparities among the various classes living. Cla ss conflict is a serious problem which causes violent activities such as high crime. Unfortunately our government has been unable to solve this problem of uneven distribution of income, as they themselves are enjoying the class difference existing in our country. Over the past year this conflict has been boiling and will eventually erupt one day. With this segregation of the population into various classes, social gaps have increased and people have become more accustomed to other people who are of similar stature in the society. This is one of the major issues Pakistan is facing, unity among the population is a challenge to the government of Pakistan, but it all trickles down to the fact that the people who are causing this unequal distribution of income are the ones who are leading us. Over the past years, the income distribution in Pakistan has adopted an uneven trend, meaning that there is no significant increase or decrease, thus the notion that the rich are getting richer and the poor are getting poorer, and the result of this is a growing conflict among the various classes that exist in our society today. Other factors such as corruption also play a vital role in this unequal distribution of income, not only at higher levels but at the smallest and lowest level of the society as well. 1.2 Background Information Since Pakistan came into being, the income distribution has been a serious issue. During the time of partition, many people were stripped of their lands, properties, valuables and other financial assets. The unequal distribution of income we are experiencing today has its roots from the time of the partition of India and Pakistan. Feudalism in those days was at its peak and remnants of it can still be seen in the modern society. Many powerful feudal lords claimed lands by force from people who were financially or socially weak, thus the wealth became concentrated and its effects can be seen today in our society, as the unequal distribution of income. Even today, many influential people such as politicians and local feudal lords all around Pakistan are in control of the major chunk of the income that is generated and flows through the economy, which is why Pakistan also faces extreme poverty. Pakistan has experienced an uneven trend in the distribution of income in the past years, as there is no significant trend of increase or decrease. This uneven pattern of income distribution has been the root cause of the division of the population into various classes on the basis of income inequalities. During the early years of Pakistan, the population was less divided, but with the passage of time and the uneven trend of the income inequality has caused the population to be divided into upper, middle and lower classes based on different employment patterns, wage rates, households, social status and limited resources etc. The formation of these classes has led to the widening of the social gaps between the people and has also led to social exclusion of people belonging to different classes. This has been a common practice in history that people belonging to a similar group or stratum, tend to socialize more i.e. people who share common resources either symbolic or material in nature tend to form stratums. As the general population is divided into these stratums, belief a nd ideals change, thus a conflict arises due to these changing ideals. Over the past years, since the birth of Pakistan, this conflict between the different classes has been slowly boiling and has erupted into a class conflict based on income disparity. 1.3 Importance of the Study With Respect To the World The problem of unequal distribution of income exists in almost every country around the world, from the weakest to the strongest economies of the world; income disparity is clear and present. It is also one of the major problems that developing countries face and if not contained in due time, it paves the way for many other problems which are either directly or indirectly linked with it. One of these problems is the class conflict that arises due to income inequality among the general population. The relevance of this problem can be best understood with an example of East and West Germany. In World War II the Allies occupied West Germany and the Soviets occupied East Germany. The border between the two Germanys was famously known as the Berlin Wall. Since the corporate and industrial might of the Allies was far superior compared to the Soviets at that time, the Allies started injecting billions of dollars in the economy of West Germany, resulting in higher living standards and plenti ful jobs for the people. In stark contrast the jobs and living standards in East Germany were inferior, resulting in constant unrest which ultimately substantiated into a major class conflict. Thus throughout the world, we see many similar cases where the major chunk of the economy is concentrated at a singular point, that is the elite or the ruling class, leaving the lower classes with little or no financial assets. Concentration fuels the class conflict in a society and ultimately damages a nation as a whole. The inequality in the distribution is caused by many relevant factors, such as inflation, foreign direct investment, remittances, trade, corruption, feudalism etc. and these are all present in almost every society of the world. Thus the significance of this study cannot be denied with respect to the world. 1.4 Importance of Study With Respect To Pakistan Since Pakistans Inception, the Populace has been plagued with the diabolical issue of income distribution. The seriousness of this issue cannot be denied, since it has been the root cause of constant upheaval in the society in general and also the catalyst of constant unrest, distrust and sometimes violent protests. In other words we have been compromised in a never ending stalemate, since there is no significant trend of increase or decrease of income distribution in Pakistan, thus this kind of uneven trend is giving rise to undesirable hybrid classes based upon this income inequality. The initiation of such classes has led to an avalanche of prejudice, discrimination and more disturbingly, exclusion of significant amount of people from the nucleus of the society. It has also led to the formation of different stratums among the people. With the passage of time this horrendous social exclusion, disparity and discrimination has manifested into an ugly class conflict amongst the people we see today in Pakistan. The mere presence of various classes based on improper income distribution is evidence of its existence. The increasing social gap, distrust and lack of communication between the people, nourishes the problem of income distribution and provides sustenance for its future. The prevailing feudal culture in Pakistan is also one of the major catalysts of the unequal distribution of income in Pakistan. The most influential people or the ruling class has the most concentration of resources; they also include the politicians of Pakistan who are responsible for making policies against this burning issue. Inflation is another factor contributing to the lowering of the purchasing power of the lower classes, which in turn induces a conflict among the general public, as inflation hits hard on the lower classes and has little effect on the elite class. All the foreign investment and the remittances are also controlled by the upper or elite class, thus the flow of money in the economy is limited to a set number of influential or powerful people, while the majority of the population is deprived even the basic necessities of life. 1.5 Research Question The elements of class conflict in Pakistan. The problem of class conflict is justified with the increasing gaps between the populations of Pakistan. Various classes exist due to this income disparity. It is due to this income disparity among the people different classes are formed. Thus, there is a clear and present conflict between the classes in our society. CHAPTER 2 LITERATURE REVIEW The review of existing literature in the current study area of the income distribution patterns and the class conflict in Pakistan will help in appraising additional information on the subject matter and help in establishing a better understanding of the research that is to be undertaken. Hasan (2002) made a study on the emerging trends of Pakistans upper or elite class which is under heavy influence of the west. The post Bhutto era changed all the pervious trends that the ruling class observed. The elite class now has separated itself from the middle and lower classes and with it, has also lost the trend to use public services. They are more inclined to private services and they are the ones who are embedded deep in Pakistans political lobby. They reflect the countrys politics, society and the culture as well. Today, Pakistans elite class enjoys the most as income and money is no object to them, they go abroad for vacations and education whereas the majority of the population has little to eat. This gives rise to a class conflict between the general populations and thus differences are uplifted. Y. So (1991) studied the causes of stratification among people. The author focuses on the study of politics and history in accordance with the class struggle. The author makes the analysis based on three major components, the conditions of class struggle, the entire process of class struggle and the consequences that follow the class struggle both on micro as well as the macro level. By incorporating class struggle into the process stratification theory, the author opens up new a horizon for the analysis. The stratification theory groups people according to income distribution. People possessing similar characteristics form social groups or classes which give rise to social gaps. The Neo-Marxist theory focuses on the production sphere and is the advocate of conflict between the emerging classes. The aim of this study was to analyze the formation of different classes. The study looks at the various forms of class struggle and the ways in which classes are formed with special reference to reasons and causes of this phenomenon. Strasser (1980) argues that there two principles which are involved in the social inequality, stratum and class formation. It is intended to substantiate the work by comparing the claims of the functional theory of social stratification and to uncover the frame of reference that underlies the analysis of social inequality in a society. The author calls attention to the recent finding of his time in anthropology and ethnology to further explain his thesis and looks at various theories of social inequality, functional, conservative and progressive. Stratum is a group of people sharing common characteristics such as income, occupation, status etc. Socialization is the major cause of the formation of various stratums. People belonging to a similar background tend to socialize more between themselves rather than with people who are different from them. Social inequality among the various classes takes the form of unequal distribution of resources. These resources either symbolic or materi al are responsible for the conflict among classes. Classes are formed as a result of grouping of similar people belonging to specific interests, whereas strata are formed due to similar lifestyles of various people. Rashid (1985) examines the feudal culture that has existed since Pakistans birth and even now this culture prevails as many of the ruling elites and politicians are among them. Land reforms are imperative for a country like Pakistan, but the people who are responsible for the implementation are the ones who benefit the most out of land. The policy makers and the people who implement the policies are in the politics, and these people compromise the majority of the landlords here in Pakistan. Landlords enjoy the fruits of other peoples hard work which belong to the lower classes that tend to the lands which are not of their own. This tense relationship of worker and master gives rise to a class conflict which will erupt one day. The government is not trying to balance out this unequal distribution of land among the people. There is concentration of all the wealth of the land to one ruling class. Chandra (1972) stated that since the earliest beginning, Pakistan has been dominated by the ruling class. The author gives a complete assessment of the class character of West Pakistan. Even the Muslim League consisted majority of two classes, the Zamindars and the traders, both of which belong to the upper or elite classes of that time. The study aims at living conditions of the lower or working class, which are still the same even after such a long time. There has not been any significant improvement in the living conditions nor other important sectors for these poor people, even though they comprise the majority of the total population of Pakistan. There has been a significant development in the industrial and the private sector, i.e., inflow of foreign investment, but to no avail, the landlords and the capitalists are only the ones who enjoy the fruits of life, as they comprise all the heavy investors in both the sectors. Landlords have made monopolies, and by doing so the dispar ities among the classes have further increased ever since. Crenshaw and Ameen (1993) in their study of the different dimensions of social inequality in the third world, reveal that the modernization and the ecological-evolutionary theories provide more evidence regarding the social inequality than the either the dependency/world systems or the urban bias theory. They provide a cross national assessment of the determinants of income inequality. They also shed light on the various conclusions that can be drawn from various theories. Injection of foreign capital provides opportunities for some people, but it also widens the gap as many people are unable to capitalize on the certain amount of capital. Thus only the people who are strongly embedded and/or in the mainstream, are the ones who are able to capitalize. The analysis point towards the economic growth and the development of the rural areas to reduce mortality and stabilize the income inequality. Ahmed (1996) in his study comments that in a rapidly progressing world, ethnic, religious and social conflicts are tearing states apart not only in the developed world, but also in the lesser developed third world countries. Pakistan is divided into many ethnic groups according to the author, the largest group being the Punjabis, who comprise mainly of the upper and middle classes. However social inequality in rampant in the whole country as there are small pockets of people who have similar access to resources, thus forming various ethnic groups and/or classes, which include Sindhi, Pushtoon and Balochi people, who are less developed and less embedded. Even though Pakistan is rapidly growing but there are elements that hinder the growth of people and inhibit potential factors which work to decrease this chasm between the people of Pakistan. National integration is a desirable goal but it has caused a lot of problems in the past, such as oppression. Even if national equity is promote d and there is harmony among the different groups, there would yet be emerging ideas of different stances, and this time around would have an adverse effect. Bulir (2001) made a study using the traditional Kuznets model. Inflation reduces the purchasing power of the poor people; it also tends to decrease the general income thus increasing social gaps. The government can tax the rich to cover the gap but there are only a few honest taxpayers as opposed to the number of poor people in Pakistan. This ignites a certain conflict among the people, as a certain image is developed for the tax evaders, who are mostly the ruling class or the elites. People belonging to the lower class are hit heavily by inflation, as they are already short on resources, and after further reduction in their purchasing power, they are forced to corruption. Lower inflation rates, in addition to the level of development and fiscal redistribution are found to improve income equality and their impact is uniform for all levels of GDP per capita, thus low inflation rates improve the income inequality. Level of development; state employment, fiscal redistribution, and price stability are found to improve income inequality in a given country. The positive impact of price stability on income distribution is nonlinear. When inflation is reduced from hyperinflationary levels, there is a significant reduction in the income inequality also, while if it is decreased further, then there are small gains in the countrys gini coefficient. Kentor (2001) observed the effects of globalization on the income distribution, population growth and the economic development. The goal was to develop the linkage between them, and it is evident that they are inter-related parts of a complex system of unequal economic, social and political relationships. Globalization has effects on the income inequality and income distribution, but there are no properly demarked good or bad effects to it. Where there is a negative effect of globalization on the per capita GNP growth, there is also a positive impact on the trade openness. Policies should be made according to the given circumstances at hand, not by prediction. Hussain, Sharif, Hasan (2009) studied the impacts of openness of trade, FDI and remittances on the income distribution and the income inequality in Pakistan. Increased openness of trade leads to economic growth which reduces poverty and makes income distribution more equal. Trade liberalization has been a factor in reducing the income distribution as there is a significant increase in the total trade over the past years. Pakistan has also reduced tariffs from 200% to only 25%. Studies show that FDI has a positive effect on income distribution, but owing to the unstable political and economic conditions it has not risen considerably. FDI was restricted to only few areas but since it opened up to the industrial sector, Pakistan has witnessed a considerable amount of increase in FDI (poor in the 70s and began rising in the 80s). However the extent of FDI had good effects on income distribution in Pakistan. Remittances, also play a vital role in the economy, Pakistan had high remittances through the 70s and 80s but saw a decline after that, yet after 2000, Pakistan again saw rapid increase in the remittances, Pakistan is trying to open up the economy by privatization. This will ultimately cause growth in the economy and reduce poverty and equalize the income inequality. Thus their study revealed that the income inequality in Pakistan follows an uneven pattern, meaning that there is no significant increase or decrease. CHAPTER 3 METHODOLOGY 3.1 Research Type My Research falls under the category of a quantitative research. I gathered data and put it through a series of statistical techniques to prove the hypothesis derived in the research 3.2 Data Type and Research Period My Research was done by using the primary data. Primary data was collected to study the class conflict, as no historical data is currently available. Questionnaire provided me with relevant information to conduct the research 3.3 Sources of Data A questionnaire was floated asking general questions related to the issue of class conflict in Pakistan 3.4 Theoretical Framework 3.5 Variables Definitions Inequality The degree to which the distribution of economic welfare generated in an economy differs from that if equal shares among its inhabitants (Dictionary of Economics, Graham Bannock) Stratum Division of people according to some variable Feudalism A European system flourishing between 800-1400 based upon fixed relations of lord to vassal (www.thefreedictionary.com) Income Distribution The various levels of income existing within a given population (Dictionary of Economics, Graham Bannock) Class Conflict Conflict between different classes in a community resulting from different social or economic positions and reflecting opposed interests (www.dictionary.reference.com) Income Disparity In economic context, it refers to the difference in wages of people 3.6 Population, Working Population and Planned Sample The questionnaire was completed by 50 people of Lahore. Questionnaire asked questions regarding the social class conflict existing in our society. 3.7 Research Hypothesis H0: Class conflict is caused due to income disparity H1: Class conflict is not caused due to income disparity H0: Social gaps and social exclusion lead to the class conflict H1: Social gaps and social exclusion does not lead to class conflict H0: Division of stratums is a major reason for class conflict. H1: Division of stratums is not a major reason for class conflict. H0: There are social gaps between the various classes in Pakistan H1: There are no social gaps between the various classes in Pakistan 3.8 Techniques For the analysis of the data collected, the statistical technique of regression was used to build and establish linkages between the variables used in the research and finally deriving the conclusion from the results of the regression analysis. 3.9 Data Analysis The statistical software Mini tab was used to apply the regression technique to analyze the data. The software provided with graphs, tables and charts after running regression. 3.10 Data interpretation The data was interpreted using the regression results. Based on the current analysis the main aim of the study was to understand which element was the major one of class conflict. CHAPTER 4 RESULTS AND ANALYSIS 4.1 Results Multiple Regression Analysis Dependent variable: Class Conflict Standard T Parameter Estimate Error Statistic P-Value CONSTANT -0.0519046 0.421089 -0.123263 0.9024 Income Disparity 0.24955 0.122053 2.04461 0.0466 Socialization 0.753118 0.148753 5.06289 0.0000 Stratification 0.0101818 0.092964 0.109524 0.9133 Analysis of Variance Source Sum of Squares Df Mean Square F-Ratio P-Value - Model 4.90069 3 1.63356 10.81 0.0000 Residual 6.95066 46 0.151101 Total (Corr.) 11.8514 49 R-squared = 61.3514 percent R-squared (adjusted for d.f.) = 57.5264 percent Standard Error of Est. = 0.388717 Mean absolute error = 0.318889 Durbin-Watson statistic = 1.52396 Class Conflict = -0.0519046 + 0.24955*Income Disparity +0.753118*Socialization + 0.0101818*Stratification 4.2 Findings Analysis The regression model describes the relationship of socialization, stratification and income disparity with class conflict. It explains how socialization, stratification and income disparity affect class conflict. As we can see from the above equation that income disparity, socialization and stratification is directly linked with class conflict as all three variables have a positive relationship. Since the P-value in the ANOVA table is less than 0.01, there is a statistically significant relationship between the class conflict and the 3 independent variables at the 99% confidence level. The R-Squared statistic indicates that the model as fitted explains 61.3514% of the variability in Class Conflict. The adjusted R-squared statistic, which is more suitable for comparing models with different numbers of independent variables, is 57.5264%. The standard error of the estimate shows the standard deviation of the residuals to be 0.388717. This value can be used to construct prediction limits for new observations by selecting the Reports option from the text menu. The mean absolute error (MAE) of 0.318889 is the average value of the residuals. The Durbin-Watson (DW) statistic tests the residuals to determine if there is any significant correlation based on the order in which they occur in the data file. Since the DW value is greater than 1.4, there is probably not any serious auto correlation in the residuals. In the model the highest p-value on the independent variables is 0.9133, belonging to stratification. Since the p-value is greater or equal to 0.10, so this variable is not significant at the 90% confidence level. Therefore, we can say that stratification have little and no effect on the dependent variable, class conflict. Questionnaire was floated by various people including students and professors of my university i.e. Lahore School of Economics, Doctors working in CMH hospital, Students of LMDC, Shop keepers of H-Block market DHA and people working as drivers and cooks in my colony. The main purpose of getting questionnaire filled from people belonging to various income groups was to clearly study and understand the relationship of socialization, stratification and income disparity with the class conflict issue. The only limitation of doing this primary research was that the sample size of 50 people was very low in order to draw a conclusion as the topic is very wide and each and every individual has his/her own views on the class conflict topic. Overall people surveyed, were of the view that class conflict did exist in our society and gave rise to problems such as income disparity and it divided the population into various stratums. 4.3 Hypothesis testing H0: Class conflict is caused due to income disparity H1: Class conflict is not caused due to income disparity As the results show the p-value of income disparity to be 0.0466 which is less than 0.05 thus we accept Ho at 95% confidence interval. This means that income disparity causes class conflict. According to the respondents, class conflict is a result of the income disparities as these days in Pakistan the rich are getting richer day by day and the poor are getting poorer. Class conflict is dependent upon income disparities. H0: There are social gaps between the various classes in Pakistan H1: There are no social gaps between the various classes in Pakistan The p-value of the information in the regression analysis is 0.0000. As the p-value is less than ÃŽÂ ± which is 0.05, we accept the null hypothesis and say that social gaps do exist between the various classes in Pakistan. It should be noted that the p-value is very small and is significant. Majority of the respondents were of the view that social gaps are present in the various classes of Pakistan. H0: Social gaps and social exclusion lead to the class conflict H1: Social gaps and social exclusion does not lead to class conflict The p-value of socialization in the regression analysis is 0.000 which is less than 0.05 we accept Ho at 95% confidence level. This means that social gaps led to the problem of class conflict. Majority of people said that wide social gaps and differences and social exclusion led to class conflict. They were of the view that this separation between the classes will lead to a major conflict among the general public in Pakistan. H0: Division of stratums is a major reason for class conflict. H1: Division of stratums is a major reason for class conflict. In the regression analysis we can see that the p-value of stratification is 0.9133 which is greater than 0.05 thus we reject the null hypothesis at 95% confidence level. This means that stratification is not a major reason of the class conflict problem. One of the limitations behind this result could be that the sample size is very small, which is in sufficient to draw a conclusion regarding stratification and its relationship with class conflict. Conclusion From the above argument, it is concluded that there is a marked class conflict in the population of Pakistan based on the unequal distribution of income in Pakistan. Corrupt officials, low number of honest taxpayers and resistance to change are some of the factors which contribute to fuel this ongoing conflict among the people. Pakistan is also facing a great threat from security point of view as well as inefficient monetary policies, which also hinders economic growth. Hence the people are divided into the various groups mentioned in the paper, according to difference in income, status, amount of resources and other contributing factors. According to the results, stratification among the people does not hold much importance, but it is a minor contributing factor in the class conflict. Socialization, however is an important variable in the class conflict, people of similar backgrounds belong to a similar type of social status tend to socialize more than people belonging to other clas ses. This is a common practice that people with similar resources either material or symbolic will from a social group and tend to exclude people who are different from them.

Juvenile Delinquent Gangs :: essays research papers

Juvenile Delinquent Gangs   Ã‚  Ã‚  Ã‚  Ã‚  As a kid I could remember walking to school every day. While on the way to school there was always a group of kids sanding outside of the school walking away. These kids dressed differently and they all whore the same type of clothes. It wasn’t until years later that I was told to stay away from them because they were gangsters. They were gangsters that caused problems to the community. These gangsters would go up to kids and try and jump them into their gang. For them the more members they had the more â€Å"territory they had.† One problem that major cities around the world have is gangs. Most of these gangs are made up of many juvenile delinquents looking for trouble. These gangs tend to hang out in certain places and claim it as their territory. Many of the gang members are drawn together by similar interests, and are brought up in similar neighborhoods. The Social Disorganization Perspective   Ã‚  Ã‚  Ã‚  Ã‚  The social disorganization perspective follows the substance users to their living era and environment. Social disorganization perspective examines why individuals more from one environment to another and how they struggle to adjust to new environment, and how they are lured or forced into substance user, deviance, or criminal activity in the face of difficulty from the new environment or due to their individual maladjustments.   Ã‚  Ã‚  Ã‚  Ã‚  On the other hand it studies how a particular environment causes stress, disillusion, and disorders among individuals who live in it, and why substance abuse, deviance, crime, and other social problems tend to increase in a time when or in a place where change occurs abruptly Social Class Most of the gang members that have been reported come from the lower social economical class. When these kids are out in the streets they have nothing better to do so they begin go commit delinquent behavior. Since these economically challenged kids have no money to go anywhere they tend to hang round their neighbor hood. These kinds of groups encourage each other to commit criminal activity. Since they feel that if one does it all of them can do it too. Drugs According to the social disorganization perspective gang members do drugs because they are forced into a substance. Drug offences are a common substance that is used and abused in gangs. Most people and kids that do drugs are because of peer pressure. Others reasons why gang members do drugs are because the environment that they are in forces the to do drugs to fit in.

The Navajo Code Talkers Essays -- History Navajo Indians Language Essa

The Navajo Code Talkers During the Pacific portion of World War II, increasingly frequent instances of broken codes plagued the United States Marine Corps. Because the Japanese had become adept code breakers, at one point a code based on a mathematical algorithm could not be considered secure for more than 24 hours. Desperate for an answer to the apparent problem, the Marines decided to implement a non-mathematical code; they turned to Philip Johnston's concept of using a coded Navajo language for transmissions. Although this idea had been successfully implemented during World War I using the Choctaw Indian's language, history generally credits Philip Johnston for the idea to use Navajos to transmit code across enemy lines. Philip recognized that people brought up without hearing Navajo spoken had no chance at all to decipher this unwritten, strangely syntactical, and guttural language (Navajo). Fortunately, Johnston was capable of developing this idea because his missionary father had raised him on the Navajo reservation. As a child, Johnston learned the Navajo language as he grew up along side his many Navajo friends (Lagerquist 19). With this knowledge of the language, Johnston was able to expand upon the idea of Native Americans transmitting messages in their own language in order to fool enemies who were monitoring transmissions. Not only did the Code Talkers transmit messages in Navajo, but the messages were also spoken in a code that Navajos themselves could not understand (Paul 7). This code actually proved vital to the success of the Allied efforts in World War II. Because the Code Talkers performed their duty expertly and efficiently, the Marines could count on both the ... ...ation Fund: 1975. McColm, George. "An Ungrateful Nation." American History. May 12 1999. <http://www.binary.net/edjolie/02972_text.html> Nash, Gerald. The American West Transformed. Bloomington: Indiana UP, 1985. "Navajo Code Talkers in World War II." May 12 1999. <http://www.history.navy.mil/faqs/faq61-2.htm> Paul, Doris A. The Navajo Code Talkers. Pittsburgh: Dorrance Publishing Co. Inc., 1973. Sanchez, George. "The People" A Study of the Navajo. Lawrence: Haskell Institute Print Shop, 1948. Shaffer, Mark. "Navajos Fighting for War medals, Highest Honor for Code Talkers." The Arizona Republic. May 12 1999. <http://web.lexis-nexis.com/universe/> Department of the Interior. You asked about the Navajo! Lawrence: Haskell Institute, 1961. Indian Affairs Bureau. The Navajo. Report of J.A. Krug, Secretary of the Interior. 1948.

booker t :: essays research papers

Booker T. Washington The purpose for writing on Booker T. Washington is to focus on his educational contributions, and the different speeches he gave during and after the 19th century for African American and for the institution. Booker was born into slavery on a small tobacco plantation on April 5 1856. While in grade school he did not have a last name. When he realized that all of the other children at the school had a second name, and the teacher asked him his, he invented the name Washington. For the first nine years of his life until 1865 when the close of the Civil War emancipated the boy Booker and the remainder of his race, he like many other Americans of dark skin had been considered a piece of property on a Southern plantation. Any education extraneous to their enforced labor had been forbidden to most Negroes in the South. By 1895 however, in his historic Atlanta Exposition Address, Washington was to say: Starting thirty years ago with ownership here and there in a few quilts and pumpkins and chickens (gathered from miscellaneous sources), remember the path that has led from these to the inventions and production of agricultural implements, buggies, steam engines, newspapers, books, statuary, carving, paintings, the management of drug-stores and banks, has not been trodden without contact with thorns and thistles.1 This famous speech placed Washington in the national spotlight as the leader of his race. How did he rise to the top? What were the methods he used to raise his people, and how did he discover those ways? In 1881 citizens in Tuskegee, Alabama, asked Hampton's president to recommend a white man to head their new black college; he suggested Washington instead. The school had an annual legislative appropriation of $2,000 for salaries, but no campus, buildings, pupils, or staff.

Great Improvements Could Come From Mandatory Service

Mandatory military service for all 18-year-old citizens would improve patriotism and discipline within the United States. Furthermore, by mandating military service the country could virtually assure that it would no longer have issues of insufficient troops for conflicts around the world. A mandatory term of military service would also help create a sense of national identity that the United States is lacking. Mandatory military service would also probably contribute to the health of the nation. Finally, mandatory military service would delay the entry of young adults into college, perhaps reducing the number of people who begin college and immediately drop out because they are unclear about their career options. Since the end of the Vietnam conflict, the United States has had mandatory selective service registration for men, but has never instituted registration for women. One of the keys to effectively implementing this program is to make certain that it is applied equally to both sexes. Strangely, this might do more to establish equal rights than the Equal Rights Amendment or pro-women’s movement ever did. Many men seem to resent the idea that women want equal rights in the workplace, but are unwilling to demand equal responsibility for the nation’s safety.   Many men and women feel that if people are going to claim equality than they should face equal lifestyles, so the most important factor of mandatory military service would be that it be for all citizens. Another way to avoid conflict over the mandatory military service idea would be for the service to be mandatory for all citizens. There could not be National Guard exemptions or exemptions for education or any other reason. If any hint of favoritism marred the program, it would lose much of its effectiveness. Obviously, not all people would be fit for combat duty, but everyone would have to be assigned duties according to their abilities. Less physically able soldiers might be assigned to kitchen duty or translating or stateside duties, but everyone should have to serve. Perhaps, given the sheer numbers of recruits that would suddenly be available, people assigned to combat regions could be given shorter terms of service than those who for health reasons or skill reasons could not serve in a combat zone. Finally, once the particulars of the program were ironed out, mandatory military service for every 18-year-old would improve patriotism and discipline within the United States. Currently, many 18-year-olds do not have the discipline necessary to survive a semester of college without parental supervision. Many take for granted the freedoms that have been fought for and won by veterans of previous wars. By making military service mandatory, citizens would be forced to learn to appreciate the way those freedoms came to be. Generally, people appreciate something more if they have to fight to get it. And, the discipline taught in boot camp would help get many people passed the pseudo-weakness currently inherent in American society.   Because of the fear of injury, zero tolerance policies and even anti-bullying propaganda across the country, many American citizens do not have any clue how to be competitive or disciplined. In short, they have allowed to become soft. Putting them all through boot camp would make them stronger individuals and better citizens. One of the drawbacks of the all volunteer military has been the lack of recruits. Several times during the Iraq War the Pentagon has extended the tours of duty of certain soldiers because there were not sufficient replacements available to send in to take their place. With a steady stream of 18-year-olds forced to enter the military, the military could allow all soldiers to serve shorter tours in combat zones and allow the professional military to do their jobs without worrying about the number of soldiers that they have to do the job. In addition, more people might discover that they like military service as a career option. It would allow high school graduates to put aside money for college with a good-paying job, or begin training for a better career. In some ways, the military could replace vocational schools and persons seeking a career in fields traditionally learned in vocational colleges could get on the job training, saving the country on student loans and creating a new, highly trained workforce. One of the most recent factors facing the United States has been the lack of a national identity. Persons from New York often have little in common with people from southern California and there is little shared national identity.   The problem with being a melting pot is that each individual has a person heritage that is not necessarily the same as their neighbor’s. Mandatory military service might help to alleviate this problem without destroying cultural diversity. People would still have their own state or cultural identity, but an entire generation of American citizens would share the experience of military service. Strangers would at least have their military service in common, creating a bond between all citizens of the country. In addition, mandatory military service would probably improve the overall health of the nation.   Instead of a generally obese nation, the youth of the country would at least be required to get in shape long enough to pass basic training. And, if military service was mandatory and there were no exceptions, one of the drawbacks of not passing basic training the first time around could be an extension of their service. For example, if a young smoker could not give up the addiction long enough to pass the running and stamina requirements of basic training, instead of being sent home as a â€Å"wash out†, he would receive remedial training which did not count towards his service commitment. In fact, the service commitment would not begin until basic training was completed, so a person could spend years getting into shape if necessary, but would know that the cost was the delay in getting on with their lives. Finally, mandatory military service would delay the college entrance age, perhaps leading to students who are more prepared for the college experience before investing the time and money in their education. Generally, it is accepted that non-traditional students are more committed to getting their education than the average 18-year-old. If students were forced to have even a two-year mandatory military service, they would be forced to become adults before going to college. As it is, many students entering college are not ready to be on their own. A transition period between living under their parents’ roof and sudden and complete freedom might help students be more prepared for the responsibility of college. In addition, many 18-year-olds entering college for the first time have absolutely no clue what they wasn’t to do with their lives. Many flounder in their first attempt at college and because they are so unprepared for the new lifestyle. Mandatory military service might help people to reach the proper maturity level before going on to college to know what they want to do with their lives. It is likely also to help deal with some of the issues facing college campuses across the country, including alcohol use. By requiring mandatory military service, the overall median age of college students would increase and students might be less attracted to the thrill of underage drinking. It seems unlikely that mandatory military service would be adopted in the United States.   Politicians would not have the gumption to make the changes necessary to the military to make the program work, nor would they be willing to risk political suicide by considering such a thing. Opponents of the draft, including conscientious objectors who fled to other countries when the country last had mandatory military service would not be willing to force people into service. Historians would argue that the country was won by volunteer fighters and that conscription was one of the things Revolutionary War veterans were fighting against. Pacifists would argue that military service somehow contrary to the beliefs of some citizens and the politically correct crowd would try to argue that not everyone should have to serve. Mandatory military service would create the final equality that American citizens have been clamoring for and would improve the health of the nation. Boot camp would help fight the nation’s obesity problems and equal opportunity service would help fight the economic disparity growing in the United States.   The unifying factors of common service would help establish a national identity and increase the patriotism of the average American. Spoiled brat teenagers would learn to appreciate the things that they have been allowed to take for granted and college campuses would become more civil, adult places where students could study and learn instead of simply enjoying drunken parties. Colleges would be filled with students who were ready and eager to learn and military vocational training could lead to an overall improvement in the job skills of the nation. However, the plan generally goes against every belief in freedom the country was founded on and will never happen.

Supporting Babies

Emotional Soft teddy's Helps to comfort babies when they are sad Intellectual painting Helps children feel different textures and materials. It allows them to use their imagination to create pictures. Language Reading books Helps babies learn new words, sounds and socialism with people. Please remember a baby is Birth to 15 months old How a babies individual needs and interests can be supported through play. Babies play can be supported by giving the right equipment and activities for their age group. E. G. Hand/finger painting, building blocks, play mats, colorful picture books, rattles and nursery rhymes.Talk to the babies about their activities colors of pictures, shapes, textures and ask questions (even if they not understand) to show them that you're interested. Give babies eye contact to show them you are responding to them. Join in and talk to them. Encourage babies to say familiar words, listen to different sounds, explore different things and support their needs. Some babies may need more support than others due to a disability. Praise is very important because it helps their self-esteem and confidence.Play mats and mobiles which are great for children to reach out to and play with the toys there. Encourage babies to explore with different toys by putting interesting things beside them e. G. Soft materials, toys with lights and sounds, crinkle paper so they can feel different textures. Sing nursery rhythms to babies so they can copy the actions and facial expressions. Provide activities such as hand/sponge painting, playing with balls, building blocks and baby walkers. It stimulates creativity and imagination.These activities are good for developing their fine/gross motor skills and learning other new skills e. G. colors, textures, counting and helping babies to learn to walk. With any activity your baby does join in with them, talk to them, make it interesting and fun and always praise them. Babies learn by exploring with their hands, feet and mouth. They bang, throw, drop, shake and put items in their mouths. Babies are very alert, they follow adults with their eyes and head. Talk to babies about family members and names of family so they can recognize words and who family members are.Provide colorful books with lots of pictures and touchy-feely books this gives babies tactile experiences which leads to brain development. Point and talk about the pictures in the books. Ask them questions about the book e. G. What color is the sky. Get them involved let them turn pages of the book. Make Sure you give the baby lots of praise and encouragement. La engage Babies enjoy finding their nose, eyes or tummy as part as a naming game. You can place mirrors to see their own reflection and talk with them about what they see. Babies express their feelings and needs by crying, gurgling and babbling.When babies try to say words repeat it back to the baby and encourage them to say more. Singing nursery rhymes with babies is a great help for them to recognize words, learn new words and actions. This helps them to develop their language skills. Use sounds in play e. G. Brim for a car. Also use actions to support your words e. G. Waving your hand when you say bye bye. Give the baby praise by clapping and using facial expressions. Give he baby your full attention as this gives them confidence to talk more and communicate with others and they feel happy and proud they have learnt something new.Babies are just starting to learn to recognize and manage their feelings. Babies experience a wide range of emotions such as affection, frustration, fear and sadness. Babies have tantrums when they are tired we can help to control their emotional expressions by giving the baby a teddy bear or another comfort object when upset so the baby can calm down. Listening and comforting babies to their needs helps the babies feel secure. The baby miles and giggles when they want more of something or turn their heads shut their eyes when they want l ess of something.Social Babies are aware of others. They build good relationships with people that are close to them. By giving your baby lots of love and attending to their needs you establish a bond with your baby, which allows them to grow in a comfortable, confident and socially healthy atmosphere. Encourage babies to interact with others put out activities that other babies can get involved in e. G. Ball pool, sand and water and painting this helps babies build their confidence and self-esteem to play with others..

Displays the result Essay

To improve legibility the comments are displayed to the right of every TOM line of code, and not in the standard style. read keyin Reads data inputted by keyboard and stores in the store location keyin load keyin Loads data from the store location keyin in to the accumulator sub minus Subtracts the store location minus from the accumulator store display Stores value in accumulator in the store location display print display Displays contents of the store location display on the screen stop Stops program execution minus data. 1 Initialises a store location minus with the value 1 in it keyin data 0 Initialises a store location keyin with the value 0 in it display data 0 Initialises a store location display with the value 0 in it 2. Write a TOM program that reads a number from the keyboard, multiplies it by 2, reads another number b from the keyboard, multiplies it by 3, and then displays the result. In other words, evaluate 2*a+3*b. read keyin1 Reads data inputted by keyboard and stores in the store location keyin1 load keyin1 Loads data from the store location keyin1 in to the accumulator mult val1 Multiplies the accumulator by the store location val1 store display Stores value in accumulator in the store location display read keyin2. Reads data inputted by keyboard and stores in the store location keyin2 load keyin2 Loads data from the store location keyin2 in to the accumulator mult val2 Multiplies the accumulator by the store location val2 add display Adds the store location display to the accumulator store total Stores value in accumulator in the store location total print total Displays contents of the store location total on the screen stop Stops program execution val1 data 2 Initialises a store location val1 with the value 2 in it val2 data. 3 Initialises a store location val2 with the value 3 in it keyin1 data 0 Initialises a store location keyin1 with the value 0 in it keyin2 data 0 Initialises a store location keyin2 with the value 0 in it display data 0 Initialises a store location display with the value 0 in it total data 0 Initialises a store location total with the value 0 in it 3. Write a TOM program that displays two numbers, entered from the keyboard, in descending numerical order. read keyin1 Reads data inputted by keyboard and stores in the store location keyin1 read keyin2. Reads data inputted by keyboard and stores in the store location keyin2 load keyin1 Loads data from the store location keyin1 in to the accumulator sub keyin2 Subtracts the store location keyin2 from the accumulator jifz lower Transfers control to the instruction lower if the zero flag is set print keyin1 Displays contents of the store location keyin1 on the screen print keyin2 Displays contents of the store location keyin2 on the screen stop Stops program execution lower print keyin2 Displays contents of the store location keyin2 on the screen print keyin1. Displays contents of the store location keyin1 on the screen stop Stops program execution keyin1 data 0 Initialises a store location keyin1 with the value 0 in it keyin2 data 0 Initialises a store location keyin2 with the value 0 in it 4. Write a TOM program that reads a number N from the keyboard and displays the sum of all integers from 1 to N i. e. 1+2+3+†¦ +N. read keyin. Reads data inputted by keyboard and stores in the store location keyin loop load sofar Loads data from the store location sofar in to the accumulator add one Adds the store location one to the accumulator store sofar Stores value in accumulator in the store location sofar add total Adds the store location total to the accumulator store total Stores value in accumulator in the store location total load sofar Loads data from the store location sofar in to the accumulator sub keyin Subtracts the store location keyin from the accumulator jifn loop. Transfers control to the instruction loop if the sign flag is set print total Displays contents of the store location total on the screen stop Stops program execution keyin data 0 Initialises a store location keyin with the value 0 in it one data 1 Initialises a store location one with the value 1 in it sofar data 0 Initialises a store location sofar with the value 0 in it total data 0 Initialises a store location total with the value 0 in it Alternatively, a more mathematical approach would be to use the below program. Observing the numbers inputted and outputted from the above program, I was able to find a relationship between the two numbers, this can be summarised by the below formula: (N x 0. 5) + 0. 5 x N = TOTAL The program using the above formula is simpler to write, uses far less processor cycles, and therefore far more efficient. read keyin Reads data inputted by keyboard and stores in the store location keyin load keyin Loads data from the store location keyin in to the accumulator mult val Multiplies. the accumulator by the store location val add val Adds the store location val to the accumulator mult keyin Multiplies the accumulator by the store location keyin store total Stores value in accumulator in the store location total print total Displays contents of the store location total on the screen stop Stops program execution keyin data 0 Initialises a store location keyin with the value 0 in it val data . 5 Initialises a store location val with the value 0. 5 in it total data 0 Initialises a store location total with the value 0 in it TOM2 1. A mobile telephone company, Odear, makes a monthly standing charge of i 12. 50 and charges 5 pence per local call. Write a TOM program that reads the amount of calls made and displays the total monthly bill. read calls Reads data inputted by keyboard and stores in the store location calls load calls Loads data from the store location calls in to the accumulator mult rate Multiplies the accumulator by the store location rate add standing Adds the store location standing to the accumulator store total Stores value in accumulator in the store location total print total Displays contents of the store location total on the screen stop Stops program execution total data. 0 Initialises a store location total with the value 0 in it calls data 0 Initialises a store location calls with the value 0 in it standing data 12. 50 Initialises a store location standing with the value 12. 50 in it rate data . 05 Initialises a store location rate with the value . 05 in it 2. Expand your program of (1) so that the program jumps back to the beginning, ready to calculate another bill instead of ending. start read calls Reads data inputted by keyboard and stores in the store location calls load calls Loads data from the store location calls in to the accumulator mult rate. Multiplies the accumulator by the store location rate add standing Adds the store location standing to the accumulator store total Stores value in accumulator in the store location total print total Displays contents of the store location total on the screen jump start Transfers control to the instruction start stop Stops program execution total data 0 Initialises a store location total with the value 0 in it calls data 0 Initialises a store location calls with the value 0 in it standing data 12. 50 Initialises a store location standing with the value 12. 50 in it rate data . 05 Initialises a store location rate with the value . 05 in it 3. What’s wrong with the program in (2)? The program has no way of ending (normally), and will therefore loop continuously. 4. Modify (2) so that if the user enters 0 for the number of units the program terminates. start read calls Reads data inputted by keyboard and stores in the store location calls load calls Loads data from the store location calls in to the accumulator sub check Subtracts the store location check from the accumulator jifz end Transfers control to the instruction end if the zero flag is set mult rate. Multiplies the accumulator by the store location rate add standing Adds the store location standing to the accumulator store total Stores value in accumulator in the store location total print total Displays contents of the store location total on the screen jump start Transfers control to the instruction start end stop Stops program execution total data 0 Initialises a store location total with the value 0 in it calls data 0 Initialises a store location calls with the value 0 in it standing data 12. 50 Initialises a store location standing with the value 12. 50 in it rate data . 05 Initialises a store location rate with the value . 05 in it check data 0 Initialises a store location check with the value 0 in it 5. Now modify (4) so that the user can tell the system how many bills to calculate and the program terminates after running that many times. read billnum Reads data inputted by keyboard and stores in the store location billnum start read calls Reads data inputted by keyboard and stores in the store location calls load calls Loads data from the store location calls in to the accumulator mult rate Multiplies the accumulator by the store location rate add standing. Adds the store location standing to the accumulator store total Stores value in accumulator in the store location total print total Displays contents of the store location total on the screen load billnum Loads data from the store location billnum in to the accumulator sub billsub Subtracts the store location billsub from the accumulator store billnum Stores value in accumulator in the store location billnum jifz end Transfers control to the instruction end if the zero flag is set jump start. Transfers control to the instruction start end stop Stops program execution total data 0 Initialises a store location total with the value 0 in it calls data 0 Initialises a store location calls with the value 0 in it standing data 12. 50 Initialises a store location standing with the value 12. 50 in it rate data . 05 Initialises a store location rate with the value . 05 in it billnum data 0 Initialises a store location billnum with the value 0 in it billsub data 1 Initialises a store location billsub with the value 1 in it 6. Finally, modify the program of (5) so that the user can first enter the price per unit, and the standing charge. Read rate Reads data inputted by keyboard and stores in the store location rate read standing Reads data inputted by keyboard and stores in the store location standing read billnum Reads data inputted by keyboard and stores in the store location billnum start read calls Reads data inputted by keyboard and stores in the store location calls load calls Loads data from the store location calls in to the accumulator mult rate Multiplies the accumulator by the store location rate add standing. Adds the store location standing to the accumulator store total Stores value in accumulator in the store location total print total Displays contents of the store location total on the screen load billnum Loads data from the store location billnum in to the accumulator sub billsub Subtracts the store location billsub from the accumulator store billnum Stores value in accumulator in the store location billnum jifz end Transfers control to the instruction end if the zero flag is set jump start. Transfers control to the instruction start end stop Stops program execution total data 0 Initialises a store location total with the value 0 in it calls data 0 Initialises a store location calls with the value 0 in it standing data 0 Initialises a store location standing with the value 0 in it rate data 0 Initialises a store location rate with the value 0 in it billnum data 0 Initialises a store location billnum with the value 0 in it billsub data 1 Initialises a store location billsub with the value 1 in it Modifications in TOM2 In question 1, the program initialises four store locations; rate to store the standard call rate of 0. 5, standing to store the standing charge of 12. 50, calls to store the number of calls made and total to store the total bill. The programs reads a value inputted by the user (number of calls), multiplies this value by the call rate, adds the standing order and displays it. Question 2 introduces a loop after the total has been displayed to the start of the program so that user may calculate another bill, this however is not ideal as there is no correct way to terminate the program normally. Question 4 combats this problem by allowing the user to enter 0 to terminate the program. This is done by introducing an additional store location called check with the value 0 assigned to it. The program subtracts check from the number of calls entered, if the result is 0 (0 – 0 = 0) then the zero flag is set, the jifz statement then transfers control to the end of the program, where it terminates normally. Question 5, in addition to the store location used in question 1 introduces two more; billnum to store the number of bills required and billsub, a store location containing the value 1. The user initially enters the number of bills required, this is stored in billnum, the program then calculates the bill in same way as question 1. After the bill has been displayed, the program subtracts billsub (1) from the number of bills, if the result is zero (ie no more bill to calculate) the zero flag is set, and using the jifz statement jumps to the end of the program. If the zero flag is not set (more bills to calculate) the program is looped back to enter more bill details. Question 6, allows the user to enter the standing charge, rate of calls and number of bills before the bills are calculated, these are stored in their respective locations (standing, rate and billnum) before the program continues to execute in the same way as question 5. CSO Tutorial 4 Exercise 2. 1 We wish to compare the performance of two different machines: M1 and M2. The following measurements have been made on these machines: Program Time on M1 Time on M2 1 10 seconds 5 seconds 2 3 seconds 4 seconds Which machine is faster for each program and by how much? For program 1, M2 is 5 seconds(or 100%) faster than M1. For program 2, M1 is 1 second (or 25%) faster than M2. Exercise 2. 2 Consider the two machines and programs in Exercise 2. 1. The following additional measurements were made: Program. Instructions executed on M1 Instructions executed on M2 1 200 x 106 160 x 106 Find the instruction execution rate (instructions per second) for each machine running program 1. Instructions executed = Instructions per second (instruction execution rate) time(seconds) M1 200000000 = 20000000 10 = 20 x 106 Instructions per second or 20 Million Instructions per second M2 160000000 = 32000000 5 = 32 x 106 Instructions per second or 32 Million Instructions per second Exercise 2. 3 If the clock rates of machines M1 and M2 in Ex 2. 1 are 200 MHz and 300 MHz respectively, find the clock cycles per instruction (CPI) for program 1 on both machines using the data in Ex 2. 1 & 2. 2. Clock rate = clock cycles per instruction (CPI) Instruction execution rate M1 200000000 = 10 clock cycles per instruction (CPI) 20000000 M2 300000000 = 9. 375 clock cycles per instruction (CPI) 32000000 Question 4 Draw a full flowchart of the final TOM program produced at the end of exercise TOM2. This should include all the instructions, loops and all the program labels in the appropriate places.