California Clinics Essay Example | Topics and Well Written Essays - 1250 words

California Clinics - Essay Example This will in turn increase the required rate of return. ii) Time Preference for Consumption: If people choose to consume their income now rather to save, this will reduce the supply of investment capital oblivious to the demand of investment capital at that time. In this conditions, the firm's will find lesser sources lending investment capital and they try to attract more investment capital by offering them higher interest rate and this will again increase the required rate of return from the investment following the higher rate of interest that these firms will be offering. Similarly, if people decide to save now and spend later, this will lead excess supply of investment capital in the market. The firms here will be able to obtain investment capital at lower rates and will enjoy decreased interest expenses. Some projects that were not feasible because of high interest rates in the market will now become feasible and firms will borrow more. However, due to excess investment capital available in the market, the interest rate will decrea se and so as the required rate of return. iii) Risk: Risk requires compensation and likewise it will affect the interest rate of capital of investment. If the risk of an investment is high, then the investors will only be willing to invest in that project at very high interest rates. ... iii) Risk: Risk requires compensation and likewise it will affect the interest rate of capital of investment. If the risk of an investment is high, then the investors will only be willing to invest in that project at very high interest rates. If the risk of a certain project is low, then the investors will be investing in that project at lower rates of return and interest rate. Hence, we can develop a relationship between interest rates and the risk of a project. These two variables are directly related with risk being the independent variable and interest being the variable depended upon risk factor of a project. Any increase in the risk factor is going to increase the interest rate or required rate of return of a project. Similarly, if the risk factor of an investment is low, so will be the interest rate. This clearly shows that risk requires compensation and interest rates vary depending on the risk factor of a project. A logical explanation to this is the fact that very few peopl e are interested in investing in highly risky project fearing that they may lose out their money. As a result, the supply on investment capital is very low for these projects and vice versa. Inflation: Inflation reduces the purchasing power of money. It erodes the purchasing power of people if their money is not invested into projects yielding interest rates which are at least equal to the going rate of inflation. If the interest rate earned is less that inflation, then you are losing out the real value of your money. This means that it won't be able to buy in the future, as much as it buying now. This is a dangerous situation for investors as they are faced with a situation in which the real value of their assets is decreasing. In times of inflations,

Cebu Province Division Essay Example for Free

Cebu Province Division Essay Introduction DAMATH, a patent-pending mathematical board-game invented by five-time national awardee Jesus L. Huenda, is coined from the popular Filipino checkerboard game of dama, (or lady in Spanish) and mathematics. It started in a Sorsogon National High School class in Sorsogon, Philippines and its popularity spread quickly and resulted in the first national DAMATH competitions held at Legaspi City in 1980. He initiated this competition with the support of the Science Foundation of the Philippines. He hopes to introduce DAMATH to secondary math teachers as part of a requirement of his work as PASMEP Fellow at Curtin University / WACAE, Western Australia. Thus if this material, or part of it, is used commercially or otherwise (except for classroom instruction purposes), permission must be secured in writing from him. By the way, DAMATH is part of the inventor’s position paper, Non-formal mathematics education: the Sorsogon National High School experience, delivered at the 1978 First Southeast Asian Conference on Mathematical Education, PICC, Manila; 1979 and 1980 MTAP national conventions at Legaspi City and Quezon City, respectively. 1981, 1983 and 1988 Philippine Expositions, PHILTRADE, Manila; conference, Mandurah, WA; Australian Association of Mathematics Teachers 13th biennial national conference, Hobart. Rationale It is becoming a growing classroom practice in many school subjects, including mathematics, to use games to promote the understanding of concepts and skills. This practice is supported by child psychologist Piaget and Inhelder (1969) and Kohlberg (1969) who are convinced that affective, cognitive, and social development strongly influence one another and develop along parallel lines. There are data to support this statement. Thus, the use of socially interactive mathematical games in learning and teaching mathematics is credible. Objectives 1. To integrate the Filipino checkerboard game of dama into the teaching of mathematical concepts and skills. 2. To encourage the utilization of recycled materials in constructing damath board set (for classroom use only). 3. To analyze damath as a possible subject of mathematical investigations. 4. To enhance wholesome interpersonal relations among learners. 5. To promote mathematical consciousness among, family members in particular and the community in general through the mathematics club’s community outreach damath competitions. 6. To promote awareness of girls in mathematics [as king is to the game of chess, so dama (or lady) is to damath ] ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 2 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Teacher’s Notes: Any game can be trivial or worthwhile. It all depends on the players of the game and when and why. Feedback from teachers who have tried damath is encouraging because they have found it appropriate, fun, and useful in their classes. All 12 games are to be played in pairs. Students learning mathematics in this way have been found to associate mathematics with wholesome and purposeful work. These games may introduce, supplement, reinforce or refresh concepts, skills and attitudes. To get the most out of damath, read the accompanying guide sheet and list of materials needed. Determine what extra work can be assigned to pairs of students who will carry out the activity. As a follow-up activity, some mathematical investigations concerning damath may be assigned to small groups of students, or mathematics club may conduct community-outreach damath competitions highlighting awareness of girls in mathematics. In doing so, observe student’s performance and reactions and record them in a cognitive skill checklist and attitude respectively. This, together with your assessment, will provide you with significant data for future reference. The inventor welcome suggestions from teachers in the field by sending it to: Jesus L. Huenda, Curriculum Development Division, Bureau of Secondary Education, Department of Education, Culture and Sports, Palacio del Governador, Intramuros, Manila. Suggestions and input can be mailed to him using the following form: (See next page). TO THE STUDENTS In DAMATH, there are 12 games to play. All of these games are original especially designed for you to make you do and play mathematics, have fun with it in thinking, making a game plan, and using your common sense, honesty and fair play. Do them and learn mathematics. Do them and enjoy yourself, too. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 3 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Name of the game: ___________________________ School:____________________________ Sender’s Name (Optional):_____________________ Address:___________________________ What I like in the game Areas for improvement Guide Sheet Title Damath the Teeny Integer Countess Damath Damath-in-a-Whole Damath Over U Busy Deci Damath Damath the Old Prime Madonna Damath the Fibo Nutty Lady Byte-a-Damath Damath a la Mod Trig-a-Damath Sci-No-Damath Log-a-Damath Concept Integers Counting numbers Whole numbers Fractions decimals Prime numbers Fibonacci sequence Binary numbers Modulo 12 Trigonometric Functions Scientific Notation Logarithmic function Place in the Curriculum Review activity for Units 3 – 8 List of Materials Damath board set (See attachment A) Enrichment activity for Units 3 – 8 Enrichment activity for Unit 2 Introductory activity for Unit 5 Enrichment activity for Unit 6 ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 4 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ DAMATH: 12 games for High School Mathematics Contents Of This Package †¢ Activity sheets for students for each of the following titles: Activity Activity Activity Activity Activity Activity Activity Activity Activity Activity Activity Activity †¢ Teacher’ Manual 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Damath the Teeny Integer Countess Damath Damath-in-a-Whole Damath Over U Busy Deci Damath Damath the Odd Prime Madonna Damath the Fibo Nutty Lady Byte-a-Damath Damath a la Mod Trig-a-Damath Sci-no-Damath Log-a-Damath Rules: How to S T A R T 24 chips should be placed first on the following squares on the DAMATH board Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 5 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ How to make a move 1. Toss a coin to decide who moves first. 2. The first player moves a piece by sliding diagonally forward to an adjoining vacant square (no chip is to be placed on colored squares). Record your move in the scoresheet. Example: Red player moves â€Å"-1† to an adjoining vacant square ( 5 , 4 ), thus, to the scoresheet the player writes on the first column under the heading â€Å"Move† with [-1 (5,4) ] to mean â€Å"-1† goes to a square located 5 on its x-axis and 4 on its y-axis. 3. The two players alternately take turn in moving a piece. How to take a piece (Ka-on) 1. In the example above, Red player with piece â€Å"-1† is required (pass is not allowed) to take a piece â€Å"2† of Blue side by jumping over the piece to be taken and landing on the latter’s adjoining vacant square, which, also, determine the symbol of operation to be used. Example: â€Å"-1† takes â€Å"2† by jumping over it (player gets the piece â€Å"2†) and finally lands on a square (7,2) which has minus sign on it. Thus, on the scoresheet, the player writes on the first column with â€Å"-1 – 2†. Moreover, on the second column under the heading â€Å"Score†, the player writes the answer as â€Å"-3†. While on the third column under the heading â€Å"Total Score†, the player writes the total score by adding whatever points in it, thus, â€Å"-3†. Round off numbers, if necessary. 2. A player can take one chip or more than one chip with the required option to take the greater number of chips. 3. A Red chip is declared as â€Å"dama† if it reaches any of the following squares: ( 1, 0 ) (3,0) (5,0) (7,0) Similarly, for Blue Chip as follows: ( 0, 7 ) (2,7) (4,7) (6,7) 4. Once a piece is declared as â€Å"dama† it could slide diagonally forward or backward in any vacant square provided no opposing piece blocks it. It could take a piece or pieces and have the privilege of doubling its scores. 5. The game is ended it (a.) a player has no more piece to move; or, (b.) it is impossible for any or both players to go on because of repeated move. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 6 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ In (a) or (b), the remaining piece or pieces are added to the total score. Finally, the player with the greater accumulated total, wins the game. How to score Shown below is a Damath Scoresheet. Initial entries on it were taken from the above examples of player’s move and in taking piece or pieces. DAMATH SCORESHEET Red Player Move -1 (5,4) -1 2 Score -3 Total 2 -3 Player Move (9,3) Score Total Blue Player’s Signature: Player’s Signature: Signature of Teacher / Parent: Signature of Teacher / Parent: Win Loss Win Loss ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 7 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity 1: DAMATH the Teeny Integer A game for two players. What you need * †¢ DAMATH board ( 8 squares by 8 squares ) 24 chips in two colors: ( 12 of each color, thus, 0, -1, 2, -3, 4, -5, 6, -7, 8, -9, 10, -11 ) For illustration, see attachment A of this Package. What it is about It is a game of addition, subtraction, multiplication and division of integers, rounding off numbers, and point plotting. Aim of the Game The player with the most points wins. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 8 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity 2: Countess DAMATH A game for two players. What you need Same materials as in Activity 1, but on the reverse side of chip no. â€Å"0† write chip no. â€Å"12†. What it is about It is a game of adding, subtracting, multiplying, and dividing counting numbers; rounding off numbers, and point plotting. Aim of the Game The player with the most points wins. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 9 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Rules Same rules as in Activity 1,but the â€Å"0† chip is replaced by â€Å"12† [ â€Å"12† is on the reverse side of â€Å"0† chip]; and, negative signs have to be disregarded. Thus, initial positions of the chips are as follows: Chip Number 1 2 3 4 5 6 7 8 9 10 11 12 Position of Blue Chip (1,2) (3,2) (5,2) (7,2) (0,1) (2,1) (4,1) (6,1) (1,0) (3,0) (5,0) (7,0) Position of Red Chip (6,5) (4,5) (2,5) (0,5) (7,6) (5,6) (3,6) (1,6) (6,7) (4,7) (2,7) (0,7) In taking a chip or chips, addition, subtraction multiplication, and division of counting numbers are used. Round off numbers, if necessary, in making entries on the scoresheet. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 10 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity 3: DAMATH – in – a Whole A game for two players. What you need Same materials as in Activity 1 What it is about It is a game of adding, subtracting, multiplying and dividing Whole numbers ; rounding off numbers, and point plotting. Aim of the Game The player with the most points wins. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 11 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 _____________________________________________________________________________ _ Rules Same rules as in Activity 2, but the â€Å"12† chip is replaced by â€Å"0† [ â€Å"0† is on the reverse side of â€Å"12† chip]; and, negative signs have to be disregarded. Thus, initial positions of the chips are as follows: Chip Number 0 1 2 3 4 5 6 7 8 9 10 11 Position of Blue Chip (1,2) (3,2) (5,2) (7,2) (0,1) (2,1) (4,1) (6,1) (1,0) (3,0) (5,0) (7,0) Position of Red Chip (6,5) (4,5) (2,5) (0,5) (7,6) (5,6) (3,6) (1,6) (6,7) (4,7) (2,7) (0,7) In taking a chip or chips, addition, subtraction multiplication, and division of whole numbers are used. Round off numbers, if necessary, in making entries on the Scoresheet. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 12 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity 4: DAMATH Over U A game for two players. What you need Same materials as in Activity 1, but the positive and negative numbers should have â€Å"10† as denominator (use reverse side of chips). What it is about It is a game of adding, subtracting, multiplying and dividing fractions; and point plotting. Aim of the Game The player with the most points wins. Rules Same rule as in Activity1, but adding, Subtracting, multiplying and dividing fractions are used, thus, all entries on the Scoresheet are fractions. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 13 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity 5: Busy Deci DAMATH A game for two players. What you need Same materials as in Activity 4, but decimal equivalent should take the place of fractions. What it is about It is a game of adding, subtracting, multiplying and dividing decimals; and point plotting. Aim of the Game The player with the most points wins. Rules Same rule as in Activity 4, but instead of fractions, the decimal equivalents are added, subtracted, multiplied, and divided. In taking a chip or chips, results of mathematical operations are rounded off to the nearest hundredths. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 14 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity 6: DAMATH the Odd Prime Madonna A game for two players. What you need Same materials as in Activity 1 What it is about It is a game of prime numbers; integers; squaring numbers; rounding off numbers; and point plotting. Aim of the Game The player with the most points wins. Rules Same rule as in Activity 1, but in taking a chip or chips the results of algebraic operations are squared if it is an odd prime number. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 15 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity 7: DAMATH the Fibo Nutty Lady A game for two players. What you need Same materials as in Activity 2 What it is about It is a game using the Fibonacci sequence; counting numbers; Cubing numbers; rounding off numbers; and point plotting. Aim of the Game The player with the most points wins. Rules Same rule as in Activity 2, but in taking a chip or chips the results of mathematical operations are cubed if it is a Fibonacci number. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 16 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity A game for two players. 8: Byte – a DAMATH What you need Same materials as in Activity 3, but even numbers are to be considered as â€Å"0†, while odd numbers as â€Å"1†. What it is about It is a game of adding, subtracting, multiplying and dividing binary numbers; and point plotting Aim of the Game The player with the most points wins. Rules Same rule as in Activity 3, but in taking a piece or pieces binary arithmetic is used. Thus, initial positions of blue and red chips are as follow: Chips 0 1 0 1 0 1 0 1 0 1 0 1 Position of Blue Chip Position of Red Chip (1,2) (6,5) (3,2) (4,5) (5,2) (2,5) (7,2) (0,5) (0,1) (7,6) (2,1) (5,6) (4,1) ( 3 , 6) (6,1) (1,6) (1,0) (6,7) (3,0) (4,7) (5,0) (2,7) (7,0) (0,7) ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 17 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity A game for two players. 9: DAMATH a la Mod What you need Same materials as in Activity 3 What it is about It is a game of addition, subtraction, multiplication and Division in module 12; and point plotting. Aim of the Game The player with the most points wins. Rules Same rule as in Activity 3, but in taking a piece or pieces binary arithmetic is used. Thus, initial positions of blue and red chips are as follow: Chips 1 2 3 4 5 6 7 8 9 10 11 12 Position of Blue Chip Position of Red Chip (1,2) (6,5) (3,2) (4,5) (5,2) (2,5) (7,2) (0,5) (0,1) (7,6) (2,1) (5,6) (4,1) ( 3 , 6) (6,1) (1,6) (1,0) (6,7) (3,0) (4,7) (5,0) (2,7) (7,0) (0,7) ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 18 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity A game for two players. 10 : Trig – a DAMATH What you need Same materials as in Activity 1, but the following integers should have the Corresponding trigonometric functions by changing them to degrees: Chips in degrees -1 and 10 -3 and 8 -5 and 6 -7 and 4 -9 and 2 11 and 0 Trigonometric Functions Sin Cos Tan Cot Sec Csc What it is about It is a game using trigonometric functions; trigonometric identities; changing degrees to radians and vice – versa; and point plotting. Aim of the Game The player with the most points wins. Rules Same rule as in Activity 1, but in taking a piece or pieces (this time, integers are expressed in degrees) trigonometric functions and identities are used. Thus, initial positions of blue and red chips are as follow: Chips in degrees Position of Blue Chip Position of Red Chip Csc 0 (5,2) (2,5) Sin –1 (3,2) (4,5) Sec 2 (7,2) (0,5) Cos -3 (1,2) (6,5) Cot 4 (4,1) (3,6) Tan –5 (2,1) (5,6) Tan 6 (6,1) ( 1 , 6) Cot –7 (0,1) (7,6) Cos 8 (5,0) (2,7) Sec –9 (3,0) (4,7) Sin 10 (7,0) (0,7) Csc -11 (1,0) (6,7) ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 19 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity A game for two players. 11 : Sci – no DAMATH What you need Same materials as in Activity 2, but the integers are raised to their corresponding Powers as follows. Chips 1 2 3 4 5 6 7 8 9 10 11 12 Expressed in Scientific Notation 1.1 x 10-1 2.2 x 10 2 3.3 x 10-3 4.4 x 10 4 5.5 x 10-5 6.6 x 10 6 7.7 x 10-7 8.8 x 10 8 9.9 x 10-9 1.01 x 10 10 1.11 x 10-11 1.212 x 10 12 What it is a bout It is a game of adding, subtracting, multiplying and dividing numbers in scientific notation; and point plotting. Aim of the Game The player with the most points wins. Rules Same rule as in Activity 2, but addition, subtraction, multiplication, and division of numbers in scientific notation are used; thus, entries on the Scoresheet should be numbers expressed in scientific notation. ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 20 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ Activity 12 : Log – a DAMATH A game for two players. What you need Same materials as in Activity 11 (common logarithm) or as in Activity 10 ( for logarithms and trigonometric function), as the case maybe, depending player’s agreement. What it is about It is a game of common logarithms; logarithms of trigonometric functions; and point plotting. Aim of the Game Same as in Activity 11 or Activity 10, as the case maybe. Rules Same rules as in Activity 11 or Activity 10, as the case maybe, depending on the player’s agreement, but common logarithms and logarithms of trigonometric functions are used, respectively. Thus, entries on the Scoresheet should have common logarithms or logarithms of trigonometric functions, as the case maybe/ ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 21 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ A. GAMES FOR DAMATHS COMPETITIONS: Levels Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Grades Grades I – II Grades III – IV Grades V – VI First Year Second Year Third Year Fourth Year Contents Counting Numbers Whole Numbers Positive Fractions Integers Signed Fractions Radical Damath Polynomial Damath B. POSITIONS OF CHIPS: ( Elementary Level ) Level 1 2 3 4 5 6 7 8 9 10 11 12 CHIP NUMBERS I Level II Level III 0 1/10 1 2/10 2 3/10 3 4/10 4 5/10 5 6/10 6 7/10 7 8/10 8 9/10 9 10/10 10 11/10 11 12/10 BLUE CHIPS (1,2) (3,2) (5,2) (7,2) (0,1) (2,1) (4,1) (6,1) (1,0) (3,0) (5,0) (7,0) RED CHIPS (6,5) (4,5) (2,5) (0,5) (7,6) (5,6) (3,6) (1,6) (6,7) (4,7) (2,7) (0,7) POSITIONS OF CHIPS: ( Secondary Level ) CHIP 1st Year 0 -1 2 -3 4 -5 6 -7 8 -9 10 -11 2nd Year 0/10 -1/10 2/10 -3/10 4/10 -5/10 6/10 -7/10 8/10 -9/10 10/10 -11/10 NUMBERS 3rd Year 4√18 -√8 16√32 -9√2 36√32 -25√18 64√2 -49√8 100√2 -81√32 144√8 -121√18 4th Year 6x -xy2 10y -3x2y 28y -15x 36x2y -21xy2 66x2y -45y 78xy2 -55x For 4th Year Only, Blue Red Chips BLUE CHIPS (5,2) (3,2) (7,2) (1,2) (4,1) (2,1) (6,1) (0,1) (5,0) (3,0) (7,0) (1,0) RED CHIPS (2,5) (4,5) (0,5) (6,5) (3,6) (5,6) (1,6) (7,6) (2,7) (4,7) (0,7) (6,7) ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 22 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ POSITIONS OF CHIPS: ( Secondary Level ) Level 4 CHIP Level 5 NUMBERS Level VI Level VII -1 1.1 X 10 0 2 2.2 X 10 1 3.3 X 10-3 2 4 4.4 X 10 3 5.5 X 10-5 4 6 6.6 X 10 5 7.7 X 10-7 6 8 8.8 X 10 7 -9 9.9 X 10 8 1.01 X 10 10 9 -11 1.111 X 10 10 1.212 X 10 12 11 BLUE CHIPS (1,2) (3,2) (5,2) (7,2) (0,1) (2,1) (4,1) (6,1) (1,0) (3,0) (5,0) (7,0) RED CHIPS (6,5) (4,5) (2,5) (0,5) (7,6) (5,6) (3,6) (1,6) (6,7) (4,7) (2,7) (0,7) General Guidelines on DAMATHS Century Match 1. First player is determined by drawing lots. 2. Basically the rule in playing dama shall be used as follows: a. A â€Å"chip with numeral† moves diagonally forward to an adjoining vacant square. b. A chip takes an opponent’s chip or chips diagonally forward or backward. Mathematical operation such as addition subtraction, multiplication, or division of numerals shall be used depending on the vacant square’s operation symbol where the â€Å"taker† chip lands by jumping over the â€Å"taken† chip, â€Å"pass† is not allowed. c. On taking a chip or chips the following policy shall prevail: * â€Å"mayor dalawa† * â€Å"mayor tatlo† * â€Å"mayor dama† * â€Å"mayor dama dalawa† (x) takes 0 VS (x) takes 0 VS (x) takes 0 VS (dama) takes 0 (y) takes 1, takes 2 (y) takes 1, takes 2, and takes 3 (dama) takes 1 VS (x) takes 1, takes 2 over mayor dama. d. A player’s chip is declared as â€Å"dama† if it reaches the other player’s designated â€Å"dama† locations or squares. A dama chip can move or take a piece to any unoccupied square along the diagonal path. Moreover, when a â€Å"dama† takes a chip the score is doubled; when the â€Å"dama† is taken the score is also doubled; when a â€Å"dama† takes another â€Å"dama† the score is quadrupled. e. In taking more than one chip, the â€Å"taker† chip shall remain as the initial addend, minuend, multiplicand, or dividend as the case maybe. (This means that MDAS for multiple operations shall not apply in this case). f. A â€Å"move† is good only for one (1) minute, while the game’s duration shall not exceed 20 minutes. g. The remaining chips shall be added to the respective players. h. The game ends when any one of the following situations occur: ES I–Math Biongcog; MT 1 =Lauron; MT 1 =Tubin; HT 3 =Torbeso; MT 1 = Berna MT 2=Gonzaga; T2=Perez 23 Cebu Province Division = Damath Seminar Workshop 1998 10-13-2008 ______________________________________________________________________________ 1.) a player has no more chip to move 2.) 20-minute game duration had elapsed 3.) repetitive â€Å"moves† of any or both players. i. The player having the greater â€Å"total score† wins the game. In case of a â€Å"tie†, a 10-minute rematch follows thereafter untill a winner is declared. j. No player is allowed to compete in a level lower than the one specified for his grade level. k. In playing, the â€Å"TOUCH-MOVE SYSTEM† is used. Once a player â€Å"touches† a chip, it is imperative that he uses that chip for that particular move. l. A move is considered final once a player releases the chip, and he cannot change his move after he has released the chip. m. The use of calculator is recommended. n. All players in each level are ranked according to their respective number of games won to determine the winners. In case of a â€Å"triple tie†, the â€Å"the point-system† is used. Guidelines for Electrodamaths 1. ElectroDamaths is similar to Damath the whole numbers with certain variations as follows: a.) Odd numbers expressed in KWH b.) Even numbers expressed in Pesos, except ( 0 ) zero. 2. Sample in scoring: Chips + like Units + like Units + unlike Units like Units like Units unlike Units à · like Units à · like Units à · unlike Units Ãâ€" like Units Ãâ€" like Units Ãâ€" unlike Units Plus the remaining chips Move KWH 8 NS NS NS NS NS NS NS NS NS NS NS 18 NS 3 kwh + 5kwh P 2 + P 10 7 kwh + P 4 5 kwh – 9 kwh P6-P0 7 kwh P 4 3 kwh à · 5kwh P6à ·P2 7 kwh à · P 4 3 kwh Ãâ€" 5kwh P 2 Ãâ€" P 10 7 kwh Ãâ€" P 4 7 kwh + 11kwh P4+P8 Score fca in Pesos NS 12 NS NS 6 NS NS NS NS NS NS NS NS 12 26 kwh Ãâ€" P4/kwh = Total Score KWH fca in Pesos 8 12 8 12 8 12 8 18 8 18 8 18 8 18 8 18 8 18 8 18 8 18 26 26 18 30 Total kwh Ãâ€" prevailing rate at the venue TOTAL ELECTRIC CONSUMPTION

Building Rapport By Listening English Language Essay

Building Rapport By Listening English Language Essay PR people need a few theories and models to help get to grips with the bigger picture and why communications matters. But for most of us we need to get on with it and be able to deliver material results. Here we look at some of the practical skills we need to master in order to do the job well. If we look at job descriptions for PR and communications professionals, the skills required can be sorted into three broad groups Briefing Skills Writing Skills Presentation Skills Finally being assertive is essential for any professional and PR practitioners particularly need this skill in their role as consultants so well look at this as a practical skill. Briefing Skills Building rapport by listening, questioning and observation of body language As communications specialists we are likely, through our careers, to work with a wide variety of people, particularly colleagues and clients. We may also need to conduct research with target audiences, by interviewing them on a one-to-one or small group basis. We may also need to work with and interview case history subjects in order to obtain material to write up afterwards. So skilful questioning and listening, along with competent note and minute taking, are all essential skills. We may take a brief in a relaxed and supportive environment on an aspect of business that requires a planned and proactive communications strategy. Or we may take a briefing when an issue has gone live or an incident has taken place where people are rushed, anxious and concerned, where we are expected to come up with a professional, immediate reactive response. Some briefings are excellent and all the information is there: a written version supplements a verbal briefing; there is complete openness; questions are answered thoroughly. Other briefings are partial, thin on detail, assumptions are made, the verbal briefing is poorly delivered, and sometimes the person taking the brief is and feels less senior and so potentially rather intimidated so the right penetrating questions may not be asked or assumptions go unchallenged. Mistakes get made this way hence the ability to handle a briefing competently is vital. Listening During a briefing we often need to get a lot of information out of people quickly and efficiently. And to do this we must be active listeners as well as skilled questioners. We must be able to concentrate on whats being said and to sometimes draw out what really matters. We need to hear what the client whether an internal or external client is anxious about, is excited about and what the core business issues really are. Listening is an active skill, not a passive exercise. Listening is more demanding than speaking, in terms of concentration. Because we lead busy lives, we can be distracted by other thoughts and this can get in the way of good listening. You have to get into the right frame of mind to listen. There are three levels of listening Peripheral Listening Done at subconscious level, formal and informal situations cocktail party syndrome eg at party, restaurant Apparent Listening We do it all the time look like we are listening but not really concentrating Active Listening Concentrating on the message being transmitted by trying to understand not only what is being said but how and why it is said Interpreting Understanding Evaluating Reacting Planning Responding Most people talk at c.125 words per minute but think at four times that speed. So listeners have spare mental capacity (which they could use to make useful notes) but which in practice means they can also go off on one, their minds can wander, they daydream and are distractedà ¢Ã¢â€š ¬Ã‚ ¦unless they concentrate and listen actively. People feel unimportant, insignificant and disrespected if they sense their ideas, concerns, feelings and not being paid close attention or being taken seriously. But not only can the working relationship suffer, the ineffective listener can simply get things wrong! If you ask a question and get the answer you were expecting, you make assumptions and so miss some enlightening, new or additional important information. If you are busy getting your next question together in your mind you wont be listening to the current answer. Listening well Prepare to listen. If you can, do some research/reading before you go into a briefing session. For example read last years PR programme, an annual report, the latest media coverage and so on. Get into the right frame of mind Win:Win is what you should be aiming for, even if previous meetings with those briefing you have been challenging. Observe participants body language and speed of speaking (to pick up clues about areas of concern, urgency and any anxiety). Dont make assumptions but observe and tune in to the people involved. Sit to see. A fundamental point but having clear visual contact will aid concentration. Dont forget that placing your back to the sun means that the person youre listening to may not be able to see your eyes or facial expressions clearly. Likewise you want to see them clearly too. We gain so much more information if we listen to body language too. Avoid distractions. Apart from worrying about how much you have to do, other distractions can interfere with concentration; open plan offices, external sound, glass walls, television screens and mobile devices that people cant get their eyes and attention away from. Be careful about these interfering with your concentration when you are listening. Show empathy and build rapport. At the opening stages of a briefing its useful to show empathy so that rapport is built with the other person. Empathy is an attempt to understand the other person, to understand how the person feels and thinks and sees the world. Its getting a sense of their perspective. The issue is not to agree, disagree, or make judgements but to make a genuine effort to understand how the person briefing you sees the opportunity or issue. Look at it from their point of view and then add your own perspective as a communications consultant. At the start of a meeting use similar or matching language and body language to assist in building rapport. Show you are interested in the subject so that the person briefing you feels more inclined to engage and communicate back. Practise. Take every opportunity to practise and improve your listening skills. A colleague of mine listens to Radio Four documentaries and then recalls key points afterwards and includes these in her blog posts. Practical active practical listening techniques Checking understanding One of the ways to check your understanding of what has been said is to use feedback. In your own words, repeat back to the speaker what you understood her/him to have said. This will: Check your understanding of whats being said. Help eliminate any unintended messages which the speaker didnt mean. Demonstrate your interest in whats being said. Demonstrate that you really understand. Let the speaker think about whats being said. Encourage a clearer explanation of complex points. For example, you may hear: Its a sensitive situation because of the potential financial impact on the business. You could check understanding by responding: So youre saying that there may be a knock-on effect on profitability? Re-statement reflects a genuine attempt to understand the other persons point of view and helps to identify any issues that arise. Summarising This is more than re-statement or reflection, it is drawing together the main themes and key points from what you have heard. This facility can often be essential when the briefer has given a rather rambling and incoherent brief. Summarising what you have heard will help to check back the facts and assumptions. Summarising can also: Indicate that you have understood what has been said. Move the conversation on. Make an effective break point or end to the meeting. Establish a starting point at a subsequent meeting. 10 rules for great listening: Stop talking. Try to put the briefer at ease, get them to feel that they have your attention and you will respect their thoughts. Show that you want to listen. Look and act interested. Remove distractions. Empathise with the briefer. Be patient as far as you can. Monitor and supress any impulse to judge or counsel too soon. Avoid argument and any implied criticism. Ask questions Stop talking! Questioning The ability to ask great questions is, in my opinion, one of the most crucial skills anyone working in communications should master. Great questioning helps you get the information you need: to prepare a sound PR proposal, to understand the opinions, thoughts and feelings of a stakeholder, to write a focused report, to assess a situation, to get to the heart of the matter. The right questions achieve clarity, promote reflection, enhance creativity and help work out solutions. As you get more senior and are responsible for coaching and mentoring others, great questions are a key way to help people reflect and learn. Whatever the context, great questions show you are listening and paying attention to your subject. Its not simply a question of the right questions either; its also the way you ask them so pay attention to your tone of voice and body language too. Using the Right Questioning Style Open questions help the other person define the opportunity or issue and to explore it. They provide factual information and the other persons thoughts and possibly their feelings behind it. Open questions can also generate thinking and reflection and ensure that focus is kept on the issue. Well timed open questions can change how someone looks at an issue too and can help identify actions to take. Open questions are always a good place to start a discussion or a briefing as they do exactly that open up the dialogue. Open questions most often start with What, How, When and Where or Tell me aboutà ¢Ã¢â€š ¬Ã‚ ¦ What can I/we do for you? What do you think the opportunity is? Whats your role in this issue? What have you tried so far? What worked? What didnt? Have you experienced anything like this before? (If so, what did you do?) What can you do for yourself? What are the business needs? How will that benefit the business? What is important about that? What is holding the business back? What if you do nothing? What is this costing? How much control do you have in this situation? What options do you have? What support do you need to assure success? What do you need us to do for you? What do you hope for? Whats preventing you from ? If you could change one thing, what would it be? How will you know you have been successful? What does success look like? Imagine a point in the future where your issue is resolvedà ¢Ã¢â€š ¬Ã‚ ¦how did you get there? What would you like to ask us? Journalists use these open questions frequently when interviewing subjects for features and news pieces: Did youà ¢Ã¢â€š ¬Ã‚ ¦? Are youà ¢Ã¢â€š ¬Ã‚ ¦? Whatsà ¢Ã¢â€š ¬Ã‚ ¦? How manyà ¢Ã¢â€š ¬Ã‚ ¦? Whereà ¢Ã¢â€š ¬Ã‚ ¦.? Depending on the situation, be careful when asking open questions that begin with why. A why question makes people feel defensive, accountable to justify their actions. You do need to ask why questions to clarify causation especially when working out what has happened if an incident has taken place just be careful of the phrasing so it doesnt look like any blame is being apportioned and that it doesnt sound like finger pointing. 2. Closed questions can be used to check facts, or as a summary. Use them sparingly as they tend to elicit simple yes or no answers. Have you toldà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦? What I think Im hearing isà ¢Ã¢â€š ¬Ã‚ ¦ is that right? 3 Clarifying questions help you and your subject understand the key point and get to the bottom line. They can uncover the root cause of issues. These are especially useful when conducting research interviews and doing in-depth profiles of case histories. Ask questions about the persons point of view, perspectives, beliefs, values and actions. Great provocative questions can prompt light bulb moments which can shift things positively and quickly. When you launched your brand what what did you imagine would be the impact on your life? When did you first consider you had achieved success? 4. Reflecting questions enable the questioner to clarify what has been said and to get the subject to talk freely and in depth. Reflecting questions call for the questioner to engage in active listening. Using their own words you encourage further information. Reflecting questions often begin: You said thatà ¢Ã¢â€š ¬Ã‚ ¦ You sound as if à ¢Ã¢â€š ¬Ã‚ ¦. I get the feeling that à ¢Ã¢â€š ¬Ã‚ ¦. 5. Extending questions are used to invite further explanation and to prompt a further answer: How else couldà ¢Ã¢â€š ¬Ã‚ ¦? Could you tell me more about..? 6. Comparative questions are useful where the questioner may need to compare a situation on a before and after basis: What has it been like sinceà ¢Ã¢â€š ¬Ã‚ ¦? What difference has à ¢Ã¢â€š ¬Ã‚ ¦.. 7. Hypothetical questions may allow the subject to explore ideas and issues in a non-threatening theoretical environment: Imagine a future whereà ¢Ã¢â€š ¬Ã‚ ¦how would you feel? If you were faced with the same situation again would you do anything differently? 8. Rephrasing or paraphrasing may be used when the questioner is not clear what the subject thinks, feels or means and allows you to play back what has been said: Are you saying thatà ¢Ã¢â€š ¬Ã‚ ¦? Let me see if I understand the problem completelyà ¢Ã¢â€š ¬Ã‚ ¦ 9. Linking questions are useful for picking up clues but depend on active listening. The question is formed by picking up an earlier response from the subject: You mentioned earlier thatà ¢Ã¢â€š ¬Ã‚ ¦ how would youà ¢Ã¢â€š ¬Ã‚ ¦? Leading questions (a sub-section of closed questions) should generally be avoided. A leading question is asked in order to lead another to a pre-determined answer or conclusion. This sort of question comes across as dishonest and manipulative. You can recognise leading questions because they are statements that can often can be answered yes or no. That said, journalists may use leading questions in interviews Youre a Conservative, arent you? How did you react? Were you furious? How much money went missing more than a million pounds? Assumptive questions (which can be annoying but, if phrased well, can get into interesting areas) are also used extensively by journalists. Were you educated in a private or state school? How many redundancies will there be? Are you married or single? (when the answer may be neitherà ¢Ã¢â€š ¬Ã‚ ¦) When did you last beat your wife? Direct, suggestive or loaded questions which are manipulative but are often used again by journalists to provoke a response and add tension into proceedings Scientists have proven that cigarette smoking cause cancer so why should manufacturers be allowed to continue to promote them at all? What sort of person would disagree with campaigns to control birth rates? Ghandi said non-violent protest was the only way dont you agree? Socratic Questioning Academics often use Socratic Questioning to facilitate investigation and dialogue. The US-based Foundation for Critical Thinking published a paper in 2006 by Richard Paul and Linda Elder that defined nine types of Socratic questions, useful for critical enquiry Questions of clarification What do you mean by X? What is your main point? How does this relate to X? Could you put that another way? Could you say more about that? Why do you say that? Let me check I understand do you mean X or Y? Can you explain that further? Can you give me an example? Would this be an example of X? How does this relate to the brief/issue? Is your basic point X or Y? What do you think David meant by that remark? What do you believe he actually meant? Questions That Probe Purpose What is the purpose of X? What was your purpose when you said X? How do the purposes of these two people vary? How do the purposes of these two groups vary? What is the purpose of addressing this question at this time? Questions That Probe Assumptions What are you assuming? What is Karen assuming? What could we assume instead? You seem to be assuming X . Do I understand you correctly? All your conclusions depend on the idea thatà ¢Ã¢â€š ¬Ã‚ ¦.. Why have you based your reasoning on X rather than Y? You seem to be assuming X. How would you justify taking this for granted? Is it always the case? Why do you think the assumption holds here? Questions That Probe Information, Reasons, Evidence and Causes What would be an example? How do you know? What are your reasons for saying that? Why did you say that? What other information do we need to know before we can address this question? Why do you think that is true? Could you explain your reasons to us? What led you to that belief ? Is this good evidence for believing that? Do you have any evidence to support your assertion? Are those reasons adequate? How does that information apply to this case? Is there reason to doubt that evidence? What difference does that make? Who is in a position to know if that is the case? What would convince you otherwise? What would you say to someone who said ? What accounts for ? What do you think is the cause? How did this come about? By what reasoning did you come to that conclusion? How could we go about finding out whether that is true? Can someone else give evidence to support that response? Questions about Viewpoints or Perspectives You seem to be approaching this issue from perspective. Why have you chosen this perspective rather than that perspective? How would other groups or types of people respond? Why? What would influence them? How could you answer the objection that would make? Can/did anyone see this another way? What would someone who disagrees say? What is an alternative? How are Kens and Roxannes ideas alike? Different? Questions That Probe Implications and Consequences What are you implying by that? When you say , are you implying ? But if that happened, what else would also happen as a result? Why? What effect would that have? Would that necessarily happen or only probably happen? What is an alternative? If this and this are the case, then what else must be true? Questions about the Question How can we find out? Is this the same issue as ? How could someone settle this question? Can we break this question down at all? Is the question clear? Do we understand it? How would put the issue? Is this question easy or difficult to answer? Why? What does this question assume? Would put the question differently? Why is this question important? Does this question ask us to evaluate something? Do we need facts to answer this? Do we all agree that this is the question? To answer this question, what other questions would we have to answer first? Im not sure I understand how you are interpreting the main question at issue. Could you explain your interpretation? Questions That Probe Concepts What is the main idea we are dealing with? Why/how is this idea important? Do these two ideas conflict? If so, how? What was the main idea guiding the thinking of the character in this story? How is this idea guiding our thinking as we try to reason through this issue? Is this idea causing us problems? What main theories do we need to consider in figuring out ? Are you using this term in keeping with educated usage? Which main distinctions should we draw in reasoning through this problem? Which idea is this author using in her or his thinking? This there a problem with it? Questions That Probe Inferences and Interpretations Which conclusions are we coming to about ? On what information are we basing this conclusion? Is there a more logical inference we might make in this situation? How are you interpreting her behaviour? Is there another possible interpretation? What do you think of ? How did you reach that conclusion? Given all the facts, what is the best possible conclusion? How shall we interpret these data? Understanding body language Non-verbal communication is often the way we show the emotional side of our relationships with others. Effective body language works alongside our spoken words in order to convey meaning more clearly. Give positive signals by Arriving on time Show you are committed to the aims of the meeting Show interest in what is being said When you talk in the meeting give everyone some eye contact by moving your eyes around the room Try and control the tone of your voice so that it is calm and unflustered with variation in tone and pitch Dont yawn Pick up signals from other peoples body language You can watch other participants and try to assess their thoughts and feelings even if they are not saying anything. Some important signals to look for are; Eye contact people who are looking at you are likely to be listening. People who look away from you when you talk to them may be nervous Body direction usually in meetings everyone sits facing the chairperson. If someone turns their body away they may be unhappy with what is happening, changing direction completely or possibly pushing their chair back may show a great degree of dissatisfaction Posture this can be interpreted in many different ways. Sitting back may be a sign of disinterest or of being relaxed. At an informal meeting sitting on the edge of the seat may be an indication of fear or tension. Head movements the obvious ones are the nod or shake of agreement or disagreement. Most people will unconsciously nod or shake their heads and this provides you with a lot of information. Facial expressions again at a meeting facial expressions such as smiling frowning questioning are often unconscious and can reveal information about what the person is thinking. Body language clues that often reveal whats going on with the listener Smiling, open and positive gestures, standing or sitting close, lots of eye contact, nodding, tilting head = empathy and rapport Sitting with crossed leg towards you = defensiveness, distrust Sitting with crossed leg away from you = willingness to trust Rigid or tense body posture, staring eyes, clenched fists, clasped hands, tightly folded arms, foot tapping, finger pointing = anger, aggression, irritation, nervousness, Downcast eyes, hand over mouth, frequently touching face, shifting weight from one leg to another, fidgeting = nervousness Picking fluff from clothes, pulling at ears, stifled yawning, gazing around the room = boredom Non-verbal communication By developing awareness of the signs and signals of body language, you can more easily understand other people, and more effectively communicate with them. The difference between the words people speak and our understanding of what they are saying comes from non-verbal communication, otherwise known as body language. There are sometimes subtle and sometimes not so subtle movements, gestures, facial expressions and even shifts in our whole bodies that indicate something is going on. The way we talk, walk, sit and stand all say something about us, and whatever is happening on the inside can be reflected on the outside. By becoming more aware of this body language and understanding what it might mean, you can learn to read people more easily. This puts you in a better position to communicate effectively with them. Whats more, by increasing your understanding of others, you can also become more aware of the messages that you convey to them. This article will explain many of the ways in which we communicate non-verbally, so that you can use these signs and signals to communicate more effectively. How We Communicate A famous study by Albert Mehrabian found that non-verbal language makes up 55% of how we communicate in face-to-face interactions. He also concluded that we communicate as much as 38% of our message through our voice (tone, pitch, and so on), with as little as 7% through the words we actually say. Understanding and recognizing the signs and signals that make up this 55% can help you when you communicate with others. There are times when we send mixed messages we say one thing yet our body language reveals something different. This non-verbal language will affect how we act and react to others, and how they react to us. So, lets take a look at some scenarios, and see how body language influences your perception and reactions. First Impressions and Confidence Recall a time when you met someone new at work. Or think about the last time you watched a speaker deliver a presentation. What were your first impressions? Did you sense confidence or a lack of confidence in them? Did you want to associate with them or not? Were you convinced by them? Did they stride into the room, engage you and maintain eye contact or were they tentative, shuffling towards you with eyes averted, before sliding into a chair? What about their handshake firm and strong or weak and limp? Moving along in the conversation, did they maintain solid eye contact or were they frequently looking away? Did their face appear relaxed or was it tight and tense? What about their hand and arm movements? Were their gestures wide, flowing and open or were they tight, jerky and closed? As you observe others, you can identify some common signs and signals that give away whether they are feeling confident or not. Typical things to look for in confident people include: Posture standing tall with shoulders back. Eye contact solid with a smiling face. Gestures with hands and arms purposeful and deliberate. Speech slow and clear. Tone of voice moderate to low. As well as deciphering other peoples the body language, you can use this knowledge to convey feelings that youre not actually experiencing. For example, if you are about to enter into a situation where you are not as confident as youd like to be, such as giving a big presentation or attending an important meeting, you can adopt these confidence signs and signals to project confidence. Lets now look at another scenario. Difficult Meetings and Defensiveness Think of a time when you were in a difficult meeting perhaps a performance appraisal or one where you are negotiating deadlines, responsibilities or a contract. In an ideal world, both you and the other person would be open and receptive to hearing what each other has to say, in order to conclude the meeting successfully. However, often, the other person is defensive and doesnt really listen. If this happens during an appraisal meeting, and its important for you to convey to your colleague that he or she needs to change certain behaviors, you really want them open and receptive to you so they take on board what you are saying. So how can you tell whether your message is falling on deaf ears? Some of the common signs that the person you are speaking with may be feeling defensive include: Hand/arm gestures are small and close to his or her body. Facial expressions are minimal. Body is physically turned away from you. Arms are crossed in front of body. Eyes maintain little contact, or are downcast. By picking up these signs, you can change what you say or how you say it to help the other person become more at ease, and more receptive to what you are saying. Equally, if you are feeling somewhat defensive going into a negotiating situation, you can monitor your own body language to ensure that the messages you are conveying are ones that say that you are open and receptive to what is being discussed. Working with Groups and Disengagement Have you ever delivered a presentation, and had a sense that people werent really buying into what you had to say? What about working with a group to facilitate a consensus on responsibilities and deadlines? Was everyone on board with the ideas, or did some appear disengaged? Ideally, when you stand up to deliver a presentation or work with group, you want 100% engagement with all concerned. This often doesnt happen on its own, though. But you can actively engage the audience when you need to if youre alert to some of the typical signs and signals of people not being engaged. Some of these signs and signals include: Heads are down. Eyes are glazed, or gazing at something else. Hands may be picking at cloths, or fiddling with pens. People may be writing or doodling. They may be sitting slumped in their chairs. When you pick up that someone appears not to be engaged in what is going on, you can do something to re-engage him or her and bring their focus back to what you are saying, such as asking them a direct question. And while this is going on, make sure that your own body language is saying what you want it to. Lying Of all the non-verbal body language that we may observe, being able to tell whether a person is lying or not will stand you in good stead. Some of the typical signs and signals that a person is lying include: Eyes maintain little or no eye contact, or there may be rapid eye movements, with pupils constricted. Hand or fingers are in front of his or her mouth when speaking. His or her body is physically turned away from you, or there are unusual/un-natural body gestures. His or her breathing rate increases. Complexion changes such as in color; red in face or neck area. Perspiration increases.

Polykleitos’ Bearer and Laocoon and His Sons Essay -- Essays Papers

Polykleitos’ Bearer and Laocoon and His Sons Polykleitos’ is a Roman statue. It is made out of marble and it is 6 feet 6 inches tall. The statue is of a male who looks to be athletic someone who works out. The statue is standing in a contrapuntal position; it has its left leg slightly bent witch causes his foot not to be flat on the platform under him. That position helps the statue stay balance. It is not rigid. The statue has no facial expression. It is serious. It eyes are deep and expressionless. The statue’s head is facing to the left. His right arm is bent half way and his hands are balled up into a fist his hips are leaning towards the left side to help give him balance. His left arm is straight down by his side. It appears that the Spear Bearer is going to get ready to start walking at any moment. Looking at the statue is like looking at a black and white photograph it has no color. Both Laocoon and His Sons and Polykleitos are Roman sculptures and both are made of the same material. The sculpture is 8 feet tall. Laocoon's and His Sons have more color. This sculpture has a golden color to it. Both of these sculptures are depicting the human body. Both sculptures are depicting the male body as muscular and athletic looking. Both of these were done in the high classical period witch lasted from 400 – 450 B.C.E. With both of these sculptures the surface appears to be smooth excluding the muscles that have curves. The contrast in the Laocoon's and his Sons is light. You do see the shadows of Laocoon's and his sons and those who are trying to kill them. With Polykleitos you see Shadow of his facial features and the shadow of his legs on the platform he has under. Polykleitos has dullness to it and Laocoon has a more lively color. Where as the posture of Polykleitos seams somewhat strange as if he was caught in mid motion Laocoon's position is more a ction like. He is flexing moving around to get a way from his enemies. Both of these sculptures are copies. Menkaure and His Wife and Kosho’s Kuya Preaching This statue is of both male and female. The statue is made out of marble. The statue is 54 Â ½ tall. They are both standing on a platform. The king’s left leg is extended forward. His arms are straight on either side of him. His fists are clenched and it appears as if he is holding and objects in them. He appe... ... The statue was thought be Venus or a Goddess used as symbol for fertility. The statue is a female it has very exaggerated features. Every part of the sculptures body is disproportionate and big. You cannot really see any facial features on this woman. Her connects right into her chest area. She has no neck. Her stomach is incredibly huge and her belly button looks as if it had been stretch. Her legs are fat and pudgy. This is a very unnatural sculpture. The only part that resembles the human body is the chest area. She has no arms. Unlike Head of a King from Ife this sculpture does not in anyway shape or form resemble any part of the human body. The head of a king has human like characteristics, which means more distinct features that are identifiable right away to the human eye. The color and size of Head of a king are more lively and proportionate. The Head of a king is younger and the material used is smothering as well. Each of this sculptures and paintings have there own unique style. This is what makes them so interesting to observe. Their diverse backgrounds say a lot about the cultures and artists who created these unique irreplaceable creations of art.

Biggest Problems Facing Medicare and Problems Key Similarities and Differences Essay

Problems Facing Medicare and Medicaid The Federal Government has sponsored Health insurance programs such as Medicare as well as the Medicaid. Medical insurance for the elderly, disabled, as well as low-income Americans are covered by these insurance programs. In 1965, these programs took effect and the Health Care Finance Administration or the HCFA, of the Department of Health and Human Services administered these programs. Health Care coverage is provided by the US government to a variety of groups such as federal employees, military personnel, veterans as well as the Native Americans. However, the largest proportion of health care expenditures is accounted by the Medicare as well as Medicaid programs. The program of Medicaid provides Health services as well as residential care to more than 50 million Americans wherein each has unique personal needs. Medicaid provides payment for prenatal care for about one-third of the children of the nation, long-term care for more than 20 percent of elderly citizens as well as health safety for people with disabilities are provided. In addition to that several States works on similar initiative to cover the uninsured. Medicaid are facing severe crisis of sustainability. It was found that since 1990s a typical State was able to see that the medical costs have double the percentage of their budget and it was also projected that continued disproportionate growth is evident. In 2006, the combined federal as well as State expenditures totaled $320 billion and by 2016, they are projected to reach $580 billion (â€Å"Making Medicaid Work: A Practical Guide for Transforming Medicaid,† 2007). The Annual Medicaid Budget Survey Report have indicated that at the beginning of the state fiscal year 2008, according to the description of the Medical Directors, State fiscal situation is generally improving, the state revenues are increasing that allowed Governors as well as the state legislatures to restore many cuts as well as restrictions that have been adopted during the economic downturn, and adopt positive changes in Medicaid such as increase in provider payment rates as well as expansion in benefits and eligibility. The State policy decisions for 2007 and 2008, includes a clear focus on improving coverage as well as quality of care provider under the program  Ã‚  Ã‚  Ã‚  Ã‚   (Smith V.K., Edwards, B.C. & Tolbert, J. (2008). Across the states, however, signs that the economic climate was changing, emerged just a few months into state fiscal year 2008, in the fall of 2007. Studies have shown that the outlook was no longer positive as it had been in the case early in the state fiscal year (Smith V.K., Edwards, B.C. & Tolbert, J. (2008). Different Issues Facing Medicare and Medicaid Key Issues of Medicaid A lot of key issues, concerns and priorities in mid fiscal year 2008, have been identified by Medicaid Directors. On top of it were the effects of an increase in fiscal stress across states, a lot of federal state issues such as those impacting Medicaid enrollment and access, as well as their current efforts to address the uninsured (Smith V.K., Edwards, B.C. & Tolbert, J. (2008). Fiscal Stress across the States As described by the directors of the State Medicaid, in the last half calendar 2007, economic situation in a lot of states leveled off unexpectedly and in some cases deteriorated. Results have shown that early in fiscal year 2008, the revenues came in below projections on which the state policy makers had based the state budget. Based on the report â€Å"as the state approached the mid-point in fiscal year 2008, the outlook for the immediate future was less optimistic than it had been at the beginning of the year. The directors of Medicaid had also described in the budget survey that at the beginning of state fiscal year 2008, they strongly sense that the state economies were rebounding as compared to the recent years, according to recent rates of growth in state revenues. Due to Annual changes in each state’s federal Medicaid matching rate, the states budget is affected. It would be difficult to achieve significant Medicaid cost savings now than it had been during the last economic downturn and Medicaid cost control actions are not often easy and almost always have impacts on the effectiveness of the program (Smith V.K., Edwards, B.C. & Tolbert, J. (2008). Issues of the Federal-State The recent federal regulatory changes are adverse to the states, according to Directors of Medicaid, and it will provide negative impact on the programs including the proposed changes regarding the Medicaid benefit design as well as the Medicaid financing arrangements. They also have singled out the Health Information Technology as an example of the state-federal relations moving in a positive way (Smith V.K., Edwards, B.C. & Tolbert, J. (2008). Improving Access in Medicaid In Medicaid the issue of access had been perennial because of generally lower rates of provider reimbursement in most of the states, occasional budget-driven cuts or freezes, as well as rate increases occurring at certain intervals when authorized by state legislatures. Few providers of specific types as well as commercially insured patients encountered access problem for certain specialists such as psychiatrists, pediatric specialists in some states. Directors have also expressed concern over access to oral as well as mental health services. It was observed that in many states there are few dental health providers who participate in the Medicaid program. Moreover, participation has not been improved just by the rate of increases. In fact, one state reported that despite the rate adjustments, even dental clinic of public university would no longer serve Medicaid patients. In addition to that, while access to mental health services suffers from lack of providers, the issue gets more c omplicated by the lack of resources and need to coordinate with other agencies in order to provide non-medical services (Smith V.K., Edwards, B.C. & Tolbert, J. (2008). Enrolment in Medicaid â€Å"The total Medicaid enrollment dropped by -0.5% in fiscal year 2007on average across all states, with increase enrollment for almost half of the states and decrease enrollment for over half of the states. Reports indicated that Medicaid caseload was showing flat or continued downward-sloping caseload trend, and in addition to that, several state indicated that their current projections had been revised upward. Where the caseload was now increasing, the upward caseload trend was thought to be associated with a more sluggish economy (Smith V.K., Edwards, B.C. & Tolbert, J. (2008). The Health Care Reform and Covering of the Uninsured The Governors, as reported by the Medicaid directors are interested in reforming the health care system as well as the strategies to reduce the number of individuals who do not have health insurance coverage. A lot of states have proposed initiatives to address the problem of the continuous increase of the number of uninsured nationally. In some states their goal is universal coverage, on the other hand, others focused on increasing coverage options for the targeted populations (Smith V.K., Edwards, B.C. & Tolbert, J. (2008). Key Issues of Medicare One of the major problems of Medicare program is that financing mechanisms of Medicare will not be able to sustain it in the long run. Another concern is that the structure of the program which in large measure reflects health care delivery and political considerations in effect at the enactment, has failed to keep pace with the changes in the health care system as a whole. A lot of individual suggest that in order to address this problems major structural reform are required. However, to others the existing system should be improved rather than replaced. As of now, there has been no consensus reached. The major focus in the recent years has been on providing prescription drug coverage for beneficiaries. According to some observers, it would not be appropriate to add new costly benefit before structural reforms are enacted, while others stated that seniors, particularly low-income seniors, should not be required to wait for benefits until resolution of the entire restructuring issue (O’Sullivan, Chaikind, and Tilson, 2001). Program financing is the major concern to policy makers. Another important issue that they are facing is whether the program has responded to changes in the health care delivery. Another issue is fraud in Medicare. Sometimes beneficiaries are not safe, that is why Medicare is working hard in order to protect them from being a victim of fraud (Quick Facts About Medicare Prescription Drug Coverage and Protecting Your Personal Information). Key similarities of the Problem Both Medicare and Medicaid are having problems in sustaining the program. â€Å"The biggest problem that the Federal Government is facing is fraud in Medicare as well as Medicaid. They wish to address the problem by teaching the beneficiaries of Medicare and Medicaid on how to avoid being the victims of fraud, waste and abuse. Mr. Clarkson stated that everyone is at stake in this since the money lost, in these practices has an impact on premiums and deductibles and could result in cutbacks to these programs† (â€Å"Medicare Fraud,† 2008).

Toyotas expansion challenge

Toyotas expansion challenge Introduction Toyota’s massive recalls occurred towards the end of 2009, and the beginning of 2010. Monden (253) claims that 8 million cars were recalled because of sticky accelerator pedals, and floor mats that could trap accelerators. Another defect was anti-lock braking system software found in hybrid cars. Toyota’s tradition has been to pursue safety as the first priority. It is followed by quality, and volume. The pursuit to capture the largest market share did not match available resources.Advertising We will write a custom case study sample on Toyota’s expansion challenge specifically for you for only $16.05 $11/page Learn More Toyota’s success is attributed to the efficiency of its JIT (Just-in-Time) system and TPS (Toyota Production System) which rivals have found difficult to copy. Toyota responded in time to an emerging trend in the global market where people sought cars with efficient fuel consumption. Toyota’s q uality challenge emerged from its expansion into new locations where TPS may not have been fully understood. The strength created by TPS became a challenge to its own new regions. TPS requires many years to understand. According to the article, its strength includes the ability to capture a larger market share by its wide variety of products. They target each social class from low cost Scions to luxury Lexus. It is a good strategy to capture all market segments. However, it lays challenges to developing modifications because engineers have a wide area to cover. It may result to very few engineers being committed to a design. Reasons for higher growth rate than competitors According to the article, Toyota gives customers a wide range of choices. Ability to choose components that a customer would like to be added to his/her car. It captures almost every customer’s taste. The company gains competitiveness by offering over 40 customization elements. Toyota’s continuous inn ovation has been able to increase its competitiveness in the global market. Toyota integrates new designs and the latest software at lower costs which provide the capability to offer competitive prices that rivals fail to match. Toyota is also able to shift products and production where they are mostly needed. Toyota has a history of producing reliable and high quality cars. All these factors have contributed to its fast expansion. Standardization of processes is considered essential in the accumulation of knowledge. Toyota has a system of technical standard registration guidelines which enables the company to develop its own institutionalized knowledge (Hino 179). The company is able to develop unique standards through practice. Toyota’s efficient system has been working on a continuous improvement basis. Harvard Business Review (61) discusses that many companies have been unable to copy the TPS. The main reason is that Toyota’s production method has been developed ov er a long period of institutionalized knowledge.Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Other companies cannot adapt them in a short period of time. It takes the company about 20 years to train a T-type manager (Harvard Business Review 26). New managers learn gradually by working at the company over a long period. The company has managed to beat competitors on â€Å"reliability, quality, cost reduction, and even sales and marketing† (Harvard Business Review 60). Its system of ongoing improvements makes it difficult to be copied. The system is learnt only through practice (Harvard Business Review 63). Toyota expanded through managing production costs. Shimokawa (207) explains that legacy costs are not the only causes of North American automotive companies’ failure. Legacy costs include items such as insurance, and retirement benefits. The companies faile d to respond to global trends such as energy efficient vehicles. The companies did not see the need to modify their engine technology to match consumer needs against rising fuel costs, and environmental concerns. Ford and GM relied on mass production for efficiency for a long period without seeing the need for modification. One model is manufactured for a long period to make inventories before shifting to another model (Shimokawa 207). According to the article, Toyota’s system allows for several models to be manufactured simultaneously. Toyota invented the Just-in-Time lean system. It reduces inventories by producing only what is needed, and when it is needed. Part of Ford and GM higher costs were associated with maintaining high inventories. Manufacturing a car brand for everyone Hino (176) discusses that Toyota was able to expand by adapting a product mix policy developed by Sloan who was the GM manager. The policies include a strategy to arrange products by price from low- priced cars to luxury cars. It also requires the automobile to avoid ultra-luxury cars that could not be produced in large volumes. The company was to maintain small gaps between product prices. The company was also to avoid manufacturing products with similar prices (Hino 176). Toyota was able to succeed mainly by applying these ideas more accurately than GM, the company for which they were developed. By producing a brand for each group, Toyota is able to compete with GM. It could not have made the same growth without applying Sloan’s theory. By reducing gaps between products arranged by price, Toyota hinders rivals from placing a product in between. When a rival launches a product in between the prices, it may be able to cut the upper and lower segments into halves.Advertising We will write a custom case study sample on Toyota’s expansion challenge specifically for you for only $16.05 $11/page Learn More However, by developing a car for each group, its engineers are spread over a wide range of products. It reduces attention to detail. Teamwork is also reduced to a few individuals working disjointedly to modify or design parts. Toyota on Porter’s five forces Toyota appears to be more competitive than rivals using Porter’s Five Forces. Using Porter’s Five Forces for analysis (Hill Jones 43), Toyota appears to have a close partnership with suppliers. Pressurizing them to reduce costs, and maintain high quality standards. Suppliers have weak bargaining power if the customer is large such as Toyota (Hill Jones 55). Customers’ strong bargaining power is reduced by Toyota’s ability to develop cars at the lowest cost possible, and applying the latest technology. Efficiency in fuel consumption came at the right time, when the world was facing high fuel costs, and a recession. By creating a car for each group, Toyota has reduced the effect of substitutes. Entry into the automobile industry is barred by the high cost of entry. TPS requires many years before it is understood. It has limited the ability of other firms to adapt to TPS. It provides Toyota with a competitive advantage. Toyota recognizes that its engineers are trained for many years to adapt to TPS. When competitors were trying to stick to economies of scale, Toyota was developing a system with absolute cost advantages (Hill Jones 44). Firms find it difficult to put into practice Toyota’s low cost structure. Moreover, Toyota is able to weaken competitive forces by its continuous improvement program. It responded to customer needs in a timely manner when competitors were rigid about the type of models they had designed. Toyota’s expansion rate higher than resources Toyota’s engineers sought to design compatible parts for multiple models. Cole (par. 3) analyzes that Toyota sought expansion at the same time pressurized engineers to reduce costs. One part design is used in many models. The ex pansion was also associated with a lot of new software integration. Monden (263) explains that developing software simultaneously with auto components makes it difficult to identify defects. The cause of quality failure can be associated with pursuing too many objectives in a short time. Toyota expanded production spreading its engineers over a wide range of products. Cole (par. 4) discusses that insufficient skilled labor in the engineering section was also a cause of quality failure. Fewer engineers were available to design and test models. The company was losing on the teamwork design. The company was also unable to recruit more engineers because of the amount of time it takes for an engineer to be fully capable of designing products in the automobile industry. Monden explains that â€Å"quick growth resulted in insufficient time for developing quality people† (246). It is estimated that an engineer might need to work for about 10 years to be fully integrated with the syst em. The expertise needed is gained through an accumulation of experience working in the industry or with the company. Toyota’s quality failure can be attributed to insufficient number of engineers to match the expansion.Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The integration of software components to help run and drive vehicles also caused the quality failure. Cole states that â€Å"software specialists have low status compared to hardware engineers† (par. 4). As a result of this, automobile industries do not accumulate the high technical skills in the software section. Software engineers would rather work in other industries than in the automobile industry. Toyota’s quality failure can be associated with a high speed to integrate multiple software applications without attracting the technical skills required for the job. It needs plenty of time to integrate a new workforce in a new location into the TPS. Monden (24) discusses that Toyota Productions System (TPS) is unique in its operations. It would take a long period for the management to develop a workforce that can meet the requirements of the system outside Japan. Toyota’s expansion involves setting manufacturing plants outside Japan. Hino (7) describes that the tradition of the company is to give customers free repair in case a model develops problems. In the 1930s, the GI truck developed mechanical problems. Toyota offered free repairs which reduced the mechanical failures that were being reported frequently. Toyota has used the same solution again. Conclusion Toyota appears to have recovered from the negative publicity it experienced between 2009 and 2010 (see appendices). Production and sales are almost to the same level they were before the quality challenges were reported. Japan, North America, and Asia are the key producing areas (â€Å"Figures: Vehicle Production, Sales and Exports by Region† table). In 2012, Japan had resumed production of 8.7 million cars. It is higher than what it produced it 2008 which was at 8.2 million cars. In North America, it produced 1.7 million cars in 2012. It is higher than 1.4 million cars produced in 2008. Asia also shows an increase in production (see appendix 1). When it comes to sales, they have increased as well. In 2008, sales in Japan totaled 1.47 million cars. In 2012, the company sold 1.69 million cars in Japan. In North America sales were 2.44 million cars in 2008, and 2.27 million in 2012. The North American segment has not fully recovered but it has shown signs of recovery compared to 2009, 2010, and 2011 (â€Å"State of the U.S. Motor Vehicle Industry† table). Asia shows signs of complete recovery, from 1.44 million cars in 2008 to 2.34 million cars in 2012 (see appendix 2). From these figures, it appears the response through free repairs, acceptance of blame, and recalls have been effective in keeping the company back on track. Much of the speedy recovery can also be attributed to the company longstanding reputation of producing low cost and high quality cars. Customers find it easier to trust its products once again. The main challenge to Toyota’s expansion rate was the rate at which it could train and integrate engineers. Recommendations Toyo ta is doing well by providing a free repair scheme. It adheres to the lean philosophy of continuous flow of value addition (Sayer Williams 30). Breaking down is a stoppage which is mended by the repair. Sayer Williams recognize that after-sale service is a â€Å"function that creates long-term customer relationship† (286). It creates value for customers. Evans (8) describes quality in manufacturing perspectives as one which meets specifications. By meeting specifications, it means performing the functions it is designed to do without any problem. Toyota should slow down the pace of expansion unless it trains the right size of personnel to handle expansion in multiple dimensions. Toyota has failed to meet quality in the consumers’ perspective. Evans describes quality in consumer perspective as â€Å"meeting or exceeding consumer expectations† (9). Toyota had succeeded because it met and exceeded consumer expectation before the rapid expansion. Toyota should sti ck to its tradition of ensuring safety and quality before volume. Evans describes the situation as â€Å"no quality, no sales† (4). Maintaining high quality has the ability of attracting new customers, and maintaining a group of loyal customers. Toyota faces the challenge of exporting TPS to its new locations. TPS is also considered to be learnt through practice. For it to maintain the same standards, it requires Toyota to transfer part of the experienced personnel to its new location to integrate with new recruits. Cole, Robert 2010. Toyota’s Hyper Growth and Complexity Trap. Web. Evans, James. Managing for Quality and Performance Excellence, Mason: South Western Publications, 2013. Print. Figures: Vehicle Production, Sales and Exports by Region 2013. Web. Harvard Business Review. Harvard Business Review on Manufacturing Excellence at Toyota, Boston: Harvard Business Press, 2008. Print. Hill, Charles G. Jones. Strategic Management Theory: An Integrated Approach, Bos ton: Houghton Mifflin, 2010. Print. Hino, Satoshi. Inside the Mind of Toyota: Management Principles for Enduring Growth, New York: Productivity Press, 2006. Print. Monden, Yasuhiro. Toyota Productions System: An Integrated Approach to Just-in- Time, Boca Raton: CRC Press, 2012. Print. Sayer, Natalie, B. Williams. Lean for Dummies, Hoboken: John Wiley Sons, 2012. Print. Shimokawa, Koichi. Japan and the Global Automotive Industry, Cambridge: Cambridge University Press, 2010. Print. State of the U.S. Motor Vehicle Industry 2012. PDF file. Web.

Informative Essay Sample on #8220;Brave New World#8221; by Aldous Huxley

Informative Essay Sample on #8220;Brave New World#8221; by Aldous Huxley The novel Brave New World by Aldous Huxley is a compelling tale of future society, which is controlled by a totalitarian government that challenges the very idea human individuality. The book takes place in the period of â€Å"AF†, After (Henry) Ford, in London, England after The Nine Years War has revolutionized the way the world is run. In this time period of science and technology, humans are no longer born, but manufactured, given lessons as children through hypnopaedic sleep teachings, categorized into five social castes, and given soma pills that take them on happy mental vacations to relieve them of the stresses of everyday life. The first of the main characters is Bernard Marx, a lower class Alpha who fails to compare to other Alphas in physical stature. He is rumored to have had alcohol in his blood surrogate, making him physically inferior for his social caste. He does not possess typical views on life and questions traditional views on all aspects of life. While on a trip to the Savage Reservation in New Mexico, Bernard meets a primitive man named John. John is an outcast from the Indian culture he is living with. He and his mother Linda return with Bernard to London to experience this ‘brave new world’. John does not fit well in modern society, having all his worldviews derived Shakespearean plays. John soon becomes quite a spectacle because of civilized people’s curiosity towards savages. Meanwhile Linda is considered hideous because of her physical appearance and her motherhood. At the other end of the spectrum from Bernard is Helmholtz Watson, a professor at the Emotional Engineering College. Watson is the pride of the Alpha class, having superior physical attributes. However he wishes he could make more of his writing and use his time in more worthwhile ways. He and Bernard Marx form a friendship based on their dissatisfaction with society. The last important character is Lenina Crowe, the average, typical Alpha female. Lenina’s views on sex and soma are model opinions of the World State. She is deeply attracted to John, but merely on a sexual basis, while John wishes for a deeper relationship and eventually rejects her. The modern world portrayed in this novel really is a sad indication of what our world might become someday based on our devotion to science and technology. Even though many scenes in the book can be quite shocking, it is not that far out. The World Controllers (government body) often resemble ideas of communism, the German culture in the years of Adolph Hitler, and the feudal period of the Middle Ages. The communism is supported by such hypnopaedic lessons as â€Å"Everyone works for everyone else†. Plus it is no coincidence that Bernard Marx’s character is modeled after Karl Marx, one of the founding fathers of communism. The process by which imperfect embryos are discarded in the cause of manufacturing perfect ones is really an alternate form of Hitler’s genocide. The five social castes are similar to the Feudal Age hierarchy, except that instead of nobles, clergy, and peasants, social classes are represented by Greek letters. The new methods that are used to control the world populations go to rather sad extremes in order to maintain control and keep everyone happy. One of the most popular techniques is hypnopaedia. Through this process people are conditioned from infancy into late teenage years to accept their social class and deal with many other aspects of life. While giving students a tour of the Hatchery and Conditioning Centre in London, the DHC (Director of Hatcheries and Conditioning) explains the brainwashing procedure he likes to call conditioning. He shows the students an occasion in which Delta infants are electrically shocked while looking at flowers and pretty picture books. The goal is to mold their instincts to associate these images with terror and pain. Other lessons in caste awareness teach the kids to identify the classes by the color they wear and their function in society. Another tool the World Controllers use to manage the planet is the limitation of books and science. Since these things stir emotion, and emotion can lead to instability, they are withheld from the people. Instead the World Controllers institute shows called feelies to provide a source of entertainment. Similar to movies, feelies give the people a source of artificial happiness. After John and Lenina attend a feely together, Lenina emerges from the show bubbling with excitement and joy. On the other hand John is rather disappointed, describing the show as horrible and ignoble. The people have been censored from all knowledge deemed to old or too hard for them to understand. Near the end of the book World Controller Mustafa Mond discusses with John the type of books the people are allowed to read. John is shocked that the beauty and truth of Shakespeare and Othello’s writing is forbidden to the people. Furthermore the identity of God has also been removed from the information given to the citizens. Instead of God people follow Ford. Since the book was first written in 1932, the author chooses Henry Ford to be the new world symbol for the AF years. Mustafa Mond explains how God has not changed, but the people do. This therefore requires a new supreme being for the people to follow. Brave New World is a compelling story of what the world may someday become because of our desire for science and technology. Some consider it a warning, while to others it is only science fiction. It makes one wonder if the future of our world will ever go to such extremes to ensure happiness. Abolishing our individuality to conform to society? Ridding ourselves of all past famous literature? Taking antidepressant pills everyday to keep ourselves content? Anything is possible for the future, but only time will tell. You can also order a custom term paper, research paper, thesis, dissertation or essay on Brave New World from our professional custom essay writing company which provides students with high-quality non-plagiarized custom written papers on any topic.

Probabilities for Dihybrid Crosses in Genetics

Probabilities for Dihybrid Crosses in Genetics It may come as a surprise that our genes and probabilities have some things in common. Due to the random nature of cell meiosis, some aspects to the study of genetics is really applied probability. We will see how to calculate the probabilities associated with dihybrid crosses. Definitions and Assumptions Before we calculate any probabilities, we will define the terms that we use and state the assumptions that we will work with. Alleles are genes that come in pairs, one from each parent. The combination of this pair of alleles determines the trait that is exhibited by an offspring.The pair of alleles is the genotype of an offspring. The trait exhibited is the offsprings phenotype.Alleles will be considered as either dominant or recessive. We will assume that in order for an offspring to display a recessive trait, there must be two copies of the recessive allele. A dominant trait may occur for one or two dominant alleles. Recessive alleles will be denoted by a lower case letter and dominant by an upper case letter.An individual with two alleles of the same kind (dominant or recessive) is said to be homozygous. So both DD and dd are homozygous.An individual with one dominant and one recessive allele is said to be heterozygous. So Dd is heterozygous.In our dihybrid  crosses, we will assume that the alleles we are considering are inherited independently of one another.In all examples, both parents are heterozy gous for all of the genes being considered.   Monohybrid Cross Before determining the probabilities for a dihybrid cross, we need to know the probabilities for a monohybrid cross. Suppose that two parents who are heterozygous for a trait produce an offspring. The father has a probability of 50% of passing on either of his two alleles. In the same way, the mother has a probability of 50% of passing on either of her two alleles. We can use a table called a Punnett square to calculate the probabilities, or we can simply think through the possibilities.  Each parent has a genotype Dd, in which each allele is equally likely to be passed down to an offspring.  So there is a probability of 50% that a parent contributes the dominant allele D and a 50% probability that the recessive allele d is contributed.  The possibilities are summarized: There is a 50% x 50% 25% probability that both of the offsprings alleles are dominant.There is a 50% x 50% 25% probability that both of the offsprings alleles are recessive.There is a 50% x 50% 50% x 50% 25% 25% 50% probability that the offspring is heterozygous. So for parents who both have genotype Dd, there is a 25% probability that their offspring is DD, a 25% probability that the offspring is dd, and a 50% probability that the offspring is Dd. These probabilities will be important in what follows. Dihybrid Crosses and Genotypes We now consider a dihybrid cross.  This time there are two sets of alleles for parents to pass on to their offspring.  We will denote these by A and a for the dominant and recessive allele for the first set, and B and b for the dominant and recessive allele of the second set.   Both parents are heterozygous and so they have the genotype of AaBb. Since they both have dominant genes, they will have phenotypes consisting of the dominant traits.  As we have said previously, we are only considering pairs of alleles that are not linked to one another, and are inherited independently. This independence allows us to use the multiplication rule in probability.  We can consider each pair of alleles separately from each other.  Using the probabilities from the monohybrid cross we see: There is a 50% probability that the offspring has Aa in its genotype.There is a 25% probability that the offspring has AA in its genotype.There is a 25% probability that the offspring has aa in its genotype.There is a 50% probability that the offspring has Bb in its genotype.There is a 25% probability that the offspring has BB in its genotype.There is a 25% probability that the offspring has bb in its genotype. The first three genotypes are independent of the last three in the above list.  So we multiply 3 x 3 9 and see that there are these many possible ways to combine the first three with the last three.  This is the same ideas as using a tree diagram to calculate the possible ways to combine these items. For example, since Aa has probability 50% and Bb has a probability of 50%,  there is a 50% x 50% 25% probability that the offspring has a genotype of AaBb.  The list below is a complete description of the genotypes that are possible, along with their probabilities. The genotype of AaBb has probability 50% x 50% 25% of occurring.The genotype of AaBB has probability 50% x 25% 12.5% of occurring.The genotype of Aabb has probability 50% x 25% 12.5% of occurring.The genotype of AABb has probability 25% x 50% 12.5% of occurring.The genotype of AABB has probability 25% x 25% 6.25% of occurring.The genotype of AAbb has probability 25% x 25% 6.25% of occurring.The genotype of aaBb has probability 25% x 50% 12.5% of occurring.The genotype of aaBB has probability 25% x 25% 6.25% of occurring.The genotype of aabb has probability 25% x 25% 6.25% of occurring. Dihybrid Crosses and Phenotypes Some of these genotypes will produce the same phenotypes.  For example, the genotypes of AaBb, AaBB, AABb, and AABB are all different from each other, yet will all produce the same phenotype.  Any individuals with any of these genotypes will exhibit dominant traits for both traits under consideration.   We may then add the probabilities of each of these outcomes together: 25% 12.5% 12.5% 6.25% 56.25%.  This is the probability that both traits are the dominant ones. In a similar way we could look at the probability that both traits are recessive.  The only way for this to occur is to have the genotype aabb.  This has a probability of 6.25% of occurring. We now consider the probability that the offspring exhibits a dominant trait for A and a recessive trait for B.  This can occur with genotypes of Aabb and AAbb.  We add the probabilities for these genotypes together and have18.75%. Next, we look at the probability that the offspring has a recessive trait for A and a dominant trait for B.  The genotypes are aaBB and aaBb.  We add the probabilities for these genotypes together and have a probability of 18.75%.  Alternately we could have argued that this scenario is symmetric to the early one with a dominant A trait and a recessive B trait. Hence the probability for this outcomes should be identical. Dihybrid Crosses and Ratios Another way to look at these outcomes is to calculate the ratios that each phenotype occurs.  We saw the following probabilities: 56.25% of both dominant traits18.75% of exactly one dominant trait6.25% of both recessive traits. Instead of looking at these probabilities, we can consider their respective ratios.  Divide each by 6.25% and we have the ratios 9:3:1.  When we consider that there are two different traits under consideration, the actual ratios are 9:3:3:1. What this means is that if we know that we have two heterozygous parents, if the offspring occur with phenotypes that have ratios deviating from 9:3:3:1, then the two traits we are considering do not work according to classical Mendelian inheritance.  Instead, we would need to consider a different model of heredity.