Osteoporosis and Radio Ad free essay sample

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Ulysses S. Grant Essay -- biographies bio biography

Ulysses S. Award      On April 27, 1822 a kid was destined to Jesse Root Grant and Hannah Simpson Grant in the humble community of Point Pleasant, Ohio. They named their child Hiram Ulysses Grant. In 1823 the family moved to a town close by called Georgetown, Ohio, where Ulysses’ father claimed a tannery and a few farmland. Award had two siblings and three sisters conceived in Georgetown.      Ulysses went to class in Georgetown until he was 14. He at that point spent one year at the foundation in Maysville, Kentucky, and in 1838, he entered an foundation in close by Ripely, Ohio. From the get-go in 1839, his dad discovered that a neighbors child had been excused from the U.S. Military Academy. Jesse requested that his congressman delegate Ulysses as a substitution. The congressman committed an error in Grant’s name. He felt that Ulysses was his first name and his center name that of his mother’s last name by birth. Be that as it may Ulysses never amended the slip-up.      Grant was a normal understudy at West Point. He burned through the greater part of his free time understanding books and brief period considering. He positioned high in math and was generally excellent at horsemanship. Ulysses didn't care for the military life and had no goal of making it his vocation. Rather he thought about educating arithmetic in a school.      Grant moved on from West Point in 1843 and was authorized a second lieutenant. He was doled out to the fourth Infantry Regiment positioned close St. Louis. It was there that he met Julia Dent. They became hopelessly enamored and soon became locks in. The danger of war with Mexico postponed their wedding plans.      In 1847, Grant participated in the catch of Mexico City and won a advancement for his ability and fortitude. He arrived at the position of first Lieutenant by the finish of the war. Award came back to St. Louis when he could and on Aug. 22, 1848, he was hitched to Julia Dent. During their marriage, the Grant’s had four youngsters: Frederick, Ulysses S. Jr., Ellen, and Jesse Root Jr.                     Civil War Era      Grant was just about 39 years of age when the Civil War started in 1861. He had liberated his lone slave in 1859 and unequivocally contradicted withdrawal. After President Abraham Lincoln called for Army volunteers, Grant helped drill a organization that was shaped in Galena. At that point he went to Springfield, the state capital, and worked for the Illinois right hand general. Award asked the government government for a commission as colonel, however his requ... ...e ring from presentation. Award strongly guarded Babcock, who was found not guilty. Numerous different authorities were sentenced for duping the government. Regardless of the developing rundown of outrages, numerous Republican pioneers needed to select Grant for a third term as president. However, Grant wouldn't run once more. In June 1876, the Republicans assigned Governor Rutherford B. Hayes of Ohio for president. Hayes won the administration by a edge of just a single appointive vote.      When Grant resigned in 1879, he had about $100,000 in investment funds and chosen to put it in a financial firm called Grant and Ward. His child was a accomplice in this organization. Award thought nothing about banking, however his child guaranteed him that Ferdinand Ward was a monetary virtuoso. The breakdown of the organization came in 1884 leaving Grant practically poor. So as to make a living after this incredible misfortune, Grant started composing magazine articles about his war encounters. Before long he started to compose his diaries. The journals were a incredible achievement and earned Grant’s family about $500,000.  â â â â      In 1885, Grant moved to Mount McGregor, New York, close to Saratoga. Award passed on July 23,1885 from malignant growth. His better half later kicked the bucket in 1902. Ulysses S. Award Essay - life stories bio account Ulysses S. Award      On April 27, 1822 a kid was destined to Jesse Root Grant and Hannah Simpson Grant in the modest community of Point Pleasant, Ohio. They named their child Hiram Ulysses Grant. In 1823 the family moved to a town close by called Georgetown, Ohio, where Ulysses’ father possessed a tannery and a few farmland. Award had two siblings and three sisters conceived in Georgetown.      Ulysses went to class in Georgetown until he was 14. He at that point spent one year at the foundation in Maysville, Kentucky, and in 1838, he entered an institute in close by Ripely, Ohio. From the get-go in 1839, his dad discovered that a neighbors child had been excused from the U.S. Military Academy. Jesse requested that his congressman name Ulysses as a substitution. The congressman committed an error in Grant’s name. He believed that Ulysses was his first name and his center name that of his mother’s original last name. Yet Ulysses never remedied the error.      Grant was a normal understudy at West Point. He burned through the majority of his free time understanding books and brief period contemplating. He positioned high in math and was awesome at horsemanship. Ulysses didn't care for the military life and had no aim of making it his vocation. Rather he thought about educating arithmetic in a school.      Grant moved on from West Point in 1843 and was appointed a second lieutenant. He was appointed to the fourth Infantry Regiment positioned close St. Louis. It was there that he met Julia Dent. They began to look all starry eyed at and soon became locks in. The danger of war with Mexico deferred their wedding plans.      In 1847, Grant partook in the catch of Mexico City and won a advancement for his aptitude and valiance. He arrived at the position of first Lieutenant by the finish of the war. Award came back to St. Louis when he could and on Aug. 22, 1848, he was hitched to Julia Dent. During their marriage, the Grant’s had four kids: Frederick, Ulysses S. Jr., Ellen, and Jesse Root Jr.                     Civil War Era      Grant was just about 39 years of age when the Civil War started in 1861. He had liberated his solitary slave in 1859 and unequivocally contradicted withdrawal. After President Abraham Lincoln called for Army volunteers, Grant helped drill a organization that was framed in Galena. At that point he went to Springfield, the state capital, and worked for the Illinois associate general. Award asked the government government for a commission as colonel, yet his requ... ...e ring from introduction. Award strongly shielded Babcock, who was found not guilty. Numerous different authorities were indicted for duping the government. Regardless of the developing rundown of outrages, numerous Republican pioneers needed to designate Grant for a third term as president. In any case, Grant would not run once more. In June 1876, the Republicans designated Governor Rutherford B. Hayes of Ohio for president. Hayes won the administration by a edge of just a single appointive vote.      When Grant resigned in 1879, he had about $100,000 in investment funds and chosen to put it in a financial firm called Grant and Ward. His child was a accomplice in this organization. Award thought nothing about banking, however his child guaranteed him that Ferdinand Ward was a budgetary virtuoso. The breakdown of the organization came in 1884 leaving Grant practically poverty stricken. So as to make a living after this extraordinary misfortune, Grant started composing magazine articles about his war encounters. Before long he started to compose his diaries. The diaries were a incredible achievement and earned Grant’s family about $500,000.  â â â â      In 1885, Grant moved to Mount McGregor, New York, close to Saratoga. Award passed on July 23,1885 from disease. His significant other later passed on in 1902.

Word of the Week! Epistemology Richmond Writing

Word of the Week! Epistemology Richmond Writing What can one say about A borrowing from Greek, combined with an English element; modelled on a German lexical item? Pretentious, perhaps, yet our word, Epistemology, as cited by the OED in the last sentence, has an everyday use in academe. Its of recent origin, like much of modern science itself, dating from the mid 1800s. Simply put, its a theory of knowledge but as I will explain, so much more. When one thinks hard about it, everyones use of data, ways of analysis, and presentation of results hinge upon that fields epistemology. In my own, English, we have several theories of knowledge.   Sometimes they get us in trouble with those outside the profession, partly because we sling around words like epistemology or  hermeneutics regularly (WordPress spellcheck does not even recognize hermeneutics). If Ive not convinced you yet that theory of knowledge does not work accurately in place of our word, consider that the OED also adds that our term distinguishes between justified belief and opinion. Every wise fool, in Socrates sense, has an opinion beyond his realm of understanding, something not justifiable. As the doomed philosopher puts in in The Apology, the artisans he questioned about wisdom, because they were good workmen they thought that they also knew all sorts  of  high matters. That same error applies today. Would the epistemology of quantum physics inform the study of Chaucer, or vice versa? For that matter, while this weeks word is not found beyond our ivy-covered walls, the idea behind it remains sound. Would I presume to tell the HVAC guy which circuit has failed, unless I had knowledge of electronics and that type of system? Have a word worth pondering? This blog will continue all summer.  Please nominate a word or metaphor useful in academic writing by e-mailing me (jessid -at- richmond -dot- edu) or leaving a comment below. See all of our Metaphors of the Month  here  and Words of the Week  here. Image of The Death of Socrates by Jacques-Louis David, courtesy of Wikipedia.

Pros And Cons Of Vertical Integration - 809 Words

5. Vertical integration is when two businesses or organizations at different levels of production merge. The principal goal is to increase the overall efficiency and to cut down costs throughout the supply chain. In return, it will improve profitability and competitiveness. It allows companies to obtain matchless amount of influence over them, and if you have a company and are thinking about using it in your organization as a business strategy, it is important to know its Pros and Cons beforehand. The Pros of vertical integration is (1) it gives you more control over your business, (2) It allows for positive differentiation and (3) offers more cost of control. Gives you more control over your business, for example whenever†¦show more content†¦Makes things more difficult, you must learn to run a segment in the corporate world. When jumping into things without a full understanding on how it works can be a lot to handle for the company. It can decrease flexibility because of t he upstream and downstream investments the business is making. Last but not least, it can cause confusion within the business because retail and product development are distinct businesses, and doing both could require more work to be done. Also, some entrepreneurs are often trying to think of too many things at once which would confuse, distract and/or harm their bottom line. Pros of business portfolio diversification, it reduces an investors overall level of instability and potential risk. For example, an investor who chooses to diversify their portfolio with investments in foreign stocks may find they have invested in stocks of countries experiencing economic booms and those stocks produce large gains at a time when the performance of domestic stocks is mediocre to poor. Cons of business portfolio diversification, it is less publicized, and less well known but the fact is diversification can also have adverse effects on an investment portfolio. Too much diversifying can reduce potential gains and produce only mediocre results. Too much diversifying can saturate the gains because there are more underperforming stocks wheneverShow MoreRelatedThe Pros and Cons of Vertical Integration Essay1127 Words   |  5 Pages It leads to reduction of transportation costs as the common ownership results in closer geographic proximity. The transaction costs can be controlled if a firm acquires the other firms in the vertical chain, then one division of the same company will transfer goods to other divisions. So, transaction costs in form of transport, cost of negotiation, cost of control etc. will be eliminated. The overall average cost of the firm will decrease because if the divisions are under same management controlRead MoreEssay Ecco Case Anwers1256 Words   |  6 PagesECCO Case Study - Question 1 ECCO has a fully integrated vertical value chain. What are the pros and cons of that strategy? What economic and strategic factors should be analyzed to answer this question? The pros of a having a fully integrated vertical supply chain for Ecco include the following: * Improved supply chain coordination between tanning, manufacturing and distribution. This would ultimately help maintain quality and improve operational efficiencies such as logistics. Read MoreThompson and Strickland Essay Questions1432 Words   |  6 Pages 54. Why is competitive advantage an important strategy-making consideration? 55. Describe the strategy of striving to be the low-cost producer. What are its pros and cons. 56. What are the pros and cons of a differentiation strategy? 57. What are the pros and cons of a focus strategy? 58. What are the distinctive features of a differentiation strategy? 59. What are the distinctive features of a focus strategy? Read MoreFord Case Analysis1527 Words   |  7 Pagesinformation on its web site more accessible and useful which was built on a model implemented by Dell computers known as â€Å"Virtual Integration†. Virtual Integration is a term used to describe the use of internet to replace physical components of a company with information (http://www.businessdictionary.com/definition/virtual-integration.html). Dell’s vertical integration system helps improve data centre efficiency by responding to selected business requests in split seconds. It also helps to improveRead MoreAdvantages And Disadvantages Of Tv Ownership1839 Words   |  8 PagesGranada. As ITV is owned privately it has to rely on paid advertisements to get funding which then they can spend that money to better the quality of the network. †¢ Pros – This can be good for the company as they are free to produce media as and when they like, and are completely free to own the business. †¢ Cons – Privately owned companies are unable to issue shares to the public. Public media service The BBC is a prime example of a type of public service mediaRead MoreEccos global value chain management1730 Words   |  7 Pagesbenefit from its in-house technology. Most firms in the shoe industry outsourced production as a way to cut production and vendor logistic costs. 3. ECCO has a fully integrated vertical value chain. What are the pros and cons of this strategy? What economic and strategic factors should be analyzed to answer this question? Pros: Higher demands of quality can be achieved (e.g. through better quality control) supports the company’s vision of high quality products Core Technology stays within the companyRead MoreDisney Pixar Case2049 Words   |  9 Pagesanimated business ownership, as well as merchandise sales. Disney was well versed in the practice of vertical integration and realized that acquisition would be the best option. Based on the historical partnership between Disney and Pixar, and the analysis of pros and cons of alternatives, a merger of the two companies is the best course of action. Among the most significant results of vertical integration is the elimination of the excessive emerging transaction costs. An acquisition would allow DisneyRead MoreMgmt 485 Mini Exam1674 Words   |  7 Pagesfollowing a similar differentiating approach, and technological change is fast-paced and competition revolves around rapidly evolving product features. 12. 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Perceptership Essay - 2654 Words

Perceptership The transition from student status to qualified practitioner can be a daunting and traumatic time for the majority of individuals. Feelings of inadequacy and the inability to cope with this change can prove extremely stressful for the newly registered nurse and place new, ill-prepared for demands on them. Kramer (1974) describes this as Reality Shock. It could even result in a change of career for some people. Allanach and Jennings (1990) stated that by easing the transition into the professional practice role, preceptorships may be useful in mitigating negative affective states which, in turn may effectively reduce the premature exit of new nurses from the profession. There could also be a damaging†¦show more content†¦Because the preceptor is an identified member of the nursing team, the newly appointed staff nurse should feel confident enough to approach them with any difficulties they may experience or learning needs they have. It should also enhance se curity needs of the preceptee and ensure they do not feel incompetent by asking for support and assistance. The preceptor needs to possess certain personal qualities such as patience, confidence, a good knowledge base and enthusiasm, to name but a few. Preceptorship can often become confused with mentorship. May et al (1982) defines mentorship as an intense relationship calling for a high degree of involvement between a novice in a discipline and a person who is knowledgeable and wise in that area. Preceptorships tend to be more short lived and are on a more equal basis as both parties are registered professionals. The preceptor is more concerned with teaching and learning aspects of the relationship (Burnard 1990). If the preceptor / preceptee relationship continues for longer than is necessary, then there is a danger of it fusing with mentorship. Preceptorship programmes should run for approximately the first four months of registration, as recommended by the U KCC (UKCC 1990). My own experience as a novice practitioner has enabled me to realise that

Poland Cultural Dimensions †Wojciech Nasierowski, Bogusz Mlkula Free Essays

string(187) " of polarization of opinions and a division, confrontational in nature, into ‘We’ and ‘They’: workers against management, operations against designers, and so on\." Culture Dimensions of Poiish iManagers: Hofstede’s indioes* Wojciech Nasierowski, Bogusz Mikula Abstract Wojciech Nasierowski Faculty of Administration, University of New Brunswick. rTeoencton, Canada Bogusz Mikula Academy of Economy. Cracow. We will write a custom essay sample on Poland Cultural Dimensions – Wojciech Nasierowski, Bogusz Mlkula or any similar topic only for you Order Now Poland This paper explores, in accordance with Hofstede’s indices, the culture dimensions of young PDk » who have had some exposure to business tnanagement. It is shown that this group of Polish respondents score high in Power Distance and Uncertainty Avoidance, average in Individualism, are moderately above average in Masculitiity as compared to Hofetedc’s Hermes data-base results. These culture characteristics are discussed from the perspective of their possible impact upon the adaptation of Western managerial concepts in Poland. culture 2 dimensions, cross-culttire matiagement, Poland Intfoductioii One of the focal issues in comparative management theory is the impact of culttire on management. Culture, which might be described in terms of a ‘collective mental programming’ of people who share a similar environment, is often difficult to alter: it changes slowly and only under the pressure of dramatic environmental shifts.In keeping with such a deflnition, it has been observed that business practices vary extensively as a function of culture (Hofstede 1991; Ronen 1986; Ronen and Shenkar 198S), that management is culttue-speciflc (Bartlett and Goshal 1992; Hodgetts and Luthans 1991; Wright 1988), and that managerial techniques must be tailored to flt local conditions (Nasierowski and Coleman 1997; Ricks 1983; Levitt 1983), With the fall of the â₠¬Ëœiron curtain’ increasing attention has been paid to direct business-type involvement in Central Europe, Questions of managerial practices, as well as the possibility of implementing Western concepts there have been explored by Shama (1993), Perlaki (1993), Jankowicz and Pettitt (1993), Ivancevich et,al, (1992), Newman (1992), Peaice (1991), Forker (1991), and Vlachoutsicos and Lawrence (1990), Although intellectually stimulating, these works fall upon theoretical speculation rather than a set of empirically grounded conclusions. Some notable exceptions to this pattern include, for example, the publications ofYanouzas and Boukis (1993) and Jago et al, (1993), This paper reports on an empirical study of the culture dimensions of young Poles who are, or through educational attainment intend to be, managers. Organization Studies 1998. 19/3 495-509 O 1998 EGOS 0170-8406/98 0019^4)020 $3. 00 496 Wojciech Nasierowski, Bogusz Mikula Poland was selected for its size in Central Europe and its favourable economic climate, which has attracted an increasing number of business people over the last eight years. It is posited that in sketching the culture dimensions of Polish prospective executives (referred to as managers in this paper), this study enables a more formal analysis of the adaptation of Western practices in Poland.Results will assist investors in the selection and development of ^propdate business arrangements, and will be indicative of the possibility of utilizing Western experience there, as well as of the sourees of potential problems. Results may, additionally, impact on the content of in-company training and induction programmes, the effectiveness of adopting managerial solutions, job organization, and employer expectations of subordinates. An overview of literature pertaining to ctilttiral characteristics and the impact of culttu « dimensions on organizat ional solutions in Poland is presented. The methodology employed in this study is described and justified.The calculation of Hofstede’s indices provides grotmds for an investigation of the potential effect of Polish cultural characteristics on the implementation of specific management practices. Some generalizations about the cultural characteristics of countries in the region are made in the closing section of the paper. Overview of the Literature There is a substantial and well recognized body of literature examining the impact of culture on organizational solutions. Itideed, so much has been written that summary is all but impossible. The principles of organizational behaviour have long been acknowledged, and legions of authors have attempted to develop both a theory and practice of cross-cultural management. To quote in this paper the more salient works in the field would merely be redundant.The conclusion from studies on cross-culture management is that managers must analyze and become familiar with the hidden language of foreign cultures. Some key starting points include: perceptions of time, space, material possessions, and friendship; patterns of business agreements; religion, language, and tradition; educational levels; urbanization and minority patterns; features of social and business customs; crime rate and corruption levels; attitudes towards foreigners; and social structure. Although sociology and psychology, as fields of research and practice, have been entertained in connmunist countries, they have served mainly ‘social-engineering’ purposes, in that they have been subordinate to pditical agendas.Relatively litUe attention has been paid to the impact of national culture detominants on organizational solutions. Even in the rare instances where local enqnrical studies of this sort have been performed, results have frequently been incommensurable with research in the West. A number of works (published before political/economic changes began in 1989) have dealt with issues of organizational culture in Poland (Mreta Culture Dimensions of Polish Managers 497 1974; KoimiAski and Obl6j 1989); motivation and norms in the job environment (Sarapata 1977; Hirszel 1983; Holstein-Beck 1987); organizational structures (Mrela, 1983); determinants, e. g. eeds, attitudes, hierarehy of values in the management of various groups of employees (Wawrzyniak 1989 ); reasons for attitudes of workers (Czamiawski 1982); and other elements of organizational behaviour (Zieleniewski 1979; KoimiAski 1983/198S; Kumal 1981; Kiezun 1980]. In addition, one can quote hundreds of journal papers and researeh projects pointing out the pervasive use of mechanical structures; the strong emphasis on conditions in the work place (i. e. good atmosphere, support from supervisors, security and safety, generous salary); and a lack of concern on the part of workers for highlevel performance. National culture determinants have also been examined in the Polish Business Administration related literature. Skar^yAska (1991), for instance, observed that family life and health are among the most valued features of Polish society.Hirszel (1983:193-194) and Buchner-Jeziorska (1992: 109-110) reported that while respect for property rights was high, it did not arise from respect for other people. Tarkowska’s (1992) study on perception of time found that Poles had short forward time horizons, referring frequently to the past, which resulted in a diminished receptiveness to new ideas. Kostera (1994: 15-16) concluded that there was a very high degree of polarization of opinions and a division, confrontational in nature, into ‘We’ and ‘They’: workers against management, operations against designers , and so on. You read "Poland Cultural Dimensions – Wojciech Nasierowski, Bogusz Mlkula" in category "Papers" This may reflect an attempt to externalize problems (they are to blame, not us), and is generally considered by researchers to interfere with harmony and cooperation in industrial settings.Mpczyiiski’s (1987, 1991) studies on the effectiveness of assertive-responsive management styles was extended to show a preference of Polish managers towards directive styles. Zieleniewski (1979:539-540) hypothesized that Poles were able to make decisions quickly and often successfully, possessing a high level of ingenuity. When emotionally reassured, they were capable of great sacrifice. However, on the whole, Poles tended to be suspicious and unresponsive to ai’guments that did not coincide with their emotional framework. They neglected details, were impatient, and lacked persistence. In addition, Poles preferred positive to negative motivational practices, and were not vulnerable to threats. Zieleniewski’s statements were not supported by empirical studies.As can be seen from this overview, quite an extensive body of empirical studies on organizational issues has been carried out in Poland. However, most of these studies were infused with ‘political’ jargon and the path from theory to practice was badly detoured by communist principles. Recent dynamic changes in Poland have altered hierarchies of values, needs, and norms of the society, and little is known about current preferences and perceptions of Polish citizens. Consequently, in the current choice of organizational solutions, or when methods intended for their transferral or adaptation to existing conditions are examined, the respective processes 498Wpjciecfi Nasierowski, Bogusz Mikuta renfiain largely intuitive. These problems are exacerbated by the changing attitudes of the population to new economic and social structures. Thus, the reader must be forewarned that these conditions, coupled with the sparseness of the sample used in this study, render the conclusions reached by this paper explanatory rather than definitely conclusive. MethoQOIOQy Because of its wide recognition (as well as to confine the scope of the study) Hofstede’s qtiestionnaire was selected as the primary instrument in this study. The double translation approach was used when preparing the Polish version of the questionnaire.Hofstede’s dimensions originally posited four criteria: Power Distance (PDI), Uncertainty Avoidance (UAI), Individualism (IND), and Masculinity (MAS). These dimensions, as pertaining to people outside IBM, have been proven reliable by correlating them with those of other researchers. Some 20 ptqjers have reported researeh results based on Hofetede’s ideas (Shane 1992: 302); yet Hofstede (1991: 254-257) wams strongly about pitfalls in using his methodology. Furthermore, an additional category, that of Long-Term Orientation was proposed by Hofstede in his later works, for perceptirais of its heavy impact upon organizational solutions (Hofstede 1991; (fofstede and Bond 1988): this item, however, has not been investigated in our study.Hofstede has emphasized that ‘it is meaningless to use the questionnaires for one single sample of respondents from one country and to compare the scores against those . .. which were based on matched IBM populations’ (1991: 255). Furthermore, it is his contention that ‘absolute values have no meaning’: results should be examined only within the context of a comparison between countries. In order to comply with these requirements, this study has chosen Canadian respondents as a point of comparison: it should be kept in mind, however, that this paper deals primarily with Poland. Furthermore, following Hofstede’s (1991: 251-257) suggestions, the study was confined to one specific group of respondents. The questionnaire was distributed to tudents/graduates infieldsrelatedto ECOIKMIUCS and Business Administration, who had some job experience (in many instances a limited one), who were in, or were targeted for, managerial positions, and who were, in general, young. Many of them had lived/worked in large cities. The sample was not randomly selected from all regions of each country. Consequently, it must be emphasized that the results are not meant to be conceived of as universally applicable. The questionnaire of the current study, beyond questions adopted firom Hofstede’s Value Survey Module (1982 version) (1982) also included questions about the respondents’ perception of time, current job status, education, age, sex, and job experience.The sample for this study included 316 responses from Poland and 133 Culture Dimensions of Polish Managers 499 Table 1 Data about the Canadians Male ^* 83 53 30 83 53 30 m 29. 20 29. 48 28. 70 29. 07 29. 19 28. 87 Age std 4. 01 4. 12 3. 83 3. 41 2. 34 4. 80 Job status** % valid responses 11/45/45 11/45/43 10/43/46 10/38/52 8/40/52 13/33/53 Female Poles Male Female †¢diam and Poles forndi red (-teat for Can Age Sample Male Female . 621 (. 50) . 392 (. 86) . 660 (-. 44) Job Status . 495 (-. 69) . 461 (. 74) . 861 (-. 18) *N — number of responses, m — mean value, sdt — standard deviation **management of an own company / a manager / non-managerial position irom Canada, with quite unequal distribution in terms of age, sex, and ‘type of current job’ (i. e. management of an own company / a manager / nonmanagerial position). Samples were matched with the same proportions of males and females within the country sample, and a similar ‘type of current job’ and ‘age’ within the sub-groups of respondents. The matching of samples resulted in the selection of S3 males and 30 females from each country. The similarity of samples was tested with r-tests: ^-values in paired r-tests are in each case greater than 0. 1 indicating that samples are matched regarding ‘age’ and ‘job status’. Thus, one of the crucial criteria to Hofstede’s approach — i. e. , the matching of samples — is satisfied.The result of these procedures, as well as basic features of the matched samples, are displayed in Table 1. It is conceded that the results of the current study cannot be generalized in terms of the population at large, because of the characteristics of the sample. The number of respondents to the survey is small, although ‘for obtaining statistically reliable (stable) scores, groups of respondents should not be smaller than SO, .. . 20 could be considered’ (Hofstede 1982: 1). Despite these methodological limitations, some preliminary claims might be made about the culture dimensions of Poles, yet, the statements used in this paper (such as ‘Polish culture is †¦ ‘, ‘Poles believe.. . ‘, etc. ), should be considered with caution.The comparison of scores (according to Hofstede’s four dimensions) between Poles and Canadian respondents is displayed in Table 2. The scores for Poles were recalculated by adding/subtracting the difference between scores for Canadians obtained in this study, and those reported by Hofstede (1991). Whenever possible, items used to calculate scores for Poles and Canadians were compared, both regarding items suggested by Hofstede in his 1991 500 Table 2 Scores on Hofstede s Dimensions for Poland and Canada Wojcieoh Nasierowski, Bogusz Mikuta PDI Current Study Results Canadians (n=83) Poles (R=83) Hobtede’s Results Canadians ResultsfiH-Poles atUusted to Hobtede’s Hermes results*** Max. alue in Hoblede’s study Min, value in Hobtede’s study average of: Anglo-Saxon cluster German cluster Scandinavian cluster Japanese Latin cluster UAl -1 Sft 48 106 112 Greece 8 Singapore 44 64 40 92 89 IDV 49 25 80 56 MA S 70 39 72 104 Malaysia 11 Austria 33 27 28 54 60 s 52 62 91 95 USA Japan 6 5 Guatemala Sweden 83 63 69 46 60 62 71 14 95 48 *** The adjustment was made by adding (subtracting) the scores obtained in the current y Hofttedes original sco Canadians obtained in this study (Hofstede 1991: 256). book and in the Scoring Guide (Hofstede 1982), The following was observed: – items related to Power Distance and Uncertainty Avoidance all follow the pattern of differences in values as suggested by the formula for calculating respective values.Differences of less/more than 10 percent of respective values were considered to be minor. When the sign of an item is negative, the values of items for Poles are less than, or similar to, those of Canadians, When the sign is positive, the value for Poles is similar to that of Canadians, This observation supports the assignment of higher values for Poles than for Canadians of the two dimensions; – for the two items related to the individualist pole (i,e, ‘personal time’ and ‘living in an area desirable to the family’), values for Poles are substantially higher than for Canadians. In the collecUvist pole, ‘cooperativeness’ is more important to Poles than Canadians, whereas ‘physical co nditions’ are assessed similarly.These results suggest less individualism for Poles as compared to Canadians, However, Hofstede (1991: 52) suggests that for the individualist pole, those who assign higher importance to ‘personal time’ might also consider ‘fteedom’ and ‘challenge’ more inqxirtant, Stich a pattern does not hold true for our respondents: although Canadians scored higher in terms of ‘personal time’ than Poles, they scored less in ‘freedom’ and ‘challenge’. This could be a sittiational item, in which Canadians take ‘freedom’ and ‘challenge’ for granted, whereas Poles believe that hard work is needed to achieve stich a condition, and hence sacrifices should be tnade in terms of having less ‘personal time’; Culture DImenskxis of Pdisfi Managers 501 – with respect to Masculinity, items on the masculinity pole appeared to be more important (or si milar) for Poles than for Canadians. For the ‘feminine pole’; Poles score similarly for ‘good relationship with direct supervisor’ and ’employment security’ than Canadians, and higher in terms of tiie importance of ‘cooperation’. All these results indicate a more masculine culture for Polish respondents than for those in Canada. The item ‘living area’ shows an opposite trend. This may be a situational item: because of housing problems, Poles cannot easily move from one area to another. This deviation from the pattern of responses does not impact on the final score for the Masculinity dimension (because it is not used in the score calculations), and is likely to be offset by more masculine answers to all other associated questions; – Hofstede (1991: 54) suggests that ‘many countries which score high on the PDI score low on IDV: this pattern is confirmed by the current study results.Diecuesion The study confirms expectations outiined in literature on tiie subject. The results of the current study are congruent with results arrived at by Yanouzas and Boukis (1993), who examined the cultural characteristics of Poles by means of ‘survival situation-power play’ exereises. In a ddition, these results are similar to those presented by Perlaki (1993). Power Distance (Poles 72, Canadians 39): Polish respondents to the study scored quite high in Power Distance. Typically, societies with high power distance reveal a greater degree of centralization and an unequal distribution of power. Close supervision may be accepted (tolerated) by subordinates.People make an effort to look powerful, which can be reflected in the high status of tilings. Thus, it should not come as a surprise that very many Poles own cars whose price exceed their yearly salary. Large differences between wages and privileges are likely. The work ethic is weak and a belief that people dislike work may be prevalent (which may, as indicated by Sarapata 1977, be true of Poles). Managers do not see themselves as practical and systematic, yet they deny a need for support and tend to avoid consultations with subordinates before making decisions. Employees are afraid to disagree with their superiors and are frequently uncooperative.An authoritarian style, although culturally inherent, may not be easily accepted by Polish respondents; it tends to be associated with tiie ineffectiveness of the earlier regime. This may eventuate in a decreased respect towards authority. Indeed, as indicated by Skipietrow (1992), in Central Europe, respect for authority is low and is quite unlikely to improve in the near future. When coupled with weak leadership, such an attitude may easily translate into poor economic performance in enterprises where issues of authority/respect are not easily resolved (e. g. state-controlled companies). Similar conclusions were advanced by Kostera (1994). 502 Wojciech Nasierowski. Bogusz MIkuiaHofstede (1991:42-46) would argue that the power distance of Poles could be explained by historical reasons (e. g. strong and prolonged feudal social structure). Also, Krysakowska-Budny and Jankowicz (1991) argue that ‘for years, all economic activity was inqwsed on people who were taken care of by â€Å"Them† — the political elite. Ordinary people were deprived of any need to think independently’. These conditions might have added to high Power ENstance. However, Power Distance can also be examined from an alternate perspective, that of ‘formal’ vs. ‘real’ authority. The SO-year ‘socialistic experience’ might have produced a dual attitude towards authority in Poland.On the one hand, there is the attitude of official subordination and formal authority — the Communist Party leaders were often more important than the directors of the company — and non-recognition of official authority typically resulted in persecution. On the other hand, there is an informal attitude based on respect for, and recognition of, truly accepted values. Though conditions have largely changed in Poland in the last decade, people may still fall into the habit of distinguishing between official and unofficial power. Centralized mechanistic structures, recommended for societies with high power distance, may be inefficient in fostering (or at times forcing) participation, commitment, dedication, and work ethics.Yet, their use does not stimulate the transfer of technology (Kedia and Bhagat 1988) needed in therestructuringof enterprises. In fact, such structures were [uedominant in Polish enterprises before 1989 (Kiezun 1991; Mrela 1983). Keeping in mind these deficiencies in authority/respect, a disproportionately large supervisory staff may be required (Kostera 1994). Also, as suggested by MpczyAski (1991), an authoritative management style may be preferred by Polish managers, because, although it may not be welcomed, it may be expected by employees. This ambivalent respect for/expectation of authority phenomenon can be used to advantag e in management objectives, however. Once the Pblish groups accept the rules imposed by a higher authority, they are more prone than US groups to develop trust and to work with each other to beat a common enemy’ (Yanouzas and Boukis 1993:70). Uncertainty Avoidance (Poles 106, Canadians 48): Following Hofstede’s (1984) and Ronen’s (1986) writings, in societies with low uncertainty avoidance, people experience less anxiety, stress, or desire to work excessively. They tend to be unemotional, cosmopolitan, and unconcerned with life-security. They accept risk and frequently change jobs. Belief is placed in generalists, in commonsense, and in amateurs: a high degree of scepticism toward experts may be prevalent Empiricism and relativism are accepted in favour of absolute truths and values.Managers often make risky decisions, do not structure activities, and do not pay much attention to written rules and ritual behaviour. Pearce (1991) reported widespread avoidance of responsibility in Hungary, a possible indicator of high uncertainty avoidance. Given the presence of bureaucratic systems in Central Europe characterized by rigid rules and considerable red-tape, Perlaki (1993) concluded the same. These deductively arrived at observations should be put into the context of ‘old’ orga- Culture Dimensions of Polish Managers 503 nizational structures, in which the majority of citizens were deprived of decision-making rights. One cannot conclude from this whether or not people have accepted uncertainty outside official institutional settings.Similar observations may hold true for Poles, Study results show that Poles score very high in Uncertainty Avoidance: quite a rational reaction to the recent changes in Poland, Moreover, in the past, uncertainty was externalized. An individual had limited opportunities to control his/her destiny. Regardless of what had been done in the workplace, assessment was often conducted on the whim of the ‘party’, and frequently could not be explained on economic or logical grou nds. There is still both a social support network and an economic grey zone enabling one to live quite well, despite unfavourable employment conditions. These conditions are unlikely to continue into the future: hence, again a preference toward avoiding uncertainty. However, a high score in Uncertainty Avoidance comes as a surprise.Although Hofstede (1991:116-117) warns that ‘uncertainty avoidance is not the same as risk avoidance’, low uncertainty avoidance implies ‘more willingness to take risk in life’ (Hofstede 1983: 61), The Polish respondents is this study were recent graduates, edticated in an attractive profession (or students in this fleld), predominantly very young, with job experience in regions of high economic growth. Their life circumstances appear to be conducive to experimentation with new ideas: a concept commonly accepted in Polish attitudes, and endorsed by Zieleniewski (1979), Thus, the current high score in uncertainty avoidance may be largely situational, as is further evidenced by the risky ventures to which many Poles have resorted, e,g, a small-business boom. If the assessment of un certainty avoidance was low, which indeed may be the case with a large pereentage of Polish ‘entrepreneurs’, then they may show willingness to take excessive risks, without the support of calculations or detailed analysis.This may be particularly threatening in the light of low work ethics, little reverence for law, and a limited recognition of the need for hard work: again, attitudes evidenced in daily press reports about pervasive corruption and low ethical standards. Thus, close supervision and a high degree of centralization of decision-making might be necessary. Individualism (Poles 56, Canadians 80): There is nothing inherently favourable or unfavourable about a high level of Individualism, Some cultures emphasize it (e,g, the US), others place more weight on collectivism (e,g, Japan), Generally, countries with high Individualism are richer (Hofstede 1983: 80): however, this relationship is moderated by country size, geographical latittide, family patterns, religion and political structures.Normally, in societies with low Individualism, employees expect organizations to look after them like a family (they may become extremely alienated when an organization dissatisfies them), and to provide expertise, order, stability, and security. Involvement with a company entails a moral element, often grounded in loyalty. An organization, or the clans within it, predetennine opinions and friendships rooted in stable social relationships. The emphasis is on group 504 Wojciech Nasierowski. Bogusz Mikufa initiative and achievement, and consequentiy, the leadership ideal is less important. The low value of Individualism for Poles indicates that structures and group financial security and involvement in decision-making are important: which is consistent with earlier observations reported by Sarapata (1977), Hirszel (1983), Holstein-Beck (1987), and Kr61ik (1993). When implementing change, a strong need for the support of informal groups is displayed. At the same time, respect to, or tiie least acceptance of, leadership is required. Thus, some ambiguity may be exhibited in local organizational cultures. On tiie one hand, the levels of Individualism are low, and on tiie otiier. Collectivism (in the sense of Uie communist past, at least) is rejected. As with Uncertainty Avoidance, the distribution of scores can change with age and the ability to accept and accommodate new realities. One more explanation for low values on the Individualism index is a tendency towards ‘shared responsibility’: if all are responsible, nobody is. Such an ethic was prevalent in socialistic economic conditions and is unlikely to change either easily or quickly. Moreover, a low level of individualism should not translate to an expectation that Polish managers would be good team players. As observed by Yanouzas and Boukis (1993: 70) ‘Poles, more than US managers, need to improve their teamwork skills. Some improvement was observed during the power play exereise after teams had undertaken the survival exercise, however, and there was agreement that teamwork skills are skills that are achievable’. Masculinity (Poles 62, Canadians 52): Polish respondents of our study scored slightly higher, on average, tiian countries involved in Hofstede’s study of the Masculinity dimension.Cultures with high Masculinity favour large-scale enterprises or ventures, and thus become excited by extraordinary achievements. Economic growth is seen as being more important than conserving the environment. Career success is a must. High job stress exists and industrial conflict is common (Hofstede 1984; Hodgetts and Lutiians 1994). There may thus be a strong drive towards smashing ‘successes’ and career advancement (for both men or women) in Poland. Earlier studies on Poles show that individual business success is not unconditionally well received by the society (Sarapata 1977), but times have changed. On the one hand, there may be a drive for success, on tiie other there may be jealousy over someone else’s success.Low ethical standards and prejudice are customary (Hryniewicz 1994), and may stem from ‘equality’ concepts of the Soviet style ‘urawnilowka Such attitudes remain detrimental to high achievements and may not foster entrepreneurial spirit. Not surprisingly, therefore, more and more frequently, one can read press releases alraut corruption scandals and smashing successes achieved by violating the law. On the organizational level, salary and job stability are likely to remain important motivational instruments (Pearce 1991; Kiezun 1991). Culture Dimensions of Polish Managers 505 Concluding Comments It is difficult to describe industrial philosophy, national culture, or business practices in Poland in the middle of 1990s widiout taking recourse to simplification.Economic systems are in transition from central planning to market orientation. Social values, norms, and attitudes change. However, some elements are likely to remain constant for a longer period of time. These include: a strong distrust of authority; high expectations/demands from life; and a lack of a spirit of co-operation because of earlier subordination to the failed communist rules. High power distance, a low work ethic, a desire to get rich quickly, limited experience with Western concepts, and different perceptions of business needs (Nasierowski and Wright 1993) may result in organizational solutions tailored speci fically to local conditions. Solutions will have to be developed to meet specific local preferences. Success stories about industrial cooperation, quoted in journals and the press, frequently deal with cases where earlier agreements existed and with new ventures (Bartlett and Ghoshal 1992: 905-907; Collins 1993). Such cases should not, however, be over-generalized. Based upon relevant literature (e. g. Kostera 1994) and press releases (e. g. Skipietrow 1992) it may be hypothesized that Polish societies are divided into those who exhibit entrepreneurial spirit and subject themselves to new ideas, and those who entrench themselves in large state-controlled enterprises, expecting governmental protection.This may lead to a large number of small, one-person kingdoms, and some large realms, each adopting different organizational solutions. This pattern, if, indeed, it starts to develop, may have profound economic and political consequences, and is worthy of further detailed exploration. Such discrepancies should not cause excessive bewilderment. The scope and pace of the changes in the region are breath-taking. As a result of preference polarization, problems may be experienced when developing uniform organizational solutions to fit local attitudes. In particular, substantial differences may arise between people, according to their age and length of job experience, and will be augmented by job associations and time perception s. Certainly, the results of the current study should not be extended to the population of any of the countries in Central Europe. However, Central Europe is considered largely homogenous by business communities (Nasierowski 1992), something congruent with the political and economic cireumstances uniting the region over the last SO years. This period of time might have been sufficient enough to leave its mark on the culture of each of the countries in this region. Each possesses a unique history, with periods of independence and decades (or even centuries) of foreign rule, different languages, habits, social traditions, and religions. Yet, it may be expected that Central European residents show some similarity in culture dimensions (Perlaki 1993; Pearce 1991).The subordination of countries in the region to the same social rules over the last fifty years, similarities in their struggle for democracy, as well as problems in the restructuring of their societies, can result in congruencies of local values and norms. It can 506 Nasierowski, Bogusz Mikula also be hypothesized that ‘Poles, probably along with other citizens of the region, may form a separate cluster of countries’: a cluster of ‘homoeconomicus’, as opposed to ‘homo-sovieticus’, according to Tischner (1992), who would need time to realize that the soul is worth more than a wallet filled up with ‘green bills with a picture of an old man’. Societies in the region are sometimes referred to as an ‘aimlessly drifting ship’ (Mikutowski-Pomorski 1993: 287).Such a ddft may, however, induce an awakening of national identities, ‘the first clash of two different civilizations within the bonds of the same continent’. These issues pose interesting questions regarding trends and conditions for changes in ‘culture two’ dimensions. Then, the case of Jugoslavia (a country with some 30 years of history and fotir distinctively different nationalities), or Canada (a country with some 130 years of history, with two distinctively different nationalities, and some SO percent of the population composed of immigrants or the second generation of immigrants) may form the basis for a discussion on the validity of exploring ‘national cultures’.In addition, the impact on tiational cultures of SO years of communist rule may be examined. Certainly, this can extend an argument regarding the possib le similarities and differences between societies in Central Europe. Such a topic, however, calls for separate treatment. It may be worthwhile conducting a ‘time-series’-based study on ctilture change in the region, thus allowing for an examination of the impact of Western economic concepts upon cultural preferences. *This paper was prepared with the support of the Social Sciences and Hutiuuiities Research Council of Canada and the Centre for Intemstioiial Business Studies at the University of New Brunswick.We would like to thank Professors G. Hofstede and A. D. Jankowicz for their constructive comments on earlier versions of this paper, thereby allowing us to improve our submission.Bartlett, Christopher A. , and Sumantra Ghoshal 1992 Transnational management: Text, cases and readings in cross-border management. Homewood: Irwin. Buchner-Jeziorska, Anna 1992 Szkic do poitretu polskiego przedsipbiorcy’. Prvglgd Socjologiczny 51: 97-113. Collins, Robert S. 1993 Sony in Poland: A case study’. European Management Journal 11/1: 45-46. Czamiawski, Henryk 1982 Kultura wspdUzialania pracownikdw umyshwych w przedsifbiorstwie. Warszawa: Ksi^tka i Wiedza. Ftarker, Laura B. 991 ‘Quality, American, Japanese, and Soviet perspective’. Academy of Management Executive 5/4: 63-74. Hirszel, Krzysztof 1983 Robotnicy i iniynierowle: Postawy wobec pracy i wybranych wartoici spolecznych, Waiszawa: Ksi^ika i Wiedza. Hodgette, Richard M. , and Fred Luthans 1991 International management. New York: McGniw Hill. Hofstede, Geert H. 1982 Scoring guide for values surveymodule, 1982 version, IRIC, Rijksuniversiteit Lrimburg. Culture DImenskxis of Polish Managers 507 Kedia, Ben L. , and Rabi S. Bhagat 1988 ‘Cultural constraints on the transfer of technology across nations: Implications for research in intemational and comparative management’. Academy How to cite Poland Cultural Dimensions – Wojciech Nasierowski, Bogusz Mlkula, Papers

Experiment to investigate the effect of temperature on respiration in yeast Essay Example

Experiment to investigate the effect of temperature on respiration in yeast Essay In my experiment I used the following I used the following apparatus:* Test tube* Delivery tube* Thermometer* Beaker (300ml)* Beaker (100ml)* Yeast* Glucose* Tripod* Bunsen burner* Heating mat* Measuring cylinder* StopwatchIn my experiment I am investigating how temperature effects the respiration in yeast.MethodIn my experiment I first of all gather the above apparatus. I will fill the three hundred mills beaker with water and then place my test tube inside of it, the test tube will contain, so many parts glucose and so many parts yeast, but both parts have to add to twenty-five mills. (Each time so that it will be a fair test). The test tube will have a rubber bung on the top of it, which is attached to a delivery tube, and the other end of the delivery tube was in a smaller beaker, which is filled with water so that I could count the bubbles.Once this was set up, I heated the large beaker; the water heated, which heated the yeast then gave off gas through the delivery tube, which created bubbles in the smaller beakers water.This process was carried out I then heated the water In the larger beaker to 40 degrees then started the stopwatch for thirty second then recorded the bubbles, I did this each time going up in stages of ten degrees up to hundred degrees.I predict that the bubbles will increase until a certain time where the process wont stop producing until the glucose particles have collided with all the yeast particles the they can not collide anymore this is when the bubbles stop producing, they start colliding because temperature does increase the rate that particles move in.The things that I will measure are as follows:* Beakers* Yeast* Glucose* Time* Temperature* VolumeIn order for me to measure the glucose, yeast I will use a measuring cylinder. Measuring cylinder is the best thing for this kind of small measuring I chose this method because it is precise and easy to use.The quantities that I will change will be the glucose and yeast because then I can find out which is the formula that will produce the most bubbles. I also could of changed the time, but I didnt because I ran out of time unfortunately, this would of told me more on how temperature does effect on respiration in yeast, because instead of the 30 seconds I would of done 40 seconds, which I think would of lead to me find out that a lot more bubbles are produced and then recording this in o graph and basically going in to futher detail and invertigatiomnIn order to keep the experiment a fair one I will carry out the following:* Keep all measurements the same as the previous experiment/s.* Time limit the same.* Record all results the same also.So that my experiment is safe I will* Put my stool under the desk.* Wear goggles.* Clear desk.Table of first readings second readingsTemperatureBubbles/min19621923102412261528163125342435273736383841424344444548465248534055265918613630650680691700750800861900TemperatureBubbles/minute19621923102412261428253124342735363738384241 4443454446484852255318553591610630640650681690700750800860900The things that may make my experiment inaccurate could be:* Time* Temperature* Measurement* Same apparatus.In my experiment I didnt make any mistake to my knowledge, I put my stool under my table, wore goggles, and cleared my desk so that that I would be safe from any chemicals that may spill.The measurements I used added up to twenty-five for example: five mills glucose and 20 mills yeast. (These changed each time)The average amount of bubbles= 532 % 29 = 18. 3 bubbles (1.dp)The first set of results told me that: between o% and 18% there wasnt a change in the respiration of yeast and glucose, but when it reached 19% the respiration began to increase rapidly up to the peak point of 48% with 46 bubbles. From 48% it then started to decease quickly until it hit the bottom at 63% with no bubbles where it stayed at a result of 0 bubbles all the way to a 100% where I could clearly see there wasnt going to be a change so I ended the experiment.The second set of results told me: between 0 and 18% there was no bubbles produced, but from 19% to 56 % bubbles increased from 3 to 48. From 48% to 62% bubbles decrease to 0 and stayed this was until the experiment was over.From my tables and graphs I have learnt that 19 % is the point where yeast and glucose begin to respirate. And around 62 % is where the yeast begins to run out and gradually stops producing bubbles. I think the yeast runs out because the glucose can no longer feed it or the other alternative is the glucose runs out because the yeast thrives on it which causes the yeast not to respirate and there for the process the ends.From what the graphs and tables told me, it has proven my prediction wrong.My result I think were good and told me what I think is the right answer, I think now I have done the experiment that I should have done more experiments and really proven my conclusion with more than a few graphs.The thing that didnt seem to fit which happ ened in both cases of my experiments was that once the temperature had reached 62 % (which was the end of the respiration) it didnt have any bubbles then when it reached about 70 % it produced a bubbles I think this is because the yeast still respirates a bit, and produces its final bubble?My results did help me solve my problem because the temperature did effect the respiration in yeast (as I stated above).I think my results are fairly reliable but not as reliable, as If I would have done them more than twice.If I was going to do my experiment and whole investigation again I would the only thing I would change would be more results. So I would have a firmer conclusion. Also because my formula added up to 25 mills I think I would increase that to about 50 mills and see if this made any difference. If I were going to increase the concentration to 50 mills I think my prediction would be that instead of the peak temperature being around 62% I think I t would be around 100%. I thought t his because it would take longer for the yeast to respirate.There were a number of things that were inaccurate in my experiment the first one being the temperature, I wasnt sure if I was supposed to start the stopwatch then record the bubbles for 30 seconds or time 30 seconds then record the bubbles. Looking back now on my experiment I see that I should of changed my water every time, i.e.) once I have recorded the bubbles for 10 degrees then change the water and then heat it too 20 degrees and record it.

Personal Information Use and Identity Theft

Personal Information Use and Identity Theft Identity theft is the use of another person’s identifying facts to perpetrate a fraud. According to Saunders and Zucker (1999), some of the economic crimes perpetrated are opening bank account, leasing cars or apartments, applying for bank or departmental store cards and obtaining credit. Reported Fraud increased from 12,000 in 1992 to more than 500,000 in 1999 due to increased use of internet data base (Saunders Zucker, 1999).Advertising We will write a custom research paper sample on Personal Information Use and Identity Theft specifically for you for only $16.05 $11/page Learn More Identification information is made available to an organization as a means of authentication. Banks and other financial institutions use mother’s maiden name, phone number, driving license or social security number to authenticate an individual. Perpetuators of Identity theft access these facts by pick pocketing, obtaining temporary employment in banks, collectin g mails or collecting wastes containing the information from thrash bins (Saunders Zucker, 1999). Before 1998, laws which were available did not address the problem of identity theft adequately (Saunders Zucker, 1999). Some legislation regulated collection and use of personal information by organizations while others like Truth-in-Lending Act of 1968 required sellers to disclose their credit to debtors. Identity Theft and Assumption Deterrence Act was introduced in 1997. It was passed and signed into law in 1998. The act recognizes private citizens as victims of identity theft and criminalizes the act. The first objective of the act has not been achieved. This is because people involved are not always traced, found guilty due to poor evidence or do not have substantial income or assets to compensate their victims. Secondly, sentencing commission is allowed to enact harsh penalties based on the level of involvement by perpetrator, amount of loss and composition of the commission.Ad vertising Looking for research paper on intellectual property? Let's see if we can help you! Get your first paper with 15% OFF Learn More Finally, the Federal Trade commission is mandated to educate the public, receive and document reports, coordinate complaints from consumers and establish procedures for public to file complains (Saunders Zucker, 1999). Lane and Sui Lane and Sui (2010) conducted a study which examined identity theft from a geospatial perspective. The study provided a national scale analysis of identity theft patterns in the United States between 2002 and 2006. Results showed presence of regional trends across the United States. They found out that cyber crimes can change traditional crime spatial barriers. They used data from the Federal Trade Commission and demographic data from the United States Census Bureau. GIS mapping and spatial statistics analysis showed that results were consistent with media reports on the geography of identity th eft. Highest per capita rates were recorded in southwestern states. The central States and upper New England recorded the lowest per capita rates. Areas with high Hispanic populations had higher demographic correlations (Lane and Sui, 2010). Credit card identity theft showed similar trend to those of overall identity theft. Lane and Sui (2010) found out that government and employment related identity thefts were concentrated in southern states. Credit card and bank related identity thefts were concentrated in western states. Overall value of Identity theft per capita was higher in western states in 2002. It had expanded to more states by the year 2006. Government related identity theft shifted gradually from western states to eastern states form 2002 to 2006. Results of the study adhered to historic patterns of traditional larceny. Although, larceny is considered as traditional crime and identity crime is considered as a white collar crime, they both involve stealing valuables throu gh non-violent methods.Advertising We will write a custom research paper sample on Personal Information Use and Identity Theft specifically for you for only $16.05 $11/page Learn More Crime is a product of culture. This is why, there are different values of per capita in non-city areas. The form of government documentation and benefits of fraud have contributed to the increase in identity theft (Lane and Sui, 2010). McCarthy Honey pot intruders used Internet Relay Chat to communicate with friends in the past. This was observed by Honey pot operators. Through the observations, operators knew when an intruder wanted to attack. Intruders used automated tools to access information about a group called black hats (McCarthy, 2003). Since Honey pot was not instrumental in data capture, intruders could be observed through packet capture network tariff. After entering Honey pot, the intruders downloaded a collection of tools called Cywing from cywing.com. They used the tools to conceal their identities and continue communicating using Internet Relay Chat. After monitoring IRC tariffs for sometimes, Honey pot operators realized that credit card information was being shared. Communication was taking place between a software and a human being. In 2003, DALnet banned listing channels because of shared information. Owners of such fraudulent websites used stolen credit card information to pay service providers. They also applied some tactics after their fraud was discovered. They were sometimes taken offline forcing them to relocate. Researchers downloaded and studied the â€Å"bot† used from one site. It contained a Trojan Horse which attempted to compromise computer and install remote program to be used for control. Human to human communication was also observed (McCarthy, 2003). They made announcements online. It was also noticed that not all credit cards information came from computers.Advertising Looking for research paper on intellectual property? Let's see if we can help you! Get your first paper with 15% OFF Learn More Channels conveyed messages to carders working at banks, hotels and restaurants who sell credit cards. People purchased such information with as little as $10. Communities inhibiting IRC and other websites do not portray themselves as criminals (McCarthy, 2003). Lane, Gina W., and Daniel, Z. Sui. â€Å"Geographies of identity theft in the U.S.: understanding spatial and demographic patterns in 2002–2006.† GeoJournal (2010): Web. McCarthy, Bill. Automated Identity theft. Azusa Pacific University, 2003. Web. Saunders, Kurt M., and Bruce Zucker. â€Å"Countering Identity Fraud in the Information Age: The identity Theft and Assumption Deterrence Act.† International Review of Law Computers 13.2 (1999): 183-193. Print.

Definition and Examples of Elenchus in Rhetoric

Definition and Examples of Elenchus in Rhetoric In a dialogue,  elenchus is  the Socratic method of questioning someone to test the cogency, consistency, and credibility of what he or she has said. Plural: elenchi. Adjective: elentic. Also known as the Socratic elenchus, Socratic method,  or elenctic method. The aim of the elenchus, says Richard Robinson, is to wake men out of their dogmatic slumbers into genuine intellectual curiosity (Platos Earlier Dialectic, 1966).For an example of  Socrates use of elenchus, see the excerpt from Gorgias (a  dialogue  written by  Plato  around 380 BC) at the entry for Socratic Dialogue. See Examples and Observations below. Also, see: DialecticSocratic DialogueAporiaArgument  and ArgumentationDiaphoresisDissoi LogoiProofRefutation EtymologyFrom the Greek, to refute, examine critically Examples and Observations Socrates famous method of refutationthe elenchustended to induce the experience of emptiness in others: an interlocutor would begin thinking he knew what justice or courage or piety is, and in the course of the conversation would be reduced to confusion and self-contradiction. For his own part, Socrates was the ancient Hellenic version of the Cheshire cat, fading away into his own smile. . . . In short, Socrates had an uncanny gift for bringing others to the brink of anxiety.(Jonathan Lear, The Examined Life. The New York Times, October 25, 1998)A Model of the ElenchusThe elenchus is often used in describing the Socratic dialectical method. This model in its simplest form can be sketched as follows: Socrates lets one of his interlocutors pose a definition of x, after which Socrates will interrogate the interlocutor up to the point where the latter has to admit this definition was, indeed, wrong and that he does not know what x is. This model of the elenchus can indeed be found in som e dialoguesI think especially in the early dialogues.(Gerard Kuperus, Traveling With Socrates: Dialectic in the Phaedo and Protagoras. Philosophy in Dialogue: Platos Many Devices, ed. by Gary Alan Scott. Northwestern University Press, 2007) Multiple MeaningsVarious terms are used in [Platos] dialogues in connection with Socrates manner of inquiring and interrogating, but none of them is used consistently by Plato in any precise or technical way that would legitimize it as Platos label for the philosophers approach. . . .Still, in the last 30 or 40 years, it has become rather standard for commentators to use the term Socratic elenchus as a label for Socrates way of philosophizing in the dialogues. . . .It is fundamentally unclear whether the elenchus is supposed to refer to a process (in which case it could mean to cross-examine, to put to the test, to put to the proof, or to indicate) or a result (in which case it could mean to shame, to refute, or to prove). In short, there is no general agreement about the elenchus, and therefore no consensus either about its employment in the dialogues.(Gary Alan Scott, Introduction to Does Socrates Have a Method?: Rethinking the Elenchus in Platos Dialogues. Penn State, 2004) A Negative MethodSocrates is considered one of the founding fathers of Western philosophy but, problematically for scholars, his thought is preserved only through the accounts of his students, most notably in Platos dialogues.His most significant contribution to Western thought is the Socratic method of debate or Method of Elenchus, a dialectical method of questioning, testing and ultimately improving a hypothesis. Through asking a series of questions, the method sought to show contradictions in the beliefs of those who posed them ​and systematically move towards a hypothesis-free from contradiction. As such, it is a negative method, in that it seeks to identify and demarcate that which a person does not know, rather than which he does. Socrates applied this to the testing of moral concepts, such as justice. Plato produced 13 volumes of Socratic Dialogues, in which Socrates would question a prominent Athenian on moral and philosophical issues. So often cast as the questioner, it is hard to establish any of Socrates own philosophical beliefs. He said his wisdom was an awareness of his own ignorance, and his statement, I know that I know nothing is often quoted.(Arifa Akbar, Arrogance of Socrates Made a Compelling Case for His Death. The Independent [UK], June 8, 2009) Alternate Spellings: elenchos

Family ReResiliency Assessment Essay Example | Topics and Well Written Essays - 1500 words

Family ReResiliency Assessment - Essay Example Strong families solve problems with cooperation, creative brainstorming, and openness to others. (Walsh, 2006) A family's ability to recover from crisis is influenced by life stressors and by family perceptions. A family's goals, values, problem solving skills, and support networks impact its adaptation to long-term stress and crisis. Family resiliency includes characteristics, dimensions, and properties which help families to be resistant to disruption in the face of change and adaptive in the fact of crisis situations. (Walsh, 2006) Children and adults who learn the values and skills of resiliency will cope with stress, manage relationships, and contribute to others' lives more consistently than those without such strengths. This assignment asks me to explore my own family resiliency and to analyze our strengths and weaknesses. The question, at the end of this paper is "Are we resilient" I cannot say that the research I have completed on my family actually answers the question. I imagine that I am subconsciously biased in my presentation and accordingly, may not be capable of completing an untainted assessment. However, I can say that in the grand scheme of research our coping skills are appropriate. The father of my family is the one seated with power. He ultimately makes the rules and my mother conforms to it. While this does not fit in well with the American culture, it is a backboard of the Haitian Culture. (McGoldrick, 2005). I would consider my family to be over protective. I include myself in this label. We monitor each other as concerns what we feel are crucial life choices. This includes selecting friends, and intimate relationships. We also watch out for each other financially. My ability to help my family financially is a tremendous source of pride for me. (McGoldrick, 2005) Those who assist their family members with finances are highly respected in the Haitian culture. (McGoldrick, 2005). Indeed, when one family member cannot contribute financially to the family, it can see as a reason to break ties. (McGoldrick, 2005). Thankfully, I have not found myself in that situation. When each of us makes a life choice, it is discussed with the entire family. For example, taking this course as part of my education is something that was part of my family discussion. This is not to say that had they advised me, not to take this class that I would have followed their advice. Although we are protective with one another, we respect each other and respect the decisions, made by one another. Thus, if one of us made the wrong decision, my family would not throw it in one another's face and create conflict. Rather, they would say, "yes, you made a mistake, and you learned from it, now move on". I suppose I would liken my family to the Haitian proverb "During times of hunger, sweet potatoes have no skin". This proverb is meant to convey how my culture remains strong during times of adversity. (McGoldrick, 2005). We feel that as a family, we stick together and thus feed off of each

The Role of Strategic PR Essay Example | Topics and Well Written Essays - 3000 words

The Role of Strategic PR - Essay Example The first priority will be entrenching the image of Unilever UK as a healthy, eco-friendly, and happiness-inducing company. With this foundation should come smaller, internal and external campaigns to spread the firm declaration of these ideas to the Government, trendsetters within the community, investors, Unilever UK employees, and both traditional and social media outlets. Each situation has unique challenges and potential rewards, and thus must have tailored campaigns. In addition, Unilever UK will push into the young boy and girl deodorant market with the introduction of Dove Boy and Dove Girl. This will utilize some of the strategies of Unilever UK as a whole, with the addition of some specific marketing moves. The first step is to analyze the position and necessary response for Unilever UK to achieve its goals in 2011. A combination of anti-corporatism and fiscal restraint by individuals and the government alike has resulted in a new set of problems for Unilever UK. The UK had a .5% decrease in the fourth quarter of 2010, and expected GDP for 2011 was recently reduced to 1.5% (Archer, 2011). Because of this, consumers in the UK will spend less than before the global recession. Thus, marketing techniques and results must be upgraded if Unilever UK is to maintain or expand its current position. Positively, commensurate with the decline in the global economy came a decline in demand for advertisements, making advertising prices in the UK through traditional media fall significantly (Daily Mail Reporter, 2009). But pure economics will not make Unilever UK’s advertising plans successful- it will take a seasonal, trendy, and multi-genre campaign to ensure Unilever UK improves its sales and image as much as possible. Also, Unilever UK needs to maintain positive relations with the government of the UK, which has taken the middle ground on corporate relations, both prosecuting (Murphy, 2011) and permitting (Sweney, 2011) anti-competitive practices. Good re lations with the media, influential individuals, investors, employees and the traditional media will depend on a personal relationship with each, coupled with the enforcement of the companies values across the spectrum of society. Next, it is necessary to determine the aim of Unilever UK for this year. 2011 needs to be a year of enforcing the values of Unilever UK. That is: always working with integrity, positive impact, continuous commitment, setting out our aspirations, and working with others (Unilever). To promote all of these values, Unilever UK should utilize a widespread campaign to garner public support. This should include traditional and nontraditional media. Also, Unilever UK should ensure the support of the government, influential individuals, investors, employees, and the media. Some specific objectives of the campaign should be increasing the positive public opinion of Unilever UK, to be determined through non-invasive surveys and scouring opinions on the Internet. If an instance of a negative public image of Unilever UK comes about, Unilever UK should respond with a reasonable out showing of goodwill, addressing the problem directly, on as personal a level as possible, and positively. Another of Unilever UK’s objectives for 2011 should be to establish a personal relationship and dialogue with as many players in the UK marketplace as possible. This means Unilever UK must establish itself as an available resource on social media, as well as

History And Importance Of Algebra Mathematics Essay

History And Importance Of Algebra Mathematics Essay In this project I will talk about starting of history of the algebra which is one of most important branches of arithmetic and Founder of the algebra and meaning of algebra and its benefit of our daily life, how we can learn and teach best way. History of algebra Algebra is an ancient and one of the most basic  branches of  mathematics. although inventor is Muhammad Musa Al-Khwarizmi, It was not developed or invented by a single  person but it evolved over the centuries. The name algebra is itself of Arabic origin. It comes from the Arabic word al-jebr.  The word  was used in a book named The Compendious Book on Calculation by Completion and Balancing, written by the famous Persian mathematician Muhammad Musa al-Khwarizmi around 820 AD. Various derivations of the word algebra, which is of Arabian origin, have been given by different writers. The first mention of the word is to be found in the title of a work by Mohammed Musa al-Khwarizmi , who flourished about the beginning of the 9th century. The full title is  ilm al-jebr wal-muqabala (algebra equations opposite) ,  means Science, which contains the ideas of restitution and comparison, or opposition and comparison or resolution and equation,  jebr  being derived from the v erb  jabara,   to reunite, and  muqabala,  from  gabala,  to make equal. (The root  jabara  is also met with in the word  algebrista,  which means a bone-setter, and is still in common use in Spain.) The same derivation is given by Lucas Paciolus (Luca Pacioli), who reproduces the phrase in the transliterated form  alghebra e almucabala,  and ascribes the invention of the art to the Arabians.1 Although the term algebra is now in universal use, various other appellations were used by the Italian mathematicians during the Renaissance. mmmmmmmm Algebra is one of the main areas of pure mathematics that uses mathematical statements such as term, equations, or expressions to relate relationships between objects that change over time.  Many authors flourished algebra. by contributing specific field As well as Cuthbert Tunstall Cuthbert Tunstall (1474 -1559) was born in Hackforth, Yorkshire, England and died in Lambeth, London, England. He was a significant royal advisor, diplomat, and administrator, and he gained two degrees with great proficiency in Greek, Latin, and mathematics. In 1522, he wrote his first printed work that was devoted to mathematics, and this arithmetic book De arte supputandi libri quattuor  was based on Paciolis Suma. Robert Recorde 1Robert Recorde (1510-1558) was born in Tenby, Wales and died in London, England. He was a Welsh mathematician and physician and in 1557, he introduced the equals sign (=). In 1540, Recorde published the first English book of algebra The Grounde of Artes. In 1557, he published another book The Whetstone of Witte in which the equals sign was introduced. John Widman John Widman (1462-1498) was born in Eger, Bohemia, currently called Czech Republic and died in Leipzig, Germany. He was a German mathematician who first introduced + and signs in his arithmetic book Behende und hupsche Rechnung auf Allen kauffmanschafft. How is Algebra used in daily life? We use Algebra in finances, engineering, and many scientific fields. It is actually quite common for an average person to perform simple Algebra without realizing it. For example, if you go to the grocery store and have ten dollars to spend on two dollar candy bars. This gives us the equation 2x = 10 where x is the number of candy bars you can buy. Many people dont realize that this sort of calculation is Algebra; they just do it. 1. http://wiki.answers.com/Q/Where_is_Algebra_used_in_daily_life#ixzz1KS594VsI Basic laws of Algebra .   There are five basic laws of algebra governing the operations of addition, subtraction, multiplication and division.  And is expressed using the variables can be compensated for any number was.  These laws are: 1 substitution property of the collection.  And write x + y = y + x.  Means that the order is not important when collecting two issues as the result is the same.  For example, 2 + 3 = 3 + 2 (-8) + (- 36) = (-36) + (-8). 2 the property of the aggregate collection.  And write C + (r + p) = (x + y) + p, which means that when you raise three issues or more, it can collect any form of first, and then complete the collection without affecting the final product, for example, 2 + (3 + 4) = (2 + 3) + 4 or 2 + 7 = 5 + 4. 3 property substitution beaten.  And write xy = y Q.  Means that the order is not important when you hit the two issues as the result is the same.  For example, (2) (3) = (3) (2) and (-8) (- 36) = (-36) (-8). 4 aggregate property beaten.  And write Q (r p) = (xy) p.  Means that when you hit three or more numbers, it can hit any of them to form first, then complete the battery without affecting the final output.  For example, 2 (3 ÃÆ'- 4) = (2 ÃÆ'- 3) 4 or 2 (12) = (6) 4. 5 Distribution of property of multiplication over addition.  And writes: Q (r + p) = xy + x p. Clarify this important property in algebra the following example: 3 (4 + 5) = (3 ÃÆ'- 4) + (3 ÃÆ'- 5).  The multiplication of two numbers in the total number such as 3 (4 + 5) or 3 ÃÆ'- 9 equals the sum of multiplying the number one of the two numbers and multiplied by the number the second number.  Note that: 3 (4 + 5) = 3 (9) = 27 as well. (3 ÃÆ'- 4) + (3 ÃÆ'- 5) = 12 + 15 = 27. Other definitions.  It is important to know some other words used in algebra.  Valmkdar o 2-2 XY + R contains three parts linked to the processes of addition or subtraction, called an end to every part of it.  The amount of so-called compulsory component of the limit and only one Bouhid met, for example, 5 o r single limit, although it contains three elements (5, x, y) multiplied with each other and called each factor.  And know how much that amount binomial component of their double-edged reference collection or ask, for example, both x + y, 3, a 2-4 with a double-edged.  The polynomial is how much the component of the double-edged or more linked with each other or ask a reference collection, for example, Q r + p polynomial.  Note that the binomial is not only a special case of polynomial. That means the amounts set side by side in algebra they multiplied, Fidel expression on the 5 A product of a five-Issue 5 and is called a factor.  Since that 5 times the symbol a in algebra is called a gradient of the number 5. As well as in the formula a (x + r) is a factor (x + y) and (x + y) is a factor.  Since a = 1 ÃÆ'- a, we can always replace a formula 1a. Combination.  Similar to the process of bringing in algebra to a great extent than in the account.  For example, the sum of A and A is 2a.  We call a and 2 a similar double-edged because they contain the same variable.  And to collect two quantities Ghebretin or more similar use property of the distribution of multiplication over addition, for example. 2x + 3 x + 4 h is (2 + 3 + 4) Q 9 or Q, but we can not express the sum of two quantities is similar with a single.  For example, the sum of A and B written A + B.  And to collect 3a, 4 b 0.6 a and b use his replacement and assembly of the collection process.  It is clear that these special Tsaaadanna to collect any series of the border, written in any order.  And the compilation of similar border, we find that: 3a +6 a = 9 a and 4 b + b b = 5. So 3a +4 b + 6 a + b = 9 a + 5 b. The solution could be organized as follows: And to collect similar amounts of non-negative or positive, we were using a private distribution of multiplication over addition.  To make it clear that use the collection: (2a b  ² c + d 6 b  ² + 2 d ) and 4 (a + 3 b  ² c 4 d b  ² 3 d ) and 3 (a + 2 b  ² c + d 2 b  ² 4 d ) and (-2 A 8 b  ² c + d 6 b  ² + 6 d ). And the number 3, which appears in the border such as 2 a means that a variable multiplied by itself three times.  See: the cube.  Before the process of collecting such amounts arrange the border in the columns. Algebra equations Algebra equation include letters represent unknown numbers. It is one of the main branches of algebra in mathematics, where the mastery of mathematics depends on a proper understanding of algebra.  And uses the engineers and scientists algebra every day, and counts commercial and industrial projects on the algebra to solve many of the dilemmas faced by them.  Given the importance of algebra in modern life, it is taught in schools and universities all over the world. Symbolizes the number of anonymous letters in algebra, such as X or Y.  In some of the issues can be replaced only one number is indicated.  As an example note that even a simple sentence becomes + 3 = 8 should be correct to compensate for x number 5 because 5 + 3 = 8. In some other issues, it can compensate for the code number or more.  For example, in order to achieve the health of sentence constraint x + y = 12 may put Q equals 6 and Y equals 6, or Q equal to 4, and Y equal to 8.  In such sentences arrest, you can get several values à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹for x makes true if the sentences given for r different values. And admire many of the students of his ability and usefulness of algebra big, as using algebra, one can solve many of the issues that can not be resolved by using the only account.  For example, say the plane cut a distance of 1710 km in four hours if the flight in the direction of the wind blowing, but cut 1370 km in five hours if the flight was blowing the opposite direction of the wind.  Using algebra, we can find the speed of the plane and wind speed. Terminology used in algebra Exponent of the number placed on the number or variable from the left to indicate the number of times where it is used as a factor. Signals the assembly , brackets [].  And are used in algebra formulas to account for arrest. Square or second-degree variable multiplied by the same user as any  ¸ twice à ¢Ã¢â€š ¬Ã‚ ¢. Binomial term in algebra consists of two double-edged symbol + or the symbol -. The number of fixed or variable scope set of one item. Roots of the equation numbers that make the equation correct a report when you replace the variables in the equation. Algebra is a branch of mathematics that substitutes letters for numbers. An algebraic equation represents a scale, what is done on one side of the scale with a number is also done to the other side of the scale. The numbers are the constants. Algebra can include real numbers, complex numbers, matrices, vectors. Moving from Arithmetic to Algebra will look like this: Arithmetic: 3 + 4 = 3 + 4 in Algebra it would look like: x + y = y + x The name algebra is derived from the treatise written by the Persian mathematician   Muhammad bin MÃ…Â «sÄ  al-KhwÄ rizmÄ « titled (in Arabic Al-Kitab al-Jabr wa-l-Muqabala   The development of algebra is outlined in these notes under the following headings: Egyptian algebra, Babylonian algebra, Greek geometric algebra, Diophantine algebra, Hindu algebra, Arabic algebra, European algebra since 1500, and modern algebra. Since algebra grows out of arithmetic, recognition of new numbers irrationals, zero, negative numbers, and complex numbers is an important part of its history. And  later became  known  to  science  in general  mathematical equations Best way to learn and teach algebra As you already know, algebra is an  essential subject. Its the gateway to mathematics. Its used extensively in the sciences. And its an important skill in many careers. Yet for many people Algebra is a  nightmare. It causes more stress, homework tears and plain confusion than any other subject on the curriculum. Well the good news is  you dont have to struggle with Algebra  for a minute longer. Because now theres a solution that explains Algebra in a way that  anyone can quickly understand. Algebra  is  an Arabic word  and  a branch  of  mathematics  and  its name  came from  the book  world of  mathematics, astronomy and  traveller  Muhammad ibn Musa  Khurazmi  (short book,  in the calculation of  algebra  and  interview)  which was submitted  by the  governing  algebraic  operations  to find solutions  to  linear and  quadratic  equations. The  algebra  is three branches of  basic  math  in addition to  geometry  and mathematical analysis  and the  theory of  numbers  and  permutations  and combinations.  And takes care of  this  science  to study  algebraic  structures  and symmetries, including, relations  and  quantities. And  algebra  is the  concept of  a broader  and more comprehensive  account  of the  primary  or  reparation.  It  does not  deal  with  numbers, but also  formulate dealings  with  symbols, variables and  categories  as well.  And  formulate Alibdehyat  algebra  and  relations  by which  can  represent any  phenomenon  in the universe.  So  is one of the  fundamentals  governing the  methods  of proof The Start of Algebra Algebra is an ancient and one of the most basic  branches of  mathematics. It was not developed or invented by a single  person but it evolved over the centuries. The name algebra is itself of Arabic origin. It comes from the Arabic word al-jebr.  The word  was used in a book named The Compendious Book on Calculation by Completion and Balancing, written by the famous Persian mathematician Muhammad ibn Musa ibn al-Khwarizmi around 820 AD. Various derivations of the word algebra, which is of Arabian origin, have been given by different writers. The first mention of the word is to be found in the title of a work by Mahommed ben Musa al-Khwarizmi (Hovarezmi), who flourished about the beginning of the 9th century. The full title is  ilm al-jebr wal-muqabala,  means Science, which contains the ideas of restitution and comparison, or opposition and comparison or resolution and equation,  jebr  being derived from the verb  jabara,  to reunite, and  muqabala,  from  gabala,  to make equal. (The root  jabara  is also met with in the word  algebrista,  which means a bone-setter, and is still in common use in Spain.) The same derivation is given by Lucas Paciolus (Luca Pacioli), who reproduces the phrase in the transliterated form  alghebra e almucabala,  and ascribes the invention of the art to the Arabians. Although the term algebra is now in universal use, various other appellations were used by the Italian mathematicians during the Renaissance. Algebra is one of the main areas of pure mathematics that uses mathematical statements such as term, equations, or expressions to relate relationships between objects that change over time.  Many authors flourished algebra. by contributing specific field As well as Cuthbert Tunstall Cuthbert Tunstall (1474 -1559) was born in Hackforth, Yorkshire, England and died in Lambeth, London, England. He was a significant royal advisor, diplomat, and administrator, and he gained two degrees with great proficiency in Greek, Latin, and mathematics. In 1522, he wrote his first printed work that was devoted to mathematics, and this arithmetic book De arte supputandi libri quattuor  was based on Paciolis Suma. Robert Recorde 1Robert Recorde (1510-1558) was born in Tenby, Wales and died in London, England. He was a Welsh mathematician and physician and in 1557, he introduced the equals sign (=). In 1540, Recorde published the first English book of algebra The Grounde of Artes. In 1557, he published another book The Whetstone of Witte in which the equals sign was introduced. John Widman John Widman (1462-1498) was born in Eger, Bohemia, currently called Czech Republic and died in Leipzig, Germany. He was a German mathematician who first introduced + and signs in his arithmetic book Behende und hupsche Rechnung auf Allen kauffmanschafft. How is Algebra used in daily life? Mathematics is one of the first things you learn in life. Even as a baby you learn to count. Starting from that tiny age you will start to learn how to use building blocks how to count and then move on to drawing objects and figures. All of these things are important preparation to doing algebra.. We use Algebra in finances, engineering, and many scientific fields. It is actually quite common for an average person to perform simple Algebra without realizing it. For example, if you go to the grocery store and have ten dollars to spend on two dollar candy bars. This gives us the equation 2x = 10 where x is the number of candy bars you can buy. Many people dont realize that this sort of calculation is Algebra; they just do it.2 - 2. http://wiki.answers.com/Q/Where_is_Algebra_used_in_daily_life#ixzz1KS594VsI Basic laws of Algebra .   There are five basic laws of algebra governing the operations of addition, subtraction, multiplication and division.  And is expressed using the variables can be compensated for any number was.  These laws are: 1 substitution property of the collection.  And write x + y = y + x.  Means that the order is not important when collecting two issues as the result is the same.  For example, 2 + 3 = 3 + 2 (-8) + (- 36) = (-36) + (-8). 2 the property of the aggregate collection.  And write C + (r + p) = (x + y) + p, which means that when you raise three issues or more, it can collect any form of first, and then complete the collection without affecting the final product, for example, 2 + (3 + 4) = (2 + 3) + 4 or 2 + 7 = 5 + 4. 3 property substitution beaten.  And write xy = y Q.  Means that the order is not important when you hit the two issues as the result is the same.  For example, (2) (3) = (3) (2) and (-8) (- 36) = (-36) (-8). 4 aggregate property beaten.  And write Q (r p) = (xy) p.  Means that when you hit three or more numbers, it can hit any of them to form first, then complete the battery without affecting the final output.  For example, 2 (3 ÃÆ'- 4) = (2 ÃÆ'- 3) 4 or 2 (12) = (6) 4. 5 Distribution of property of multiplication over addition.  And writes: Q (r + p) = xy + x p. Clarify this important property in algebra the following example: 3 (4 + 5) = (3 ÃÆ'- 4) + (3 ÃÆ'- 5).  The multiplication of two numbers in the total number such as 3 (4 + 5) or 3 ÃÆ'- 9 equals the sum of multiplying the number one of the two numbers and multiplied by the number the second number.  Note that: 3 (4 + 5) = 3 (9) = 27 as well. (3 ÃÆ'- 4) + (3 ÃÆ'- 5) = 12 + 15 = 27. Other definitions.  It is important to know some other words used in algebra.  Valmkdar o 2-2 XY + R contains three parts linked to the processes of addition or subtraction, called an end to every part of it.  The amount of so-called compulsory component of the limit and only one Bouhid met, for example, 5 o r single limit, although it contains three elements (5, x, y) multiplied with each other and called each factor.  And know how much that amount binomial component of their double-edged reference collection or ask, for example, both x + y, 3, a 2-4 with a double-edged.  The polynomial is how much the component of the double-edged or more linked with each other or ask a reference collection, for example, Q r + p polynomial.  Note that the binomial is not only a special case of polynomial. That means the amounts set side by side in algebra they multiplied, Fidel expression on the 5 A product of a five-Issue 5 and is called a factor.  Since that 5 times the symbol a in algebra is called a gradient of the number 5. As well as in the formula a (x + r) is a factor (x + y) and (x + y) is a factor.  Since a = 1 ÃÆ'- a, we can always replace a formula 1a. Combination.  Similar to the process of bringing in algebra to a great extent than in the account.  For example, the sum of A and A is 2a.  We call a and 2 a similar double-edged because they contain the same variable.  And to collect two quantities Ghebretin or more similar use property of the distribution of multiplication over addition, for example. 2x + 3 x + 4 h is (2 + 3 + 4) Q 9 or Q, but we can not express the sum of two quantities is similar with a single.  For example, the sum of A and B written A + B.  And to collect 3a, 4 b 0.6 a and b use his replacement and assembly of the collection process.  It is clear that these special Tsaaadanna to collect any series of the border, written in any order.  And the compilation of similar border, we find that: 3a +6 a = 9 a and 4 b + b b = 5. So 3a +4 b + 6 a + b = 9 a + 5 b. The solution could be organized as follows: And to collect similar amounts of non-negative or positive, we were using a private distribution of multiplication over addition.  To make it clear that use the collection: (2a b  ² c + d 6 b  ² + 2 d ) and 4 (a + 3 b  ² c 4 d b  ² 3 d ) and 3 (a + 2 b  ² c + d 2 b  ² 4 d ) and (-2 A 8 b  ² c + d 6 b  ² + 6 d ). And the number 3, which appears in the border such as 2 a means that a variable multiplied by itself three times.  See: the cube.  Before the process of collecting such amounts arrange the border in the columns. Algebra equations Algebra equation include letters represent unknown numbers. It is one of the main branches of algebra in mathematics, where the mastery of mathematics depends on a proper understanding of algebra.  And uses the engineers and scientists algebra every day, and counts commercial and industrial projects on the algebra to solve many of the dilemmas faced by them.  Given the importance of algebra in modern life, it is taught in schools and universities all over the world. Symbolizes the number of anonymous letters in algebra, such as X or Y.  In some of the issues can be replaced only one number is indicated.  As an example note that even a simple sentence becomes + 3 = 8 should be correct to compensate for x number 5 because 5 + 3 = 8. In some other issues, it can compensate for the code number or more.  For example, in order to achieve the health of sentence constraint x + y = 12 may put Q equals 6 and Y equals 6, or Q equal to 4, and Y equal to 8.  In such sentences arrest, you can get several values à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹for x makes true if the sentences given for r different values. And admire many of the students of his ability and usefulness of algebra big, as using algebra, one can solve many of the issues that can not be resolved by using the only account.  For example, say the plane cut a distance of 1710 km in four hours if the flight in the direction of the wind blowing, but cut 1370 km in five hours if the flight was blowing the opposite direction of the wind.  Using algebra, we can find the speed of the plane and wind speed. Terminology used in algebra Exponent of the number placed on the number or variable from the left to indicate the number of times where it is used as a factor. Signals the assembly , brackets [].  And are used in algebra formulas to account for arrest. Square or second-degree variable multiplied by the same user as any  ¸ twice à ¢Ã¢â€š ¬Ã‚ ¢. Binomial term in algebra consists of two double-edged symbol + or the symbol -. The number of fixed or variable scope set of one item. Roots of the equation numbers that make the equation correct a report when you replace the variables in the equation. Algebra is a branch of mathematics that substitutes letters for numbers. An algebraic equation represents a scale, what is done on one side of the scale with a number is also done to the other side of the scale. The numbers are the constants. Algebra can include real numbers, complex numbers, matrices, vectors. Moving from Arithmetic to Algebra will look like this: Arithmetic: 3 + 4 = 3 + 4 in Algebra it would look like: x + y = y + x The name algebra is derived from the treatise written by the Persian mathematician   Muhammad bin MÃ…Â «sÄ  al-KhwÄ rizmÄ « titled (in Arabic Al-Kitab al-Jabr wa-l-Muqabala   The development of algebra is outlined in these notes under the following headings: Egyptian algebra, Babylonian algebra, Greek geometric algebra, Diophantine algebra, Hindu algebra, Arabic algebra, European algebra since 1500, and modern algebra. Since algebra grows out of arithmetic, recognition of new numbers irrationals, zero, negative numbers, and complex numbers is an important part of its history. And  later became  known  to  science  in general  mathematical equations Best way to learn and teach algebra As you already know, algebra is an  essential subject. Its the gateway to mathematics. Its used extensively in the sciences. And its an important skill in many careers. Yet for many people Algebra is a  nightmare. It causes more stress, homework tears and plain confusion than any other subject on the curriculum. Well the good news is  you dont have to struggle with Algebra  for a minute longer. Because now theres a solution that explains Algebra in a way that  anyone can quickly understand. about How to learn algebra the easy way. Algebra is not that difficult as everyone thinks. With some practice hard work anyone can master it. How to learn algebra easy way The learning of any subject needs to understand well, and algebra is not exception to other branches of maths , as we know the maths is first thing we learn before anything else even before we go to school ,therefore it is easier than other subjects in my opinion . And started counting fingers even when you buying sweet .every one of us has knowledge of some collections like books ,cars, and so on ,it is good to use as groups we know as rats, cow ,pen . Some student surprise if you say 5x+4=24 but it will be easy to say 5cars=20 £ how much the price of one car? When we use variable numbers and letters instead of numbers only it is algebra, truly it is very fun and easy if we make more effort with understanding. To understand it needs to make more practice and follow up the rules, addition ,subtraction, multiplication, division and equality of equations because changing sign from side to side is very important and algebra is not exception to other branch of maths . Understanding and practice whenever you make more practice sure you will be mathematician person ,it is not difficult as many people afraid or think 1 LEARN ALGEBRA THE EASY WAY : The key to learn and understand Mathematics is to practice and Algebra is no exception. Understanding the concepts is very vital, without which you are going to have difficulty learning algebra. Algebra helps in problem solving, reasoning, decision making, and applying solid strategies which is important in your day to day life especially in a  job  atmosphere. Consider Algebra to be a game and you would find how easy it is, youll see the miracle ! 2 There are several techniques that can be followed to learn Algebra the easy way. Learning algebra from the textbook can be boring. Though textbooks are necessary it doesnt always address the need for a conceptual approach. There are certain techniques that can be used to learn algebra the fun and easy way. Listed below are some of the techniques that can be used. Do some online research and you will be surprised to find a whole bunch of websites that offer a variety of fun learning methods which makes learning algebra a pleasant experience and not a nightmare. But the key is to take your time in doing a thorough research before you choose the method that is best for you, or you can do a combination of different methods if you are a person who looks for variety to boost your interest. 3 1. ANIMATED ALGEBRA : You can learn the basic principles of algebra through this method. Animation method teaches the students the concepts by helping them integrate both teaching methods. When the lessons are animated you actually learn more ! 2. ALGEBRA QUIZZES : You can use softwares and learn at your own pace best of all you dont need a tutor to use it. What you really need is something that can help you with your own homework, not problems it already has programmed into it that barely look like what your teacher or professor was trying to explain. You can enter in your own algebra problems, and it works with you to solve them faster make them easier to understand. 3. INTERACTIVE ALGEBRA : There are several Interactive Algebra plugins that allows the user to  explore  Algebra by changing variables and see what happens. This promotes an understanding of how you arrive at answers. There are websites that provide online algebra help and worksheets. They also provide interactive online  games  and practice problems and provide the algebra help needed. It is difficult to recommend better methods for studying and for learning because the best methods vary from person to person. Instead, I have provided several ideas which can be the foundation to a good study program. If you just remember all the rules and procedures without truly understanding the concepts, you will no doubt have difficulty learning algebra. So the magic word is concept. The above techniques can help you in learning the concepts without pain in a fun environment Read more:  How to learn algebra the easy way ! | eHow.com  http://www.ehow.com/how_4452787_learn-algebra-easy-way.html#ixzz1M8en5qcH BIBLOGRAPHY