Mat 540

TQuantitative Methods – MAT 540 Student Course Guide Prerequisite: MAT 300 Quarter Meeting Days/Time Instructor Instructor Phone Instructor E-mail Instructor Office Hours/Location Academic Office Phone Number Strayer Technical Support INSTRUCTIONAL MATERIAL – Required ( including all mandatory software) 1-877-642-2999 Taylor, B. M. (2010). Introduction to management science (10th ed. ). Upper Saddle River, NJ: Pearson/Prentice Hall. QM for Windows and Treeplan add-on for Excel. This software is available in the Open Lab at Strayer campuses, and can also be downloaded from the textbook's companion website. http://wps. prenhall. om/bp_taylor_introms_10/112/28870/7390751. cw/index. html Scientific Calculator INSTRUCTIONAL MATERIAL – Supporting The following resources provide additional background and supporting information for this course. There is no need to purchase these items for the course. Buglear, J. (2005) Quantitative methods for business: the A to Z. Oxfor d, U. K. : Elsevier Butterworth-Heinemann. Anderson, D. R. , Sweeney, D. J. , Williams, T. A. , Camm, J. D. , Martin, R. K. (2010) Quantitative methods for business. (11th Ed. ) Mason, OH: South-western (Cengage). http://www. msubillings. edu/BusinessFaculty/Harris/LP_Problem_intro. tm Dilgard, L. A. (2009, Summer) Worst forecasting practices in corporate America and their solutions — case studies. Journal of Business Forecasting, 28 (2), 4 – 13. Retrieved from EBSCO-Host Business Premier database. Begley, S. (2004, April 23). Did You Hear the One About the Salesman Who Traveled Better? The Wall Street Journal (Eastern Edition), p. B. 1. Retrieved from ProQuest National Newspapers Expanded database. COURSE DESCRIPTION Applies quantitative methods to systems management (Decision Theory), and/or methods of decision-making with respect to sampling, organizing, and analyzing empirical data. MAT540 Student Version 1122 (11-29-2011) Final Page 1 of 19 COURSE OUTCOMES Upon the successful completion of this course, the student will be able to: 1. Describe the role of quantitative methods in business decision making. 2. Analyze decision-making problems electronically. 3. Create statistical analysis of simulation results. 4. Apply the most appropriate forecasting method for the properties of the available data. . 5. Solve linear programming problems. 6. Create sensitivity analysis on linear programming model parameters. 7. Apply linear programming models to project management applications. 8. Solve integer-programming problems. 9. Develop solutions for transshipment problems. 10. Use technology and information resources to research issues in Management Science 11. Communicate issues in Management Science. COURSE EXPECTATIONS To obtain the most benefit from this class: ? Follow Strayer University’s policies and procedures as well as those specific to this class. o Class specific information can be found within the â€Å"Class Information† section within the Student Center. WEEKLY COURSE SCHEDULE The weekly schedule below describes the learning activities that will help you achieve the course outcomes listed above and the assignments that will be used to measure your mastery of the outcomes. Each week is divided into sections consisting of readings, lectures, activities and assignments. For selected assignments, you will find a rubric that will be used to evaluate your performance. Each week is divided into sections consisting of activities including readings, lectures and discussions, quizzes, and assignments. WEEK 1 Course outcome in focus: ? Describe the role of quantitative methods in business decision making. ? Use technology and information resources to research and communicate issues in Management Science. Supporting topics: ? Management science approach to problem solving MAT540 Student Version 1122 (11-29-2011) Final Page 2 of 19 ? ? ? ? ? ? ? ? ? ? Model building: break-even analysis Computer solution Management science modeling techniques Business usage of management science techniques Management science models in decision support systems Types of probability Fundamentals of probability Statistical independence and dependence Expected value The normal distribution Weekly Activities: Reading: ? Chapter 1, Management Science ? Chapter 11, Probability and Statistics ? Review Syllabus Parts I & II Assignments: ? Complete Week 1 Quiz Course Lectures: ? ? ? ? Lecture/discussion on faculty introduction, course overview ,and expectations Activity – Student introductions Lecture/discussion on: Overview of Management science; statistics and probability e-Activity – Probability in your profession ? Do you use probability in your profession? More than likely you do. For example, in the heath field you could say that 1 in 4 women give birth by c-section (Parenting, May 2005). This means that the probability of giving birth by c-section is 1/4 = 0. 25 = 25%. Similar probabilities could be found in other professions. Using your favorite search engine, find an example of probability being used in your chosen profession. Explain the example and be sure to cite the source of the information clearly. Assignment: Quiz 1 Please take the quiz in the course shell for Week 1 that covers the material in Chapters 1 and 11. This is an open book, timed quiz that can only be taken once with a time limit of MAT540 Student Version 1122 (11-29-2011) Final Page 3 of 19 one hour. The quiz consists of a combination of true/false, multiple choice, and problem questions for a total of twenty questions, ten from each chapter. Each question is worth 2 points. WEEK 2 Course outcome in focus: ? Analyze decision-making problems electronically. Supporting topics: ? Components of decision making ? Decision making without probabilities ? Decision making with probabilities ? Decision analysis with additional information Weekly Activities: Reading: ? Chapter 12, Decision Analysis Assignments: ? Complete Week 2 Quiz Course Lectures: ? ? Lecture/discussion on components of decision making through decision trees. Activity – Decision Tree o Explain the parts of a decision tree. o What are some benefits of using decision trees? o In what ways can decision trees be used for business decisions? Name some real-world examples. Lecture/discussion on decision making without probabilities; decision making with probabilities. Activity – Probability and Decisions o How does the science of probability affect decisions? Why? ? ? Assignment: Quiz 2 Please take the quiz in the course shell for Week 2 that covers the material in Chapters 11 and 12. This is an open book, timed quiz that can only be taken once with a time limit of one hour. The quiz consists of a combination of true/false, multiple choice, and problem questions for a total of twenty questions. Each question is worth 2 points. MAT540 Student Version 1122 (11-29-2011) Final Page 4 of 19 WEEK 3 Course outcome in focus: ? Create statistical analysis of simulation results. ? Use technology and information resources to research issues in Management Science. Supporting topics: ? The Monte Carlo process ? Computer simulation with excel spreadsheets ? Simulation of a queuing system ? Continuous probability distributions ? Statistical analysis of simulation results ? Verification of the simulation model ? Areas of simulation application Weekly Activities: Reading: ? Chapter 14, Simulation ? Assignments: ? Complete Week 3 Case Assignment Course Lectures: ? ? Lecture/discussion on The Monte Carlo process; computer simulation with excel spreadsheets Activity – Pseudorandom numbers o Why do we use pseudorandom numbers in simulations? o How do pseudorandom numbers affect the accuracy of a simulation? Lecture/discussion on statistical analysis of simulation results; verification of the simulation model Activity – Simulation o Question for discussion: What is the role of statistical analysis in simulation? ? Assignment: Assignment #1: JET Copies Case Problem Read the â€Å"JET Copies† Case Problem on pages 678-679 of the text. Using simulation estimate the loss of revenue due to copier breakdown for one year, as follows: 1. In Excel, use a suitable method for generating the number of days needed to repair the copier, when it is out of service, according to the discrete d istribution shown. 2. In Excel, use a suitable method for simulating the interval between successive MAT540 Student Version 1122 (11-29-2011) Final Page 5 of 19 3. 4. 5. 6. breakdowns, according to the continuous distribution shown. In Excel, use a suitable method for simulating the lost revenue for each day the copier is out of service. Put all of this together to simulate the lost revenue due to copier breakdowns over 1 year to answer the question asked in the case study. In a word processing program, write a brief description/explanation of how you implemented each component of the model. Write 1-2 paragraphs for each component of the model (days-to-repair; interval between breakdowns; lost revenue; putting it together). Answer the question posed in the case study. How confident are you that this answer is a good one? What are the limits of the study? Write at least one paragraph. There are two deliverables for this Case Problem, the Excel spreadsheet and the written description/explanation. Please submit both of them electronically via the dropbox. The assignment will be graded using the associated rubric. Outcome Assessed: Create statistical analysis of simulation results. Communicate issues in management science Grading Rubric for JET Copies Case Problem There are 12 possible points in each of the five criteria for a total of 60 points possible. Unacceptable (0 points) Did not submit or did not model this component in an appropriate manner 1 Developing (6 points) This component was modeled, but the method and/or implementation had mistakes that affected the validity of the model This component was modeled, but the method and/or implementation had mistakes that affected the validity of the model This component was modeled, but the method and/ or implementation had mistakes that affected the validity of the model Provided partially developed written description that matches the method 70 – 79% accuracy. Competent (9 points) Used a method that is recognizably appropriate, but the implementation had minor mistakes 3 Exemplary (12 points) Used an appropriate method and correctly implemented it ? ? Criteria 1. Model number of days to repair 2. Model number of weeks between breakdowns Did not submit or did not model this component in an appropriate manner Used a method that is recognizably appropriate, but the implementation had minor mistakes Used an appropriate method and correctly implemented it 3. Model lost revenue due to breakdowns Did not submit or did not model this component in an appropriate manner Used a method that is recognizably appropriate, but the implementation had minor mistakes Used an appropriate method and correctly implemented it 4. Provide written description and explanation of the simulation Did not submit or described insufficiently. Omitted key points. Provided sufficiently developed written description that matches the method 80 – 89% accuracy. Provided sufficiently correct 5. Combine model components to Did not submit or result not provided, Provided partially correct result. Provided fully developed written description that is correct and matches the method used with 90 – 100% accuracy. Provided fully correct result. MAT540 Student Version 1122 (11-29-2011) Final Page 6 of 19 Criteria produce a coherent answer to the question posed in the case study. (a) Answer the question posed in the case study. (b) How confident are you that this answer is a good one? (c) What are the limits of the study? 0 Unacceptable (0 points) and/or discussed insufficiently. 1 Developing (6 points) Omitted discussion of confidence. Discussed limitations partially with 70 – 79% accuracy, logic, and clarity. 2 Competent (9 points) result. Identified confidence and discussed limitations sufficiently with 80 – 89% accuracy, accuracy, logic, and clarity. Exemplary (12 points) Identified confidence and discussed limitations fully with 90 – 100% accuracy, logic, and clarity. WEEK 4 Course outcome in focus: ? Apply the most appropriate forecasting method for the properties of the available data ? Use technology and information resources to research and communicate issues in Management Science. Supporting top ics: ? Forecasting components ? Time series methods ? Forecast accuracy ? Time series forecasting ? Regression methods Weekly Activities: Reading: Chapter 15, Forecasting Assignments: ? Complete Internet Field Trip Course Lectures: ? Lecture/discussion on Forecasting components; time series methods There are many ways to forecast the future. In numerous firms (especially smaller ones), the entire process is subjective, involving intuition, and years of experience. There are also many quantitative forecasting models, such as moving averages, exponential smoothing, trend projections, and least squares regression analysis. Regardless of the method that is used to make the forecast, the same eight overall procedures that follow are used. Eight Steps to Forecasting MAT540 Student Version 1122 (11-29-2011) Final Page 7 of 19 . Determine the use of the forecast what objective are we trying to obtain? 2. Select the items or quantities that are to be forecasted. 3. Determine the time horizon of the forecast is it 1 to 30 days (short term), 1 month to 1 year (medium term), or more than 1 year (long term)? 4. Select the forecasting model or models. 5. Gather the data needed to make the forecast. 6. Validate the forecasting model. 7. Make the forecast. 8. Implement the results. These steps present a systematic way of initiating, designing, and implementing a fore-casting system. When the forecasting system is to be used to generate forecasts regularly over time, data must be collected routinely, and the actual computations or procedures used to make the forecast can be done automatically. When a computer system is used, computer forecasting files and programs are needed. There is seldom a single superior forecasting method. One organization may find regression effective, another firm may use several approaches, and a third may combine both quantitative and subjective techniques. Whatever tool works best for a firm is the one that should be used. Activity – Rationale of Forecasting o o ? ? Choose one of the forecasting methods and explain the rationale behind using it in real-life. Describe how a domestic fast food chain with plans for expanding into China would be able to use a forecasting model. Lecture/discussion on Forecast accuracy; time series forecasting; regression methods Activity – Forecasting Methods Question for discussion: o What is the difference between a causal model and a time- series model? Give an example of when each would be used. o What are some of the problems and drawbacks of the moving average forecasting model? How do you determine how many observations to average in a moving average model? How do you determine the weightings to use in a weighted moving average model? Assignment: Assignment #2: Internet Field Trip 1. Research: Research at least six (6) information sources on forecasting methods; take MAT540 Student Version 1122 (11-29-2011) Final Page 8 of 19 2. 3. 4. 5. 6. 7. notes and record and interpret significant facts, meaningful graphics, accurate sounds and evaluated alternative points of view. Preparation: Produce as storyboard with thumbnails of at least ten (10) slides. Include the following elements: o Title of slide, text, background color, placement & size of graphic, fonts – color, size, type for text and headings o Hyperlinks (list URLs of any site linked from the slide), narration text, and audio files (if any) o Number on slides clear o Logical sequence to the presentation Content: Provide written content with the following elements: o introduction that presents the overall topic (clear sense of the project’s main idea) and draws the audience into the presentation with compelling questions or by relating to the audience's interests or goals. accurate, current o clear, concise, and shows logical progression of ideas and supporting information o motivating questions and advanced organizers o rawn mainly from primary sources Text Elements: Slides should have the following characteristics: o fonts are easy-to-read; point size that varies appropriately for headings and text o italics, bold, and indentations enhance readability o back ground and colors enhance the readability of text o appropriate in length for the target audience; to the point Layout: The layout should have the following characteristics: o visually pleasing o contributes to the overall message o appropriate use of headings, subheadings and white space Media: The graphics, sound, and/or animation should o assist in presenting an overall theme and enhance understanding of concept, ideas and relationships o have original images that are created using proper size and resolution; enhance the content o have a consistent visual theme. Citations: The sources of information should: o properly cited so that the audience can determine the credibility and authority of the information presented o be properly formatted according to APA style The assignment will be graded using the associated rubric. Grading Rubric for Assignment # 2 Internet Field Trip There are 8 possible points for each of the 5 criteria, so that the total number of points is 40 points. Cri teria 1. ) Research: Showed research of at least six (6) information sources; 0 Unacceptable (0 points) Did not submit or note cards showed insufficiently completed research 1 Developing (4 points) Note cards showed partially completed research from at least three (3) information 2 Competent (6 points) Note cards showed sufficiently completed research from at least four (4) or five (5) 3 Exemplary (8 points) Note cards showed fully completed research from at least six (6) information MAT540 Student Version 1122 (11-29-2011) Final Page 9 of 19 Criteria take notes and record and interpret significant facts, meaningful graphics, accurate sounds and evaluated alternative points of view. ) Preparation: Produced storyboard with thumbnails of 10 slides with these elements: (1) Title of slide, text, background color, placement & size of graphic, fonts – color (2) size, type for text and headings (3) Hyperlinks (list URLs of any site linked from the slide), narration text, and audio f iles (if any) (4) Number on slides clear (5) Logical sequence to the presentation 2. Content: Provided content with (1) attention-getting introduction, (2) content that is accurate and current (3) clear, concise, and shows logical progression of ideas, (4) supporting information motivating questions and advanced organizers, (5) taken from primary sources 3. Text Elements: (1) fonts are easy-toread; (2) point size that varies appropriately for headings, and text (3) italics, bold, and indentations enhance readability, (4) background and colors enhance the readability of text, (5) appropriate in length for the target audience; (6) to the point (7) Applied correct spelling, punctuation, grammar, and (8) APA style. 4. Layout: The layout 0 Unacceptable (0 points) from two (2) or fewer information sources. Insufficiently recorded and interpreted facts, graphics, sounds, or did not evaluate alternate points of view. Did not submit or produced insufficiently developed storyboard with thumbnails of one (1) to five (5) slides with one (1) to Two (2) required elements. Fulfilled with less than 70% accuracy, quality, and thoroughness. Developing (4 points) sources; recorded and interpreted some acceptable facts, some appropriate graphics, sounds and sufficiently evaluated alternative points of view. Produced partially developed storyboard with thum bnails of at least six (6) or seven (7) slides with three (3) of the (5) required elements. Fulfilled with 70 – 79% accuracy, quality, and thoroughness. 2 Competent (6 points) information sources; recorded and interpreted acceptable facts, appropriate graphics, accurate sounds, and sufficiently evaluated alternative points of view. Produced sufficiently developed storyboard with thumbnails of at least eight (8) slides with four (4) of the (5) required elements. Fulfilled with 80 – 89% accuracy, quality, and thoroughness. Exemplary (8 points) sources; recorded and interpreted significant facts, meaningful graphics, accurate sounds, and fully evaluated alternative points of view. Prepared fully developed storyboard with thumbnails of at least 10 slides with all five (5) required elements. Fulfilled with 90 – 100% accuracy, quality, and thoroughness. Did not submit or provided insufficiently developed introduction and content with two (2) or fewer of required eleme nts included. Addressed with less than 70% accuracy, motivation, logic, support, and research. Provided partially developed introduction and content with three (5) of five (5) required elements included. Addressed with 7079% accuracy, motivation, logic, support, and research. Provided sufficiently developed introduction and content with four (4) of five (5) required elements included. Addressed with 8089% accuracy, motivation, logic, support, and research. Provided excellent and fully developed introduction and content with all five (5) required elements included. Addressed with 90-100% accuracy, motivation, logic, support, and research. Did not submit or did not demonstrate acceptable use of the text elements. Issues with text elements prevented effective communication of message. Had 8 + errors in spelling, punctuation, grammar, and APA style. Demonstrated acceptable use of 4 – 5 text elements. Text elements provided some helpful support to the communication of the message. Had 6 – 7 errors in spelling, punctuation, grammar, and APA style. Fulfilled with 70 – 79% quality and accuracy. Demonstrated sufficient use of 6 – 7 of the text elements. Text elements provided sufficient support to the communication of the message. Had no 3 – 5 errors in spelling, punctuation, grammar, and APA style. Fulfilled with 80 – 89% quality and accuracy. Demonstrated excellent use of all 8 text elements. Text elements provided outstanding support to the communication of the message. Had 0 2 errors in spelling, punctuation, grammar, and APA style. Fulfilled with 90 – 100% quality and accuracy. Did not submit or the The layout of the The layout of the The layout of the MAT540 Student Version 1122 (11-29-2011) Final Page 10 of 19 Criteria of the message demonstrated these characteristics: (1) visually pleasing;(2) contributed to the overall message; had (3) appropriate headings, (4) subheadings, (5) and white space 0 Unacceptable (0 points) layout of the message was not acceptable and did not support communication of the message sufficiently. Layout did not include enough of the five (5) of the layout characteristics. 1 Developing (4 points) message was acceptable and supported communication of it to some extent. Layout included three (3) of the five (5) of the layout characteristics. Fulfilled with 70 – 79% quality and accuracy. Provided media that were acceptable and met only one (1) of the three (3) characteristics. Fulfilled with 70 – 79% quality and accuracy. 2 Competent (6 points) message was good and supported communication of it sufficiently. Layout included four (4) of the five (5) of the layout characteristics. Fulfilled with 80 – 89% quality and accuracy. 3 Exemplary (8 points) message was excellent and supported communication of it very well. Layout included all five (5) of the layout characteristics. Fulfilled with 90 – 100% quality and accuracy. Provided media that were excellent and met all three (3) of the characteristics. Fulfilled with 90 – 100% quality and accuracy. 5. Media: The media should include these characteristics: (1) graphics, sound, and/or animation that assist in presenting an overall theme and enhance understanding of concept, ideas and relationships; (2) have original images; graphics are created using proper size and resolution; enhance the content; (3) have a consistent visual theme. Did not submit or the media used were unacceptable and did not meet the requirements. Provided media that were sufficient and met two (2) of the three (3) characteristics. Fulfilled with 80 – 89% quality and accuracy. WEEK 5 Weekly Activities: Reading: ? Midterm exam will cover contents from chapters 1, 11, 12, 14 and 15 Assignments: ? Complete Midterm Examination Assignment: Midterm Exam Students are to take the Midterm that covers the material in Chapters 1, 11, 12, 14 and 15. The Midterm is located in the course shell under the Week 5 tab. This is an open book, timed exam that can only be taken once with a time limit of four hours. The exam consists of a combination of true/false, multiple choice, and problem questions for a total of 40 questions. Each question is worth 5 points. MAT540 Student Version 1122 (11-29-2011) Final Page 11 of 19 WEEK 6 Course outcome in focus: ? Solve linear programming problems. Supporting topics: ? Model formulation ? Maximization model ? Graphical solutions of linear programming models ? A minimization model ? Irregular types of linear programming models ? Characteristics of linear programming problems Weekly Activities: Reading: Chapter 2, Linear Programming: Model Formulation and Graphical Solution Assignments: ? Complete Week 6 Quiz Course Lectures: ? ? Lecture/discussion on Model formulation; maximization model Activity –Linear programming Model o What are some business uses of a linear programming model? Provide an example. Lecture/discussion on irregular types of linear programming models; characteristics of linear programming problems Activity – Characteristics of linear programming o In the graphical method, how do you know when a problem is infeasible, unbounded, or when it has multiple optimal solutions? o What are the essential ingredients of an LP model? Why is it helpful to understand the characteristics of LP models? Lecture/discussion on Minimization model Activity – Minimization model o Distinguish between a minimization and maximization LP model. How do you know which of these to use for any given problem? ? ? ? ? Assignment: Quiz 3 Please take the quiz in the course shell for Week 6 that covers the material in Chapter 2. This is an open book, timed quiz that can only be taken once with a time limit of one hour. The quiz consists of a combination of true/false, multiple choice, and problem MAT540 Student Version 1122 (11-29-2011) Final Page 12 of 19 questions for a total of twenty questions. Each question is worth 2 points. WEEK 7 Course outcome in focus: ? Create sensitivity analysis on linear programming model parameters. ? Use technology and information resources to research issues in Management Science. Supporting topics: ? Computer solution of linear programming problems ? Sensitivity analysis Weekly Activities: Reading: ? Chapter 3, Linear Programming: Computer Solution and Sensitivity Analysis Assignments: ? Complete Week 7 Case assignment Course Lectures: ? Lecture/discussion on Computer solution of linear programming problems Sensitivity analysis investigates how our decision might change given a change in the problem data. Sensitivity analysis is a vital part of all spreadsheet modeling. In optimization modeling, some of the most valuable insights come not from the optimal solution itself, but from a sensitivity analysis around the optimal solution. As we will see, the special structure of linear programs gives rise to certain characteristic results. Compared to the Solver Sensitivity output, the Sensitivity Report is more precise but less flexible. The Sensitivity Report is more precise than Solver Sensitivity with respect to the question of where the decision variables change or where a shadow price changes. ? Activity – Discussion on shadow price o What does the shadow price reflect in a maximization problem? Please explain o How do the graphical and computer-based methods of solving LP problems differ? In what ways are they the same? Under what circumstances would you prefer to use the graphical approach? Lecture/discussion on Sensitivity analysis Activity – Discussion on sensitivity analysis o How does sensitivity analysis affect the decision making process? How could it be used by managers? ? ? Assignment: MAT540 Student Version 1122 (11-29-2011) Final Page 13 of 19 Assignment #3: Case Problem â€Å"Julia’s Food Booth† Complete the â€Å"Julia’s Food Booth† case problem on page 109 of the text. Address each of the issues A- D according the instructions given. o (A) Formulate and solve an L. P. model for this case. (B) Evaluate the prospect of borrowing money before the first game. o (C) Evaluate the prospect of paying a friend $100/game to assist. o (D) Analyze the impact of uncertainties on the model. The assignment will be graded using the associate d rubric. Outcome Assessed: ? Create sensitivity analysis on linear programming model parameters ? Communicate issues in Management Science Grading Rubric for Assignment – Assignment #4 Case Problem There are 12 points in each of the five criteria for a total of 60 points possible Criteria 0 Unacceptable (0 points) Did not submit or LP model is not sufficiently attempted and does not demonstrate a. recognizable attempt to model this case. Did not submit or did not solve the linear programming model accurately. Did not submit or did not evaluate accurately. 1 Developing (6 points) LP model is partially correct, but has errors in the objective function or constraints. Described with 70 – 79% accuracy, clarity, and completeness. Solved the linear programming model with 70 – 79% accuracy. Evaluated and explained with 70 – 79% accuracy. 2 Competent (9 points) LP model has objective function and most constraints correctly specified. Described with 80 – 89% accuracy, clarity, and completeness. Solved the linear programming model with 80 – 89% accuracy. Evaluated and explained with 80 – 89% accuracy. Exemplary (12 points) LP model has objective function and all constraints fully and correctly specified. Described with 90 – 100% accuracy, clarity, and completeness. Solved the linear programming model with 90 – 100% accuracy. Evaluated and explained with 90 – 100% a ccuracy. 1. Formulate an LP model for this case. (Part A). 2. Solve the linear programming model formulated in Criterion 1 (Part A) 3. Evaluate the prospect of borrowing money before the first game. (Part B). 4. Evaluate the prospect of paying a friend $100/game to assist. (Part C) 5. Analyze the impact of uncertainties in the model. (Part D) Did not submit or did not evaluate accurately. Did not submit or did not analyze accurately. Evaluated and explained with 70 – 79% accuracy. Analyzed the impact with 70 – 79% accuracy, logic, and completeness. Evaluated and explained with 80 – 89% accuracy. Analyzed the impact with 80 – 89% accuracy, logic, and completeness. Evaluated and explained with 90 – 100% accuracy. Analyzed the impact with 90 – 100% accuracy, logic, and completeness. WEEK 8 Course outcome in focus: ? Apply linear programming models to project management applications. Supporting topics: ? Product mix ? Diet ? Investment MAT540 Student Version 1122 (11-29-2011) Final Page 14 of 19 ? Marketing ? Transportation ? Blend ? Multiperiod scheduling ? Data envelopment analysis Weekly Activities: Reading: ? Chapter 4, Linear Programming: Modeling Examples Assignments: ? Complete Week 8 Quiz Course Lectures: ? Lecture/discussion on how linear programming is used to solve various types of models. The types of examples are product mix examples, diet examples, investment examples, marketing examples, transportation examples, blend examples, multiperiod scheduling examples, and data envelopment analysis examples. Activity –Discussion on objective function o What is the relationship between decision variables and the objective function? o What is the difference between an objective function and a constraint? Lecture/discussion on how we follow the same procedure: identify the decision variables, determine the objective function, and develop the model constraints. Activity – Discussion on applications of linear programming o Does the linear programming approach apply the same way in different applications? Explain why or why not using examples. ? ? ? Assignment: Quiz 4 Students are to take the quiz in the course shell for Week 8 that covers the material in Chapter 4. This is an open book, timed quiz that can only be taken once with a time limit of one hour. The quiz consists of a combination of true/false, multiple choice, and problem questions for a total of twenty questions. Each question is worth 2 points. WEEK 9 Course outcome in focus: ? Solve integer programming problems. Supporting topics: ? Integer programming (ip) models ? Integer programming graphical solution MAT540 Student Version 1122 (11-29-2011) Final Page 15 of 19 ? Computer solution of integer programming problems Weekly Activities: Reading: ? Chapter 5, Integer Programming. Assignments: ? Complete Week 9 Quiz Course Lectures: ? Lecture/discussion on the three basic types of integer linear programming models. In a total integer model, all of the decision variables are required to have integer solution values. In a zero-one integer model, all the decision variables must have values of zero or one. In a mixed integer model, some, but not all, of the decision variables are required to have integer solutions. Activity – Discussion on the difference between integer and linear programming o Explain how the applications of Integer programming differ from those of linear programming. o Why is â€Å"rounding-down† an LP solution a suboptimal way to solve Integer programming problems? ? Lecture/discussion on how to solve these different models, certain constraints must be specified as part of the model. For a total integer model, all decision variables must be designated as integer. For a zero-one integer model, the decision variables must be designated as integers, with the only possible values being zero and one. Finally, for a mixed integer model, only those decision variables that must be integers are designated as integer values. The other decision variables can be designated as real, or non-integer, values. ? Activity – discussion on characteristics of integer programming problems o Explain the characteristics of integer programming problems. o Give specific instances in which you would use an integer programming model rather than an LP model. Provide real-world examples. Assignment: Quiz 5 Students are to take the quiz in the course shell for Week 9 that covers the material in Chapter 9. This is an open book, timed quiz that can only be taken once with a time limit of one hour. The quiz consists of a combination of true/false, multiple choice, and problem questions for a total of twenty questions. Each question is worth 2 points. Online students are to complete the quiz by Sunday Midnight of Week 9. On-campus students are to complete this quiz before the Week 10 class meeting. WEEK 10 MAT540 Student Version 1122 (11-29-2011) Final Page 16 of 19 ? Course outcome in focus: ? Develop solutions for transshipment problems. ? Use technology and information resources to research issues in Management Science. Supporting topics: ? The transportation model ? Computer solution of a transportation problem ? The transshipment model ? Computer solution of a transshipment problem ? The assignment model Weekly Activities: Reading: ? Chapter 6, Transportation, Transshipment, and Assignment Problems Assignments: ? Complete Week 10 Case Assignment Course Lectures: ? Lecture/discussion on transshipment models being an extension of the transportation model where intermediate points, known as transshipment points, are added between sources and destinations. Activity – Discussion on transshipment problems o Can we apply transshipment models to inventory applications? Why or why not? o Is the transportation model an example of decision making under certainty or decision making under uncertainty? Why? Lecture/discussion on assignment problem being a special form of a linear programming model in which all supply and demand values equal one. Activity – Discussion on transportation problems o o Assignment: Assignment #4: Case Problem â€Å"Stateline Shipping and Transport Company† Read the â€Å"Stateline Shipping and Transport Company† Case Problem on pages 273-274 of the text. Analyze this case, as follows: 1. In Excel, or other suitable program, develop a model for shipping the waste directly from the 6 plants to the 3 waste disposal sites. MAT540 Student Version 1122 (11-29-2011) Final Page 17 of 19 Explain the assignment model and how it facilitates in solving transportation problems. What benefits would be gained from using this model? ? ? ? 2. Solve the model you developed in #1 (above) and clearly describe the results. 3. In Excel, or other suitable program, Develop a transshipment model in which each of the plants and disposal sites can be used as intermediate points. 4. Solve the model you developed in #3 (above) and clearly describe the results. 5. Interpret the results and draw conclusions that address the question posed in the case problem. What are the limits of the study? Write at least one paragraph. There are two deliverables for this Case Problem, the Excel spreadsheets and an accompanying written description/explanation. Please submit both of them electronically via the dropbox. The assignment will be graded using the associated rubric. Outcome Assessed: ? Develop solutions for transshipment problems. Communicate issues in Management Science Grading Rubric for Stateline Shipping & Transport Case Problem There are 12 points in each of the five criteria for a total of 60 points possible 0 Unacceptable (0 points) Did not submit or the objective function and/or constraints are specified with le ss than 70% accuracy. Criteria 1 Developing (6 points) The objective function and constraints are specified and described with 70 – 79% accuracy. The model is solved, but its validity is questionable or it is incorrectly described. The objective function and constraints are specified and described with 70 – 79% accuracy. The model is solved, but its validity is questionable or it is incorrectly described. There are errors in interpreting the results; or inappropriate conclusions are drawn; or this is not clearly communicated. 2 Competent (9 points) The objective function and most or all constraints are specified correctly and adequately described. The model is solved and the results are mostly valid and mostly correctly described. The objective function and most or all constraints are specified correctly and adequately described. The model is solved and the results are mostly valid and mostly correctly described. Results are interpreted in a mostly correct manner; conclusions drawn are mostly appropriate; and communicated in a mostly clear manner. 3 Exemplary (12 points) The objective function and all constraints are specified correctly in the model and clearly described The model is solved and the results are valid and correctly described. The objective function and all constraints are specified correctly in the model and clearly described The model is solved and the results are valid and correctly described. Results are correctly interpreted; appropriate conclusions are drawn and communicated clearly. 1. Develop a transportation model for shipping from the 6 plants directly to the 3 disposal sites. Describe and implement the model. 2. Solve the model given in 1 and describe the results. Did not solve the model or adequately describe the results. 3. Develop a transshipment model in which each of the plants and disposal sites can be used as intermediate points. 4. Solve the model given in 3 and describe the results. Did not submit or the objective function and/or constraints are specified with less than 70% accuracy. Did not solve the model or adequately describe the results. 5. Interpret the models and draw conclusions Did not complete the assignment or interpretation and/or conclusions drawn are invalid and/or not intelligibly communicated. WEEK 11 Weekly Activities: Reading: ? Final exam will cover contents from chapters 1, 2, 3, 4, 5, 6, 11, 12, 14 and 15 MAT540 Student Version 1122 (11-29-2011) Final Page 18 of 19 Assignments: ? Complete Final Examination Assignment: Final Exam Students are to take the Final Exam that covers the material in Chapters 1, 2, 3, 4, 5, 6, 11, 12, 14 and 15. The Final exam is located in the course shell under the Week 11 tab. This is an open book, timed exam that can only be taken once with a time limit of four hours. The exam consists of a combination of true/false, multiple choice, and problem questions for a total of 40 questions. Each question is worth 5 points. ASSIGNMENT OUTLINE AND GRADING Assignment Type Discussions = 9 x 20 points = 180 points 18% Case Assignments = 3 x 60 = 180 points 18% Quizzes = 5 x 40 = 200 points 20% Midterm Exam = 1 x 200 = 200 points 20% Internet Field Trip = 1 x 40 = 40 points 4% Final Exam = 1 x 200 = 200 points 20% Value Grading Scale 90-100 80-89 70-79 Below 70 A B C F MAT540 Student Version 1122 (11-29-2011) Final Page 19 of 19

Lab Report Mn-Steel

Determination of Manganese in Steel Submitted by: ——————- Date of Submission: 27. 03. 11 Objectives: In steel production aside the iron, which is the primary source, some amounts of manganese is used together with carbon. The objective of this experiment is determining the manganese amount in the steel compound by using UNICAM UV-VIS Spectrometer. Theory: Many molecules absorb ultraviolet or visible light. The absorbance of a solution increases as attenuation of the beam increases.Absorbance is directly proportional to the path length, b, and the concentration, c, of the absorbing species. Beer's Law states that A = ebc, where e is a constant of proportionality, called the absorptivity. Different molecules absorb radiation of different wavelengths. An absorption spectrum will show a number of absorption bands corresponding to structural groups within the molecule. In this experiment wavelength range between 400-650nm is used in order to detec t in the visible range. Steel is an alloy primarily composed of iron with carbon content between 0. 2% and 1. 7% by weight. 1. 5% manganese is may be used too, to provide additional strength for a modest price increase. Carbon and other elements act as a hardening agent, preventing dislocations in the iron atom crystal lattice from sliding past one another. Manganese is essential to iron and steel production by virtue of its sulfur-fixing, deoxidizing, and alloying properties. In order to detect the manganese amount in the compound KIO4 is used to oxidize Mn+2 to Mn +7 since Mn+2 does not absorb in the visible region therefor cannot be detected.Tungsten lamp is used in the experiment to reach the range between 400-650nm. After the beam comes from the tungsten lamp, it passes through the monocromator to reach the wavelength range which was selected to find the maximum wavelength. After the light passes through the monocromator it goes through the cuvette and then the detector. The cu vette is made of quartz in order to pass the visible light whereas a glass cuvette would absorb it. The Redox Reaction: 5 IO4 – + 2 Mn2+ + 3 H2O ? 2 MnO4 + 5 IO3- + 6 H+ Reagents: KMnO4 KIO4 H3PO4 Unknown SolutionDeionized Water Apparatus: Pipette Beaker Heater UNICAM UV-VIS Spectrometer Quartz Cuvette Volumetric Flask Calculations: Weight of KMnO4 : 0. 09149g Weight of KIO4 : 0. 40807g emax: 525nm Absorbance for the unknown: 0,415 [pic] Conclusion: I: Qualitative and or Quantitative identification II: Error discussion While at the addition step of H3PO4 after 5ml of H3PO4 is pipetted, it was transferred into a volumetric cylinder, and then transferred into the unknown solution and the blank solution. There may have been material loss during the process.Dilution errors may have been done during the dilution process. There may be some personal errors made while weighing the compounds Any scratch, stain or fingerprint left on the cuvette may cause a shift from the accurate wave length in the detected value. If any bubbles left in the cuvette while the detection is made will as well as cause wrong wavelength value. Reference: http://teaching. shu. ac. uk/hwb/chemistry/tutorials/molspec/uvvisab1. htm http://www. kimya. boun. edu. tr/webpages/courses/chem308/Determination%20of%20Manganese%20in%20Steel. pdf

Analyse of the Two Key Moments Essay Example for Free

Analyse of the Two Key Moments Essay Just before this key moment starts, the guards takes Rebecca Nurse out of her cage, on its way to the place where people are hanged. She is astonished that John is confessing. The key moment starts with Proctor refusing to say that he saw Rebecca Nurse in the Devil’s company, or anybody else. Danforth demands that Proctor prove the purity of his soul by accusing others, but Hale advises that it is enough that he confesses himself. Parris agrees, but Danforth demands that Proctor should sign a document. Proctor says that he has confessed to God, and that is enough. He asks Danforth whether a good confession must be public. Proctor wishes to keep only his name, and Danforth thus refuses to accept his confession. Danforth orders Proctor to be hanged. Hale begs Elizabeth to plead with Proctor to sign a confession, but Elizabeth states that Proctor has his goodness now, and God forbid that she take it from him. The characters have turning points in the key moments, and I am going to discuss what happens to Hale, John Proctor and Danforth in this key moment. Hale’s beliefs in witchcraft changes, so does his faith in the law. In Act 4, he tells the accused witches to lie, to confess their supposed sins in order to save their own lives. This change of heart and hopelessness, makes Hale gain the audience’s sympathy but not its respect, since he lacks the moral character of Rebecca Nurse or, and as it turns out at the end of Act 4, John Proctor. Although Hale recognises the evil of the witch trials, his response is not resistance but surrender. He thinks that survival is the highest good, even if it means helping oneself to injustice, which honourable and truly heroic characters can never accept. John Proctor changes himself and provides a final charge of the witch trials. Offered the opportunity to make a confession that he has seen the Devil, he almost surrenders, even signing a confession letter. His great pride and fear of public opinion drove him to hold his truth, adultery, from the court, but by the end of the play he is more concerned with his personal honesty than his public reputation. He still wants to save his name, but for a personal and religious view, rather than the publics’ reasons. Proctor’s refusal to provide a false confession is a true religious and personal determination. His confession would dishonour his friends who are convicted who are brave enough to die as support to the truth. Also it will dishonour himself, staining not just his public reputation, but also his soul. He then decides to change his mind and tells Danforth that he does not want to lie, this bringing him to heaven. He has now redeemed his sin. As Elizabeth says to end the play, responding to Hale’s plea that she convince Proctor to publicly confess: â€Å"He have his goodness now. God forbid I take it from him! † In this key moment Danforth shows that his greatest interest is to protect the reputation of the court when he prompts Proctor to sign a confession, thus preventing the response of his death. I think that Danforth has changed internally but not externally. I think he believes that the witchcraft is fake, but externally he is still a strict and craving for a good reputation. If he did believe people at the end of the play, then he would not convict John Proctor, but he did because it was to late then, and his reputation would be ruined, as he has convicted people before. It is a crucial moment for the audience because they think Proctor is a bad and not a honourable man when he signs the paper. It is dramatic irony, but not as much. The audience know that Proctor does not see the Devil, to save his life by confessing and showing you don not lie, he says he has been seeing the Devil. But he suddenly changes, he rips the piece of paper representing his confession, and explains that his name is more important, he wants to show he is a heroic man, so he says he never has see the Devil, which is true, and the audience see how he is a better man, and is going to die being an honourable and a heroic man. A crucible is a melting pot, where substances are heated to a high temperature to get rid of impurities. Miller is suggesting the play is like to purge by fire, a form of ‘cleansing’. This is a metaphor for spiritual improvements as the result of a confession being exerted. It is known as ‘cleaning’ or ‘cleansing’ yourself by confessing to seeing the Devil. There is many ways to explain the name of the book and here are some more: first witches supposedly boil potions in cauldrons and a synonym for cauldron is crucible. Secondly, it has a metaphorical meaning: the society of Salem is being heated and stirred in an attempt to remove the impurities and leave only the pure members of the society. One of the central themes of the play is the spiritual development of John Proctor. It is a powerful and complex play. All of the action takes place indoors and it is very black, simplistic and it emphasises the lifestyle of the people and it echoes the claustrophobic atmosphere of the play. The play focuses on ordinary people in extraordinary circumstances. In the play Miller is discussing the forces of evil. In the attempt to cut out evil there is certainly a degree of irony. The irony in this play is that evil and tragedy actually occur from the actions of the unwise and over eager characters such as Danforth and Parris and to a certain extent Hale, who became responsible for deaths, misery and cruelty. Miller is suggesting that humans are vulnerable to evil and he aims to show that the evil generated in Salem was through a combination of circumstances for which no one person could be held entirely responsible but yet none were guilt free. The Crucible was based on real events and characters. The people of the 17th Century Salem, witchcraft were a very real and forceful threat. Many people were accused of being witches, and were tortured and executed. The discrimination of witches spread to a lot of places around the world. Witches thought to commit crimes have various ‘proofs’ of a witch including the testimony of a fellow witch, the common belief or accusation of those who live with suspected witch, cursing followed by some mischief or the person disagrees with the person when questioned. Miller was interested in McCarthy trials in the 1940s/50s and made the book parallel to it, Salem witch trials of 1682. Miller may have oversimplified matters, in that while there were no actual witches in Salem, there were certainly Communists in 1950s America. However, one can argue that Miller’s concern in The Crucible is not with whether the accused actually are witches, but rather with the refusal of the court officials to believe that they are not. McCarthyism limits, which wronged many innocents and this parallel was felt strongly in Miller’s own time. In real life, at Millers time, Abigail Williams was 12 years old, but in the play she is 17, but why did he change the age? He did this to make Abigail Williams a better character to make her do all the mischievous things she does in the play. At the age of 17, you are mature and able to make an opinion, and act more like an adult, unlike a 12 year old where you are still to young to do things adults do. Danforth was not a real person, he was made up, but the wonderful thing about him is that he is made up of 3 characters. These three characters were the judges, but they would not be as dramatic and neither strong, unless there is one person who rules, making that character more remembered, and more important to the play. Analyse of the Two Key Moments. (2017, Oct 14). We have essays on the following topics that may be of interest to you

The effects of alcohol on teenage Research Paper

The effects of alcohol on teenage - Research Paper Example Alcohol-related fatalities remain an important concern across the globe and alcohol abuse has been proven to lead to conflict and violence. Seeking to explore the ramifications of alcohol use and abuse teenagers within society, the following will analyze the negative ramifications of teenage alcohol use. There are many consequences of alcohol use for teenagers including health problems, an increased risk for accidents and anti-social behavior. Teenagers who drink are more likely to drink in excess and this can cause damage to the growing bodies and minds of young people. According to the US Federal Government, â€Å"Exposing the brain to alcohol during this period (under 21 years old) may interrupt key processes of brain development† and â€Å"alcohol–induced brain damage may persist.† (Hanson 2009). Long term effects of alcohol abuse include liver damage and impaired organ functioning. In addition to the health risks – not to mention hangovers and the ensuing effects of alcohol on everybody – young people are also more prone to take risky behavior while under the influence of alcohol. Alcohol use leads to drunk driving, accidents and other dangerous behavior. Injuries are common as people loose their inhibitions when drunk. Other social problems c an include poor grades, dropping out of school and a handful of other anti-social behaviors. Young people face a variety of challenges growing up and alcohol use can only complicate an already complicated existence for young people today (see Herd 2001). Hanson, Dr. David J. (2009). "Drinking Alcohol Damages Teenagers’ Brains". Alcohol: Problems and Solutions. Last Accessed March 23 2009,

Personal narrative about social media impacted your life Essay

Personal narrative about social media impacted your life - Essay Example One of the aspects it brought is reconnection to my old friends whom we studied together in my school. I had a classmate who moved with the family to Europe to live had no idea on how to communicate with her. I used face book to search using he full names she used, I found several users who used such names but I could identify her through her profile picture. She was my best buddy and the social media brought us together once more. We had a lot to share about her school and our families. Face book is one of the powerful social media that connect people who have a common origin and interest. With the help of my profile information, the users can view my profile and send friend request. Finding friends was the climax of the fun in the social site, face book brought the aspect of mutual friends which involves getting to know my friend’s friends adding new people to my friends’ list. I loved the idea of knowing more people each time I accessed face book. I left school at an era where social media had just become "the new thing in town" back then. During those times, Smartphone were technologies used in movies and phones when internet access had just been introduced to the market. Among other social sites I chose face book as one the powerful tool of communication globally. It was through Face book that I was able to interact with new friends from the mutual friends. The new friends might have mutual friends that would connect me to many other friends making it a chain of friends. Finding new friends among friends was not the only way, I could visit the face book groups that I knew and from there I could meet the entire society that the group belonged. Sometimes I could get disappointed using face book since some friends provided false information about them. Trying to find my old or new friends was not also easy since I realized that some people are just imposters which brought a negative view about face book. Relationships with people

Religions world Essay Example | Topics and Well Written Essays - 1000 words

Religions world - Essay Example The perception is likened to a seed that will naturally and inevitable mature to create another fruit. This pattern in inevitable and out of our control. The other perception is based on the general role of karma to influence results and action (Matthews 109). This level covers the entire process karmic action as provided by Buddhist teachers. Under the Buddhism path, genuine and accurate explanation of karmic action is developed. The accuracy of the process is only explained by the assumption that a person’s action shaped the consequences or outcome of the entire process (Matthews 142). In addition, the religious perspective includes the assumption that karma dictate the cycle of rebirth in human beings. In an argument by Matthews Buddhism does view karma and enforced by a supernatural being, but as a natural cycle that must occur regardless of the intent to action by a person (109). For this reason, intent towards an action, either negative, positive or neutral attracts a karmic result. Different from Buddhism the perception of Karma in Jainism includes the assumption that karma is a cause of our actions from the mind, body and soul. Consequently, a person attracts karma when they think negatively about another person. In addition, Matthews asserts that in Jainism good actions are not important if the thoughts of a person are not good (161). The theory also develop the assumption that karma exists in small particles, pudgala, across the universe. The particles ensure that karmas are attracted to the karmic field by vibrations from the mind, soul and body. With no person or being controlling the vice, Jainism believes that every person has a similar potential to attain eternity. However, this can only be achieved if a person tries and attains it by minimizing their karma. The concept of karma in Hinduism is similar to the other religions as it cites the action of a man determines the consequences of the results. However, early

History Essay Example | Topics and Well Written Essays - 1500 words - 21

History - Essay Example On the other hand John Locke in his book the Second Treaties proves that an individual should have his own identity and thoughts. Moreover Karl Marx in his book â€Å"Communist Manifesto† mentions his view against capitalism. According to Marx, Locke’s documentation resembles more like capitalism. This essay brings out some important evidences about the argument of Locke against the interest of monarchs as represented by Machiavelli and Marx’s argument against capitalism as represented by Locke. As per the documentation and evidences mentioned by Locke in his book the â€Å"Second Treaties† there should be self dependency and individual rights assured to every people in a society. Locke did not argue literally about the monarch rule as represented as an interest of Machiavelli. Locke represented his ideologies about various aspects of the society during his period. Locke’s documentation seems argumentative by readers because of some lines mentioned in Chapter 3 of his book which is the state of war in his book. It says that â€Å"The Prince, who is a ruler, must control his people even by any ruthless means. By this statement Locke did not actually argue about Machiavelli’s interest he just wanted people to think differently and he wanted the society to be less dependent on some one. He wanted people to be perfectly free and one person should not be subjected to another person’s authority without his or her permission. However, according to Mach iavelli the world is full of people who are unworthy and can-not be trusted. If power is given in hand of common people they will end up making the society a worst place (Fukuyama 29). Hence people should be under the command of a leader who has a vision higher and greater than anyone else and a king should be able to take greater responsibilities. A ruler should not show kindness and mercy on each and every person as it can lead to social disturbance and can lead to developments of traitors. The

Purpose of Slang Language Used by Drug Addicts Essay

Purpose of Slang Language Used by Drug Addicts - Essay Example Their actions may be harmful to both the individual and the society. Once addicted, they cannot do without drugs and hence require a lot of money to help them continue taking the drugs. In most situations or cases, drug addicts are unemployed and depend on their loved ones for financial support. If they are unable to get the money they need to buy these drugs, they can do just about anything to be able to obtain the drugs. At times, they start by stealing things from the house and with time, they proceed to the streets where they mug people hence becoming a threat to the society. These leads them to become an outcast to their respective families and the society in general as no one want to associate with them. For this reason, they sort company with people who have the same interest as they themselves have as they can relate to one another and understand each other better. Most of the drug addicts are uneducated and cannot communicate efficiently in English. As a result, they create a language which only they can understand. This language is mostly referred to as slang. According to Shirley (43), the term slag is â€Å"described as informal, nonstandard words or phrases (Lexical innovations) which tend to originate from subcultures within a society. Slang often suggests that the person utilizing the words or phrases is familiar with the hearer's group or subgroup.† The slang language develops fast and new words are created every day. The words only lasts for a few months or less before they are considered out of date. A lot of dictionaries and books continue being published every day yet new words continue emerging every on a daily basis. Reasons why drug addicts choose to use slang language is sense or the feeling of belonging to a certain group. This helps them indentify one another and anyone who does not belong to their group is easily indentified. They treat each other as a family and protect one another. They do everything together and use the lang uage to communicate to one another. This is because Slang is secretive and anyone who does not belong to their circle cannot understand what they are saying. This is an advantage to them because they can transact the business of buying drugs without anyone knowing what they are doing as they are the only ones who can understand the language. According to Web4health (45), these are some of the examples of slang names used to identify some of the most common drugs; â€Å"blow / flake is for cocaine, smack / dust / junk is for heroin, a – momb is for a combination of marijuana and heroin, crack is for cocain free base, disco biscuits / doves / burgers / eccies / echoes is for ecstasy, mokes is for tobacco and skunk / dough / ganja / home grown / Indiana / indica is for marijuana brand.† These are just but a few of the words used to conceal the real name of the drugs. This becomes difficult for the authorities to arrest them and stop the business of drug dealing in the str eets or community as they are unable to join these groups without being discovered, and this is because they are unable to understand their language (slang). The use of Slung language makes them different from the other people in the community; and when they use the slag language, people in the community can identify that they belong to a certain group, hence they keep their distance. It also helps show superiority as they use violence to conduct illegal businesses. When they own

Catholic Essay Example | Topics and Well Written Essays - 500 words

Catholic - Essay Example imes, the intellect and will contradict each other – for example when man seeks salvation in rewards for good deeds; holds on to blind faith in an omnipresent being; or establishes belief in the afterlife. That is why religion has mass appeal because it organizes these abstract principles, which are intangible, irrational and yet expresses the feelings which he feels. Religion therefore denotes the personal subject of the soul and justifies mans actions as he feels right. Religion and inevitably the belief in god is central to mans existence, because it has the power to make him believe in things beyond his intellectual grasp - such as concepts of hell and heaven, incarnation or resurrection etc. - and that God has created man and the universe (Berkhof 1996, p. 106). In this context, the Christian worldview offers the rationale that man’s understanding of the world is inherent in the beliefs grounded by belief in God (Albl 2009). Since God has created man and everything therein, then He has also established reasoning, faith and rationale for the order of nature. He has "fixed the foundations of the earth" (Albl 2009, p.31). Based on this understanding, one can explain the concept of sin in human anthropology. As God has created everything according to His reason, then man also understands and accepts His logos (rational order) like all other beings. It is the natural order of the universe that man must follow these laws or principles established by God. These principles are reflective of the natural order of creations of the universe. Anyone who goes against this order will break the laws and inevitably creates chaos. For example a man who commits murder will create extreme resentment within his community; a liar will create misunderstand ing among people; and a greedy individual will create imbalance in the economic status of the society. Since God has created man in His own image, it is understandable also that God expect man to behave as He wants. Any

Business law Essay Example | Topics and Well Written Essays - 750 words - 5

Business law - Essay Example Dan I his case did not do so, hence creating an unsafe environment around the truck. Flo must prove the truck driver breached his duty. Drivers are supposed to park their vehicles safely irrespective of the location; Dan on this case did not apply his emergency brake leading to the fateful events that led to Flo getting injured (Croft 34). Flo has to prove that the driver’s mistake is what caused damage. Here, she would be looking for causation. Flo would prove that Dan’s breach of his duty to apply emergency breaks is what directly led to his vehicle rolling down to cause the gas pump explosion and further damage. Therefore, in the event which Dan could have applied breaks, the event could not have happened. In this case, she would be looking for â€Å"proximate cause† (Croft 35). In this case, the damage cause can it be attributable as the driver to have had a foresight of what could have happened when he left the truck not in emergency gear or not. Finally, Flo would look for damages caused by Dan’s negligence and prove it. She would prove that due to Dan’s negligence, it is what caused the truck to roll down and result to the gas pump explosion and other damages. In the case of Flo, the damage was foreseeable since leaving once truck with parking brakes always provides the car to move towards the pull of gravity, in that case, down the hill to cause the given injury (Croft 36). Q. 2 Jean owns five acres of land in an area of single-family homes on mostly one-acre plots. Jean’s property contains her house and three outbuildings. Among the animal housed in outbuildings are Kennel, a dog and Louis, a tiger. Mare, a neighbor, is jogging past Jean’s property. Under what circumstance is Jean strictly liable if Kennel bites Mary? Under what circumstance is Jean strictly liable if Louis bites Mary? This case will mostly depend on the dog bite case existent in the given state. In this case, when Mary did not trespass

Special Education Laew and Litigation Essay Example for Free

Special Education Laew and Litigation Essay * Special education teachers must know legal liabilities and rights pertaining to student, parent, and teachers. Special education teachers recognize that special education practice is heavily regulated and are able to define relevant laws and policies that related to specific special education. (APTS 8, 9; INTASC 1; CEC 1, 9) Assessment Tool Selected * Essay Specific Performance/Task(s) Articulate relevant educational laws and ethics pertaining to student, parent, and teacher rights and responsibilities. (APTS 8. 13) Explain state and federal laws, rules, and regulations as they pertain to special education. (APTS 9. 2) Identify legal responsibilities of teachers (special and general) in accordance with special education laws, rules, and regulations. (APTS 9. 2) Define relevant laws and policies that relate to specific special education situations. (CEC 1. 2) Analyze influential historical events and human issues in special education from various points of view. (CEC 1. 3) Apply ethical/professional standards, follow legal parameters, and keep within limits of practice in the design and implementation of instruction, decision-making, and collaborative interactions with students, families, colleagues, and agencies. (CEC 9. 1) Relevancy of Task to Teacher Candidate * In the special education classroom setting, teachers must comply with laws and rights pertaining to the field of special education. Assessment: Student Prompts/Teacher Directions * Discovering the Relationship Between the Law and Your School (Benchmark Assessment) Use the GCU eLibrary to research information beyond what is provided in the course materials to explore the law and its application to special education issues covered in this course. Explore state departments of education Web sites to investigate the laws of your state and other states as well as their application to special education issues covered in this course. Schedule an appointment with an attorney well-versed in school law or with a special education director to learn about the following issues: a) How has the legal system evolved, as it applies to special education, over the past 20 years, and how has that affected the legal framework for special education today? b) How does the legal framework differ for special needs students and regular students in private and public schools? c) Who monitors the implementation and evaluation of IEPs in private and public schools? d) In the legal expert’s opinion, are there any elements of special education law that need refinement? Explain. Write an essay of 1,750-2,000 words in which you compare and contrast the findings of your research and the information obtained in the interview. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required. Additionally, submit the assignment in TaskStream. Directions for submitting to TaskStream can be found on the College of Education’s page in the Student Success Center. Scoring Tool/Guide (Rubric) Discovering the Relationship Between the Law and Your School Criteria| 1: Unsatisfactory| 2: Less Than Satisfactory| 3: Satisfactory| 4: Good| 5: Excellent| * Required Content * 85% * * CEC: 9, 10| Central purpose or argument is not clearly identified. Analysis is vague or notevident. Reader is confused or may be misinformed. | Information supports a central purpose or argument at times. Analysis is basic or general. Reader gains few insights. | All required content is discussed. Information provides reasonable support for a central purpose or argument and displays evidence of a basic analysis of a significant topic. Reader gains insights. | All required content is discussed and examples are provided to support or exemplify main ideas. | All required content is thoroughly discussed and examples are provided to support and exemplify main ideas. | Comments| Organization and Format (10%)| Essay Structure, Paragraph Development, and Transitions| Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs. Transitions are inappropriate to purpose and scope. Organization is disjointed. | Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. | Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. | A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are used as appropriate to purpose, discipline, and scope. | There is a sophisticated construction of the essay. Ideas universally progress and relate to each other. The writer has been careful to use paragraph and transition construction to guide the reader. | APA Format and Style Requirements| APA format and style are not evident. | Title page is present, but is missing APA elements. In-text citations, where necessary, are used but they are formatted inaccurately and not referenced. | All key elements of an APA title page are present. An abstract is present and formatted correctly. In-text citations and a reference section are present with few format errors. Mechanics of writing are reflective of APA style. | Plan elements are theoretically supported with accurate citations and references. | A broad understanding of APA format and style is evident in the use of level headings and lists, for example. | Comments| Mechanics, Language Use, and Audience Awareness (5%)| Mechanics of Writing (includes spelling, punctuation, grammar)| Surface errors are pervasive enough that they impede communication of meaning. | Frequent and repetitive mechanical errors distract the reader. | Some mechanical errors or typos are present, but are not overly distracting to the reader. | Prose is largely free of mechanical errors, although a few may be present. | Writer is clearly in control of standard, written American English. | Language Use and Audience Awareness (includes sentence construction, word choice, etc. )| Student uses noncollegiate, conversational tone, inappropriate word choice and/or sentence construction, and lack of variety in language use. Student appears to be unaware of audience. Use of primer prose indicates student either does not apply figures of speech or uses them inappropriately. | Language lacks clarity or includes the use of some conversational tone. Language choice (register) can be distracting or inconsistent with sentence structure. Some lack of control in using figures of speech appropriately is noted. | Language is clear and audience-appropriate. Sentences display varied structure with minor errors. Use of collegiate language is appropriate for the most part. | Uses a variety of sentence structures and collegiate-level vocabulary. Uses figures of speech and idioms to communicate clearly. | Language is precise and sentences display consistently strong, varied structure. Approach to use of language is unique, creative, and appropriate to purpose, discipline, and scope of topic. | Comments| * * * Â © 2012. Grand Canyon University. All Rights Reserved.

Friedrich Froebel Essay Example for Free

Friedrich Froebel Essay In 1837, having developed and tested radically new educational method and philosophy based on structured activity based learning, Froebel moved to Bad Blankenburg and established his Play and Activity Institute which he renamed in 1840 Kindergarten. Kindergarten was essentially three parts: ââ€"  Toys for sedentary creative play. (Froebel called gifts and occupations) ââ€"  Games and dances for healthy activity. ââ€"  Observing and nurturing plants in a garden for stimulating awareness of the natural world. Froebel stated many things among them are statements such as: It was a search for metaphysical unity, in which the potential growth to wholeness of the individual child within the natural world would fulfil harmonious Ideal with the mind of God. Play is the highest expression of human development in childhood for it alone is the free expression of what is in a child’s soul. The gifts and occupations are the living connection which makes both play and work expressions of the same creative activity.

Henri Fayol A Classical Management Administrative Theorist Commerce Essay

Henri Fayol A Classical Management Administrative Theorist Commerce Essay Classical approach techniques were founded in the early 1900s and is the foundation of many modern management theories. The classical approach concentrates solely on the economical and physical stance of an organisation. A classical management technique aims to investigate the operations within an organisation in order to improve efficiency. Henri Fayol is one of many classical management theorists who has created a 14 principle model, some of which included are, that workers are only motivated by money, encouraging a centralised organisation with lower subordinates and enable authority and responsibility. Furthermore another classical management theorist named Max Weber aimed to reduce bureaucracy using his Bureaucratic Management model which he developed in the late 1800s. Classical management theorists argue that other areas of classical management simply do not exist for example job enrichment and psychological needs of an individual. However a Modernist approach may be that a worker does not solely rely on money as a part of their motivation, non-financial methods of motivation are also favoured upon. For example building relationships within an organisation or managing emotions of workers. Organisations are becoming larger in scale and are beginning to operate in a variety of worldwide markets, managing change and its employees is becoming increasingly difficult therefore having to adapt to different management approaches in order to stay competitive, furthermore this leads back to whether the classical/modernist approach is still appropriate to this time and age. Essay Henri Fayol a classical management administrative theorist has developed 14 principles which give managers fundamental basic guidelines to follow. Centralisation has always been a favourable approach for organisations in the early 1900s. However due to the growing scale of organisations today, centralisation has become less favourable for large organisations, this is because they feel need to supervise and manage its large employee base. Henri Fayols studies show that centralisation should require a balance of centralisation and decentralisation. This balance allows change in the classical management era to be communicated effectively and also enables decisions to made from the upper hierarchy. However in modern organisations, various different types of hierarchy structures can be implemented inorder to suit the business needs. For example Flat structure and Matrix structure, the flat structure gives employees more decision making responsibility with fewer layers of management from the director to the worker, on the other hand a matrix structure has various management and supervisory layers from top to bottom. To an extent the classical approach for modern organisations has given a variety of choice of managing employees within an organisation based on their environment and size. Larger modern organisations may adopt a matrix structure inorder to allow them to monitor their employees effectively whereas smaller organisations may adopt a flat structure which enables change to be processed quicker. This to an extent shows the validity of the statement whether a classical approach is no longer suitable to existing organisations and change. Henri Fayols theory on a balanced hierarchy shows importance of a changing hierarchical model. However American modernist named Melville Dalton argued in his management studies that power and decision making can be spread amongst lower ranking employees instead of having managers to make decisions on their behalf in any hierarchy model. the increasing size of modern organizations and the increasing complexity of the problems with which they have to deal makes technically impossible the participation of the rank and file in the making of decisions. (lilt.ilstu.edu, 1998) This quote also shows that larger organisations find it increasing difficult to implement decisions and change. On the other hand another classical management theorist named Max Weber believed that organisations should have a well-defined hierarchy, a clear division of labour, rules and regulations, impersonal relationships between managers and employees, competence and records. To an extent some of Max Webers theory still exists in 21st century management. In modern organisations numerous amounts of rules, regulations and company policies exist which help prevent employees from carrying out unlawful duties internally and consequences relating to those actions. Rules and regulations within an organisation help prevent change from occurring to an extent, an example of this is legislation the Data Protection Act 1998 may prevent employees from misplacing sensitive information within the workplace therefore rules and regulations within an organisation to an extent are good practice measures for maintaining standardisation. Rules and regulations to an extent also can contribute to significant change within an organisation, for example new health and safety legislation or even employee law. To an extent some these models shows that the fundamental basics have been further developed from classical and modern theorists in order to adapt to business requirements. Furthermore during the 1885 1915 Scientific management was developed by Frederick Taylor, sometimes known as the father of scientific management, scientific management was aimed at improving the processes of an organisation. Scientific management theories aimed at improving employee productivity using time and motion studies, for example using larger shovels in order to reduce the amount of stops between A and B. Frederick Taylor also found in his studies that non-incentive wage systems allowed lower productivity as workers that are receiving the same wage regardless of the output. Non-incentive wage systems encourage low productivity if the employee will receive the same pay regardless of how much is produced, assuming the employee can convince the employer that the slow pace really is a good pace for the job. (netmba.com, 2003)  this quote also shows that employees tried to dodge the time and motion study in fear that employers will set new time benchmarks. In modern day organisations minimum wage legislation has also been introduced, this therefore limits the productivity of its employees; however organisations are now implementing targets and bonus incentive schemes which allow workers to earn above their minimum wage. This shows although scientific management and classical management differ, organisations are trying to adapt to various different management theories which allow them to maximise their performance. On the other hand Simon Herbert who is a modernist questioned rationality within an organisation, as an expert in the administration field Herbert identified areas in which decision makers can align rationality and judgement against organisational goals. Simon Herbert has divided rationality into six different areas, some of which are 1.Objectively rational if, in fact, it is the correct behaviour for maximising given values in a given situation. 2. Subjectively rational if it maximises attainment relative to the actual knowledge of the subject and 3. Personally rational if it is oriented to the individuals goals. (Brown, 2011)  However although this may be beneficial for decision makers Herbert assumes that decision makers already possess the knowledge required and often dismisses knowledge of their alternatives. Herbert also outlined the human capacity of processing as a limitation of rationality and also identified conflicting options for decision makers. To an extent this modernist theory is no longer suitable to modern organisations to-date as it requires decision makers to require knowledge of their alternatives, can contain incomplete information and related consequences to the decision. However some of Herberts theory on bounded rationality may be more relevant to modern organisations and change as rationality is affected by limited resources to deal with complex decisions, limited information and limited time. netmba.com. (2003).  Frederick Taylor Scientific Management. Available: http://www.netmba.com/mgmt/scientific/. Last accessed 25th Oct 2012. Brown, Reva. (2011).  Consideration of the origin of Herbert Simons theory of satisficing (1933-1947).  Available: http://www.emeraldinsight.com/journals.htm?issn=0025-1747volume=42issue=10articleid=865543show=html. Last accessed 28th Oct 2012. thethrivingsmallbusiness.com. (2012).  7 Advantages to Writing Business Policies and Procedures.  Available: http://thethrivingsmallbusiness.com/articles/7-advantages-to-writing-business-policies-and-procedures/. Last accessed 19th Oct 2012. lilt.ilstu.edu. (1998).  Oligarchic theories.  Available: http://lilt.ilstu.edu/rrpope/rrpopepwd/articles/bureacracy2.html. Last accessed 19th Oct 2012.

Journalism - From China with Love Essay -- Graduate Admissions Essays

Journalism – From China with Love    The purpose behind this personal statement is to not only gain admission to your well-established and highly respected Masters program, but to impress upon you my passion for learning and my tremendous desire to succeed in the field of journalism. I have based my decision to pursue an academic career not on purely practical reasons, but rather on my own natural interests and aptitude. My personal philosophy is that the biggest loss that a person can suffer is the loss of one's enthusiasm. Without enthusiasm, life becomes monotonous and boring. My enthusiasm for continuous, life-long learning - particularly in the field of print journalism - makes me a model candidate for your Masters program.    Many applicants may claim to be from an underprivileged family, but I freely admit that I was born into a middle class family. My parents are both ordinary citizens that worked for railway companies in China. Through the influences of both my father and my mother, I fell in love with reading at an early age. My mother taught me to read (in Chinese of course) when I was only four years old. This knowledge was the key to the entrance of entire new worlds that I never could have even imagined before I learned to read. By the time that I had entered primary school, I had already finished one of the four classic works of ancient Chinese literature - The Three Kingdoms. Although this was a difficult work of literature for such a young age, I was determined and persistent enough to not only finish the book but to understand and appreciate its deeper meanings. My parents had given me the best gift that a parent can give - the love of reading. My thirst for reading was nearly unquenchable. Fo r... ...I believe that I can become highly skilled and thus better prepared to provide a quality service to society.    Secondly, with China's entry into the World Trade Organization, there will be more demand than ever for information, intelligence and awareness of the underlying meanings of the world's happenings. International and cross-cultural news reporting will inevitably clash as the values and conceptions of Eastern and Western viewpoints collide. There is a gap that must be bridged by individuals that understand Western journalism but also understand Chinese cultural perceptions. I envision a future where there will be a great need of high-caliber journalists that are unafraid of cultural barriers and that are inspired to inquire into the truth of the matters being investigated. If I am accepted into your program, I believe that I can become that individual.

American Indian Studies :: Free Essay Writer

American Indian Studies AIS Why do Indian college students have high dropout rates? Why do Indian college students have hard times in college, and university atmospheres? Why do Indian college students have difficult times when it comes to making good grades? Maybe it’s because they have no role models in the home. Maybe they can’t relate to individuals with different cultures and backgrounds? Perhaps it is something simple as having poor study habits. The answers could Possibly be that Indian college students are just uncomfortable in a college environment, and don’t have an Indian studies program to go to, as in Reyhner’s essay. Whatever the reason may be Indian college students are scarce within the college scene, just as Indian people are in the United States of America. Native American Studies departments, according to Jon Reyhner, â€Å"are critical to providing a positive university environment for Native students†¦(NAS) help keep Indian students in school by providing them with a university home†(Reyhner 106). I don’t believe that American Indian Studies programs will keep Indian students in college. I believe, the desire of wanting to achieve and excel in academics for what it has to offer, will keep Indian college students in college. I believe that Jon Reyhner gives excellent points in defining the reasons for Indian students dropping out of college, but I have to disagree about his ideals on keeping them in. It seems Reyhner feels that Indian Studies Programs will give Indian students a place to show their truest identity, in turn giving them enough comfort to strive through and finish a college degree. Native college and university students, just as any other student in higher education, have distinct backgrounds and dif ferent ways of thinking. Although many Indian people come from similar histories of assimilation, cultural disappearance, slaughter, and sacrifice, the adaptability of an Indian person within college depends upon their perspective, attitude, and envolvment, in such environments. I wish American Indian Studies departments in colleges and universities could keep Indian Students from quitting, but the reality of the matter is that Indian people have little to relate to in the college world. Colleges and Universities, in a way, are businesses selling financial stable futures. There are many futures to buy, some a little more expensive than others, but in all, with a college degree, individuals have the chance and opportunity to achieve certain success.

Ethical Principles Notes :: Ethics Philosophy PHI Notes

Ethical Principles Notes There are many ethical principles. e.g. a woman has a right to control what happens to her body we should respect life we should do no harm to others we should help others there should be justice in the distribution of resources Some principles are more general than others. So some principles are special cases of more general ones. For instance, the right to control what happens to one's body is a special case of the principle of autonomy, the right to control one's own life. HÃ ©bert identifies 3 main general principles: Autonomy, Beneficence, and Justice. There may be other principles which are not special cases of these, e.g. respecting life. We can generally all agree to general principles, such as autonomy and beneficence. The disagreement comes over cases where the principles conflict, e.g., in abortion right, autonomy conflicts with beneficence. If a principle covers a case, it creates a duty. For example, it a person wishes to do something you disagree with, you have a duty to respect her autonomy. However, duties can be divided into two kinds: "Prima facie" and "Absolute" A prima facie duty is something you should do if there are no stronger reasons for doing something different. Prima facie duties can be trumped by other moral considerations. An absolute duty is something you should do no matter what. Nothing can trump an absolute duty. (There is some dispute about whether any absolute duties exist.) Rights and Duties If a person has a right to X, then she must get X (other things being equal.) If a person has a duty to do Y, then she must do Y (other things being equal). Not all right and wrong can be expressed in terms of rights or duties. But some good actions are not duties. Someone can go above and beyond the call of duty. I can be kind to someone I don't like even though I may have no moral duty to do so. The fact that a person has a right to do Y does not mean that Y is good. Ethical Principles Notes :: Ethics Philosophy PHI Notes Ethical Principles Notes There are many ethical principles. e.g. a woman has a right to control what happens to her body we should respect life we should do no harm to others we should help others there should be justice in the distribution of resources Some principles are more general than others. So some principles are special cases of more general ones. For instance, the right to control what happens to one's body is a special case of the principle of autonomy, the right to control one's own life. HÃ ©bert identifies 3 main general principles: Autonomy, Beneficence, and Justice. There may be other principles which are not special cases of these, e.g. respecting life. We can generally all agree to general principles, such as autonomy and beneficence. The disagreement comes over cases where the principles conflict, e.g., in abortion right, autonomy conflicts with beneficence. If a principle covers a case, it creates a duty. For example, it a person wishes to do something you disagree with, you have a duty to respect her autonomy. However, duties can be divided into two kinds: "Prima facie" and "Absolute" A prima facie duty is something you should do if there are no stronger reasons for doing something different. Prima facie duties can be trumped by other moral considerations. An absolute duty is something you should do no matter what. Nothing can trump an absolute duty. (There is some dispute about whether any absolute duties exist.) Rights and Duties If a person has a right to X, then she must get X (other things being equal.) If a person has a duty to do Y, then she must do Y (other things being equal). Not all right and wrong can be expressed in terms of rights or duties. But some good actions are not duties. Someone can go above and beyond the call of duty. I can be kind to someone I don't like even though I may have no moral duty to do so. The fact that a person has a right to do Y does not mean that Y is good.

Harlow’s Theory: Love Essay

The feeling of love is, deep, soft, satisfying. Because of its affectionate and intimate nature it is viewed by some as an inapplicable topic for experimental research. But, whatever our own perception may be, our assigned mission as psychologists is to analyze all facets of human and animal behavior into their component variables. (scientific American , June 1959) Therefore as far as love or affection is concerned, psychologists have been unsuccessful in this quest. The few things we know about love don’t go beyond simple examination, and the few things we read about it have been written better by poets and novelists. But of greater worry is the truth that psychologists tend to give way less attention to a impulse which penetrates our entire lives. At least psychologists who write books, not only show no importance in the cause and unfolding of love or affection, but they seem to be blinded of its very existence (scientific American, June 1959 ) The experiment In the Wisconsin University lab, Harlow investigated the meaning of love, focusing on the relationships between a baby and its mother. He started by making it clear that the love between an infant and the mother was more of an emotional feeling rather than something psychological, suporting the adoption-friendly theory that connection of care—â€Å"nurture†Ã¢â‚¬â€was a far more determining factor in healthy psychological development than â€Å"nature.† (Harry F. Harlow, 1959) Then he showed how early periods of time are crucial to the capacity of attachment, If the early days or weeks of the infant were lost it would be really hard or even hopeless to compensate for the loss of initial emotional comfort. The critical period thesis confirmed the idea of assigning infants with adoptive mothers as shortly after being born. Harlow’s Hypothesis gave experimental affirmation for prioritizing  psychological over biological motherhood while the advancing risks of adopting babies beyond birth. It normalized and pathologized adoption at the same time. ( Harry F. Harlow, 1959) In his experiment Harlow detached baby monkeys from their mother’s hours after being born, later arranged the baby animals to be nurtured by two kinds of artificial monkey mothers. The first mother, mainly made out of bare wire mesh was equipped to dispense milk. The other was a wire mother covered with soft terry cloth almost like fur. Harlow’s first examination was that baby monkeys that were given a choice of artificial mothers spent far more time clinging to the terry cloth, even if they didn’t have a milk dispenser. This suggested that infant love was no simple response to the satisfaction of physiological needs. Attachment was not primarily about hunger or thirst. â€Å"It could not be reduced to nursing† (Harry F. Harlow 1958) After the results Harlow made a few more arrangements in his experiment and made yet another important observation. Harlow tried separating the infants into two different variables one group was given only the wired mother while the other was given the mother with the cloth. all the babies drank the same amount of milk and grew at the same rate. Yet the similarities ended at that. The babies who were given a soft, physical contact with their cloth mothers behaved quite differently than babies whose mothers were made out of cold, hard wire. Harlow hypothesized that members of the first group benefitted from a psychological resource—emotional attachment—unavailable to members of the second. By providing reassurance and security to infants, cuddling kept normal development on track. (John Wiley and Sons, 1980) Monsters What could have been the exact reason that made Harlow sure that emotional attachment was a decisive part of developmental differences? Harlow made another observation when he decided to scare the baby monkeys with strange, loud objects like machines that almost looked like monsters hitting drums. The monkeys raised by furry cloth mothers made physical contact with their mothers, brushed against them, and eventually made them feel secure. Harlow theorized that they used their mothers as a â€Å"psychological base of  operations,† allowing them to remain playful and inquisitive after the initial fright had subsided.( John Wiley and Sons, 1980) On the other hand, babies nurtured by wire mesh mothers did not run to their mothers when scared. Rather, they threw themselves on the floor, clinched themselves, rocked back and forth, and screamed in fear. â€Å"These behaviors intimately mimicked the actions of autistic and deprived children often seen in institutions as well as the pathological behavior of adults confined to mental institutions†.( Harry F. Harlow, 1959) The awesome power of attachment and loss over mental health and illness could hardly have been performed more dramatically. Isolation In later experiments, Harlow’s monkeys proved that better late than never was not always right specially when it came to nurturing an infant. When Harlow allocated his baby monkeys in total isolation for the first 8 months of their life, forsaking their contact with other babies or with the artificial mothers, they were permanently hurt. Harlow and his friends kept repeating this experiments, assigning baby monkeys to diffrent periods of isolation times. They came up with the conclusion that the impact of early motherly deprivation could be reversed in monkeys only if it had lasted less than 90 days, and estimated that the equivalent for humans was six months. (Harry F. Harlow, 1959)After these critical periods, no amount of exposure to mothers or peers could change the monkeys’ anomalistic behaviors and make up for the emotional damage that had already happened. When emotional bonds were first established was the key to whether they could be established at all. (scient ific American,1959 ) In the following investigations, Harlow showed that baby monkeys could also turn to their cloth artificial mother for peacefulness and protection. Placing them in a weird situation Harlow allowed the baby monkeys to explore a room both in the presence of their artificial mother and in her absence. Monkeys in the presence of their mother would use her as a secure base to explore the room, by running around the room to explore and going back to their mothers for satey. When the artificial mothers were removed from the room, the effects were tremendous. The baby monkeys no longer had their secure base to explore the room and would often freeze up, crouch, rock,  scream, and cry. (Harlow, Harry.1958) Years after Despites Harry Harlow’s work claiming and reinforcing a wealth of research on love, affection, and motherly relationships, his own personal life later started to fall into pieces. After the life threatening illness of his wife, he drowned in alcoholism and depression, eventually becoming separated from his own kids. Friends often described him as sarcastic, thigh-fisted, mercenary, obstinate, and cruel. â€Å"Yet Harlow’s enduring legacy reinforced the importance of emotional support, affection, and love in the development of children.† (Williams & Wilkins. 1964) Conclusion Harlow’s experiments showed the significance of having a mother or a parent, or even a mechanical mother. The monkeys showed tremendous affection for the artificial mother and it demonstrated how much they needed them. This only leads me to think of the poor abandoned babies whose parents past away or simply left them for adoption and the effect that that is going to cause in their future. I’ve also heard in videos I have seen through my history classes of soilders in WWI. As they were dying the last words that would come out of their mouths would be â€Å"mom†. We sometimes forget and take for granted what we have, I’em very lucky to say I always had my mother with me and I em so grateful for that. References Harry F. Harlow, â€Å"Love in Infant Monkeys,† Scientific American 200 (June 1959):68, 70, 72-73, 74 Blum, Deborah. Love at Goon Park: Harry Harlow and the Science of Affection. Perseus Publishing, 2002, p. 225 â€Å"Harry Harlow.† A Science Odyssey. PBS. Web. 11 October 2013 McKinney, William T. (2003). Love at Goon Park: Harry Harlow and the Science of Affection. American Journal of Psychiatry, 160, 2254-2255 Harlow, H.F. Early social deprivation and later behavior in the monkey. Pp. 154-173 in: Unfinished tasks in the behavioral sciences (A.Abrams, H.H. Gurner & J.E.P. Tomal, eds.) Baltimore: Williams & Wilkins. 1964. Harlow HF, Dodsworth RO, Harlow MK. â€Å"Total social isolation in monkeys,† Proc Natl Acad Sci U S A. 1965 Harlow HF, Dodsworth RO, Harlow MK. â€Å"Total social isolation in monkeys,† Proc Natl Acad Sci U S A. 1965 Harlow HF, Dodsworth RO, Harlow MK. â€Å"Total social isolation in monkeys,† Proc Natl Acad Sci U S A. 1965 Harlow HF, Dodsworth RO, Harlow MK. â€Å"Total social isolation in monkeys,† Proc Natl Acad Sci U S A. 1965