Organizational Diagnosis of Palm Essay Example | Topics and Well Written Essays - 1250 words

Organizational Diagnosis of Palm - Essay Example The name 7S describes the seven elements of an approach to organizational design and review all starting with the letter S: strategy, structure, systems, staff, skills, style and shared values (Daniell, 2004). The strengths of the 7S model rest upon the variables included in it, which are generally deemed important for any organization; and that the inter-relationship between the elements is considered in the model. However, its weakness lies in the absence of an external environment and variables relating to performance (Burke & Litwin, 2009). It should not, therefore, come as a surprise that the 7s model has been singled out as the culprit in many unsuccessful bids at strategizing in the higher level (Daniell, 2004). Congruence Model The Congruence Model was formulated by Nadler and Tushman in 1977 based on their assumption that an organization is as open system. As such, an organization is affected by its environment in the same way, although not in the same extent that the organi zation molds its environment. As explained by Nadler and Tushman, it is not enough that inputs, outputs and components are listed and described. The Congruence Model depicts the organization as a dynamic entity and uses the term fit to measure the equivalence between two pairs of inputs, particularly between the elements of the transformation process (Burke, 2011). The main issues against the congruence model include: the equal weight given to each of the organizational dimension, which does not approximate the reality that in different organizations, one or more of the dimensions are ‘weightier’ than the others; and the fact that no recommendations were given to aid in determining whether or not congruence is in place. Burke-Litwin Model The Burke-Litwin Model operates on the belief that organizational change is brought about primarily by environmental factors. Various organizational factors are viewed as a collection of interdependent components which all operate on a common environment. The interdependencies present in the organization such as mission, strategies, leadership, and culture help effect organizational transformation and drive improvements in individual and organizational performance (Noolan, 2006). Six-Box Model Weisbord called his framework the six-box model to represent the six interacting variables, namely: purpose, structure, relationships, rewards, helpful mechanisms and leadership. Preziosi (1972) added a seventh box into the six-box organisational model when he prepared the diagnostic questionnaire to provide inputs on readiness for change among the members of organisation. The six-box model offers a method of examining the structure of an organisation and how the organisation functions in order to determine how a planned change effort can happen within such organisation (Shapiro, 2011). Ironically, Burke (2011) maintained that the strength of the six-box model also contributed to its weakness. Particularly, Burke (2011) not ed that the simplicity offered by the six boxes in understanding organizations suffers from the pitfall of complications arising from the six boxes under-representing the other variables involved in the diagnosis of an organization. However, its other strenghts are significant: the prominent position of leadership stresses its coordinating function, and its usefulness for fast and simple diagnostic

Advice for raising children

Advice for raising children Advice for raising children At different ages children are exposed to different situation; it may or may not lead them to negative emotions. Therefore, parents are always concerned about how to treat their childrens negative emotions, and about how to build intimacy with their children. Recently, I have read four different articles which talk about developing strong bond between parents and children. In the articles, â€Å"Raising an Emotionally Intelligent Child,† by John Gottman, â€Å"Our Approach to Discipline,† by William Sears and Martha Sears, â€Å"The Childhood Roots Of Adult Happiness,† by Edward Hallowell, â€Å"How to Behave so Your Children Will, too,† by Salv Severe focuse on building healthy relationship between children and parents. Gottman, Hallowell, and Sears, emphasis the important of communication in parenting. Parenting can be very difficult, but these tips that authors offer may help you become closer with your child. Gottman claims that empathy strength the parent children bond. Parents must acknowledge their own negative emotions before they try to understand their childrens emotions. When you talk to your kids about their problems, you show them that you are their ally when it comforts and supports your child. Parents want their children to be more independent and solve their own problem. Sometimes parents tend to neglect their childrens emotion, just to teach them lesson; however it causes children to build negative emotions. Thus, it is essential to have an understanding between parents and children to enrich strong relationship. Sears suggests discipline is effective when parents connect with their children (pg 90). The parents are connected to their children; the more likely the children are to acc ept the parents discipline. Hallowell asserts that when parents love and accept their children, the parents and children develop connectedness (pg 97). Strong connectedness at school and home will make child less likely to become depressed, suicidal or drug users. Children are happier and more confident when they feel connected. Severe insists that parents are most effective with discipline when they cooperate with their children rather than trying to control them (pg 108). If parents let their children make decision, children learn independent. As with Sears strong parent child bond ensures the effectiveness of discipline. In addition, sears claims that communication between children reduces misbehavior it is really important how you interpret your childs problem and listen to it. Once children have experienced their own feeling, they are capable of understanding others. When parents child relationship is good, children accept more of their parents modeling. If parents want their c hildren to respect others, they have to respect their children too. Parents who communication well with their children, and enable their children to communication well with others. Sears and Hallowell believe that Childrens self-esteem influences their social behavior and learning. Hallowell asserts that motivations, positive attitudes, and behaviors influence children to have high self-esteem (pg 98). Children who have high self-esteem are mostly likely to response optimistically. They also manage difficult situation, and less negative emotions. Sears considers that children who act positively and tend to have high self-image. They also behave in wise manner. In addition, children with low self-esteem will not able to experience anything new; thus, they are less likely to succeed in school. Severe asserts parents should teach their children to make responsible decisions (pg 109). If the children are having hard time finding the solutions, parents should ask them for the possible solutions they can come up with it. There are usually more than one solution but allow your children to come up with the solutions. It will help them to understand the consequences and improve their ability to consciously make wise decisions. Sears and Gottman insist parents to set up limits on their children to maintain discipline and behavior. Sears claims that setting up limits on childrens behavior, the children are less likely to cross their limits (pg 92). When setting limits, you will sometimes need to alter to the more cruel disciplinary approach of punishment. If parents set harsh limits, their children will learn positive discipline. It helps them develop into responsible and dependable adults. Gottman believes that parents often set limits for childrens misbehavior and it also makes life more successful for your child in the long run. Sever believes that children often learn how to behave from their parents behavior (pg 106). Childrens home environment influenced on their school performance therefore, if children have grown up in environment where it is happy, they tend have positive influence. The qualities the children received from their parents are being polite, supportive, caring, generous and compassionate. Parents are their most profound inspiration. Parenting style can be present various ways throughout childrens life. Since children learn most of their behavior from their parents, these techniques greatly helpful for parents to raise children.

An Analysis of Boots Essay -- Health Beauty Products Retail Essays

An Analysis of Boots Introduction The business I have chosen is Boots due to my interest in health and beauty products. Boots is a multi-national company. It has branches all over the world including Thailand and Japan. Boots was established by John and Mary Boots. The first ever Boots store opened in 1849 in Nottingham selling herbal remedies for poor city people. One hundred and fifty four years later Boots now owns 700 retail units which have a value of  £740 million and a gross income of about  £900 million. The Boots organisation is a public limited company (PLC); Boots is a company run by a set of directors and a chairman for investing shareholders. Boots has its shares bought and sold at the Stock Exchange. By this it is open to anyone who trades in this market. When dealing with shares the organisation can issue different types of shares called preference and debenture shares. These shares have a higher status than ordinary shares. Advantages of being a PLC The organisation can become multinational or conglomerates. A good example of this is Boots as they have been bought by BASF a German owned company and due to this they have opened Boots stores in many other countries. Also the organisation can expand to third world countries which Boots has also done. By doing this Boots can use raw materials and nationalise even further. Public limited companies have advantages that they can expand their organisations into different businesses and conglomerates. This protects the firm from dealing in one market. Ø The organisation can be on the stock exchange and this enables them to offer shares for sale publicly. Due to this PLC's can acquire ready capital for further development if they ar... ...communication will be better because it is multidirectional unlike M.I.R stationers. The benefits of a flat structure are that the employees feel valued and are treated quite fairly, their ideas and opinions are also took in consideration. The hierarchical structure is quite complex and different to a flat structure; there are levels of importance and authority from the very beginning. This makes it difficult for staff to communicate to each other. And when communication is poor in any organisation, this has bad effects on the businesses aims and objectives. P6 list appropriately the sources of evidence you used in your research The sources of information I used for my research are: - Boots annual report Hodder GNVQ Business Intermediate GNVQ business Heinmann intermediate Business www.boots-plc.co.uk A leaflet called All about Boots An Analysis of Boots Essay -- Health Beauty Products Retail Essays An Analysis of Boots Introduction The business I have chosen is Boots due to my interest in health and beauty products. Boots is a multi-national company. It has branches all over the world including Thailand and Japan. Boots was established by John and Mary Boots. The first ever Boots store opened in 1849 in Nottingham selling herbal remedies for poor city people. One hundred and fifty four years later Boots now owns 700 retail units which have a value of  £740 million and a gross income of about  £900 million. The Boots organisation is a public limited company (PLC); Boots is a company run by a set of directors and a chairman for investing shareholders. Boots has its shares bought and sold at the Stock Exchange. By this it is open to anyone who trades in this market. When dealing with shares the organisation can issue different types of shares called preference and debenture shares. These shares have a higher status than ordinary shares. Advantages of being a PLC The organisation can become multinational or conglomerates. A good example of this is Boots as they have been bought by BASF a German owned company and due to this they have opened Boots stores in many other countries. Also the organisation can expand to third world countries which Boots has also done. By doing this Boots can use raw materials and nationalise even further. Public limited companies have advantages that they can expand their organisations into different businesses and conglomerates. This protects the firm from dealing in one market. Ø The organisation can be on the stock exchange and this enables them to offer shares for sale publicly. Due to this PLC's can acquire ready capital for further development if they ar... ...communication will be better because it is multidirectional unlike M.I.R stationers. The benefits of a flat structure are that the employees feel valued and are treated quite fairly, their ideas and opinions are also took in consideration. The hierarchical structure is quite complex and different to a flat structure; there are levels of importance and authority from the very beginning. This makes it difficult for staff to communicate to each other. And when communication is poor in any organisation, this has bad effects on the businesses aims and objectives. P6 list appropriately the sources of evidence you used in your research The sources of information I used for my research are: - Boots annual report Hodder GNVQ Business Intermediate GNVQ business Heinmann intermediate Business www.boots-plc.co.uk A leaflet called All about Boots

Patient E.O.

1. )What type of reaction is the health care provider concerned about and why? Being that E. O has never been prescribed penicillin; her healthcare provider is concerned that she may be allergic to the antibiotic. Penicillin is an antibiotic that is used to treat many bacterial infections in the body. People with asthma and a history of any type of allergy should be monitored very closely when taking penicillin for the first time and should be given the right dose to safely take the antibiotic.An allergic reaction to penicillin can range from a simple rash to a life threatening condition known as anaphylaxis. If allergic to penicillin, E. O’s healthcare provider is mainly concerned that she might develop an anaphylactic shock, which may become fatal if the condition is not treated immediately. 2a. ) Explain the role of IgE and mast cells in type I hypersensitivity reactions. Type 1 Hypersensitivity is a reaction that involves many parts of the body, for instance, the skin, eye s, nasopharynx, bronchopulmonary tissue, and the gastrointestinal tract.This reaction may cause a range of minor symptoms to fatality. Common manifestations that may possibly occur during Type 1 Hypersensitivity are rhinitis, asthma, atopic eczema, bee-sting reaction, and gastroenteritis. IgE, released from B cells, is an antibody that mediates hypersensitivity and arms mast cells, which exhibit as the principal component cell of this reaction in the body. The exposure of an allergen in an individual causes plasma B cells to produce the antibody IgE which circulates in small amount in the blood.Immunoglobulin E binds to the IgE receptors on mast cells which ultimately produces IgE antigen-binding sites on the surface of the mast cell. After the exposure of the mast cell with crosslinking of IgE-Fc receptors to an antigen, degranulation results and mediators are released causing signs of inflammation (Copstead & Banasik, 2010, pp. 227-228). 2b. ) Why might E. O. react adversely to th e antibiotic with the first use? Being that E.O has a past medical history of asthma and allergy to bee stings, she might react adversely to the antibiotic within the first use because she already has a high level of IgE bound to mast cells from previous asthma attacks or bee stings. Since it will be her first time taking Penicillin, she has not developed the IgE to the antibiotic, which ultimately may cause her to have an adverse reaction to the drug. Copstead, L. C. & Banasik, J. L. (2010). Pathophysiology, Fourth Edition. St. Louis, Missouri: Saunders Elsevier.

Memories by Trilokesh Mukherjee Essay

The poem ‘Memories’ is by an Indian poet called Trilokesh Mukherjee. The poet grew up in India and this influences the poem, he brings his culture into the poem by using imagery and senses and other literary devices. Also, he refers to the Gods from the Hindu religion and mythology. Hindu religion, mythology and family are all very important to the Indian people and this is all shown in the poem when they are sitting around the fire at night. The theme of this poem is childhood memories and how they are still strong in the poets mind. The setting of this poem is in the evening/night time and this is shown by the fact that all the creatures that are mentioned are nocturnal like the night owls. â€Å"The meal was shared with all the children.† This shows us that everybody is included, and there is a sense of togetherness in this community. The poet uses senses to help paint a picture in the readers head. He uses smell with â€Å"smelled the smoke of the fire†, â€Å"the food being cooked†, â€Å"the smell of the rice.† This is intended to make the reader feel relaxed and get a home feeling and feel delightful. Next, the poet uses sights. â€Å"Glow worms added golden firework sparks on the dark canvas.† The poet wants the readers to see a magical world through a kids eyes, and the glow worms are like fireworks going on. It is like the poet is bringing his dark canvas to life. Thirdly, Mukherjee uses sounds to give us an idea of what we can hear, the poet uses onomatopoeia and gives us three examples of what the reader can hear.†untiring chirping of the crickets and nightjars†, â€Å"hooting of night owls†, â€Å"howling of distant jackals.† There Are four different animals here and it could be that they are forming like a band, like the sounds of the night. There is also another example that again, makes the reader feel calm and relaxed. It is â€Å"her reassuring voice.† This shows us that Grandmother makes him feel safe and calm. There are many different ideas for tone in this poem. There is fascination, where the poet as child and his friends have heard the stories so many times, yet still want to hear more about it again and again. â€Å"Again and again† is emphasising on the repetition of the story. There is also excitement from the little kids. â€Å"†¦and then, Grandma!† Although, they already know what was going to happen since they have heard the story  before. The poet brings in his culture again, and the reader can tell that culture is very important to the poet and also that he is proud of it. When he uses the adjectives â€Å"valiant† and â€Å"wonderful† to describe the Gods from the Hindu religion/ mythology. Towards the end of the poem, the tone of the poem gets sad, when the poet states â€Å"Grandmother is no more.† But, even though he said that, he says â€Å"I can still hear her voice.† This shows us how strong the poets memories are. There is then comfort when the poet said, â€Å"I need only shut my eyes to hear the whispering.† This shows us that he goes back an remembers the scene/ setting of the poem, which could be his happy place. The main message for the poem is that the importance and power of the memories. When he states â€Å"That’s what the memories are about.† This suggests that Mukherjee uses his childhood memories as a comfort zone. The language of the poem is also important in the way they describe the memories. In line 1-3 you can straight away realise that the poet uses the collective pronoun ‘We’ This draws the reader into the poem, making them feel part of the poem. It shows the memories of all the family being together, almost like an autobiography. The poet used assonance of the ‘I’ sound in â€Å"untiring chirping of crickets† it’s brings the sound alive. Also the metaphor in the third line, it suggests the brightness of the glow worms. It is almost like a child-like description of the magic of the moment. In lines 4-5, the poet again uses senses to remind him of the memories from his childhood with his Grandmother. â€Å"Smelled the smoke.† â€Å"The smell of rice.† The smell of rice reminds him of the warmth of the house since rice is more of an Indian cultured food. Mukherjee uses ellipsis at the end of line 5, like a dramatic pause which takes us to another stage of the memory which is his Grandmother telling stories to the children. In lines 6-9, after the dramatic pause, the poet uses the phrase ‘Much later’, this gives us the impression that the meal and the story telling lasted all night. Grandmothers â€Å"reassuring voice† makes her sound like a comforting and loving figure, which could be why this could be his favourite childhood memory and why he talks about it. There is also a paradox used â€Å"Far away, unknown, yet familiar†, this shows that the stories were extraordinary for the children. In lines 10-13, the children (including the poet) are always hungry to hear the story and are never really satisfied with it. The use of dialogue, exclamation marks and question marks, show the reader the excitement of the children listening to the story. In lines 14-17, Grandmother brought their dreams alive with her wonderful storytelling and this suggests again, why this could be their favourite childhood memory with their Grandmother. In conclusion, the poet brings out the main theme of the poem which is his childhood memories and by doing so, he is influenced by his culture and surroundings. Trilokesh Mukherjee uses imagery (senses mostly) and metaphors to bring his poem alive and it’s in the past and then towards the end its comes back to the present. This shows us that the poet is now back to reality. The poet thinks that memories are important and that they take us back to he things that really matter in life which is true and in this case it would be, taking him back, to when he was a young boy and how he and his friends would sit around the open fire and listen to his Grandmother tell stories after a meal.

Converting Fractions to Decimals - free worksheets.

Converting Fractions to Decimals - free worksheets. All worksheets are in PDF. Remember, look at the fraction bar as a divided by bar. For instance 1/2 means the same as 1 divided by 2 which equals 0.5. Or 3/5 is 3 divided by 5 which equals 0.6. Thats all you need to know to convert the following worksheets on fractions to decimals! Converting fractions to decimals is a common concept that is often taught in the fifth and sixth grades in most educational jurisdictions. Students should have plenty of exposure to concrete manipulatives prior to complete pencil paper tasks. For instance, work with fraction bars and circles to ensure a deep understanding is in place. 1. Worksheet 1Answers 2. Worksheet 2Answers 3. Worksheet 3Answers 4. Worksheet 4Answers 5. Worksheet 5Answers 6. Worksheet 6Answers Although calculators will do the conversion simply and quickly, it is still important for students to understand the concept in order to use the calculator. After all, you cant use a calculator if you dont know which numbers or operations to key in.

4 Advantages Internal Candidates Have Over You -The JobNetwork

4 Advantages Internal Candidates Have Over You -The JobNetwork Applying for your dream job? You’ve finally found it, and you’re perfect for it. You fit the qualifications, and then some. This job is absolutely made for you! So, what’s the catch? There might be internal candidates vying for the same job–and they have a leg up. Here are 4 things internal candidates have going for them that will net them your dream job almost every time, unless you learn how to preempt the situation.1. They know the company.Internal candidates, whether they’ve worked at a place for two months or 20  years, know the mission, goals, culture, hierarchy, values, etc. of the company inside and out. They also might have an understanding of the interior politics involved in this particular job opening. You do not.What you can do is research the company. Do your homework. And make sure that if you get asked in an interview about the company, you’re spouting information off as naturally as if you’d been working there ten ye ars. Act like you already do!2. The company knows them.Better the devil you know? Also better the angels. If a company knows an inside candidate can get the job done well, then they’re more likely to hire them again. They also have a good sense of their work ethic, their social skills, their strengths and weaknesses.What you need to do is articulate your value. Go ahead and be upfront about this- and use it as an asset. After all, not being a known entity has its advantages. Remind them you bring a fresh perspective with you. Don’t be shy to share some of your new ideas in the interview. Show yourself as the most qualified person for the job, and show them they don’t need to worry about your delivering on your promises.3. Personal relationships are already established.Internal candidates have a bunch of people on the inside- coworkers, contacts, friends- who are loyal and will vouch for them. That goes a long way. They’ve made inroads, and have developed relationships with their team and other teams that make lots of people in the company comfortable working with them.Your only shot here is to network. Find an â€Å"in† in the company, someone who could refer you or offer a personal recommendation. Or even someone you’ve developed a relationship with who could give you some advice from the inside on how to best prepare your application.4. They’re already a fit.You’re still trying to figure out what the company culture is, and the internal candidate is already in it. Unless they’re not doing well or fitting in, they’ve got a huge leg up on you because their bosses will already be comfortable with them, even like them. This might be the number one reason internal candidates win out in the end- they already fit.The way you prepare can go a long way towards giving the hiring manager the same sense. Do a bit of research to figure out what you can about the company culture, then- particularly if t here are values you share- go ahead and emphasize the ways in which you fit. Talk the talk, walk the walk, etc. Show them you’re one of them. Put them at ease. If you can do all that and prove that you’d be an asset to the team, you’ll have a good chance of beating out your competition from within.

Exceptional Things That Great Teachers Do

Exceptional Things That Great Teachers Do All teachers are not created equal. Some are frankly better than others. It is a privilege and special opportunity when we have a great one. Great teachers go above and beyond to ensure that each child is successful. Many of us have had that one teacher that inspired us more than any other. Great teachers are able to bring the best out of every student. They are often energetic, fun, and seemingly always at the top of their game. Their students look forward to coming to their class each day. When students are promoted to the next grade, they are sad that they are leaving but armed with the skills necessary to be successful. Great teachers are rare. Many teachers are capable, but there are a select few who are willing to spend the time necessary to hone their skills enough to become great. They are innovators, communicators, and educators. They are compassionate, endearing, charming, and funny. They are creative, smart, and ambitious. They are passionate, personable, and proactive. They are dedicated, continuous learners who are gifted in their craft. They are in a sense the total teaching package. So what makes someone a great teacher? There is not a single answer. Instead, there are several exceptional things that great teachers do. Many teachers do a few of these things, but the great teachers consistently do them all. A Great Teacher Is Prepared:  Preparation takes a lot of time. Great teachers spend a lot of time outside of the school day preparing for each day. This often includes weekends. They also spend countless hours during the summer working to improve their craft. They prepare detailed lessons, activities, and centers each designed to maximize student learning opportunities. They create detailed lesson plans and often plan for more in a day than they typically can complete.Organized:  Being organized leads to efficiency. This allows great teachers minimal distractions and maximizes instructional time. Increasing instructional time will lead to an increase in academic success for students. Organization is about creating an efficient system to find resources and other materials quickly which a teacher needs. There are many different organizational styles. A great teacher finds the system that works for them and makes it better.A Continuous Learner:  They continuously read and apply the newest research i n their classroom. They are never satisfied whether they have taught for one year or twenty. They seek out professional development opportunities, research ideas online and subscribe to multiple teaching related newsletters. Great teachers are not afraid to ask other teachers what they are doing in their classrooms. They often take these ideas and experiment with them in their classroom. Adaptable: They recognize that each school day and each school year is different. What works for one student or one class may not work for the next. They continuously change things up to take advantage of individual strengths and weaknesses within a classroom. Great teachers are not afraid to scrap entire lessons and start back over with a new approach. They recognize when something is working and stick to it. When an approach is ineffective, they make the necessary changes.Constantly changing and never become stale: As trends change, they change with them. They grow each year they teach always improving across multiple areas. They are not the same teacher from year to year. Great teachers learn from their mistakes. They look to improve upon what has been successful and find something new to replace what has been not worked. They are not afraid to learn new strategies, technologies, or implement new curricula.Proactive:  Being proactive can stave off a lot of potential problems inc luding academic, discipline, or any other issue. It can prevent a small concern from turning into an enormous problem. Great teachers recognize potential problems immediately and work to fix them quickly. They understand that the time put into correcting a small problem is considerably less than it would be if it ballooned into something bigger. Once it becomes a large issue, it will almost always take away from valuable class time. Communicates:  Communication is a critical component of a successful teacher. They must be adept at communicating with several subgroups including students, parents, administrators, support personnel, and other teachers. Each of these subgroups must be communicated with differently, and great teachers are terrific at communicating with everyone. They are able to communicate so that every person understands the message they are trying to convey. Great teachers keep people informed. They explain concepts well and make people feel comfortable around them.Networks:  Networking has become a critical component of being a great teacher. It has also become easier. Social networks such as Google, Twitter, Facebook, and Pinterest allow teachers from all over the world to share ideas and provide best practices quickly. They also allow teachers to seek input and advice from other teachers. Networking provides a natural support system with those who share a similar passion. It provides great teachers with another means of learning and honing their craft. Inspires:  They are able to pull the best out of every student they teach. They inspire them to become better students, to maximize their time in the classroom, and to look towards the future. A great teacher takes an interest a student has and helps turn it into a passion making educational connections that will potentially last a lifetime. They understand that each student is different, and they embrace those differences. They teach their students that it is those differences that often make them exceptional.Compassionate:  They hurt when their students hurt and rejoice when their students rejoice. They understand that life happens and that the kids they teach do not control their home lives. Great teachers believe in second chances, but use mistakes to teach life lessons. They offer advice, counseling, and mentoring when necessary. Great teachers understand that school is sometimes the safest place a kid can be.Respected: Respect is earned over time. It does not come easy. Res pected teachers are able to maximize learning because they do not typically have classroom management issues. When they have an issue, they are dealt with quickly and in a respectable manner. They do not embarrass or berate the student. Great teachers understand you have to give respect before you earn respect. They are considerable and thoughtful to everyone but understand that there are occasions where they must stand their ground. Able to Make Learning Fun: They are unpredictable. They jump into character when reading a story, teach lessons with enthusiasm, take advantage of teachable moments, and provide dynamic, hands-on activities that students will remember. They tell stories to make real life connections. Great teachers incorporate student interests into their lessons. They are not afraid to do crazy things that motivate their students to learn.Going Above and Beyond:  They volunteer their own time to tutor a struggling student after school or on weekends. They help out in other areas around school when they are needed. A great teacher is the first to help a family of a student in need in any way they can. They advocate for the students when necessary. They look out for each student’s best interest. They do what it takes to ensure that each student is safe, healthy, clothed, and fed.Loving  What They Do:  They are passionate about their job. They enjoy getting up each morning and going to the ir classroom. They are excited about the opportunities they have. They like the challenges that each day presents. Great teachers always have a smile on their face. They rarely let their students know when something is bothering them because they worry it will affect them negatively. They are natural educators because they were born to be a teacher. Educating:  They not only teach students the required curriculum, but they also teach them life skills. They are in a constant state of teaching, taking advantage of impromptu opportunities that may captivate and inspire a particular student. They do not rely on a mainstream or boxed in approach to educate. They are able to take a variety of styles and mold them into their own unique style to meet the needs of the students that they have at any given time.

Why Detaining terrorist in Guantanamo Bay was against American Essay

Why Detaining terrorist in Guantanamo Bay was against American Philosophy - Essay Example Hamdan, a diminutive Yemeni who had been detained in Guantanamo Bay for more than five years, was kept in a tiny room kept cold with air conditioning, while he had nothing proper to cover himself, not even a pair of socks. Swift shared his thoughts with his partner law professor, Neal Katyal, who had been preparing legal briefs on the matter of President Bushs military tribunals. Katyal made his own efforts in writing drafts for the Supreme Court and the Court of Appeals trying to figure out what the Department of Defense was going to include in the new guidelines for the Guantanamo Bay detainees. Although the Supreme Court declared the military tribunals as illegal, still Congress protested and passed its own ruling regarding the secluded Guantanamo. This was a defeat of American philosophy. So, the lawyers, Swift and Katyal, decided to challenge Congress. Why detaining terrorists in Guantanamo Bay is against the American philosophy has many fair reasons. It is not legal in any case, according to human rights, to deprive a prisoner of war of his legal right of either being tried or released if proved innocent. The detainees at Guantanamo Bay are neither tried nor released, and they do not even know why they have been brought there and kept in brutal torture. Detainees have been held in Guantanamo Bay without charge for more than five years many of whom have been subjected to severe abuses. This has significantly torn apart American reputation of war. Guantanamo has become an epitome of lawlessness in the eyes of the whole world. American philosophy has enabled the United States to stand among one of the strongest democracies which support human rights and which make other nations comply with the international standards of human rights and humanitarian laws. But now, even the allies of the Bush’s administration are looking at Gu antanamo policy as a failure and violation of American philosophy of war and human rights. Carafano and Rona state that: That the

Advertisement Essay Example | Topics and Well Written Essays - 1000 words

Advertisement - Essay Example In this advertisement, the target audience is both sexes. According to the photographs in the ad, we can clearly see that both these people are young, so the advertisement is meant for the young generation. Both of them are also very good-looking, even though they are wearing plain clothing, which helps to focus more on their beauty. They are both making physical, sensual contact with each other, which shows the supposed effect of the fragrance. Also, we can see that the involvement of both sexes shows us that the product at hand should be used by both the male and the female population. On the other hand, it’s clearly evident that the advertisement, which involves introducing a new product into the market, is meant to call attention to the product so that the target audience can be attracted to it, like it and at the end of the day purchase the product. The person viewing the advertisement is made aware that the fragrance is new because only new items usually end up in magazines, since those are the ones that the companies feel an audience would like. The advertisement also clearly states that the product is new, prompting the audience to want to give this new fragrance a try. Through this presentation, the audience is enticed to try the effect of the fragrance for themselves. Similarly, there is a message in this advertisement that is somehow overt and has been used to attract the probable buyers of the fragrance. In this case, the fragrance is meant to make the buyer feel good and also make the person be more desirable to others. According to the press release, â€Å"CK One is about connecting with the group, CK Be is about connecting with yourself, and CK IN2U is all about connecting with another person† (Osmoz). In a more hidden meaning which acts as a reinforcement to the previous message, the user of the perfume will be more

John Snow and Epidemology Essay Example | Topics and Well Written Essays - 500 words

John Snow and Epidemology - Essay Example He attended day school because of his family background; his father could only afford that because he was an unskilled laborer. Snow was a bright student; his best subject was mathematics and he did well in that and on other subjects. Simmons (2002) reveals that Snow graduated from the University of London in 1843 and he also obtained a doctorate in medicine a year later. John Snow’s epidemiological studies assisted in finding the root of cholera in London in 1854. A number of diseases had affected the residents of England prior 19th century, some include plague in 1665. However, there was an epidemic of cholera in 1831 thought to have been brought by travellers and merchants from parts of Asia. Cholera was a serious threat to the population of England. Medical experts were confused, but John Snow came to their rescue. He revealed that Cholera was caused by a certain agent in London water. Previously before his revelation or theory, the other physicians attributed the spread of cholera to filthiness of London City (Simmons, 2002). The previous theories relating to the spread of cholera pointed out that it was an airborne disease. This was in mid-19th century whereby physicians thought that cholera concentrated at the low levels altitudes. Workers and merchants in slaughterhouses were causing the spread of cholera according to Miasmatists. The Miasmatists explained that the foul smell from the slaughterhouses was the causing the spread of cholera. John Snow refuted their claims saying that the workers who frequently works at the slaughterhouses inhales miasmus. They have however not been the targets of cholera. He meant that the inhalation of miasmus did not cause the spread of cholera. The spread of Cholera according to Snow was caused by ingestion of morbid matter related to cholera (Ramsay, 2006). Relationship between host, agent and environment increases the spread of the disease. The three aspects exist independently, but their integration will lead to

Neil DeGrasse Tyson Essay Example | Topics and Well Written Essays - 1000 words

Neil DeGrasse Tyson - Essay Example His passion and advocacy for science is evident in all his undertakings. Technically, Neil deGrasse Tyson is an astrophysicist, and a science communicator regularly seen as the host of special science occasions. The scientific community has heaped numerous academic and honorary degrees to this 56-year-old Tyson. When we talk about Neil deGrasse Tyson, we are talking about a hardcore scientist and a prime-time badass scientist. Neil deGrasse Tyson was born in October 1958, in Manhattan, New York City, United States of America. His father, Cyril deGrasse Tyson, was a sociologist while his mother, Sunchita Feliciano, was a gerontologist. At the age of nine, Neil visited the Hayden Planetarium, the largest planetarium in the world. After returning from his visit, Neil developed an enhanced passion for astronomy. He attended Bronx High School of Science and actively participated in writing and editing the school’s physical sciences magazine (Marne, 19). Neil possessed not only a great passion for astronomy but he was also an excellent communicator. Surprisingly, he had started giving astronomy lectures at the age of fifteen. In the midst of his teenage lectures, Neil deGrasse Tyson was discovered by the iconic astrophysicist Dr. Carl Sagan. Sagan invited him to join an undergraduate degree program at Cornell University but Neil opted to pursue his degree at Harvard University, where he graduated in 1980 with a Bachelor of Arts in Physics (Marne, 25). After receiving the Bachelor’s degree, Neil deGrasse Tyson became distracted by extracurricular activities like wrestling and dancing. Three years later, Neil proceeded to earn the Master of Arts in Astronomy and Master of Philosophy in Astrophysics from the University of Texas and Colombia University respectively and finally received a PhD of Astrophysics in 1991. Technically, Neil deGrasse Tyson completed his academic journey in 1991, and commenced his career in science. In 1992, Neil

Pure Competition & Monopolistic Competition Research Paper

Pure Competition & Monopolistic Competition - Research Paper Example A firm in a perfect competition shows complete elasticity to price fluctuations. Also, marginal revenues are equals to average revenues and market demands. It is the demand which causes shifts in average and marginal revenues in the short-run. Changes in market demand and supply lead to price fluctuations (Reynolds). 2.3Profit Maximization in the Short-Run For a firm in a pure competition, the difference between total costs and total revenues represent profits. For a firm to earn maximum profits, ability to control and react to marginal costs and revenue functions is important. If a firm can identify the level where marginal costs (MC) can be equals to marginal revenues (MR), profit can be maximized by increasing the output and number of units sold. It is important to note that in a short-run, Average revenue (AR) is equals to marginal revenue (MR) which also represents market price. Furthermore, the firm is intended to increase profits and not revenues. Therefore, a firm is required to produce and sell additional goods in order to reduce marginal costs (MC). The lower marginal cost would lead to lower average costs and the difference between average costs and revenues would indicate final profits of the firm. In short, if marginal costs (MC) are equals to marginal revenues, the firm is earning maximum profits. In a scenario where these two variables are equal or MR is higher than MC, the firm should produce more and vice versa (see Fig 1). In a short-run, the maximum loss that a firm can bear is its fixed cost.

Evaluation of CAPM using American stock market data Dissertation

Evaluation of CAPM using American stock market data - Dissertation Example So investors prefer to choose mean-variance-efficient portfolios that would either minimize variance with a given expected return or would maximize expected return given variance. Thus, CAPM is a theory that defines the relationship between risk and the expected return of a security or a portfolio of securities. The theory is based on the assumption that the security market is generally composed of risk-averse investors and the type of investors who prefer and will to take more risk only when they expect to earn a higher return in commensuration with that risk. The return from an asset varies through successive periods and an asset which has a fluctuating return is considered to have greater risk. So, the tendency of investors is to diversify their investment portfolio so that they could minimize the effect of risk volatility, i.e. the unsystematic risk attached to the portfolio. Thus due to diversification only market related or systematic risk is relevant in the risk-return trade-o ff. The portion of risk volatility which is systematic, i.e. measured by the extent to which return varies with respect to the overall market, is measured by the parameter ? (Beta). Beta is a measure of risk contributed by individual securities to a well-diversified portfolio, and measured by- rA = return of the asset rM = Return of the market ?2M = variance of the return of the market cov(rA, rM) = covariance between the return of the asset and the return of the market. Beta is calculated with the help of historical returns for both the asset and the market. Assumptions of CAPM The assumptions of CAPM are- Investors in the market are concerned only about the expected return and the volatility of risk involved with their investment All investors have homogeneous idea about the concept of risk and return associated with an investment. Systematic risk factor is common to a broad-based market portfolio as systematic risk brings volatility which is non-diversifiable. So, if a securities beta can be identified, then the expected return from that security can be calculated. Economic Rationale behind CAPM and its Consistency with the regulatory and the economic standards The relationship in risk and return in CAPM is measured using- Where, Rt = the expected return on a security or a portfolio Rf = Risk-free rate of return ?i = Beta of the security or portfolio i Rm = expected return on the equity market performance The rationale behind the CAPM equation is to persuade the investors to shift their money from riskless assets to risky assets such as equity security. The usefulness of CAPM lies in the measurement of the expected return premium appropriate for an investment with respect to the risk involved relative to the market index risk. The economic explanation of the equation brings out that how risk-free rate of return (Rf) and market-wide risk premium (Rm- Rf) aid to persuade investors from investment in risk-free securities to risky securities.

Pure Competition & Monopolistic Competition Research Paper

Pure Competition & Monopolistic Competition - Research Paper Example A firm in a perfect competition shows complete elasticity to price fluctuations. Also, marginal revenues are equals to average revenues and market demands. It is the demand which causes shifts in average and marginal revenues in the short-run. Changes in market demand and supply lead to price fluctuations (Reynolds). 2.3Profit Maximization in the Short-Run For a firm in a pure competition, the difference between total costs and total revenues represent profits. For a firm to earn maximum profits, ability to control and react to marginal costs and revenue functions is important. If a firm can identify the level where marginal costs (MC) can be equals to marginal revenues (MR), profit can be maximized by increasing the output and number of units sold. It is important to note that in a short-run, Average revenue (AR) is equals to marginal revenue (MR) which also represents market price. Furthermore, the firm is intended to increase profits and not revenues. Therefore, a firm is required to produce and sell additional goods in order to reduce marginal costs (MC). The lower marginal cost would lead to lower average costs and the difference between average costs and revenues would indicate final profits of the firm. In short, if marginal costs (MC) are equals to marginal revenues, the firm is earning maximum profits. In a scenario where these two variables are equal or MR is higher than MC, the firm should produce more and vice versa (see Fig 1). In a short-run, the maximum loss that a firm can bear is its fixed cost.

India Essay Example | Topics and Well Written Essays - 1000 words

India - Essay Example Hinduism practices a diversity of beliefs. The first and major belief of Hinduism is the belief in the sacred reality, which is founded upon Brahman. Brahman is the ultimate authority on sacred reality. He is considered as the manifest basis of the entire unmanifest (Griffin, 1). This means that Brahman is the manifestation of all the Vedic gods and this makes him the creator and the creation itself. He thus considered being eternal, changeless, perfect and absolute (Griffin, 1). The effect of this belief in humanity is the foundation of the belief in a supreme being. Human beings practice religion due to the belief in a supreme being, which is seen as the source of creation and authority on earth. The Supreme Being is depicted as one that must be accorded respect and obedience to its laws and teachings. It is this belief in a Supreme Being that evidences the aspect of humanity that demands respect to be accorded to the Supreme Being. The belief on life, death and reincarnation taugh t by Brahman is an indication of the perceptions held by human beings on life after death and the origin of life. The second vision of India is founded upon the teachings of Buddha. Unlike Hinduism, Buddhism dies not believe in creation or the existence of a creator god. It instead teaches on the impermanence of all reality and the need to focus on experiencing the present. It also teaches on the absence of an entity within the human body. This means that contrary to other human religions that lay an emphasis on the human soul, Buddhism does not place any belief on the existence of the human soul. Rather, it places belief on reincarnation and the need to preserve high standards of morality. In this respect, Buddhism explains humanity as independent existence guided by faith and high moral codes (Griffin, 1). Sikhism, on the other hand, has some degree of monotheism. It places belief on all powerful, magnificent, and immanent being. As opposed to the other visions, Sikhism place beli ef on creation. It insists that the world was created by the utterance of god. This view explains the source of humanity as originating as a creation by the divine being. According to this vision, humanity arose by creation. Jainism, like Buddhism and Hinduism, does not believe in creation but rather in reincarnation as the source of humanity. However, as opposed to the other visions, it places firm belief on the law of nature. This is the law of Karma, which may be described as the human soul, and is responsible for governing human conduct through the notion that bad deeds collect on the karma making it sticky. All these visions of India, though dissimilar in some aspects, converge on the insistence of divinity arising from nature. It is this convergence in these visions that may be used to argue that these similarities form the Indian vision on humanity. 2 The views of the visions of India are different from Europe and North East countries. The ‘mother vision’ of Indi a is Hinduism that has influenced other religions in a great way. The religions affected in India are Islam, Christianity, Sikhism, Buddhism, Jainism and Baha’i. India has accepted different religions to be practiced by its citizens and has fostered on the freedom of worship, which has been the main factor that has promoted the diverse worship of religion. The vision, Hinduism refers to different types of believes and religion practices that religious individuals practices to their different

Ignition Timing Advance Of The Petrol Engine Engineering Essay

Ignition Timing Advance Of The Petrol Engine Engineering Essay Ignition Timing: as applied to the spark ignition engines (petrol engines) is a process of setting the time at which the spark plug should fire in the combustion chamber during the compression with respect to the piston position and the crankshaft angular velocity. The spark plug should fire before TDC and the flame should terminate after TDC. Setting the appropriate ignition timing is very crucial as it decides the time available for combustion of the air-fuel mixture. Hence, the ignition timing affects many variables including fuel economy and engine power output. Earlier engines that use mechanical spark distributors rely on the inertia of rotating weights and springs and manifold vacuum in order to set the ignition timing throughout the RPM range of the engine; whereas the latest engines consists of an ECU (engine control unit) which uses a computer to control the ignition timing throughout the engines RPM range. Factors influencing ignition timing: Type of ignition system used. Engine speed. Load of the engine: with more load (larger throttle opening) requiring less advance (as the mixture burns faster). Components used in the ignition system. Settings of the ignition system components. Temperature of the engine; lower temperature allows for more advance. The ignition timing to some extent also depends on the octane number of the fuel, and the air-fuel ratio as this determines the speed with which the fuel burns. Usually, any major engine changes or upgrades will require a change to the ignition timing settings of the engine. Timing Advance: refers to the number of degrees before top dead centre (bTDC) that the spark will ignite the air-fuel mixture in the combustion chamber during the compression stroke. In contrast to that, timing retard refers to the changing in ignition timing, so that the fuel ignition takes place later than the manufacturers specified time. As an example, if the set ignition time was 12Â ° bTDC, then when the fuel ignition starts later than 12Â ° bTDC, it is known as ignition retard; similarly when the air-fuel mixture is ignited at an angle greater than 12Â ° bTDC, it would be known as ignition advance. Timing advance is necessary because it takes time for the combustion of the air-fuel mixture to complete. Igniting the mixture before the piston ends its compression stroke would maximize the limit to which the mixture burns completely, and hence help to build up maximum pressure soon after the piston reaches the TDC. This would ensure maximum power output by maximizing the force with which the piston is pushed down, by maximizing the pressure as soon as the piston starts going down when the power stroke is initiated. Ideally, the mixture should be completely burnt by 20Â ° aTDC (after TDC). If the ignition occurs at a position that is too advanced relative to the piston position, the rapidly expanding air-fuel mixture can actually push against the piston still moving up, causing detonation and lost power; whereas if the ignition is too retarded relative to the piston position, the maximum cylinder pressure will occur after the piston has already travelled too far down the cylinder. This would result in lost power accompanied by high emissions and unburnt fuel. Why is Ignition timing advance required? The ignition timing needs to be increasingly advanced (relative to the TDC) as the engine speed increases, so that the air-fuel mixture has the correct amount of time to burn completely. As the engine speed increases, the time available to burn the mixture decreases while the burning itself proceeds at the same speed; this requires the burning to start earlier to complete in time. The correct timing advance for a given engine speed will allow for maximum cylinder pressure to be achieved at the correct crankshaft angular position. Combustion in SI Engines: The combustion process in SI engines consists of three major parts: Ignition and flame development, Flame propagation, and Flame termination. Consumption of the first 5-10% of the air-fuel mixture is generally considered as the flame development. During the flame development period, the spark plug fires and the combustion process starts, but very little pressure rise is observed (graph-1). Almost all the useful work is produced in an engine cycle during the flame propagation period of the combustion process. During this period 80-90% of the air-fuel mass is burnt; the cylinder pressure is greatly increased which provides the force to produce work in the expansion stroke. The final 5-10% of the air-fuel mass which burns is classified as flame termination. During this time, pressure drops and combustion is finally terminated. The combustion process ideally consists of an exothermic sub-sonic flame progression through a premixes almost homogenous air-fuel mixture. The spread of the flame front is greatly enhanced by the induced turbulence and swirl within the cylinder. Ignition and Flame Development: The process of combustion is initiated by an electric discharge across the electrodes of a spark plug anywhere between 10Â ° to 30Â ° bTDC, depending on the geometry of the combustion chamber. The high-temperature plasma discharge between the electrodes ignites the air-fuel mixture in the immediate vicinity, and the flame spreads outwards from here. Graph . The increase in pressure rise is very slow after ignition during the flame development period. This results in a slow pressure force increase on the piston and a smooth engine cycle. Maximum pressure occurs 5Â ° to 10Â ° aTDC. The combustion starts very slowly due to the high heat losses to the relatively cold spark plug and the gas mixture. The flame can generally be detected at about 6Â ° of crank rotation after the spark plug firing. The applied potential across the spark plug is usually 25,000-40,000 V. overall spark discharge lasts about 0.001 second with an average temperature of about 6000 K. The discharge of the spark plug delivers about 30 to 50 mJ of energy, most of which is lost by heat transfer. Ignition Systems: The few commonly used methods used to produce the high voltage potential, which is required to cause the electrical discharge across the spark plug electrodes, are: Battery-coil combination: Most automobiles use a 12-volt electrical system, including a 12-volt battery. This voltage is multiplied many times by the coil that supplies the very high potential delivered to the spark plug. Capacitor Discharge: Some systems use a capacitor to discharge across the spark plug electrodes at the proper time. Magneto system: Most small engines and some larger ones use a magneto driven off the engine crankshaft to generate the needed spark plug voltage. Some engines have a separate high-voltage generation system for each spark plug, while the others have a single system with a distributor that shifts from one cylinder to the next. The Spark Plug: The gap between the electrodes on a modern spark plug is about 0.7 to 1.7 mm. smaller gaps are acceptable if there is a rich air-fuel mixture or if the pressure is high (i.e. high inlet pressure by turbocharging or a high compression ratio). Normal temperature of spark plug electrodes between firings should be about 650Â ° to 700Â ° C. A temperature above 950Â °C risks the possibility of surface ignition, and a temperature below 350Â °C tends to promote surface fouling over extended time. For older engines with worn piston rings that burn an excess of oil, hotter plugs are recommended to avoid fouling. Hotter plugs have a greater heat conduction resistance than colder plugs. Modern spark plugs have a greater life span than the old ones. Some of the high quality spark plugs with platinum-tipped electrodes are made to last 160,000 km or more. Harley Davidson uses gold-tipped spark plugs. One reason this is desirable is the difficulty in replacing spark plugs in some modern engines due to the complexity and compactness of engine and increased amount of engine equipment. Figure . An NGK spark plug Spark plug firing: When a spark plug fires, the plasma discharge ignites the air-fuel mixture between and near the electrodes. This creates a spherical flame front that propagates outward into the combustion chamber. At first, the flame front moves very slowly because of its original size; it does not generate enough energy to quickly heat the surrounding gases and thus propagates very slowly. As a result of this, the cylinder pressure is not raised quickly and very little compression heating is experienced. Once the first 5-10% of the air-fuel mass is burnt, the flame velocity reaches higher values with corresponding rise in pressure, the flame propagation region. It is desirable to have a rich air-fuel mixture around the electrodes of the spark plug at ignition, as it ignited easily and more readily, has a faster flame speed and initiates the combustion process well. Spark plugs are generally located near the intake valves to assure a richer mixture, especially when starting a cold engine. Latest developments in spark plug/ignition system technology: The efforts to develop better ignition system continue. Spark plugs with several electrodes and two or more simultaneous sparks are now available. They give a more consistent ignition and quicker flame development. One of the modern systems still under development gives a continuing arc after the initial discharge; this additional spark will speed up combustion and give a more complete combustion as the air-fuel mixture swirls through the combustion chamber. Development work has been done to create a spark plug with variable electrode gap size. This would allow flexibility in ignition for different operating conditions. At least one automobile manufacturer is experimenting with engines that use a point on top of the piston as one of the spark electrodes. Using this system, spark ignition can be initiated across the gaps of 1.5 to 8 mm with a reported lowering of fuel consumption and emissions. Flame Propagation: Induced turbulence and swirl causes the flame propagation speed to increase by 10 times than if there were a laminar flame front moving through a stationary gas mixture. These motions also cause the flame front to expand spherically from the spark plug in stationary air and is greatly distorted and spread. As the gas mixture burns, the temperature and pressure rise to high values. Figure . A typical flame propagation pattern. The burnt gases behind the flame front are hotter than the unburnt gases before the flame front, with all the gases at about the same pressure. This decreases the density of the burnt gases and expands them to occupy a greater percentage of the total combustion chamber volume. Compression of the unburnt gases raises their temperature by compressive heating. In addition, radiation heating emitted from the flame reaction zone, which is at a temperature on the order of 3000 K, further heats the gases in the combustion chamber, unburnt and burnt, raising the pressure further. Heat transfer by conduction and convection are minor as compared to radiation, due to very short real time involved in each cycle. The environment inside the combustion chamber is such that the progressive increase in temperature and pressure in taking place, causing the reaction time to decrease and flame front speed to increase. The temperature of the burnt gases is not uniform. It is higher near the spark plug where the combustion had initiated. Ideally, the air-fuel mixture should be around two-thirds burnt at TDC and almost completely burnt at about 15Â ° aTDC. This causes the maximum pressure and temperature of the cycle to occur somewhere between 5Â ° and 10Â ° aTDC. A lesser pressure rise rate gives lower thermal efficiency and danger of knock. The combustion process is therefore a compromise between the highest thermal efficiency possible and a smooth engine cycle with some loss of efficiency. Burn angle, Ignition and Ignition advance: The typical burn angle, the angle through which the crankshaft turns during combustion, is about 25Â ° for most engines. If combustion is to be completed at 15Â ° aTDC then ignition should occur at about 20Â ° bTDC. If ignition is too early, the cylinder pressure will increase to undesirable levels before TDC, and useful work would be wasted in compression stroke. If ignition is late, peak pressure will not occur early enough, and work will be lost at the start of power stroke due to lower pressure. Graph . Average flame speed in the combustion chamber. Lean air-fuel mixtures have slower flame speeds, with maximum speed occurring when slightly rich mixture at an equivalence ratio near 1.2 Actual ignition timing is typically anywhere from 10Â ° to 30Â ° bTDC, depending on the fuel used, engine geometry, and engine speed. For any given engine, the combustion occurs faster at higher engine speed. Real time for combustion is therefore less, but real time for engine cycle is also less, and the burn angle is only slightly changed. This slight change is corrected by advancing the spark as the engine speed in increased. This initiates combustion slightly earlier in the cycle, peak temperature and pressure remaining at about 5Â ° to 10Â ° aTDC. At part throttle, ignition timing is advanced to compensate for the resulting slower flame speed. Graph . Burn angle as a function of engine speed. Timing adjustment in Modern engines: Modern engines automatically adjust ignition timing with electronic controls. These not only use engine speed to set the timing but also sense and make fine adjustment for knock and incorrect exhaust emissions. Earlier engines used a mechanical timing adjustment that consisted of a spring-loaded ignition distributor that changed with engine speed due to centrifugal forces. Ignition timing on many small engines is set at an average position with no adjustment possible. Graph . Average combustion chamber flame speed as a function of engine speed for a typical SI engine. Flame Termination: 90 95% of the air-fuel mass has been combusted by 15Â ° to 20Â ° aTDC and the flame front has reached the extreme corners of the combustion chamber. The last 5 10% of the mass has been compressed into a few percent of the combustion chamber volume by the expanding burning gases behind the flame front. Although at this point the piston has already moved away from TDC, the combustion chamber volume has only increased on the order of 10 20% from the very small clearance volume. This means that the last mass of air and fuel will react in a very small volume in the corner of the combustion chamber and along the chamber walls, at a reduced rate. Near the walls, turbulence and mass motion of the gas mixture have dampened out and there is a stagnant boundary layer. The large mass of metal cylinder walls also act as a heat sink and conduct away much of the energy being released in the reaction flame. Both these mechanisms reduce the rate of reaction and flame speed, and the flame is finally terminated as it slowly dies out. Although very little additional work is delivered by the piston during the flame termination, it still is a desirable occurrence. Because the rise in cylinder pressure tapers off slowly towards zero during this flame termination, the forces transmitted to the piston also taper off slowly resulting in smooth engine operation. Self Ignition: During the flame termination period, self-ignition will sometimes occur in the end gas and engine knock will occur. The temperature of the unburnt gases in front of the flame front continues to rise during the combustion process, reaching a maximum in the last end gas. The maximum temperature is often above self-ignition temperature. Because the flame front moves slowly at this time, the gases are often not consumed during ignition delay time, and self-ignition occurs. The resulting knock is usually not objectionable or even noticeable. This is because there is so little unburnt air-fuel left at this time that self-ignition can only cause very slight pressure pulses. Maximum power is obtained from an engine when it operates with very slight self-ignition and knock at the end of the combustion process. This occurs when maximum pressure and temperature exist in the combustion chamber and knock gives a small pressure boost at the end of combustion. Abnormal Combustion: Abnormal combustion is referred to a combustion process in which a flame front may be started by hot combustion chamber surfaces either prior to or after spark ignition, or a process in which some part or all of the charge may be consumed at extremely high rates. Figure . Phenomenon of abnormal combustion The two important abnormal combustion phenomena of major concern are: Knock, and Surface Ignition They are of major concern, because: When severe, they can cause major engine damage; and Even if not severe, they are regarded as an objectionable source of noise by the engine or vehicle operator. Knock: is the name given to the noise which is transmitted through the engine structure when essentially spontaneous ignition of a portion of the end gas. This is when the fuel, air, residual gas, mixture ahead of the propagating flame occurs. When this process takes place, there is an extremely rapid release of much of the chemical energy in the end gas, causing very high local pressures and the propagation of pressure waves of substantial amplitude across the combustion chamber. Surface Ignition: is ignition of the fuel-air mixture by a hot spot on the combustion chamber walls such as an overheated valve or spark plug, or glowing combustion chamber deposit: i.e. by any other means other than the normal spark discharge. It can occur before the occurrence of the spark (pre-ignition) or after (post-ignition). Following the surface ignition, a turbulent flame develops at each surface-ignition location and starts to propagate across the chamber in an analogous manner to what occurs with normal spark ignition. Types of Abnormal Combustion in SI Engines: Spark Knock: A knock which is recurrent and repeatable in terms of audibility. It is controllable by the spark advance; advancing the spark increases the knock intensity and retarding the spark reduces the intensity. Surface Ignition: hot spots combustion chamber deposits: Surface ignition is ignition of the fuel-air mixture charge by any hot surface other than the spark discharge prior to the arrival of the normal flame front. It may occur before the spark ignites the charge (pre-ignition) or after normal ignition (post-ignition). Surface ignition can be of two types: Knocking surface ignition: Knock which has been preceded by surface ignition. It is not controllable by spark advance. Non-Knocking surface ignition: Surface ignition which does not result in knock. Run-on: It is the continuation of engine firing after the electrical ignition is shut off. Runaway surface ignition: Surface ignition which occurs earlier and earlier in the cycle. It can lead to serious overheating and structural damage to the engine. Wild Ping: Knocking surface ignition characterized by one or more erratic sharp cracks. It is probably the result of early surface ignition from deposit particles. Rumble: A low-pitched thudding noise accompanied by engine roughness. It is probably caused by high rates of pressure rise associated with early ignition or multiple surface ignitions. Knock primarily occurs under wide-open-throttle operating condition. It is thus a direct constraint on engine performance. It also constraints engine efficiency, since by effectively limiting the temperature and pressure of the end-gas, it limits the engine compression ratio. The occurrence and severity of the knock depend on the knock resistance of the fuel and on the anti-knock characteristics of the engine. Measures to avoid knocking: The ability of the fuel to resist knock is measures by its octane number; higher octane numbers indicate greater resistance to knock. Gasoline octane ratings can be improved by refining processes, such as catalytic cracking and reforming, which convert low-octane hydrocarbons to high-octane hydrocarbons. Also, antiknock additives such as alcohols, lead alkyls, or an organomanganese compound can be used. The octane number requirement of an engine depends on how its design and conditions under which it is operated affect the temperature and pressure of the end-gas ahead of the flame and the time required to burn the cylinder charge. An engines tendency to knock, as defined by its octane number is increased by factors that produce higher temperatures and pressures or lengthen the burning time. Octane Requirement: can be defined as the octane rating of the fuel required to avoid knock. Thus knock is a constraint that depends on both the quality of the available fuels and on the ability of the engine designer to achieve the desired normal combustion behavior while holding the engines tendency to knock at a minimum. Some major steps: The use of a fuel with higher octane number. The addition of octane-increasing additives in the fuel Ignition Timing Retardation . Use of a spark plug of colder heat range, in cases, where the spark plug insulator has become a source of pre-ignition leading to knock. Reduction of charge temperature e.g. through fuel evaporation inside the cylinder (GDI) Anti knock combustion chamber design. Consequences of engine knock: The engine can be damaged by knock in different ways: -piston ring sticking breakage of the piston rings failure of the cylinder head gasket -cylinder head erosion piston crown and top erosion -piston melting and holing Examples of component damage due to pre ignition and knock are shown below: Stroboscope: A stroboscope in an instrument used to make cyclically moving object appear to be moving slow or stationary. The principle is used for the study of rotating, reciprocating, oscillating or vibrating objects. Machine parts and vibrating strings are common examples. In its simplest form, a rotating disc with evenly-spaced holes is placed in the line of sight between the observer and the moving object. The rotational speed of the disc is adjusted so that it becomes synchronised with the movement of the observed system, which seems to slow and stop. The illusion is caused by temporal aliasing, commonly known as the stroboscopic effect. In electronic versions, the perforated disc is replaced by a lamp capable of emitting brief and rapid flashes of light. The frequency of the flash is adjusted so that it is an equal to, or a unit fraction below or above the objects cyclic speed, at which point the object is seen to be either stationary or moving backward or forward, depending on the flash frequency. Observations: Engine Speed Throttle Position Degree Advance 475 5% 10Â ° 580 8% 17Â ° 657 22% 22Â °

Influenza Fever :: Journalism Media Studies Ireland Health Essays

Influenza Fever DUBLIN, Ireland--It seems as though this year is not a good year for people as we have the big war going on and at home, people are stuck with a disease that the doctors do not know how to make it stop spreading. The epidemic has reached a boiling point as everyone is affected by this disease and it does not matter whether the person lives in Dublin, Ireland or Frankfurt, Germany, the disease still spreads. People dreaded to hear that they have been infected by that disease, they do not want to hear "influenza" is the disease that they are suffering from. Although the government has put out public notices that the disease is not infectious and tells people of ways to prevent as well as detect the disease, people are still afraid of it. They are in a state of panic as they are trying any means to protect themselves from having the disease. They are even gullible [enough] to believe that a certain type of nutrition tablet could help them to maintain vitality in their system so that [they] could effectively resist the influenza organism. Although, no one really knows how to cure the disease and certainly no one knows what makes one have it and one not, people are still flocking to the store to buy one of these so-called "nutrition tablets". However, this is not the worst case that I have seen since arriving at the infected city of Dublin as this latest trend will boggle anyone who has a sensible mind. A water company has advertised that people should not drink normal water because normal water has micro-organisms that will lead to influenza and only their brand of water is clean and pure and guaranteed to be free from any bacterial impurities. People are lining up at the store that I just passed by to buy the water from this company. Although I think that most of these advertisements about ways to not get influenza are scams, I cannot blame them for thinking that way. The influenza epidemic not only affected the children but also the economy as workers are infected by the disease. In a boot factory where before at lunch time one could see a bunch of girls and women come out taking their lunch break, the factory is now almost empty.

Essay --

Chapter 1 Introduction 1.1 Introduction One of the most common ways for a firm to operate or finances its assets is capital structure. Capital structures refer as a combination of equity, debt and hybrid securities that used in the firm operation. In a perfect market, transaction or bankruptcy cost, inefficient information and taxes will not exist. Therefore, Modigliani and Miller created a theory of capital structure in a perfect market. The use of capital structure is important as it affect the firm profitability. Financial decision of a business organization becomes one of the important decisions that normally will represent by capital structure. Musiega, et al. (2013) claimed that choosing an appropriate capital structure will benefit the firm as it help a firm to adapt with various challenging and competitive business world thereby become more profitability. According to Zeitun and Tian (2007), managers who are able to identify the optimal capital structure will help the companies to increase the firm revenue or profitability and reduce the firm’s cost of finance. Nutshell, capital structure of a firm can influence a firm profitability; a firm health determined by a firm capital structure. By analyzing the choice of firm’s capital structure, financial behavior of a firm can be explained by the pecking order theory and the trade off theory (Ana, Dragan & Monica, 2012). Both of this theory provides a different relationship between the capital structure and profitability. Based on the study of Zabri (2012), the pecking order theory provide a negative impact of profitability on leverage while the trade-off theory provide a positive relationship between the capital structure and profitability. There are some of the findings... ...o investigate the relationship between the capital structure and profitability of firm. In order to have clearer and accurate evidence on the relationship between the capital structure and profitability, 24 of public listed companies in Sarawak Kuala Lumpur Stock Exchange (KLSE), Malaysia are chosen to test it. All the financial statement for 24 companies will record accurate and correctly in order to create an accurate test or relationship. The introduction of the research proposal will be discussed in chapter 1. In chapter 2, literature review will be discussed on various views of previous researches which relate to our topic. Research methodology and the data collection will be present in chapter 3 while chapter 4 will discuss about the result and discussion on the result. A conclusion and policy implication will be discussed in the final chapter of this study.

Private Versus Public Indonesian Schools Health And Social Care Essay

Besides [ 2 ] , there is another paper that investigated the effectivity of private and public junior secondary schools in the Indonesian context. [ 8 ] studied the relationship between school pick and academic public presentation alternatively of school pick and future net incomes. [ 8 ] found that the academic public presentation of public junior secondary schools pupils was higher than private school pupils as measured by national concluding trial test tonss ( UN[ 1 ]) upon completion of junior secondary school. Therefore, contrary to Bedi and Garg, [ 8 ] believe that public junior secondary schools are more effectual than private junior secondary schools. [ 8 ] besides doubt that the positive consequence of private schools could outweigh the high quality of public schools ‘ input quality. This paper presents a re-examination of Bedi and Garg ‘s appraisal on differential net incomes of public and private junior secondary school pupils, which is the nucleus of their empirical analysis. Using Bedi and Garg ‘s sample informations set, I obtained contradictory consequences to them. I found that their decision is biased and misdirecting. I am besides concerned about the usage of some placeholders of school quality indexs in Bedi and Garg ‘s net incomes theoretical account. Bedi and Garg used three variables that do non specifically demo the quality of junior secondary schools. Alternatively, Bedi and Garg use variables that show the status of the last school attended. Hence, it may be either a junior or a senior secondary school. I believe the used of inappropriate placeholders of school quality may bias the cogency of Bedi and Garg ‘s net incomes derived function. Last but non least, Bedi and Garg used the individual imputation of average permutation to get the better of the losing information. I believe this attack may skew the findings. I used the up-to-date MICE ( multiple imputation by chained equations ) attack to handle the losing value job. Using MICE, I besides found contradictory consequences to Bedi and Garg ‘s as the public school alumnuss net incomes are higher than private non spiritual school alumnuss.2 Sample ReplicationThe first measure used to retroflex Bedi and Garg ( 2000 ) was to make an indistinguishable information set to Bedi and Garg ‘s. Bedi and Garg use the Indonesia Family Life Survey 1 ( IFLS1 ) 1993 to gauge the effectivity of private and public schools in Indonesia. The IFLS1 is a large-scale longitudinal observation of single and household degree on socioeconomic and wellness study. The IFLS1 trying strategy was based on states, so the samples were indiscriminately selected within states. Due to cost- effectiveness the study had took merely 13 out of 26 states on the Island of Java, Sumatra, Bali, West Nusa Tenggara, Kalimantan, and Sulawesi. They were selected to stand for about 83 per centum of the Indonesian population. In 2000, RAND as the major manufacturer of IFLS published the 3rd moving ridge of IFLS, so called IFLS3. Harmonizing to the RAND web site, the populace usage files and certification of IFLS4 should be ready by early 2009. Bedi and Garg do non explicate the ground they merely use the first moving ridge. However, I assume that Bedi and Garg do non utilize IFLS2 and IFLS3 as the research was conducted before the IFLS3 was publically released. Despite Rand has printing IFLS2 in 1997, the moving ridge does non incorporate employment informations that consists of net incomes and the figure of hours worked informations[ 2 ] [ htbp ] Comparison of Exclusion ProcessItemBedi and Garg ( 2000 )Fahmi*Initial income information 4900 7220 Had non proceeded beyond primary instruction 3391 5448 Had more than 12 old ages of instruction 291 274 Lack of information on hours of work 33 37 Missing information on school type 10 13 Reported incomes seemed incredibly high 3 9 Missing information on category size–41 Attend ( erectile dysfunction ) school more than 12 month ( miscoded )–45 Missing information on failed in primary school–1 Missing information on male parent ‘s instruction–214 Missing information on female parent ‘s instruction–80 Missing information on school location–6 Missing information on faith–2 Number of staying observation 1194 1050 * ) The Exclusion stairss follows Bedi and Grag ( 2000 ) and another exclusion procedure can alter the consequence. I created a sample informations based on Bedi and Garg ‘s counsel ( pages 467-468 ) . However, I failed to reproduce Bedi and Garg ‘s sample informations even though I merged all necessary files and cleaned the informations right. My initial sample informations set consisted of 7220 respondents who have net incomes and are no longer pupils. The size of the initial information was about twice Bedi and Garg ‘s initial sample informations with 4900 observations. Missing and miscoded informations and besides sample limitations reduced the information set by 6170 ( more than 85 per centum ) to 1050 observations. Most of the observations, 5448, were dropped as they had non proceeded beyond primary school, while 274 observations were dropped since they had more than 12 old ages instruction. Furthermore, I dropped 13 respondents due to losing information on the school type and 9 observations as they had either 99997 or 999997 on entire monthly net incomes. Finally, I exclud ed the staying 389 observations as they had either losing information, miscoded category size ( 41 observations ) , figure of months in school period per twelvemonth ( 45 ) , failed in primary school ( 1 ) , parents ‘ instruction ( 294 ) , state where school is located ( 6 ) , and faith ( 2 ) . Table 1 nowadayss the full comparing of the exclusion procedure. Bedi and Garg used the IFLS1 issued by RAND in 1996 ( DRU-1195-CD ) . On the other manus, I used the IFLS1 information set called IFLS1-RR ( re-release ) that updates the original IFLS1. [ 9 ] explains that IFLS1-RR revisions and restructures the original IFLS1 to attach to with IFLS2. The different construction of IFLS1 ‘s DRU-1195-CD and IFLS1-RR perchance causes the mismatch between my sample informations and Bedi and Garg ‘s. Bedi kindly sent the sample informations set, PUBPRIV.DTA[ 3 ]. Bedi and Garg create the file on 7 February 1998 which consists of 1527 observations and 231 variables. However, Bedi and Garg did non direct the do-file[ 4 ]. Therefore, I can non track the building of sample informations. I tracked the difference of the sample informations sets by comparing Bedi and Garg ‘s sample that consists of 1194 observations with my 1050 observations. I can fit Bedi and Garg ‘s sample by 745 observations. Of the staying 449 observations, 17 observations are unidentified and 305 are considered as losing information. On the other manus, Bedi and Garg ‘s sample does non incorporate 305 observations from my sample informations despite those observations do non hold losing informations. Of the 305 observations losing informations, 34 observations have no information on the figure of months in a twelvemonth go toing school and 32 observations have no information on category size. Bedi and Garg substitute the losing informations on those observations by utilizing a sample average alternatively of dropping the figure of observations. The staying 214 observations have no information on either male parent ‘s or female parent ‘s instruction. Bedi and Garg put â€Å" 0 † value on those observations alternatively of dropping them. Despite Bedi and Garg explicating the major exclusion procedure, they do non indicate out the permutation procedure on the 305 observations. On the other manus, I provide the sketch of the tracking procedure in Table 1. I present the complete comparing of drumhead statistics between Bedi and Garg ‘s sample informations and my sample informations from IFLS1-RR in Table 2. [ T ] Table 1: Tracking Process of Mismatch Sample DataNo.NoteObs.745 Identical 17 Unidentified 152 Had more than 12 old ages instruction 34 – Missing information on period of school in months. – Bedi and Garg substitute the losing informations by sample mean. 32 – Missing information on category size. – Bedi and Garg substitute the losing informations by sample mean. 154 – Missing information on male parent instruction. – Bedi and Garg put â€Å" 0 † , alternatively of losing value in three silent person variable male parent of instruction. – Three variables of male parent instruction are FATH_PRI and FATH_JH and FATH_SH. 60 – Missing information on female parent instruction. – Bedi and Garg put â€Å" 0 † , alternatively of losing value in two dummy variables of female parent instruction. – Two variables of female parent instruction are MOTH_PRI and MOTH_SEC. Since my sample informations does non fit with Bedi and Garg ‘s sample, I can non reproduce all Bedi and Garg ‘s appraisal consequences. However, I continued the remainder of the appraisals by utilizing Bedi and Garg ‘s sample. Using Bedi and Garg ‘s sample I can retroflex Table 1 and 2 in Bedi and Garg ‘s paper. Table 1 in Bedi and Garg ‘s paper presents the descriptive statistics of all variables whereas Table 2 presents the descriptive statistics by type of school. I could retroflex the consequence of the coefficients on polynomial logit appraisal in Table 3. However, I could non fit the consequence on fringy effects of explanatory variables. Technically, I generated the consequence utilizing mlogit and mfx2 faculty on stata. I present the consequence on polynomial logit appraisal in Table 8 in appendix.VariableBedi and Garg ( 2000 )Fahmi( R ) 2-5MeanStd. DevMeanStd. Dev— ContinuedVariableBedi and Garg ( 2000 )Fahmi( R ) 2-5MeanStd. DevMe anStd. DevContinued on Following Page†¦ LOGEARN -0.202 1.079 -0.290 1.063 EARN 1.492 2.567 2.030 17.655 Age 34.66 7.502 34.264 7.321 Junior 0.307 0.462 0.415 0.493 Senior 0.521 0.499 0.527 0.500 Male 0.672 0.469 0.689 0.463 Indonesian 0.404 0.491 0.370 0.483 HIN_BUD 0.066 0.248 0.074 0.262 Jesus 0.091 0.289 0.092 0.290 PRI_FAIL 0.204 0.403 0.208 0.406 Scholar 0.048 0.215 0.040 0.196 FATH_PRI 0.422 0.494 0.521 0.500 FATH_JH 0.101 0.302 0.113 0.317 FATH_SH 0.085 0.279 0.084 0.277 MOTH_PRI 0.380 0.485 0.470 0.499 MOTH_SEC 0.109 0.312 0.094 0.292 DIRT FLOOR 0.067 0.251 0.044 0.205 Class Size 36.47 9.301 36.651 8.884 Calendar months 9.459 1.849 9.638 1.710 OTH_PR 0.023 0.148 0.031 0.175 SKALI_ED 0.043 0.204 0.036 0.187 NSUMA_ED 0.106 0.308 0.097 0.296 WSUMA_ED 0.068 0.253 0.049 0.215 SSUMA_ED 0.051 0.220 0.052 0.223 LAMP_ED 0.023 0.151 0.027 0.161 EJAVA_ED 0.120 0.325 0.135 0.342 WJAVA_ED 0.139 0.346 0.131 0.338 CJAVA_ED 0.141 0.348 0.155 0.362 BALI_ED 0.048 0.215 0.058 0.234 NTB_ED 0.042 0.200 0.056 0.230 YOGYA_ED 0.067 0.251 0.065 0.246 SSULA_ED 0.042 0.202 0.038 0.192 JAKAR_ED 0.079 0.270 0.069 0.253 URBAN 0.708 0.455 0.670 0.470 SKALMNT 0.043 0.204 0.050 0.219 NSUMATRA 0.098 0.297 0.084 0.277 WSUMATRA 0.066 0.250 0.045 0.207 SSUMATRA 0.053 0.225 0.057 0.232 EJAVA 0.103 0.304 0.117 0.322 WJAVA 0.131 0.338 0.125 0.331 CJAVA 0.088 0.284 0.098 0.298 Bali 0.054 0.226 0.068 0.251 NTB 0.042 0.202 0.057 0.232 LAMPUNG 0.029 0.168 0.034 0.182 YOGKARTA 0.067 0.251 0.065 0.246 SSULAWES 0.042 0.202 0.040 0.196 Jakarta 0.176 0.381 0.160 0.367 Number of Sample 1194 1050 Table 2: Comparison of Descriptive Statistics Table 3 nowadayss the consequences on fringy consequence after polynomial logit appraisal. All Bedi and Garg ‘s fringy effects are different to my consequences. The marks on the coefficient of fringy effects in my consequences contradict Bedi and Garg ‘s consequences. Those coefficients are MOTH_SEC in private non spiritual and public appraisals, HIN_BUD in private Islam school, FATH_JH in private Islam school, and FATH_PRI in private Christian school. The differences may bespeak that Bedi and Garg used different techniques or faculties in gauging fringy consequence after polynomial logit. I used the the stata ‘s faculty mfx2 that suggested by [ 13 ] . [ 13 ] argues that mfx2 likely the most utile after multiple-outcome appraisals such as mlogit. On the other manus, Bedi and Garg do non advert the faculty or stata bid in the fringy consequence appraisal. Table 3: Fringy Effectss AppraisalsVariablePublicPrivate NRPrivate IsPrivate Ch2-9BediFahmiBediFahmiBediFahmiBediFahmiandandandandGargGargGargGargMale -0.0154 -0.005 -0.0259 -0.002 -0.0253 -0.005 0.0667 0.012 Indonesian -0.0345 -0.006 -0.0244 -0.001 0.0441 0.006 0.0147 0.001 Hin_bud 0.1983 0.003–-0.005 0.2817 0.123 -0.4819 -0.121 Jesus 0.0318 0.062 -0.2304 -0.029 0.2371 0.291 -0.0385 -0.323 Pri_fail 0.0897 0.017 -0.0304 -0.001 -0.0196 -0.002 -0.0397 -0.014 Fath_pri 0.0348 0.007 0.0171 0.001 -0.0028 0.001 -0.0548 -0.010 Fath_jh -0.0183 -0.004 0.0022 -0.000 -0.0289 -0.004 0.0450 0.008 Fath_sh -0.0048 -0.006 -0.0680 -0.003 -0.0752 -0.008 0.1481 0.017 Moth_pri -0.0147 -0.006 -0.0413 -0.002 -0.0293 -0.005 0.0854 0.013 Moth_sec 0.0139 -0.001 -0.0387 -0.002 -0.0390 0.008 0.0638 -0.005 Nitrogen 221 133 73 767 [ parity ] Bedi and Garg= [ 2 ] . Fahmi=Fahmi ‘s appraisal utilizing Bedi and Garg ‘s sample. Public is public school. Private NR is private not spiritual. Private Is is private Islam. Private Ch is Private Christan and other.3 Selectivity VariablesBedi and Garg include the selectivity variables in the net incomes appraisals and the net incomes decompositions. Bedi and Garg argue that in Indonesia, the junior secondary school sorting is a consequence of parental pick and choice standards that in some instance may implement by the school. In doing the determination, Bedi and Garg assume that parents evaluate the benefits of go toing each peculiar school and they face four available school types, public, private non-religious, private Islamic and private Christian schools. The school screening that is based on choice standards is most likely true for public secondary school as they require a certain degree of concluding trial tonss before accepting the pupils. Bedi and Garg besides suggest that school sorting may non be exogenic and the pupil who has higher ability may be more likely to come in public secondary schools. Bedi and Garg used two-stage appraisal suggested by [ 5 ] to get the better of the selectivity prejudice job. To gauge the net incomes appraisal, Bedi and Garg ab initio used a polynomial logit theoretical account to bring forth the selectivity rectification term. In the 2nd measure, Bedi and Garg estimated the net incomes equations and included the selectivity variables or the opposite of Mill ‘s ratio ( lambda ) to the equations. The coefficient on lambda measures the consequence of non-random screening single, while either the positive or negative mark indicates the nature of choice. The negative coefficient indicates that unseen variables that influence school pick are negatively correlated with unseen variables that determine net incomes. Bedi and Garg compared the consequences of OLS decompositions and two measure decompositions to demo the consequence of choice prejudice on the theoretical account. Despite Bedi and Garg utilizing the two measure method used in many surveies on school effectivity, I am concerned about the consequences of Bedi and Garg ‘s appraisals on selectivity variables and decompositions with selectivity prejudice. To verify the consequences, I re-estimated the polynomial logit equation utilizing Bedi and Garg ‘ sample informations set that derived from PUBPRIV.dta. I used the two-step technique proposed by [ 3 ] . [ 3 ] created selmlog as a faculty in STATA on choice prejudice rectification when choice is specified as a polynomial logit. I used Lee ‘s method in selmlog option, since Bedi and Garg used Lee ‘s two-step method to gauge the theoretical account. The Comparison of Selectivity Variable ( )School TypeBedi and Garg ( 2000 )Bedi and Garg ‘s sampleand Fahmi computation2-5 t-stat. t-stat. Public -0.089 ( -0.310 ) 0.104 ( 0.370 ) Private Non Religious -0.848** ( -2.384 ) 0.895** ( 1.990 ) Private Islam 0.073 ( 0.120 ) 0.259 ( 0.330 ) Private Christian 0.031 ( 0.272 ) -0.666* ( -1.75 ) [ parity ] [ 1 ] * = P & lt ; 0.1, ** = P & lt ; 0.05, *** = P & lt ; 0.01 Table 3 presents the comparing of selectivity variables. Using Bedi and Garg sample informations, the consequences show positive selectivity for public schools, private non-religious schools, and private Islam schools and negative choice into private Christian schools. The coefficient in private non-religious school and private Christian school equation are statistically important. This consequences contradict Bedi and Garg ‘s consequences. In Bedi and Garg ‘s appraisals, negative selectivity exists in public and private non spiritual groups, whereas positive selectivity nowadayss in private Islam and private Christian schools. The coefficient lambda is important merely in private non-religious school appraisal. The coefficient on the selectivity variable of public schools in Bedi and Garg ‘s is -0.089, whereas in my consequence it is 0.104. In private non spiritual schools and private Christian schools, Bedi and Garg ‘s are -0.848 and 0.031, while in my conse quences are 0.895 and -0.666. In private Islam appraisal, Bedi and Garg ‘s is 0.073 while in my consequence is 0.259. I present the full comparing of the two measure appraisals in Tables 9, 10, 11, and 12. Bedi and Garg point out that the negative coefficient on lambda was statistically important in private non spiritual school appraisal. Bedi and Garg used this determination to back up their statement that the strong negative choice consequence in private non-religious school reversed the public and private non-religious school advantage. However, utilizing Bedi and Garg ‘s sample informations set, I found that the mark of in private non spiritual is positive. The positive and important coefficient on lambda implies that a non-participant type in private non spiritual group will be given to hold higher net incomes. Non participant-type in private non spiritual schools are pupils from high socio economic sciences background. From the consequence of school screening in Table 3, pupils whose parents do non hold secondary instruction most likely attend private not spiritual schools. Therefore, the non participant type or the sub-sample of private non spiritual school are pupils whos e parents have high instruction or have high socio economic background. The negative mark on the selectivity variable in private Christian school implies that pupils from non-participant types in these group will be given to hold lower net incomes. Intuitively, pupils from low socio economic sciences backgrounds who study in private Christian schools will be given to hold lower net incomes.4 Net incomes DecompositionBedi and Garg used the Blinder-Oaxaca decomposition to gauge net incomes differential between public school and private school alumnuss. Bedi and Garg used the double decomposition that included some non-discriminatory coefficient vectors to find the part of the spread in the forecasters. Harmonizing to [ 10 ] , the two fold decomposition can be written as ( 1 ) where the inferior refers to the public schools group and the inferior refers to private schools groups. is the the natural logarithm of single net incomes. is a vector of ascertained features and is a vector of coefficients on ascertained features. is the individuality matrix and is a diagonal matrix of weights. Now the double decomposition is ( 2 ) where is the net incomes difference. The first constituent, , is the net incomes derived function that is â€Å" explained † by group differences in the forecasters. The first difference is besides known as measure consequence. The 2nd portion, is the â€Å" unexplained † portion. is the differences caused by favoritism and unseen variables. Bedi and Garg follow [ 10 ] who used the average coefficients between the low and the high theoretical account or. Reimers believes that the favoritism in in labor market could impact the net incomes of either the bulk or minority group. Therefore, Reimers suggests that the diagonal of D ( matrix of weights ) should be 0.5 to avoid the incompatibility in decomposition consequence. I re-estimated the Blinder-Oaxaca decompositions on Bedi and Garg ‘s ascertained net incomes differential utilizing Oaxaca. Oaxaca[ 5 ]that created by [ 4 ] , is a STATA technique which allows gauging the Blinder-Oaxaca decomposition net incomes derived functions in one bid[ 6 ]. I present the comparing of the reproduction on the Blinder-Oaxaca decomposition in Tables 4 and 4. Table 6 presents the comparing of net incomes differential utilizing OLS appraisal as the appraisal does non include the selectivity variable. The consequences of Bedi and Garg and my appraisal utilizing Bedi and Garg sample informations are similar. Despite some differences in the 3rd denary values, the consequences could be considered as minimally different. The consequences suggest that Bedi and Garg ‘s computation and my technique, utilizing Jann ‘s Oaxaca, produced similar end products. However, Bedi and Garg do non supply the standard mistakes or statistical trials for the difference. Harmonizing to [ 4 ] , merely a few surveies on the Blinder-Oaxaca decomposition are concerned about the issue of statistical illation. Jann argues that statistical illation in the decomposition consequences is necessary to bring forth equal reading. In general, my computations on Blinder-Oaxaca decomposition are similar with Bedi and Garg ‘s. However, there are some differences in the 3rd figure in some denary Numberss. For case, Bedi and Garg ‘s entire log net incomes derived function between public and private non spiritual is 0.316 whereas in my consequence the spread is 0.318. The consequences of Bedi and Garg ‘s net incomes decompositions should be treated with cautiousness because of two factors. First, Bedi and Garg do non supply the t-statistics or the standard mistakes of the difference. Second, the choice prejudice could hold appeared in the net incomes appraisals. Table 3 shows that the choice prejudice occurs in private non spiritual school and private Christian school appraisals. Therefore, the net incomes derived function in Table 4 on those two groups are biased. The Comparison of Earnings Differentials Between Public and Private Schools ( OLS )Type ofBedi and Garg ( 2000 ) aFahmib2-8 School Thymine Tocopherol Uracil Thymine Tocopherol Uracil Private Non Religious 0.316 0.162 0.154 0.318*** 0.163*** 0.155** ( 0.086 ) ( 0.054 ) ( 0.078 ) Private Islam 0.311 0.254 0.057 0.309*** 0.254*** 0.055 ( 0.117 ) ( 0.077 ) ( 0.113 ) Private Christian -0.140 -0.204 0.064 -0.142 -0.205* 0.064 ( 0.147 ) ( 0.116 ) ( 0.130 ) [ a ] Bedi and Garg do non supply standard mistakes or t-statistics [ B ] Standard mistakes are in parenthesis and heteroscedasticity consistent T = Observed net incomes derived function utilizing OLS E = Differentials due to differences in agencies utilizing OLS ( Explained ) U = Differentials due to differences in parametric quantities utilizing OLS ( Unexplained ) = P & lt ; 0.01, ** = P & lt ; 0.05, * = P & lt ; 0.1 Table 4 shows that pupils who graduated from public schools earn 30.9 per centum more than their opposite number from private Islam schools. This grounds is strong as the net incomes derived function is statistically important at 1 percent degree of significance. The difference in the explained features contributes to about 82 per centum as the spread is 25.4 per centum. This spread is significance at 1 percent degree of significance. It means that the variables included in the theoretical account could explicate the 82 per centum of net incomes differential between public school and private Islam alumnuss. The difference in unexplained features are 5.5 per centum. However, this consequence is likely non true as the difference is non statistically important. [ ht ] Table 4: The Comparison of Earnings Differentials Between Public and Private Schools ( Two-Step )Bedi and Garg ( 2000 ) aFahmib2-8 Thymine Tocopherol Uracil Thymine Tocopherol Uracil Private Non Religious -0.754 0.236 -0.990 0.243** 0.151*** 0.09 ( 0.111 ) ( 0.055 ) ( 0.098 ) Private Islam 0.468 0.241 0.057 Sodium Sodium Sodium ( NA ) ( NA ) ( NA ) Private Christian -0.046 -0.226 0.180 -0.104 -0.197 0.093 ( 0.233 ) ( 0.123 ) ( 0.190 ) [ a ] Bedi and Garg do non supply standard mistakes or t-statistics [ B ] Standard mistakes are in parenthesis and heteroscedasticity consistent T = Adjusted net incomes differential utilizing Two-step E = Differentials due to differences in agencies utilizing Two-step ( Explained ) U = Differentials due to differences in parametric quantities utilizing Two-step ( Unexplained ) = P & lt ; 0.01, ** = P & lt ; 0.05, * = P & lt ; 0.1 NA = Not Applicable In Table 3 the selectivity variables in private non spiritual and private Christian schools are statistically important. This grounds suggests that ordinary least squares ( OLS ) appraisal every bit good as the net incomes differential decomposition in these two groups would be biased. Table 4 nowadayss the net incomes decomposition utilizing the two-step method. In this tabular array, I do non supply the spread between public and private Islam schools since the coefficients on selectivity variables of both the groups are non statistically important. The net incomes derived function between public school and private non spiritual school is 24.3 per centum and is important at 0.05 degree. The spread is lower than the net incomes difference calculated by OLS appraisal. The net incomes decomposition on OLS appraisal between two groups are 31.8 per centum. Therefore, the inclusion of the selectivity variable in the theoretical account corrects the net incomes spread of 7.5 per centum. Si milar with the net incomes spread between public and private Islam schools, the explained or observed features in the theoretical account contribute to most of the spread. The part of measure effects or ascertained variables to the spread is about 60 per centum and is important at 0.01 significance degree. This part is higher than the OLS appraisal that merely contributes 52 per centum to the spread. The spread on the unseen variable are little and non statistically important. This consequence contradicts Bedi and Garg ‘s decision that the strong selectivity consequence reverses the public and private non-religious net incomes decompositions. I agree that the selectivity consequence corrects the net incomes spread but it does non change by reversal the advantages of public schools over the private non spiritual schools. The net incomes derived function of two-step appraisal between public and private Christian schools corrects the spread estimated by OLS. However, all the differences are non statistically important. Therefore, I can non reason what is the net incomes differences between the two schools since the groundss are likely non true. This undistinguished consequence on net incomes spread may be caused by the little figure of observations in the private Christian school group. The figure of observation in this group is 73 whereas the figure of observations in public school group is 767.5 School Quality IndexsDespite my findings beliing Bedi and Garg ‘s decisions, the placeholders of school quality indexs may bias the cogency of Bedi and Garg ‘s net incomes theoretical account[ 7 ]. Alternatively of utilizing standard variables for school quality indexs such as teacher-student ratio, outgo per student, and degree of instruction of instructors, Bedi and Garg used three proxy variabl es: a dummy variable of whether the school has a soil floor ( DIRT FLOOR ) , the length of the school term ( MONTHS ) , and the figure of pupils in the category ( CLASS SIZE ) . The figure of observations that linked to the information of these standard variables for school quality are non equal[ 8 ]. I believe BG ‘s placeholders for school features ‘ variables could hold biased the consequences. Harmonizing to the manual book of IFLS1, DIRT FLOOR, MONTHS, and CLASS SIZE[ 9 ]supply information about the school features last accompanied by respondents. Therefore, some of the informations on these proxy variables will be biased for respondents who attend senior secondary schools. The 1,194 from informations observation set in Bedi and Garg ‘s survey, there are 519 observations that are non junior secondary school. In fact, Bedi and Garg merely focus on the quality of junior secondary schools.6 Missing Data TreatmentI am besides concerned about the losing informations intervention in Bedi and Garg ‘s paper. There are two variables in net incomes equations that have losing values: CLAS_SIZ and MONTH. CLAS_SIZ has 72 losing values whereas MONTH has 55. Bedi and Garg used a traditional attack, the average permutation, to get the better of losing informations on those two variables. Hence, Bedi and Garg replaced the 72 losing values in CLAS_SIZ and MONTH by 36.40461 and by 9.412534. Harmonizing to [ 6 ] average imputation is simple to implement, nevertheless, it has some serious disadvantages. First, average permutation will diminish the discrepancy of the sample as the decrease of the sample will under gauge the true discrepancy. Second, the appraisal of non additive variables can non be estimated systematically. Third, average imputation will falsify the distribution of and form of the imputed variables. [ 1 ] points out that average permutation would be the worst attack when there is big inequality in losing informations for different varia bles. Another traditional attack that is alleged the list-wise or instance omission may be applied in this theoretical account to get the better of losing informations job. However, This attack may give indifferent appraisal if the MCAR premises are met. MCAR or Missing Wholly At Random appears when the chances of losing informations do non depend on any other observed or unobservable variable. However, MCAR seldom happens in household or family study. In the survey about the impact of childbearing on wellbeing utilizing IFLS informations, [ 7 ] argues that the premise of MCAR is non sensible in the survey. Mattei believes that the premise of losing informations mechanism or MAR ( Missing At Random ) is more sensible. To avoid inconsistent prejudices or equivocal consequences, I re-estimated Bedi and Garg ‘s school pick and net incomes derived function utilizing the multiple imputation by chained equations ( MICE ) . Multiple Imputation was originally developed by Rubin ( Rubin1976, Rubin1977 ) and implemented as MICE for general used by [ 12 ] . In STATA, MICE is implemented utilizing mvis or ice[ 10 ]. These STATA ado-files bundle were developed by [ 11 ] . Selectivity Variable in Mean Substitution and Multiple Imputation attackSchool TypeBedi and Garg ( 2000 )Bedi and Garg sampleAverage SubstitutionMouses2-5 t-stat. t-stat. Public -0.089 ( -0.310 ) -0.103 ( -0.360 ) Private Non Religious -0.848** ( -2.384 ) -0.896** ( -2.200 ) Private Islam 0.073 ( 0.120 ) -0.247 ( 0.320 ) Private Christian 0.031 ( 0.272 ) 0.650* ( -1.820 ) [ parity ] * = P & lt ; 0.1, ** = P & lt ; 0.05, *** = P & lt ; 0.01 I created 5 transcripts of imputed sample informations utilizing ice bid. Then, I used mim bid to gauge the polynomial logit and two-step net incomes equation utilizing the five imputed information set. I compared the consequence of utilizing multiple imputation and Bedi and Garg ‘s average permutation in Tables 6, 5, and 6. Table 6 presents the comparing of the selectivity variable of Bedi and Garg ‘s and my appraisal. Then, Tables 5 and 6 compare the OLS and two-step net incomes derived function utilizing individual imputation ( average permutation ) and multiple imputation ( MICE ) . [ ht ] Table 5: The Comparison of Earnings Differentials Between Public and Private Schools ( OLS )Type ofBedi and Garg ( 2000 ) aFahmibSchoolAverage SubstitutionMultiple Imputation2-8 Thymine Tocopherol Uracil Thymine Tocopherol Uracil Private Non Religious 0.316 0.162 0.154 0.315*** 0.168*** 0.148** ( 0.034 ) ( 0.021 ) ( 0.030 ) Private Islam 0.311 0.254 0.057 0.314*** 0.251*** 0.055 ( 0.045 ) ( 0.077 ) ( 0.030 ) Private Christian -0.140 -0.204 0.064 -0.119*** -0.191*** 0.072 ( 0.056 ) ( 0.044 ) ( 0.046 ) [ a ] Bedi and Garg do non supply standard mistakes or t-statistics [ B ] Standard mistakes are in parenthesis and heteroscedasticity consistent T = Observed net incomes derived function utilizing OLS E = Differentials due to differences in agencies utilizing OLS ( Explained ) U = Differentials due to differences in parametric quantities utilizing OLS ( Unexplained ) = P & lt ; 0.01, ** = P & lt ; 0.05, * = P & lt ; 0.1 Table 6 shows that about all selectivity variables in MICE appraisal have the same mark with Bedi and Garg ‘s appraisal, with merely the private Islam school group beliing to Bedi and Garg ‘s. The coefficient on selectivity variable in private Islam school is -0.247, whereas Bedi and Garg ‘s lambda in the same group is 0.073. The coefficient on lambda in private non-religious and private Christian schools are statistically important. Bedi and Garg point out that the negative coefficient on the selectivity variable in the private non-religious school group reverses the high quality of the public school group to their opposite number from private non spiritual schools. Bedi and Garg province that the net incomes spread between public schools and private non spiritual schools are reversed from 31.6 per centum to -75.4 per centum. However, in MICE appraisal the important negative coefficient on selectivity variable merely reduces the spread from 31.5 per centum to 24.6 per centum as public schools are still superior than private non spiritual school. Furthermore, the spread that is caused by unexplained or unobservable variables alternatively adds a positive 8.8 per centum to the entire spread. Table 5 shows that there is a similarity in net incomes derived function of the private Islam group in Bedi and Garg ‘s and my appraisal. The entire spread in MICE appraisal is 31.4 per centum whereas the explained spread is 25.1 per centum. The discernible variable adds 5.5 per centum to the entire spread, however the coefficient is non important. [ ht ] Table 6: The Comparison of Earnings Differentials Between Public and Private Schools ( Two-Step )Bedi and Garg ( 2000 ) aFahmib2-8 Thymine Tocopherol Uracil Thymine Tocopherol Uracil Private Non Religious -0.754 0.236 -0.990 0.246*** 0.158*** 0.088*** ( 0.045 ) ( 0.022 ) ( 0.039 ) Private Islam 0.468 0.241 0.057 Sodium Sodium Sodium ( NA ) ( NA ) ( NA ) Private Christian -0.046 -0.226 0.180 -0.071 -0.180*** 0.109 ( 0.092 ) ( 0.047 ) ( 0.073 ) [ a ] Bedi and Garg do non supply standard mistakes or t-statistics [ B ] Standard mistakes are in parenthesis and heteroscedasticity consistent T = Observed net incomes differential utilizing two-step E = Differentials due to differences in agencies utilizing two-step ( Explained ) U = Differentials due to differences in parametric quantities utilizing two-step ( Unexplained ) ` = P & lt ; 0.01, ** = P & lt ; 0.05, * = P & lt ; 0.17 DecisionUsing Bedi and Garg ‘s sample informations, new sample informations, Jann ‘s selmlog and Oaxaca, and multiple imputation attack, I found the contradictory consequence to Bedi2000. I found that the important negative choice variable in private non spiritual schools does non change by reversal the high quality of public schools over private non spiritual schools. I found grounds that public school alumnuss earn more than private school alumnuss. Bedi and Garg used the traditional average permutation to get the better of the losing information. This individual imputation attack is non appropriate and may bias the consequences. Using the up-to-date MICE ( multiple imputation by chained equations ) to handle the losing value, I found the public school alumnuss have higher net incomes than private non spiritual alumnuss. The negative coefficient on the selectivity variable does non change by reversal the high quality of public schools. The usage of some placeholders as school quality indexs in Bedi and Garg ‘s gaining theoretical account may besides bias the consequences. Bedi and Garg used three proxy variables that explain the status of last school attended. Since some of the respondents attended senior or higher instruction, hence, it may bias the cogency of the theoretical account.Mentions[ 1 ] Acock, A.C. Working with losing values. Journal of Marriage and Family, 67 ( 4 ) :1012 — 1028, 2005. [ 2 ] Bedi, Arjun S. and Garg, Ashish. The effectivity of private versus public schools: the instance of Indonesia. Journal of Development Economics, 61, issue 2:463-494, 2000. [ 3 ] Bourguignon, FranAA §ois and Fournier, Martin and Gurgand, Marc. Selection Bias Corrections Based on The Multinomial Logit Model: Monte Carlo Comparisons. Journal of Economic Surveys, 21 ( 1 ) :174-205, 2007. [ 4 ] Ben Jann. A Stata execution of the Blinder-Oaxaca decomposition. ETH Zurich Sociology Working Papers, 5, ETH Zurich, Chair of Sociology, 2008. [ 5 ] Lee, L. F. Generalized econometric theoretical accounts with selectivity. Econometrica, 51:507, 1983. [ 6 ] Little, R.J.A. and Rubin, D.B. Statistical analysis with losing informations. Wiley New York, 1987. [ 7 ] Mattei, A. Estimating and utilizing leaning mark in presence of losing background informations: an application to measure the impact of childbearing on wellbeing. Statistical Methods and Applications, 18 ( 2 ) :257 — 273, 2009. [ 8 ] Newhouse, David and Beegle, Kathleen. The consequence of school type on academic accomplishment – Evidence from Indonesia. Journal of Human Resources, 41 ( 3 ) :529-557, 2006. [ 9 ] Peterson, Christine E. Documentation for IFLS1-RR: Revised and Restructured 1993 Indonesian Family Life Survey Data, Wave 1. Technical study, RAND, 2000. [ 10 ] Cordelia W. Reimers. Labor Market Discrimination Against Hispanic and Black Men. The Review of Economics and Statistics, Vol. 65 ( No. 4 ) : pp. 570-579, 1983. [ 11 ] Royston, P. Multiple imputation of losing values: update. Stata Journal, 5 ( 2 ) :188 — 201, 2005. [ 12 ] Van Buuren, S. and Oudshoom, CGM. MICE: multivariate imputation by chained equations. web. inter. nl. net/users/S. new wave. Buuren/mi, 2000. [ 13 ] Williams, R. MFX2: Stata faculty to heighten mfx bid for obtaining fringy effects or snaps after appraisal. Statistical Software Components, 2006. Appendix