William Jefferson Clinton - Eulogy for Yitzhak Rabin free essay sample

Worked Chemistry Problem Examples

Worked Chemistry Problem Examples This is a collection of worked general chemistry and introductory chemistry problems, listed in alphabetical order. Included are printable pdf chemistry worksheets so you can practice problems and then check your answers. You may also browse chemistry problems according to the type of problem. Alphabetical Index of Chemistry Problem Types Absolute ErrorAccuracy ReviewAcidBalancing Redox Reactions and TutorialBalancing Redox Reactions in a Basic SolutionBalancing Redox Equations- TutorialBohr Atom Energy LevelsBohr Atom Energy ChangeBoiling Point ElevationBond Energies EnthalpiesBond PolarityBoyles LawBoyles Gas LawCalorimetry Heat FlowCarbon-14 DatingCelsius to Kelvin Temperature ConversionCharles Gas LawClausius-Clapeyron EquationConcentration and Molarity- Determine a Concentration From A Known Mass of Solute Concentration and MolaritysDaltons Law of Partial Pressuresde Broglie Wavelength CalculationDensity CalculationDensity of a Solid and a LiquidDensity Example Problem- Finding Mass From DensityDensity of an Ideal GasDiamagnetismDilutions from Stock SolutionsElectron ConfigurationElectron Volt to Joule ConversionElectronegativityEmpirical FormulaCalculate Empirical and Molecular Formula of a CompoundEnthalpy Change - Enthalpy Change of a ReactionEnthalpy Change - Enthalpy Change of a Reaction of a Given MassEnthalpy Change - Enthalpy Change of WaterEntropy CalculationEntropy ChangeEntropy of ReactionEquation of a LineEquilibrium ConstantEquilibrium Constant for Gaseous ReactionsEquilibrium ConcentrationExperimental ErrorFeet to Inches ConversionFree Energy and PressureFree Energy and Reaction SpontaneityFormal Charge - Lewis Structure Resonance StructuresFreezing Point Depression Frequency to Wavelength ConversionGrahams LawGram to Mole ConversionGuy ProblemIdeal Gas LawIdeal Gas Problem Problem–Unknown GasIdeal Gas vs Real GassIonic Bond from ElectronegativityIsotopes and Nuclear Symbols 1Isotopes and Nuclear Symbols 2Joule to Electron Volt ConversionLaw of Multiple ProportionsLength Conversion- Angstroms to MetersLength Conversion- Angstroms to NanometersLength Conversion- Centimeters to MetersLength Conversion- Feet to KilometersLength Conversion- Feet to MetersLength Conversion- Kilometers to MetersLength Conversion- Miles to KilometersLength Conversion- Millimeters to CentimetersLength Conversion- Millimeters to MetersLength Conversion- Micrometers to MetersLength Conversion- Nanometers to MetersLength Conversion- Nanometers to Angstroms Length Conversion 2Mass Relations in Balanced EquationsMean of a Set of NumbersMean, Median, Mode and Range ExampleMolalityMolar MassMolarityMolarity to PPM ConversionMole 2pH of a Strong AcidpH of a Strong BasePhosphate Buffer PreparationpOH CalculationPolyprotic Acid pH Population Standard DeviationPrecision ReviewPredicting Formulas of Compounds with Polyatomic IonsPredicting Formulas of Ionic CompoundsPrepare a Solution (Molarity)Pressure Conversion 2Protons, Neutrons, and Electrons in Atoms/IonsRadioactive Decay 1Raoults Law 2Raoults Law 3Rate of Radioactive DecayRates of ReactionReactions in Aqueous SolutionReaction QuotientRedox ReactionRelative ErrorRoot Mean Square Velocity of Ideal Gas MoleculesSample Standard DeviationScientific NotationSignificant FiguresSimplest Formula from Percent Composition Solubility from Solubility ProductSolubility Product from SolubilityTemperature ConversionsTemperature Conversions- Kelvin to Celsius FahrenheitTemperature Conversions- Celsius to FahrenheitTemperature Conversions- Celsius to KelvinTemperature Conversions- Kelvin to CelsiusTemperature Conversions- Fahrenheit to CelsiusTemperature Conversions- Fahrenheit to KelvinTemperature That Fahrenheit Equals CelsiusTheoretical YieldTheoretical Yield #2Titration ConcentrationUncertaintyUnit Cancelling- English to MetricUnit Cancelling- Metric to MetricUnit ConversionsUnit Conversion- What Is The Speed Of Light In Miles Per Hour?Vector Scalar ProductVolume Conversions- Cubic Centimeters to LitersVolume Conversions- Cubic Feet to Cubic InchesVolume Conversions- Cubic Feet to LitersVolume Conversions- Cubic Inches to Cubic CentimetersVolume Conversions- Cubic Inches to Cubic FeetVolume Conversions- Cubic Meters to Cubic FeetVolume Conversions- Cubic Meters to LitersVolume Conversions- Gallons to Li tersVolume Conversions- Cubic Inches to Liters Volume Conversions- Fluid Ounces to MillilitersVolume Conversions- Liters to MillilitersVolume Conversions- Microliters to MillilitersVolume Conversions- Milliliters to LitersVolume PercentWavelength to Frequency Conversion Chemistry Worksheets (pdf to download or print) Metric to English Conversions WorksheetMetric to English Conversions AnswersMetric to Metric Conversions WorksheetMetric to Metric Conversions AnswersTemperature Conversions WorksheetTemperature Conversions AnswersTemperature Conversions Worksheet #2Temperature Conversions Answers #2Moles to Grams Conversions WorksheetMoles to Grams Conversions AnswersFormula or Molar Mass WorksheetFormula or Molar Mass Worksheet AnswersPracticing Balancing Chemical Equations- WorksheetBalancing Chemical Equations- AnswersPracticing Balancing Chemical Equations- Worksheet #2Balancing Chemical Equations- Answers #2Practicing Balancing Chemical Equations- Worksheet #3Balancing Chemical Equations- Answers #3Common Acid Names Formulas- WorksheetAcid Names and Formulas- AnswersPractice Calculations with Moles- WorksheetMole Calculations- AnswersPractice Mole Relations in Balanced Equations- WorksheetMole Relations in Balanced Equations- AnswersGas LawsGas Laws AnswersGas Laws Answers- Shown WorkLimiting Reagent- Worksheet Limiting Reagent- AnswersCalculating Molarity- WorksheetCalculating Molarity- AnswersAcid Base pH- WorksheetAcid Base pH- AnswersElectron Configurations- WorksheetElectron Configurations- AnswersBalancing Redox Reactions- WorksheetBalancing Redox Reactions- Answers

Hate crimes Essay Example | Topics and Well Written Essays - 250 words

Hate crimes - Essay Example tions of their formation are mostly notorious in that, as the term hate implies, these groups expresses extreme aversion or hostility towards their defined focus; as they all possess characteristics of bigotry and being structurally organized. More identified with their activities are violent and exhibition of criminal acts, believed to be consistent with their philosophies and beliefs and with utter disregard for social responsibility. Personally, one believes that society must endeavor to create a check and balance mechanism that would pre-empt and anticipate aggressive behavior and violence planned to be perpetuated by these groups. By eliciting the assistance of authorized government security agencies (the FBI, anti-terrorist agencies, the police), the agenda of hate groups must be monitored and any untoward incident attributed to any of the groups’ members should be sanctioned according to proper legal proceedings. The questions that came to one’s mind while reading the chapter are: (1) how effective are current government agencies’ measures in pre-empting violence and crimes planned by these hate groups? (2) Were there any benefits that have been identified to hate groups’ ideologies to society, aside from seeking to achieve the groups’ interests and goals? (3) Could society ultimately provide a solution to prevent the formation of hate

Airfix Footwear LTD v. Cope [1978] ICR 1210 Case Study

Airfix Footwear LTD v. Cope [1978] ICR 1210 - Case Study Example It is irrelevant in the case observed in the paper whether the individual daily contracts were separate employment or not. The IT concluded that no individual contracts existed between the worker and the company. The company only delivers work sporadically from time to time, and from time-to-time the worker chooses to do it, so that there is a pattern of an occasional week done a few times a year, then it might well be that there comes into existence on each of these occasions a separate contract of service or contract for services, but the overriding arrangement is not itself a contract of employment, either of services or for services. But these matters must depend upon the facts of each particular case. This case confirms the view that an "umbrella" contract can exist if a practice of dealing has been built up over the years with expectations and obligations on each side. It was only in respect of the overall contract that the question of mutuality of obligation came into effect, and in this particular case, it was considered that this obligation was so overpowering that it meant that no individual contracts had existed. However, it is often difficult to establish the necessary ongoing mutuality of obligation to change a series of short-term contracts into a single "umbrella" contract. In this case, the IT denied the worker's claim because the worker is not obligated to accept the work and the provider is not under any obligation to consistently provide the work to the worker. In order for the 'worker' to be classified as an 'employee', the case must be able to pass the test for employee status. In this case, the company does not have or is not in a position to exercise any control over the worker. "The more control the supervisor or employer can exercise, the more likely the worker will be deemed an employee. Temporary workers engaged through employment agencies have for a number of years been a popular choice for UK businesses. The benefits to businesses o f engaging a flexible labor resource have been tangible. The resource can, in theory, be turned on and off at will, without the problems associated with headcount, the need for redundancy procedures or risk of unfair dismissal. In short, temporary agency workers have proved a cost-efficient resource to end-user businesses. For an employment contract to exist, as a minimum the following ingredients must be met; first a contract between the parties, second, an element of control over the worker and third, a mutuality of obligation between the worker and the employer. Up until 2004, most cases considered by the courts found that whilst there may be sufficient control exercised by the hiring end user over the worker and mutuality of obligation, there was no actual contract between the worker and the end user. In contrast, the courts found that whilst there was a contract between the agency and the worker, there was insufficient mutuality of obligation or control by the agency over the w orker for it to be an employment contract. The consequence was the worker was not employed by either the agency or the hiring end user. It soon became obvious to the court that the base was not broad enough, using merely mutuality of obligation as the test. It broadened its scope of the test by including the concept of control of the worker.

Mass Media, Violence and Hate Research Proposal

Mass Media, Violence and Hate - Research Proposal Example 1. Source: Anderson, C. A. & Bushman, B. J. (2001). Media violence and the American public: Scientific facts versus media misinformation. American Psychological Association. 56(6/7), 477-489.  Description: The paper talks about the relationship between media violence and aggression, and the impact on the American people.  Evaluation: The authors argue that the 50 years of news coverage in United States (U.S.) on the association between aggression and media violence have confused the U.S. public. The authors are well knowledgeable in their expertise. The argument is strong since the mass media is not very sure of the link between media violence and aggression. The argument is weak because there are research studies that have proved a link between media violence and aggression.   Ã‚  Relation: Media violence has been covered in this paper and thus, it is important to the research.  2. Source: Perrone, S. & White, R. (2001). Racism, ethnicity and hate crime.  Description: The paper explores the relevance of racism and ethnicity to hate crime. Among the many factors attributed to these vices, mass media is one of them.Evaluation: The authors argue that racism penetrates the lives of the ethnic minority youths in a way that it enhances violence as a practical solution to the problems of identity and status. The authors have a firm background in the field. The argument is strong because one way in which racism penetrates these people is through the media

Review on Video Steganography Technique

Review on Video Steganography Technique Kamred Udham Singh Abstract In the era of information security, Steganography is a most secure method, used for concealing existence of secret data in any digital cover object such as image, audio, video and text files. In the last several decades broad research has been done on image steganography technique due to their easiness of data embedding and data extraction. Hide the existence of the embedded data in any digital object is the main objective of steganography. The main key factors of steganography are Undetectability, robustness and capacity of the concealed data that separate it from related techniques like cryptography and watermarking. Nowadays, video files are much more accepted because of large size and memory requirements. This paper intends to provide a survey on various video steganographic technique and covering its fundamental concepts. Keywords: Video steganography, data hiding, spatial domain, Transform domain, DWT, DCT. Introduction Today’s digital world it is very important for secret communication of any private information in safe and secure manner, it has created new challenge of information security. Here a most important question arise that which method we choose for containing its integrity and degree of security. Several methods have been proposed for addressing the issue of information security like cryptography, steganography and watermarking. In Cryptography information encrypted in such form that it becomes meaningless to eavesdroppers using any encryption algorithms such as DES but how strong is the encryption algorithm, it could be broken. Data can be easily replicated and distributed without owner’s consent due to lack of security. Watermarking modified the original data by embedding a watermark containing key information such as logo or copyright codes to protect the intellectual properties of digital content. Moreover, in some situation it was necessary to distribution of informati on without anyone detecting that the communication happened. So steganography comes arise in digital world to handle this case. Steganography technique is the art and science of invisible data communication. The word steganography originated from the Greek language and derived from two Greek words â€Å"stegos† which stands for â€Å"cover† and â€Å"grafia† which stands for â€Å"writing† [1]. Figure 1.The different disciplines of information hiding [21] Steganography developed driven by the necessity to conceal the existence of a secret data communication. Although steganography and cryptography both technique are try to protect data, but neither steganography nor cryptography alone is perfect. Consequently it is better to combine both technique together to increase the degree of security of the system [2]. Though steganography is technique for the communication being between two parties. So main concern of steganography is to conceal the existence of the data communication and protecting the hidden data against any alterations that may happen during communication such as format change or compression but integrity should be maintain. The major difference between Steganography and Cryptography is that the cryptography keeps the contents of information secret while steganography keeps the existence of information secret [3]. As video steganography is the focus of this review paper which can be viewed as an extension of image steganography. Really, video is a stream of a sequence of successive and equally time-spaced still images. So several image steganographic techniques are relevant to videos as well. Hu et al. [28],], Langelaar et al. [38], Shang [74], and Sherlyetal [76] extended various image data hiding techniques to video. Video steganographic techniques There are various applications such as intelligence agencies and military communications where video steganography can be employed [4]. Lie et al. [5], Yilmaz et al. [6] and Robie et al. [7] proposed another types of applications like video error correction during communication and for transmitting additional information without requiring more band-width [8]. Video steganography was used for hiding data in a video captured by a surveillance system was demonstrated by Zhang et al. [9]. There are various signal processing transform like DWT, FFT and DCT, any one of them can be used as video stenographic technique to hide data in the frequency domain of the cover object. Secret data can be hide either on per pixel basis or group of pixels called blocks [10]. Video steganographic techniques can classify in a number of ways. Sherly et al. [11] categorize them according to compression, compressed techniques [12, 13] and uncompressed video techniques [15]. Video steganographic techniques can also be classified on the basis of domain of embedding, these are transform domain techniques [14, 16] and spatial domain techniques [17]. Shirali-Shahreza [18] stated that video steganographic techniques can be also categorized on the basis of considering the video as a sequence of still images [17, 19]. Or utilizing the video saving format for data hiding [20]. Or finding new dimensions in the video which helps in the steganographic process [12, 15]. The fallowing figure depicts th ese possible classifications. Figure 2: Various Classification of video Steganography This paper will discuss classification based on embedded domain and cover-up all the literature related to video steganography. Bit Substitutions Methods Least Significant Bit (LSB) Bit Substitution-based steganography techniques replace the cover bit with the binary equivalent of secret data bit. The main advantages of bit substitution methods are the simple implementation and the high data hiding capacity in comparison to other techniques. Bit Substitution-based technique have many methods such as Least Significant Bit (LSB) method, Bit Plane Complexity Segmentation (BPCS) and Tri-way Pixel Value Differencing (TPVD) etc. Least significant bit (LSB) insertion is an oldest and most famous bit substitution-based approach for embedding data in a carrier file like video or image and it is capable of embedding huge secret data. Least significant bit technique operates by altering LSB bits of the cover file to conceal the secret data bit. Most of the bit substitution-based methods that exist are really inspired by the LSB technique. Data hiding technique developed to hide the secret data in definite frames of the video file and in definite position of the frame by LSB substitution using different polynomial equation. In this technique data will be hidden on the basis of stego key which is in the form of polynomial equations with different coefficients [22]. A. T. Thahab [23] proposed Digital Color Video Steganography Using YCbCr Color Space and Dynamic Least Significant Bit technique is apply to hide video data file inside the other video cover object .This techniques also found on the basis of least significant bit algorithm. Bit Plane Complexity Segmentation (BPCS) Normally the idea behind the LSB technique is to modify the least significant bits of the pixel with the binary equivalent of secret data. If more significant bits are used to hide the data then it deteriorating the quality of image. Due to this disadvantage of this technique leads to evolution of other technique which trying to overcome this disadvantage. Kawaguchi and Eason proposed Bit Plane Complexity Segmentation (BPCS) technique [24] and Chang et al. proposed Tri-Way Pixel-Value Differencing [25] .BPCS technique can be applied in the both spatial domain and transform domain [26,13] to address this problem. The basic idea of BPCS technique is to break down an image/frame into the bit planes and every bit plane treated as a slice of the image which is made up from all the bits of a definite significant location from each binary digit. Regions in the bit plane are categorized into informative and noise-like after that noise-like regions are substituted with the secret information and maintain the perceived quality. Jalab et al. [19] implemented the BPCS technique for hiding data in MPEG video format frames. This technique works in the YCbCr colour space instead of red, green and blue (RGB) components of a pixel for removing the correlation between the RGB and also decreasing the distortion produced by data embedding process. It is well-known that Human Visual System (HVS) are sensitive modifications in smooth parts than noise-like. Therefore, the BPCS method was applied for computing the complexity of every region in the cover frame. The complexity of every region of the bit plane is computed as the number of on edge transitions from 0 to 1 and 1 to 0, both vertically and horizontally. Tri-way Pixel-Value Differencing (TPVD) It is another bit substitution-based method is the Tri-way Pixel-Value Differencing (TPVD) [13] which is a modified form of the Pixel-Value Differencing method. To maintain the visual quality of cover object it is intuitive to think that data should be concealed in complex parts of the object. It hides the data in the difference of two neighbour pixels value which are classified into ranges, larger range index shows a sharp area where more secret data can be concealed and smaller range index shows a smooth area where less secret data can be concealed. In the data hiding process first partitioning the cover object image/frame into non-overlapping chunks of two neighbour pixels and its range are determined. After that number of secret data bits to be concealed is computed based on the range index. Lastly, the essential number of secret data bits is extracted from the secret data and corresponding their decimal value is used to generate a new difference and the pixel values are adjusted accordingly. This method provides high capacity and imperceptibility for human vision of the concealed secret data. Sherly et al. [11] implemented this technique to hide data in MPEG compressed videos and stated that secret data are hidden in the macro-blocks of the â€Å"I† frame with maximum scene modification and in macro-blocks of the P and B frames with maximum magnitude of motion vectors. Transform domain techniques Although Bit substitution-based methods are the simplest way for data hiding, but vulnerability is main disadvantage to any cover alteration like compression, format change, etc. This data embedding techniques can be easily cracked by an attacker. Transform domain methods are more complex than Bit substitution-based methods and try to improve the perceptual transparency and the robustness of the generated stego-objects. Any transform-domain technique contains of at least these phases, first transformed the cover object into the frequency domain, in second phase secret data is concealed in some or all of the transformed coefficients. In final phase modified coefficients are transformed back to the original form of the cover. Discrete Cosine Transform (DCT), Discrete Fourier Transform (DFT) and Discrete Wavelet Transform (DWT) are types of transform domain. Raja et al. [27] Stated that DFT methods introduce round-off errors which do not make it ideal for data hiding applications. So du e to this reason Discrete Fourier Transform methods are not popular in steganography. But, few techniques in steganography used DFT based steganography like McKeon [28] used the 2D DFT for steganography in videos. Discrete Cosine Transform (DCT) Discrete Cosine Transform (DCT) is a very popular transform and broadly used with image and video compression methods. Chae et al. [29] presented an algorithms in this field using texture masking and multidimensional lattice structure and used MPEG-2 compressed videos. Secret data and the cover video frames both are transformed using 88 Ãâ€"8 non-overlapping blocks. The secret data coefficients are quantized and then encoded by the multidimensional lattices, after that concealed into the cover frame DCT coefficients. Data hiding is adaptive to the local content of the video frame blocks. Steganographic techniques facing the challenge of improving the data embedding capacity without affecting visual quality. Large quantity of secret data can be embedding in the cover video is main objective of High bitrate techniques. A high bitrate algorithm is proposed by Yang et al. [16] which works on H.264/AVC Compressed videos. This method first convert the cover video frames to YUV colour spac e and then 1 data bit is embedded in each 4Ãâ€"4 DCT coefficient block . Strength points of this algorithm are large amount of data embedding capacity, robust to H.264 and MPEG-4 video compression techniques and also tamper resistant. Discrete Wavelet Transform (DWT) Discrete Wavelet Transform (DWT) is popular in signal processing and video/ image compression. Wavelet transform fragmented a signal into a set of basic functions called wavelets. The DWT has many advantages over DCT like providing a multi-resolution description and permitting for better modelling of Human Visual System (HVS). DWT delivers a multi-resolution analysis which analyzes the signal at diverse frequencies produce different resolutions. Temporal resolution is main advantage of DWT. It captures frequency and frame location information. At each level of transformation, a frame which is transformed with Haar wavelet transform [30] is decomposed into four bands. One of them is approximation band which represents the input frame after implementing a low pass filter and compressing it to half. Other remaining three bands are high pass filter and called detail band. High-resolution sub-bands permit simple detection of features like edges or textured parts in transform domain. DWT d oes not need to decompose the input cover object into non-overlapping 2-D blocks, which reduce the blocking artifacts. Wavelet transform produces floating point coefficients which are used to perfectly rebuild the original signal. Some video steganography techniques trusted on the integer-to-integer wavelet transform. Xu et al. [15] proposed an approach on this technique. In proposed scheme data is embedded in the motion component of video due to these two reasons first is not more affected by compression and second is HVS are not more sensitive to catch the changes in motion areas of video. The methodology of this algorithm is that, in first step motion component of video is computed from frame-by-frame basis, after that computed motion component are decomposed in two-level wavelet decomposition. In last step secret data bit are concealed into low frequency coefficients which are based on the values of coefficients. This technique maintaining the quality of video after the data embedding process. Requires a cover video with large motion component because data hiding capacity is depend on motion comp onent is the disadvantage of this algorithm. Adaptive steganographic techniques Adaptive steganography technique is a special case of the two former techniques which is also known as ‘‘Statistics-aware embedding’’ [31], ‘‘Masking’’ [32]. An adaptive technique basically implemented by studying the statistical structures of the cover object before changing with the secret data which helps to identify the best regions to embedded data [33]. Sur et al. [34] proposed an algorithm on temporal redundancy which select macro-blocks with low inter frame velocity and high prediction error as their regions-of-interest (ROI). Furthermore, the number of DCT coefficients used for data hiding is adaptively computed based on the relative stability of the prediction error block. This algorithm offers a very low data hiding capacity. Mansouri et al. [12] proposed a technique which combined the features of both spatial and temporal of the video and utilized a spatial key property. The objective of this technique is maximizing both perceptual invisibility and robustness by choosing frame regions which are perceptually unimportant. High data hiding capacity as it uses both temporal and spatial features of the cover video stream is the main advantage of this algorithm. Conclusion This paper presents a short review on video steganographic techniques and the key algorithms of video steganography. Steganography, cryptography, and watermarking technique and their differences is also discussed. An overview of steganography is presented and mainly focus on video steganography and its applications. Various video steganography techniques and classification of the existing video techniques are explained which are based on spatial domain, transform domain and other techniques. Advantages and disadvantages of these techniques are focused. Steganography techniques are mainly struggling for achieving a high data embedding rate. It is a good substitute channel for hide data in video files because it have many outstanding features such as large capacity and good imperceptibility. This paper delivers effective review on the design of a video steganographic system.

waves :: essays research papers

INERNATIONAL BACCALAUREATE SUBSIDIARY LEVEL WAVES SUMMARY 4.1 Travelling wave characteristics A medium is a material through which a wave passes. When a wave passes, each part of the medium moves away from its normal position and then returns. This is called an oscillation. Oscillations within the medium are slight movements either side of the normal position. The wave motion is the disturbance that passes through the medium. A wave pulse causes the medium to have one oscillation. A continuous travelling wave causes the medium to keep oscillating. Waves transfer energy without transporting matter because each part of the medium oscillates on the spot. A transverse pulse causes the spring to move at right angles to the direction of motion of the pulse. A longitudinal pulse causes the spring to move parallel to the direction of motion of the pulse. The direction of propagation is at right angles to the wavefront. The displacement at a point is how much the medium has been displaced from its normal position. Displacements are given + or - signs depending on the direction of the displacement. Amplitude is the largest distance from the normal position that the medium is displaced. The wavelength l of a wave is the distance from one point to the next corresponding point. The period T of a wave is the time in seconds that it takes one wavelength to pass by. In this time the medium will complete one oscillation. The frequency f of the wave is the number of wavelengths that pass each second. Frequency and period are reciprocals. T = 1/f. The speed of a wave is equal to its frequency times its wavelength. A displacement/position graph shows the displacement of the different sections of a medium. A displacement/time graph shows the displacement of one point of a medium as time elapses. The speed of the particles of a medium is a maximum when their displacement is zero. The speed of the particles of a medium is zero where the medium has maximum displacement. For a longitudinal wave, the medium has a high pressure called a compression where particles are closer than normal. For a longitudinal wave, the medium has a low pressure called a rarefaction where particles are further apart than normal. The particles around a compression move in the same direction as the wave. The particles around a rarefaction move in the opposite direction to the wave. The particles near a compression and rarefaction have small displacements. The particles where the pressure is normal, have large displacements.

Database Needs for Early Learning Programs Essay

The Outcomes and Targets for the recently passed Families and Education Levy are very high. At the heart of the levy is accountability and using data in timely ways to improve annual outcomes. In the realm of Early Learning the dollars will double and the number of children and professional staff served will increase dramatically. The need for reliable, accessible data is great. An HSD IT web based data system (ELNIS) was created in 2006 for the previous levy. It was deployed in the summer of 2007 and began to be used in the 2007-2008 school year. Hosted by the state of Washington, it is accessible to each agency under contract with the city through a city purchased computer and digital certificate. Help desk support and training are also provided by the city. In 2009 the state ECEAP program substantially changed its enrollment form. ELNIS no longer matches the data elements required by the state. It was decided, because the change came so late in the year, that it was not feasible to make the changes in ELNIS. For the 2009-10 and 2010-11 school years the data has been out of sync with enrollment forms for ECEAP. ELNIS was designed in 2005 with the hope of having a single early learning data base for ECEAP, Step Ahead, and Child Care Subsidy. This proved to be unfeasible given the time constraints and limited resources available to accomplish the task. Children are entered into multiple data bases that do not connect with each other, but all ECEAP children are also in ELNIS. In 2010 Creative Curriculum substantially change the child assessment tool, such that in the final year of the levy 2010-2011 the child assessment data is no longer uploaded into ELNIS. Again it was decided not to reconfigure ELNIS to match the changes in the assessments because of time and cost, until the new levy passed. The OFE monthly report drives the immediate need for data. Each month OFE requires a data set of demographics, attendance and assessment data be delivered on the last day month following the month reported. In the MOA each year between OFE and HSD the data elements are negotiated. The data reporting required for early learning in 2010-2011 is on pages 5 – 8 of this report. These will still form a substantial part of the required data, but there will be additional items and number of records will increase substantially. Further, each year an analysis is completed by the data and evaluation strategic advisor in August/September for the previous school year. The data is used to help managers and education specialists to improve the performance of the agencies in the next school year. This process begins by creating a large data set of assessments matched to each child who has been served. The early vision was that the data would be stored in ELNIS and download for use in evaluations ready to be reported or analyzed. ELNIS is capable of containing the demographic data (although it no longer matches the data collected for ECEAP families) for each child, the agency, site and classroom data, and the ECERS assessment. It can no longer upload the Embedded Child Profile Assessment data, the PPVT- 4 child data, nor any data about professional development. All of this data must be managed separately in Excel spreadsheets and appended to the download from ELNIS. Increased needs for data and new data elements The new levy includes six components of which are three are new and three are expanded: †¢Professional Development †¢Family Engagement and Outreach †¢Preschool †¢Kindergarten Transition †¢Home Visiting Program †¢Health and Mental Health Support for Children The new required elements for reporting are expected to include the following indicators of progress toward the outcomes: †¢Parent-Child Home Program (PCHP) – Caregivers/Adults will demonstrate increased positive behavior on the Parent and Child Together tool (PACT). †¢PCHP – Children will meet standard on the Child Behavior Traits (CBT) and the Teacher Rating of Oral Language and Literacy (TROLL). †¢Family Friend and Neighbor’s (FFN†S) Care Providers – Caregivers/Adults will demonstrate increased positive behavior on the Parent and Child Together tool (PACT). †¢Step Ahead Preschool Programs – Children enrolled will meet the Standard Score and/or make gains on the Peabody Picture Vocabulary Test-4 (PPVT-4) of Receptive English by the end of the preschool year. †¢Step Ahead Preschool serving children who are English Language Learners: Children will make statistically significant gains in English Language Acquisition at the end of the preschool year on the PPVT-4. †¢Step Ahead Preschool – Children will meet age level expectations at the end of the preschool year on Teaching Strategies Gold Child (TSG) assessment. †¢Children served by Step Ahead and SEEC and enrolled in full-day kindergarten – Children will meet the age-level expectations on Washington Kindergarten Inventory of Developing Skills (WaKIDS) . †¢SEEC Pre-K – Classrooms will meet the Environmental Rating Scale (ERS) standard at the end of the program year. †¢SEEC Pre-K – Teachers will meet standard on the Classroom Assessment Scoring System (CLASS) at the end of the program year. †¢Children enrolled in Step Ahead pre-K program will have fewer than 5 absences per semester. †¢Children served by a Step Ahead Preschool will be assessed at level 2 or higher on the district English assessment test at the beginning of Kindergarten. †¢Number of early learning and child care settings receiving targeted consultation or training. †¢% of children who enroll in kindergarten on time. †¢% of children enrolled in full day kindergarten. †¢% of children who attend 90% of school days. †¢% of children who meet the birth to 3-year indicator for health (TBD). †¢% of 4 year olds who meet standard on the curriculum embedded assessment in preschool. Early Learning Health †¢Number of early learning and child care settings and providers receiving targeted consultation or training. †¢Number of children in early learning and child care settings receiving developmental assessments. †¢Number of children in early learning and child care referred for mental health therapy and/or medical follow-up. †¢Number of low-income families linked to a health care home, Medicaid coverage, and/or other health care resources. Assessment Tools used to provide outcome and indicator data Formative Assessments †¢Child: Teaching Strategies Gold (administered fall, winter and spring of the pre-k year) †¢Classroom: Curriculum-embedded classroom checklist (administered annually) †¢CLASS: Annual voluntary observation of pre-k and kindergarten- 3rd grade teachers to measure teacher effectiveness. Summative Assessments †¢Child – PPVT-4 (administered fall and spring of pre-k ) †¢Child – WaKIDS ( administered fall and spring of kindergarten) †¢Classroom – ECERS ( administered annually) Performance Payment with OFE will likely include these Outcomes (indicators) 2010-11 Indicator BaselinesNumber of Students Meeting IndicatorPercent of Students Meeting Indicator Families demonstrating increased positive behavior on the PACT and the CBT 35/4283. 3% Children making gains in the Standard Score from the fall pre-PPVT to the spring post-PPVT 657/93570. 3% Children with a minimum of two assessments meeting age-level expectations on Teaching Strategies Gold397/546 73. 0% Children are in classrooms meeting an ECERS standard of 5 in each subscale or an average of 6 in all subscales. 397/636 62. 4% Indicator Targets2010-20112012-132013-142014-152015-162016-172017-182018-19 Families demonstrating increased positive behavior on the PACT and the CBT 83. 3% 84% 85% 86% 87% 88% 89% 90% Children making gains in the Standard Score from the fall pre-PPVT to the spring post-PPVT 70. 3% 73% 76% 80% 83% 86% 89% 90%. Children with a minimum of two assessments meeting age-level expectations on Teaching Strategies Gold 73. 0% 75% 78% 81% 84% 87% 89% 90% Children are in classrooms meeting an ECERS standard of 4 in each subscale or an average of 6 in all subscales. 62. 4% 67% 71% 76% 80% 85% 89% 90% Conclusions: ELNIS as currently configured will not meet the needs of the Early Learning System to report data to the funder, to use data for improving outcomes, or to manage data for contract payment purposes and monitoring. Either work needs to begin ASAP on reconfiguring ELNIS or a new data system needs to be created or purchased. Options include an HSD IT build or a purchase of a configurable off the shelf software system, such as Adsystech or ETO. Data will need to begin being reported to OFE in the fall of 2012, eight months from now. What options exist for meeting this need? What resources are available? What planning team should be assembled? Data Set currently required to be reported by OFE (2010-2011) SEEC Early Learning – Pre-K Source: HSD (monthly) Data ElementData TypeNotes YearNumericThe year of the period that the data is reported for. e. g. 2006 for reporting period December 2006. MonthNumericThe month of the period that the data is reported for. e. g. 12 for reporting period December 2006 Child HSD IDNumeric1 = English 2 = Other than English 3 = English and another language 4 = not reported Student IDNumericEnter SPS Student ID after child is enrolled in Kindergarten Ethnicity CodeChar 25 categories from SPS Child’s Home LanguageNumeric Gender CodeChar 1 SEEC Agency CodeChar 4Corresponds with Agency name look-up table SEEC Site CodeChar 4Corresponds with classroom site look-up table SEEC Classroom Code Char 7Corresponds with classroom look-up table. SEEC StatusNumeric1 = Step-Ahead Pre-K 2 = Step Ahead Match SEEC TierNumericTier I – Step Ahead, Tiny Tots, Refugee Women’s Alliance, and Jose Marti Tier II – Denise Louie Education Center/Head Start Tier III – Non-Step Ahead Early Childhood Education and Assistance Programs (ECEAP) , Neighborhood House Head Start Tier IV – Comprehensive Child Care Program (CCCP), other Head Start Programs in the City of Seattle Days in Pre-K ProgramNumeric/NullTotal number of days the student has participated in the Pre-K program during the month. ECERS Average Subscale Scores and average totalNumericRange 1-7 ECERS – Met StandardYes/No/Null ECERS average score of 4 across all 7 elements Classroom Quality StandardYes/No/NullClassroom met quality standards Classroom LevelNumeric/NullClassroom score based on years of experience and training 1st Child Assessment – Social/Emotional DevelopmentNumeric/NullStudent’s level from the 1st Creative Curriculum child assessment or High/Scope COR 1st Child Assessment – Physical DevelopmentNumeric/NullStudent’s level from the 1st Creative Curriculum child assessment or High/Scope COR. 1st Child Assessment – Cognitive DevelopmentNumeric/NullStudent’s level from the 1st Creative Curriculum child assessment or High/Scope COR 1st Child Assessment – Language DevelopmentNumeric/NullStudent’s level from the 1st Creative Curriculum child assessment or High/Scope COR 2nd Child Assessment – Social/Emotional DevelopmentNumeric/NullStudent’s level from the 2nd Creative Curriculum child assessment or High/Scope COR 2nd Child Assessment – Physical DevelopmentNumeric/NullStudent’s level from the 2nd Creative Curriculum child assessment. or High/Scope COR 2nd Child Assessment. Cognitive DevelopmentNumeric/NullStudent’s level from the 2nd Creative Curriculum child assessment or High/Scope COR. 2nd Child Assessment – Language DevelopmentNumeric/NullStudent’s level from the 2nd Creative Curriculum child assessment or High/Scope COR. 3rd Child Assessment – Social/Emotional DevelopmentNumeric/NullStudent’s level from the 3rd Creative Curriculum child assessment or High/Scope COR. 3rd Child Assessment – Physical DevelopmentNumeric/NullStudent’s level from the 3rd Creative Curriculum child assessment or High/Scope COR. 3rd Child Assessment. Cognitive DevelopmentNumeric/NullStudent’s level from the 3rd Creative Curriculum child assessment. 3rd Child Assessment – Language DevelopmentNumeric/NullStudent’s level from the 3rd Creative Curriculum child assessment or High/Scope COR. Formative Assessment – ChildYes/No/NullChild met the standard in the final embedded assessment as adopted by the SEEC assessment workgroup. PCHPYes/No/NullParticipated in Parent-Child Home Program. SEEC Early Learning – Peabody Picture Vocabulary Test, Fourth Edition PPVT Source: HSD (twice yearly) Data ElementData TypeNotes Child HSD IDNumeric. Child AgeXX-XXChild’s age at time of test in years and months 1st assessment – standard scoreNumeric/NullStudent’s standard score from the 1st Peabody Picture Vocabulary Test. 1st assessment – raw scoreNumeric/NullStudent’s raw score from the 1st Peabody Picture Vocabulary Test 1st assessment – grade equivalent scoreNumeric/NullStudent’s grade equivalent score from the 1st Peabody Picture Vocabulary Test 1st assessment – age equivalent scoreNumeric/NullStudent’s age equivalent score from the 1st Peabody Picture Vocabulary Test 1st assessment – growth scale valueNumeric/NullStudent’s growth scale value from the 1st Peabody Picture. Vocabulary Test 1st assessment – percentile scoreNumeric/NullStudent’s percentile score from the 1st Peabody Picture Vocabulary Test 2nd assessment – standard scoreNumeric/NullStudent’s standard score from the 2nd Peabody Picture Vocabulary Test. 2nd assessment – raw scoreNumeric/NullStudent’s raw score from the 2nd Peabody Picture Vocabulary Test 2nd assessment – grade equivalent scoreNumeric/NullStudent’s grade equivalent score from the 2nd Peabody Picture Vocabulary Test 2nd assessment – age equivalent scoreNumeric/NullStudent’s age equivalent score from the 2nd Peabody Picture Vocabulary Test 2nd assessment – growth scale valueNumeric/NullStudent’s growth scale value from the 2nd Peabody Picture Vocabulary Test 2nd assessment – percentile scoreNumeric/NullStudent’s percentile score from the 2nd Peabody Picture Vocabulary Test. SEEC Early Learning – ECERS Source: HSD (twice yearly) Data ElementData TypeNotes SEEC Classroom Code Char 7Corresponds with classroom look-up table. 1st ECERS score – Space and FurnishingsNumeric/NullAverage score for subscale 1st ECERS score – Personal Care RoutinesNumeric/NullAverage score for subscale 1st ECERS score – Language and Reasoning Numeric/NullAverage score for subscale 1st ECERS score – Activities Numeric/NullAverage score for subscale 1st ECERS score – Interaction Numeric/NullAverage score for subscale 1st ECERS score – Program StructureNumeric/NullAverage score for subscale 1st ECERS score – Parents and StaffNumeric/NullAverage score for subscale 1st ECERS cumulative classroom scoreNumeric/ NullAverage score across all subscales 2nd ECERS Score – Space and FurnishingsNumeric/NullAverage score for subscale 2nd ECERS Score – Personal Care RoutinesNumeric/NullAverage score for subscale 2nd ECERS Score – Language and Reasoning Numeric/NullAverage score for subscale 2nd ECERS Score – ActivitiesNumeric/NullAverage score for subscale 2nd ECERS Score – InteractionNumeric/NullAverage score for subscale 2nd ECERS Score – Program StructureNumeric/NullAverage score for subscale 2nd ECERS Score – Parents and StaffNumeric/NullAverage score for subscale 2nd ECERS cumulative classroom scoreNumeric/NullAverage score across all subscales. Early Learning – Parent-Child Home Program Source: HSD (twice yearly) Data ElementData TypeNotes YearNumericThe year of the period that the data is reported for, e. g. , 2006 for reporting period December 2006. MonthNumericThe month of the period that the data is reported for, e. g. , 12 for reporting period December 2006. Child HSD IDNumeric Student IDNumericEnter SPS Student ID after child is enrolled in Kindergarten Ethnicity CodeChar 25 categories from SPS, Other, Bi-Racial/Multi Racial Gender CodeChar 1 AgeNumeric In Parent-Child Home Visitor ProgramYes/NoStudent has participated in the Parent-Child Home Visitor Program during the month. Parent-Child Home Visitor Program – Provider CodeNumeric292 = Atlantic Street Center 304 = Neighborhood House at Rainier Vista 305 = Neighborhood House at New Holly 310 = Southwest Youth and Family Services Parent-Child Home Visitor Program – Total Number of VisitsNumeric/NullCumulative number of visits during the month. 1st Child Behavior Traits (CBT) Assessment – Cooperation with Adults Domain Numeric/NullScore ranges 1-4: average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 1st CBT Assessment – Attention to Task Domain. Numeric/NullScore ranges 1-4: average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 1st CBT Assessment – Engagement in Developmentally Appropriate Tasks Domain Numeric/NullScore ranges 1-4: average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 2nd CBT Assessment – Cooperation with Adults DomainNumeric/NullScore ranges 1-4 2nd CBT Assessment – Attention to Task DomainNumeric/NullScore ranges 1-4. 2nd CBT Assessment – Engagement in Developmentally Appropriate Tasks DomainNumeric/NullScore ranges 1-4 3rd CBT Assessment – Cooperation with Adults DomainNumeric/NullScore ranges 1-4 3rd CBT Assessment – Attention to Task DomainNumeric/NullScore ranges 1-4 3rd CBT Assessment – Engagement in Developmentally Appropriate Tasks DomainNumeric/NullScore ranges 1-4 1st Parent and Child Together (PACT) Assessment – Parent-Child Interactions Domain Numeric/NullScore ranges 1-4 average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 1st PACT Assessment -Positive Parenting Behavior Domain Numeric/NullScore ranges 1-4: average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 2nd PACT Assessment – Parent-Child Interactions Domain Numeric/NullScore ranges 1-4 2nd PACT Assessment – Positive Parenting Behavior Domain Numeric/NullScore ranges 1-4 3rd PACT Assessment – Parent-Child Interactions Domain Numeric/NullScore ranges 1-4 3rd PACT Assessment – Positive Parenting Behavior Domain Numeric/NullScore ranges 1-4. 1st Teacher Rating of Oral Language and Literacy (TROLL) Assessment – Language ScoreNumeric/NullScore ranges 0-20 (5 items with maximum of 4 points for each item) 1st TROLL Assessment – Reading ScoreNumeric/NullScore ranges 0-20 (5 items with maximum of 4 points for each item) 1st TROLL Assessment – Print Concept ScoreNumeric/NullScore ranges 0-12 (3 items with maximum of 4 points for each item) 2nd TROLL Assessment – Language ScoreNumeric/NullScore ranges 0-20 (5 items with maximum of 4 points for each item) 2nd TROLL Assessment – Reading ScoreNumeric/NullScore ranges 0-33 (8 items with maximum of 4 points for each item; one Yes/No item scored 1/0 ) 2nd TROLL Assessment – Print Concept ScoreNumeric/NullScore ranges 0-28 (7 items with maximum of 4 points for each item).

Technical Writing for Engineers [The Ultimate Guide Course]

Technical Writing for Engineers [The Ultimate Guide Course] Engineers often believe technical writing to be highly-detailed documentation for fellow engineers. In fact, technical writing is a style that takes complex information and clearly explains it to a specific audience. Engineers are a great wealth of technical knowledge, however, they can struggle with how to prepare technical documents. Yet, by mastering this form of communication, engineers can enjoy important benefits. This article will outline how the challenges can become benefits and identify strategies for engineers to achieve great technical writing. We also offer a course that teaches technical writing to engineers. You can learn more about this course by clicking the button below. hbspt.cta._relativeUrls=true;hbspt.cta.load(41482, '83300502-8324-43ca-96f7-5319276ffbe7', {}); Challenges versus Benefits An engineer is a writer. Or at least, they should be a writer. Communicating technical information can be just as important as developing it. Adding technical writing to your toolkit will add a surprising amount of value to your career. Writing is an important part of the engineering process. Whether you’re a beginner or looking to refine your writing, this guide takes you through engineers’ common writing challenges, the benefits to overcoming them and tangible solutions to help you do just that. Challenge #1: Communicating Technical Knowledge If you’ve ever wondered why your boss or technician hasn’t understood the importance of a particular concept, the problem is likely communication. When too many technical details are presented in a report or other document, the crucial ones can get buried. Engineers often write technical documents as if their audience were fellow engineers. However, the audience is always changing. The reader of one document may be an expert while the reader of your next document may be a business-minded executive or a consumer. Writing for a non-engineering audience is a significant, important challenge. Benefit #1: Increased clarity and communication Good writing by an engineer will increase communication effectiveness. Directing your writing to the intended audience will allow the reader to understand the content on the first read, rather than needing to ask for additional details or explanation. By understanding the audience’s goal in reading the document, you as the writer can highlight the important data. Only the most crucial supplementary or background information should be included. The information that is needed for a decision, instruction or education must take center stage. Good technical writing will save time, avoid misunderstanding and increase workplace efficiency by promoting good communication between engineers and other staff. Solution: Use Technical Writing Style There is a major misconception that a complex and scholarly text is good technical writing. However, the opposite is true. Elaborate text often confuses the reader and conceals the purpose. Keeping the information accessible is most important. Technical writing uses the simplest and most direct language to convey the information. The tone is neutral and professional. To achieve this tone, use the active voice in your writing. Choose your words carefully so you use the fewest words possible while being precise. Avoid jargon and use clearly-explained terms instead. These strategies will create a text that effectively communicates technical details. Solution: Enhance with Graphics Good graphics support good writing. Include diagrams or schematics where they add value and increase reader comprehension. They should be directly referenced within the text and clearly explained in a caption. Challenge #2: â€Å"But no one ever reads it...† Some engineers get frustrated by the fact that their reports gather dust. Documenting can seem like a customary process with no real value. Why write a text that will never be read? The problem is not with the reader, but with the text itself. Technical documents that bury crucial information or are difficult to understand can delay reading, decision-making or worse, be altogether overlooked. A good technical document is written for a specific purpose and defined audience. Therefore, it is written to be read. Benefit #2: Valuable Career Skill Imagine how many crucial details get buried in elaborate yet inaccessible engineering reports. These reports make the reader hunt for the information they need. Engineers who can convey that essential information improve communication inside companies. Better communication ultimately increases efficiency and productivity. For this reason, employers view engineers with good communication and technical writing skills as highly valuable. Technical prowess is not enough. Technical writing can differentiate your skillset, leading to better employment prospects and higher job security. Solution: Know Your Audience Ignoring the audience is one of the biggest writing mistakes for engineers. The reader will be different for each document. To write well, you must know their knowledge of the field, relationship to the department or company, and purpose for reading. In the planning process, ask yourself, ‘Who is my reader?’. Then, write out this information so that you are aware of it and have a constant visual reminder. Keeping the audience top of mind will change the way you write your document. While you’re writing, ask yourself ‘Would my reader understand this text?’. If the answer is no, re-write it. If the answer is yes, you are producing good technical writing. Solution: Plan Effectively A technical document without a plan is like a ship without a captain. It is difficult to navigate and takes, long a long time to reach its goal (if ever!). As an engineer, you will have a deep understanding of the topic. For most reports, the reader needs to know only a fraction of your expertise. The planning process is crucial for separating the information that needs to be included from the rest. Be wary of details. The reader generally needs to know the implication of high-level specifications, not the specifications themselves. Once you’ve highlighted the necessary information, it can be organized into a coherent overview. Planning can take many forms. We recommend using a mind-map to capture and visualize the document. Other writers may prefer a pen-and-paper sketch or a spreadsheet outline. The format does not matter so long as it allows an effective and efficient plan for your document. Challenge #3: Making Time for Writing Writing often takes a back-seat to ‘real’ work. Sometimes, there can be not enough hours in the day to complete technical work, let alone to write it down. Documenting can feel secondary, and therefore gets little time allocated to it. It can be helpful to set aside time for writing where there are no distractions. Don’t wait until the end of the day to write your documents. Additionally having a quiet space can ensure you are focused without distractions. Benefit #3: Records and Completes Work Great work does not share itself. The most innovative concepts can be lost if they exist only in the laboratory. Technical writing records engineering work and allows it to reach beyond the engineering department. In addition, documentation provides a mark of completion. Some projects have a clear end point, while others can be vague. Documenting, including outstanding work for future, finalizes a project. Solution: Prioritize Writing Writing should not be an afterthought. For each major activity, documentation should be integrated into project management and time planning. By considering writing as part of the engineering process, creating the text will feel less onerous and more natural. Do not leave the writing to the last minute, as rushed writing is generally bad writing. Carve out time to plan, write and review the document. Solution: Engage in the Review Cycle As you get ready to review, take advantage of the available software tools. Check your text through both Microsoft Word’s Spelling and Grammar check with its Readability tool and the online Grammarly tool. Then, review the document again with the audience in mind. The most effective trick is to read the text aloud. Reading will highlight awkward phrases, unnecessary words, and repetition. The review process takes many forms. Most engineering companies have an internal review process using some variation of first draft-revised draft-final version. The revisions are completed by colleagues, supervisors or fellow experts. Understand the company’s review process and integrate into your writing timeline. The review provides a fresh perspective. Feedback and edits improve the document and offer valuable lessons for future writing. Take advantage of this learning opportunity. The review process can also be informal. If the executive you’re preparing the document for and your best friend have a similar level of knowledge of the topic, ask your friend to review your text. Friends and family can be a great resource to review your text for non-expert readability and accessibility. You can also ask your colleagues to do an initial review before sending it to the formal review. Additionally many engineering firms offer technical writing courses for their employees. These courses often come with document feedback and review. This allows you to receive objective feedback on the structure, style, and tone of your writing. Conclusion and Further Reading Good technical writing shines a light on important engineering work. Improving technical writing is not an overnight process, but one that provides big value to your work, your company and your career. To learn more, check out the following links: IEEE Professional Communication Society - Communication Resources for Engineers Engineer’s Guide to Technical Writing by K. Budinski'

Accounting case study Essays

Accounting case study Essays Accounting case study Essay Accounting case study Essay Dear Mr Han I am writing this letter to explain how the profit and loss account and balance sheet that you have received works. I would like to start off by explaining what the purpose of a profit and loss account is. This makes an accurate calculation of the profit or loss made by the business over a certain period of time. Depreciation in the profit and loss account is the loss in value of the assets in the business over a period of time. For example if there is a car or a van in the business the value of the car will depreciate over the years and will not be worth as much when it comes to selling it. The trading account is the basic process of a business. This shows how much profit the organisation makes by this basic business process, not including other costs that the business may incur. Some things that you would find in a trading account are: * Sales receipts for sales for the year * Sales returns amount paid back to customers when items are returned * Purchases for a manufacturing organisation this is the value of raw materials purchased; for a service business it would be the cost of items bought to sell to customers or used to provide a service to customers. The costs of goods sold are calculated by opening stock + purchases purchase returns closing stock. This is shown on my example profit and loss account. Overheads are things like rent and rates and they do not change throughout the year no matter how much they sell, there is also an example on my profit and loss account. Gross profit is calculated by the net sales cost of goods sold. Net profit is calculated by gross profit all other costs that the business incurs. I would like to explain the different kinds of income and expenditure that businesses incur. Expenditure is any money spent on any costs of the business, such as: * Rent * Wages * Petrol Drawings and the cost of fixed assets are not classed as an expense and do not appear in the profit and loss account. Income is the money that the business is earning for example through sales. Capital income is money or value contributed to the business by the owner to get it started or buy equipment. They can receive money through rent received, which is when a business has a property that they rent out to another business, which then gives them income every month, commission received is when the business may sell a product o a service on behalf of another organisation and then they may receive commission for selling the other businesses products or services. This is an explanation on how you know that the accounts balance. Capital + net profit the amount the owner has paid off = less drawings. So net assets and less drawings are the two figures on the accounts that have to be the same for the account to balance. I hope that this letter has helped you figure out how the profit and loss accounts and balance sheet works. Yours sincerely Hannah Clark

Business Plan Research Paper Example | Topics and Well Written Essays - 5000 words

Business Plan - Research Paper Example It is one of the beautiful shopping malls in gulf region. Dalal Complex is a seventeen floored building consisting of several retail shops, brands, cinema complex and restaurants. Skinfood will be situated in the first floor of the building. The entire shopping mall has abundant places for parking with a capacity of about 500 vehicles and has also astounding view. Furthermore, the shopping complex is also equipped with modern technologies, music systems and strong security facilities (Dalal Complex, â€Å"About Dalal Complex†). Products. The business will provide several skincare and cosmetic products such as makeup, cleanser, mask and healthcare products among others. These products are made from natural food ingredients and developed in its real form as product elements which comprise fruits, vegetables and other food components (Skinfood, â€Å"Products†). MARKET PROSPECT The international skincare industry has increased considerably in recent years, recording about 4% growth in the year 2009. In United Arab Emirates (UAE), the market of skincare and cosmetics products has continued to demonstrate strong dynamism, having robust growth in sales. The most important product categories in the skincare and cosmetics market are colour products, hair care products, fragrances and skincare products (AME Info, â€Å"UAE Market For Skincare Products Expected To Be Worth Dhs540.3m In 2015†). Globally, customers had spent about US$2 billion in a week on skincare products in 2011. This market is characterised by invention, personalisation and segmentation. From 2005 to 2010, the market value of skincare industry in Middle East and Africa increased from US$1.4 billion to US$2.4 billion, indicating a Compound Annual Growth Rate (CAGR) of about 12% (AME Info, â€Å"UAE Market For Skincare Products Expected To Be Worth Dhs540.3m In 2015†). In Gulf Co-operation Council (GCC), skincare industry had been demarcated to become doubled from 2005 to 2010 . According to the research of Euromonitor, the market of skincare products will demonstrate steady growth, where facial care products will hold the biggest market segment. The findings suggest that skincare market is expected to increase at CAGR of 5%. This growth is determined by sustained progress of UAE in monetary front. Besides, a growing number of populations are also found to pay more concentration on taking care of health. The UAE market of skincare is based on retail setting. Combined with considerable product innovation with respect to discerning customer base, the prospect of skincare products in near future continues to be positive (AME Info, â€Å"UAE Market For Skincare Products Expected To Be Worth Dhs540.3m In 2015†). Accordingly, global skincare organisations are progressively targeting the growth oriented market of Middle East and Asian region. People nowadays are providing considerable emphasis on taking care of skin and it has become one of the regular ro utine activities. Furthermore, the global skincare manufacturers are increasingly targeting customers with new product lines which can serve the requirements of this particular market segment. In the UAE, facial care products are the fastest growing market segment in the skincare industry. Facial care products are estimated to grow at CAGR 6% (AME Info, â€Å"UAE Market For Skincare Products Expected To Be Worth Dhs540.3m In 2015†). The other important market segment in skincare and cosm

Leadership Term Paper Example | Topics and Well Written Essays - 2750 words - 1

Leadership - Term Paper Example Benefits as well as setbacks resulting from ethical and unethical leadership are mentioned respectively. In addition, the role of ethical decision making in the management of public institutions is illustratively explored. Also, relevant moral frameworks and guidelines for decision making like the utilitarian approach, and the common-good approach are explored sufficiently. Moreover, a personal perception on ethical leadership is demonstrated through the hypothetical problems identified in preceding sections of the paper. Finally, the paper closes with analysis of short-term and long-term recommendations, on how to improve the unethical problems within the Operating Tax for Commercial Transportation profession. In the United States, most jurisdictions have legislations that allow for taxation of commercial transport businesses. Tax imposed on commercial transport businesses is commonly referred to as commercial transportation tax. In an effort to increase their revenues, legislations in certain states like Virginia necessitated imposition of levy fees on commercial vehicles like delivery cars, trucks, and earth moving machines among others (Lindsey, 2008). Occasionally, vehicle weight is used as criteria in determining the amount of tax payable by the commercial vehicle operator. For instance, commercial vehicles with a weight exceeding 26,000 lbs are normally required to file tax returns to appropriate state authorities. In addition, light motor vehicles like city passenger transport cars are required to file for tax returns based on the millage parameter. In this context, it is worth acknowledging that commercial transportation tax applies only for motor vehicles and other means of trans portation that carriers goods or passengers for a fee. Private vehicles, school busses and government fleets are exempted from this type of levy. During implementation of tax policies for commercial transportation, unethical practices are often reported (Brown,