Scarletletter Symbolism :: essays research papers

The Scarlet Letter, by Nathaniel Hawthorne utilizes numerous things for imagery and as I would like to think the most representative were the platform scenes. There are an aggregate of three framework scenes and each has its own motivation and significance. Without the platform scenes this book would fundamentally leave you confused whatever was truly going on in light of the fact that the framework scenes truly mention to you what is happening and why. Â Â Â Â Â The first framework scene is essentially a prologue to the entire book. You realize who all the principle sanctions are and above all Hester and her horrendous wrongdoing she submitted. This is the first run through everybody sees Hester with the letter “A'; on her chest. Hester is an extremely valiant lady for standing up on that platform before everybody in the town to stare at and for conceding that she had submitted infidelity. Additionally, it takes an exceptionally brave individual to stand up for what they put stock in as she did by not telling who she had carried out the wrongdoing with. The entire story develops you to this purpose of discovering who Hester submitted infidelity with. By this point in the story you have some hint who the dad of Pearl is yet until you get to the second platform scene you don’t know without a doubt. At the second framework scene Dimesdale is on the platform and Hester and Pearl come up and go along with him. Dimesdale is wearing out by the weight of his transgression he submitted. He goes to the framework to admit to God and request a pardoning. At that point a cloud frames the letter “A'; in the sky and everybody thinks this represents heavenly attendant in light of the fact that that’s how they see Dimesdale. At that point when Dimesdale goes to leave he leaves his glove on the framework to represent he was there and that he ought to have been up there with Hester and his little girl in any case. At that point when you think everything is going to end up being alright and nothing terrible will happen to Hester and Pearl, Dimesdale goes up on the framework. This concerns Hester like it would anybody in her position. So Hester and Pearl go along with him again on the platform. Hester is wearing the Scarlet Letter like consistently and afterward Dimesdale shows his letter “A'; that he engraved over his heart.

Cover Letter stating interest and intent Essay Example | Topics and Well Written Essays - 250 words

Introductory Letter expressing interest and goal - Essay Example Moreover, as an investigation understudy during Seoul Korea instructive excursion, I procured powerful open organization arrangements. The authority and organization aptitudes stay imperious in successful administration of Fort Collins people group and inception of monetary exercises. Other than the previously mentioned aptitudes, I have had thorough involvement with feasible and effective research as a recipient of Seoul Metropolitan Government. Additionally, monetary advancement experience picked up as an understudy at City of Clermont would be oppressive in helping me build up suitable financial exercises for development of Fort Collins and its locale. Moreover, I would have the best capacity to start productive arranging and the board programs that would elevate economy of Fort Collins’ people group Besides, I have procured extraordinary arranging, coordination, and the board abilities as an understudy and understudy. I foresee to graduate with an experts degree in urban and territorial arranging and I accept that the course have furnished me with phenomenal association procedures that would effective execute the laid out obligations and duties. Additionally, assistant involvement with Osceola and City associations conceded me a quick involvement with open cooperation, communication, arranging, and improvement aptitudes that I accept would be definitive in organization and the board of the association. Moreover, my adaptable and accommodative relational abilities, regular inclination for change and working with individuals would be irreplaceable in building up an outcome arranged workforce at your strong

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Irony in Swifts A Modest Proposal Essay - 790 Words

Although I realize your concern, you have missed the point of this well thought out essay completely. Despite what you may think about A Modest Proposal by Jonathan Swift, this essay is a satire master piece filled with irony. Swift’s essay was not intended to convince people to eat babies, but to call attention to the abuses Catholic’s face from their well-to-do Protestants. He only uses eating babies in his essay to explain to the reader the impossible burdens the Protestants are imposing on the Irish Catholics and by making their life hard, they are making a life of a new born impossible. He makes his first point on page 411 when he tells the reader that eating babies is no problem for landlords because they have â€Å"already devoured†¦show more content†¦He is saying that Protestants are not caring and are ready to ruin the lives of many others. By saying that when asked as an adult, a Catholic would rather have been â€Å"sold at a year old†¦an d thereby avoided†¦misfortunes†¦ [and the] impossibility of paying rent† (416), he is again pointing out the mercilessness of Protestants. He is not saying that these people would like to be sold as food so cooking them up is acceptable, but bringing the point back to the fact that Protestants are being too cruel on innocent lives. Overall, Swift is also using irony by relating this unheard of cruelty to babies to cruelty animals. He suggests that buying children alive and â€Å"dressing them hot from the knife as we do roasting pigs† (411) is the best way to serve them. This was intended to tell the audience that the Protestants are basically treating the Catholics like animals with no regard to life. This carefully crafted technique lets the reader see how malicious the Protestants are actually being, and that they are killing Catholic babies alive by ruining any chance at a good life. Swift did not actually mean for people to go out and cook babies lik e pigs to get the most satisfactory, he simply meant that if you are going to treat them like pigs, you might as well eat them like pigs. If the people of Britain can’t see that through adults, maybeShow MoreRelatedIrony in Jonathan Swifts A Modest Proposal1101 Words   |  5 Pagesusually kept serious and Irony and satire are widely used in such writings. On the other hand while describing the recent developments in genetic engineering, the tone would be objective and humor or satire would be ineffective here. Jonathan Swift was famous for his sarcastic remarks on the government of his days and his works are full of satire and irony which appear to be humorous but carry a sharp edge which make them effective for expressing political ideas. â€Å"Irony refers either to a situationRead MoreModest Proposal Analysis Essay1122 Words   |  5 Pagesâ€Å"A Modest Proposal† is an essay written by Jonathan Swift as a reaction to the social problem faced by the Irish in 1720’s. Swift’s daring dark and social satire and dark irony to make a statement in this literary work triggered the minds of the rich Englishmen and Irish landlords to question their actions towards the poor Irish people. By giving a drop of horror and barbarity sarcastically, Swift was able to attack the practices of those who were seated in power and exploited the rights of the impoverishedRead MoreJuvenelian Satire in A Modest Proposal by Jonathan Swift Essay1052 Words   |  5 Pagesgrievances or concern s can fall upon deaf ears and change can be slow or non-existent. However, Jonathan Swift in his pamphlet A Modest Proposal, uses clever, targeted, and ironic criticism to bring the social state of Ireland to the attention of indolent aristocrats. He accomplishes such criticism through satire, specifically Juvenalian satire. Swift’s A Modest Proposal stands as an example of the type of satire that plays upon the audience’s emotion by creating anger concerning the indifferenceRead MoreSatire Modest Proposal Essay837 Words   |  4 Pagesupon deaf ears and change can be slow or non-existent. However some social commentators, such as Jonathan Swift in his pamphlet A Modest Proposal, use clever, targeted, and ironic criticism to bring the social state of Ireland to the attention of indolent aristocrats. He accomplishes such criticism through satire, specifically Juvenanlian satire. Swift’s A Modest Proposal stands as a perfect example of the type of satire that pl ays upon the audience’s emotion by creating anger concerning the indifferenceRead MoreSatire of a Modest Proposal Essay1331 Words   |  6 PagesIrony is a beautiful technique exercised to convey a message or call a certain group of people to action. This rhetorical skill is artfully used by Jonathan Swift in his pamphlet â€Å"A Modest Proposal.† The main argument for this mordantly ironic essay is to capture the attention of a disconnected and indifferent audience. Swift makes his point by stringing together a dreadfully twisted set of morally untenable positions in order to cast blame and aspersions on his intended audience. Jonathan Swift’sRead MoreJonathan Swifts A Modest Proposal949 Words   |  4 Pages â€Å"A Modest Proposal† by Jonathan Swift takes place in Dublin Ireland in the 18th century. The narrator is a very ironic character. His â€Å"modest† proposal is anything but modest. This short story takes place during a famine. Since there was a famine, Swift proposes the idea that people sell their one year old children to the rich so they would not be a burden to their family. One important way in which the author engages the audience’s attention and tries to help his readers see deeper politicalRead MoreJonathan Swift Satire Analysis1108 Words   |  5 Pagesomparing Irony In both Mark Twain and Jonathan Swift’s articles there is an effective use of irony. Irony in satirical writing is normally used for the speaker to convey the opposite intended meaning to which they are stating; along with antiphrasis, the use of a word when the opposite meaning is implied, irony makes a valuable asset to satirical literature. The sarcastic use of irony was input to both readings to express the writer’s disappointment towards their societies teachings during theirRead MoreA Modest Proposal For Preventing The Children Of Poor People1458 Words   |  6 Pages whose hard-hitting essay â€Å"A Modest Proposal For Preventing the Children of Poor People in Ireland, from Being a Burden on Their Parents or Country, and for Making Them Beneficial to the Publick† is one of the most popular and analyzed texts within the world of satire, and truly makes one think about the art. One article that explores Swift’s use of satire within â€Å"A Modest Pr oposal† is Paddy Bullord’s â€Å"The Scriblerian Mock-Arts† This essay delves deeply into Swift’s works, and the art of satire inRead MoreEssay about A Modest Proposal, by Jonathan Swift1165 Words   |  5 PagesIrony is a beautiful technique exercised to convey a message or call a certain group of people to action. This rhetorical skill is artfully used by Jonathan Swift in his pamphlet â€Å"A Modest Proposal.† The main argument for this bitingly ironic essay is to capture the attention of a disconnected and indifferent audience. Swift makes his point by stringing together a dreadfully twisted set of morally untenable positions in order to cast blame and aspersions on his intended audience. Jonathan Swift’sRead MoreA Modest Proposal Response846 Words   |  4 PagesModest Proposal Response Emily Pendyk Parsons AP English 11 December 18, 2011 Dear Mr. Smarmy: I am writing in response to your request of the elimination of Jonathan Swift’s â€Å"A Modest Proposal† from the classrooms, libraries, and the school system as a whole. Let me begin by telling you that I took what you said into deep consideration, but after discussing with the work with some of the English teachers at Martin’s Groves Junior High School and conducting research on my own time, it’s

Mike Analysis Mike s Iep Essay - 1233 Words

Mike appeared to be respectful of his peers and vice versa. After reading Mike’s IEP, I was surprised to learn that Mike has difficult in-group settings. Indeed, in my field observations I witness several instances where other students looked at Mike as a leader. I found students to be aware of what Mike was doing and admiring how Mike is able to stay focused on his work. Also, Mike was engaged in the classroom and asked questions in a simple and safe manner. Mike interacted well with both genders. For example, he was an attentive listeners and speaker when going over an assignment. He was the only boy white. As a result of my field observations and document analysis of Mike’s IEP, I am left wondering why Mike does not participate in more inclusive classroom. In fact, I believe the educational setting that is being given to Mike does not match what he needs to fulfill his full educational potential. I found Mike to be attentive and he did not appear to be a challenge in the classroom. This was evident in my observations of Mike during small group and independent time. I believe Mike behaved appropriately and was attentive to his surroundings. I found other students to lack both physical and common sense of awareness compared to Mike. Other things that I noticed and wonder about are the instructional practices and services being provided to Mike. For example, I noticed that the teacher’s lessons were predominantly teacher-centered and very little use of visual clues. IShow MoreRelatedThe Effects Of Music Therapy On Children With Autism Spectrum Disorder Essay2292 Words   |à ‚  10 Pagescommunication skills. (Raglio, Traficante, Oasi, 2011). Not only is this improvisation music therapy used to enhance autism patients, but other types of techniques are also used and combined with it. Sometimes in music therapy, Applied Behavioral Analysis (ABA) is combined with improvisational music therapy. A person who uses ABA on a child with autism sometimes may use certain aspects of music therapy. When it comes to language and the training program of ABA it sometimes uses songs to assess themRead MoreStabilisation in Investment Contracts and Changes of Rules in Host Countries: Tools for Oil Gas Investors34943 Words   |  140 Pagesattempted to address these issues by developing stabilisation mechanisms are considered. Finally, Part 4 presents some conclusions and recommendations, and offers some guidance with respect to ‘tools for oil and gas investors’ on the basis of the analysis presented in this study. *** I wish to thank the many AIPN members who have shared their ideas and materials with me in the course of carrying out this study. As is often the case with AIPN studies, this author has benefited from access

Community Work Service for Adult Offenders Free Essays

The focus is on Community work service as an alternative sentencing. Community work service allows the offender to contribute to the community. This type of work can be considered a win-win situation, because the offenders provide the service and the community benefits from their work. We will write a custom essay sample on Community Work Service for Adult Offenders or any similar topic only for you Order Now There are all kinds of work activities for offenders. The points that are going to be addressed are: community work service, probation officers, taxpayers, overcrowding and the benefits each party gains. It can be concluded that community work service is here to stay. Hence, it can be seen as a second chance to repair the damage done by making right out of wrong. Community service is when someone performs an action which benefits his or her community. However, community work service can be a form of alternative sentencing. The offender is ordered by a court or probation officer to perform community work service as part of a sanction. Through community service, offenders are offered the chance to â€Å"give back† to the community by providing a service that enriches the lives of others. The offenders are placed into unpaid community service positions with non-profit or tax supported community agencies† (Cook county, 2006). The probation officer carefully monitors the offender’s progress by checking with the agency, ensuring that the offenders is regularly reporting to complete the hours, as well as monitoring the offenders’ attitude and quality of work. The probation officer is also responsible for reporting any negative incidents to the court in an effort the hold the offender accountable. Community service is a form of restorative justice, which involves victim, offender, and community. Criminal justice is asset of institutions and procedures for determining which people deserve to be sanctioned because of their wrongdoing and what kind of sanctions they deserve to receive† (Clear, 2003). Community work service allows sentences to more closely fit the circumstances of certain offences, and ensures that adult offenders are held accountable to the community for their actions. Hence, alternative sentencing is, applied to offenders whose absence of prior criminal history or general characteristics indicates that they can be trusted not to abuse their greater freedom. Community work service is punishment that takes away an offenders time and energy† (Schmalleger, 2009). Restorative justice is the concept that any crime, regardless of size or severity, hurts the community. Instead of merely paying a fine or spending time in jail, the offender is able to repair some of the damage done by participating in community service. â€Å"There is a need to understand who or what is being restored, including the core values of healing, moral learning, community participation, community caring, respectful dialogue, forgiveness, responsibility, apology, and making amends† (Sieh, 2006). The work assignment gives both the community and workers a chance to benefit from the experience. All offenders participating in the program are supervised by personnel at the sponsoring agency and by probation officers. â€Å"within the community justice frame work, the need to establish enduring partnerships with citizenry, other agencies, and local interest groups is critical to the success of probation† (Sieh, 2006). There are all kinds of work activities for offenders. Examples of work placements include: * Agencies offering services to senior citizens or the handicapped * Hospitals * Highway cleanup Parks maintenance * Skilled labor (carpentry) * Landscaping * Painting During probation, offenders must stay out of trouble and meet various other requirements. Probation officers, who are called community supervision officers in some States, supervise people who have been placed on probation. â€Å"Probation officers supervise offenders on probation or parole through personal contact with the offenders and their families† (Schmalleger, 2009). Instead of requiring offenders to meet officers in their offices, many officers meet offenders in their homes and at their places of employment or therapy. Some offenders are required to wear an electronic device so that probation officers can monitor their location and movements. â€Å"Probation supervision has three main elements: resource mediation, surveillance, and enforcement† (Schmalleger, 2009). Probation officers may arrange for offenders to get substance abuse rehabilitation or job training. Probation officers usually work with either adults or juveniles exclusively. Only in small, usually rural, jurisdictions do probation officers counsel both adults and juveniles. Probation officers must be ware that they will not always be effective in helping probationers, making it necessary to find outside resources for the probationer to succeed† (Sieh, 2006). Probation officers also spend much of their time working for the courts. They investigate the backgrounds of the accused, write presentence reports, and recommend sentences. They review sentencing recommendations with offenders and their families before submitting them to the court. Probation officers may be required to testify in court as to their findings and recommendations. They also attend hearings to update the court on offenders’ efforts at rehabilitation and compliance with the terms of their sentences. The number of cases a probation officer or correctional treatment specialist handles at one time depends on the needs of offenders and the risks they pose. Higher risk offenders and those who need more counseling usually command more of the officer’s time and resources. Caseload size also varies by agency jurisdiction. Consequently, â€Å"officers may handle from 20 to more than 100 active cases at a time† (Sieh, 2006). Probationers perceive probation officers as agents who will assist them, while, judges are viewed as agents whose main purpose is to punish offenders for wrongdoing† (Sieh, 2006). When an offender is placed on community supervision by the court, he/she signs a â€Å"contract† whereby he/she agrees to abide by certain conditions. These conditions usually include: * Report to the probation officer * Do not commit any new crime * Do not use alcohol and / or drugs or enter bars * Do not leave the County or State * Perform community work service Pay restitution, fine, court fees and probation fees if ordered * Permit the supervisor to visit him/her at the home or elsewhere By having the offender do community work service the offender will realize that not only do most crimes have a direct victim, but, the community is a victim as well. Having an offender provide services to the community rather than going to jail is beneficial to the tax payers. The tax payers don’t have to worry about another person going to prison where it might be overcrowded. Because overcrowded prisons have been a major problem in our society. In 2006, 8 of the nation’s 25 largest jails were operating at over 100 percent of their rated capacity† (Schmalleger, 2009). Having community work service as an alternative helps ease things down between the taxpayers and the justice system when it comes to the question, who has to pay to keep the offender in prison. Overcrowding puts prisoners at significant risk. People living in crowded conditions are more likely to get sick, stay sick, and pass diseases on to others. They are more likely to experience mental health problems, particularly stress-related mental illnesses. They are more likely to develop aggression and frustration. (Schmalleger, 2009). Being forced into crowded conditions with other prisoners results in riots, abuse, and assault. The prison system struggles to keep up with disciplinary problems when it has minimal staff and outdated facilities. This often results in brutal abuse at the hands of guards and other prison personnel. Overcrowding also limits access to resources. This includes health care for prisoners. Prisoners have died due to lack of health access because a nurse or doctor is not available and it’s considered ‘unsafe’ to transfer a prisoner for medical care. Considering that rates of hepatitis, HIV, and numerous other chronic conditions are high in prisons, lack of access to routine health care is a serious issue† Schmalleger, 2009). Lack of access to medications or irregular access to medications puts prisoners with chronic illnesses at extreme risk. â€Å" If extreme enough, overcrowding can lead to a court order that necessitates early release of certain prisoners in order to bring jails into compliance with the Constitution† (Schmalleger, 2009). How to cite Community Work Service for Adult Offenders, Essay examples

Matrices in Matlab Essay Example

Matrices in Matlab Paper Matrices in Matlab You can think of a matrix as being made up of 1 or more row vectors of equal length. Equivalently, you can think of a matrix of being made up of 1 or more column vectors of equal length. Consider, for example, the matrix ? ? 1 2 3 0 A = ? 5 ? 1 0 0 ? . 3 ? 2 5 0 One could say that the matrix A is made up of 3 rows of length 4. Equivalently, one could say that matrix A is made up of 4 columns of length 3. In either model, we have 3 rows and 4 columns. We will say that the dimensions of the matrix are 3-by-4, sometimes written 3 ? . We already know how to enter a matrix in Matlab: delimit each item in a row with a space or comma, and start a new row by ending a row with a semicolon. gt;gt; A=[1 2 3 0;5 -1 0 0;3 -2 5 0] A = 1 2 3 0 5 -1 0 0 3 -2 5 0 We can use Matlab’s size command to determine the dimensions of any matrix. gt;gt; size(A) ans = 3 4 That’s 3 rows and 4 columns! Indexing Indexing matrices in Matlab is similar to the indexing we saw with ve ctors. The di? erence is that there is another dimension 2. To access the element in row 2 column 3 of matrix A, enter this command. 1 2Copyrighted material. See: http://msenux. redwoods. edu/Math4Textbook/ We’ll see later that we can have more than two dimensions. 76 Chapter 2 Vectors and Matrices in Matlab gt;gt; A(2,3) ans = 0 This is indeed the element in row 2, column 3 of matrix A. You can access an entire row with Matlab’s colon operator. The command A(2,:) essentially means â€Å"row 2 every column† of matrix A. gt;gt; A(2,:) ans = 5 -1 0 0 Note that this is the second row of matrix A. Similarly, you can access any column of matrix A. The notation A(:,2) is pronounced â€Å"every row column 2† of matrix A. gt;gt; A(:,2) ans = 2 -1 -2 Note that this is the second column of matrix A. You can also extract a submatrix from the matrix A with indexing. Suppose, for example, that you would like to extract a submatrix using rows 1 and 3 and columns 2 and 4. gt;gt; A([1,3],[2,4]) ans = 2 0 -2 0 Study this carefully and determine if we’ve truly selected rows 1 and 3 and columns 2 and 4 of matrix A. It might help to repeat the contents of matrix A. Section 2. 2 Matrices in Matlab 77 gt;gt; A A = 1 5 3 2 -1 -2 3 0 5 0 0 0 You can assign a new value to an entry of matrix A. gt;gt; A(3,4)=12 A = 1 2 5 -1 3 -2 3 0 5 0 0 12 When you assign to a row, column, or submatrix of matrix A, you must replace the contents with a row, column, or submatrix of equal dimension. For example, this next command will assign new contents to the ? rst row of matrix A. gt;gt; A(1,:)=20:23 A = 20 21 22 5 -1 0 3 -2 5 23 0 12 There is an exception to this rule. If the right side contains a single number, then that number will be assigned to every entry of the submatrix on the left. For example, to make every entry in column 2 of matrix A equal to 11, try the following code. gt;gt; A(:,2)=11 A = 20 11 5 11 3 11 22 0 5 23 0 12 It’s interesting what hap pens (and very powerful) when you try to assign a value to an entry that has a row or column index larger than the corresponding dimension of the matrix. For example, try this command. 78 Chapter 2 Vectors and Matrices in Matlab gt;gt; A(5,5)=777 A = 20 11 5 11 3 11 0 0 0 0 22 0 5 0 0 23 0 12 0 0 0 0 0 0 777 Note that Matlab happily assigns 777 to row 5, column 5, expanding the dimensions of the matrix and padding the missing entries with zeros. gt;gt; size(A) ans = 5 5 The Transpose of a MatrixYou can take the transpose of a matrix in exactly the same way that you took the transpose of a row or column vector. For example, form a â€Å"magic† matrix with the following command. gt;gt; A=magic(4) A = 16 2 5 11 9 7 4 14 3 10 6 15 13 8 12 1 You can compute AT with the following command. gt;gt; A. ’ ans = 16 2 3 13 5 11 10 8 9 7 6 12 4 14 15 1 Section 2. 2 Matrices in Matlab 79 Note that the ? rst row of matrix AT was previously the ? rst column of matrix A. The second row of matrix AT was previously the second column of matrix A, and so on for the third and fourth columns of matrix AT . In essence, taking the transpose re? cts the matrix A across its main diagonal (upper left corner to lower right corner), so the rows of A become columns of AT and the columns of A become rows of AT . Building Matrices Matlab has some powerful capabilities for building new matrices out of one or more matrices and/or vectors. For example, start by building a 2 ? 3 matrix of ones. gt;gt; A=ones(2,3) A = 1 1 1 1 1 1 Now, build a new matrix with A as the ? rst column and A as the second column. As we are not starting a new row, we can use either space or commas to delimit the row entries. gt;gt; C=[A A] C = 1 1 1 1 1 1 1 1 1 1 1 1On the other hand, suppose that we want to build a new matrix with A as the ? rst row and A as the second row. To start a new row we must end the ? rst row with a semicolon. gt;gt; C=[A; A] C = 1 1 1 1 1 1 1 1 1 1 1 1 Let’s create a 2 ? 3 matrix of all zeros. 80 Chapter 2 Vectors and Matrices in Matlab gt;gt; D=zeros(2,3) D = 0 0 0 0 0 0 Now, let’s build a matrix out of the matrices A and D. gt;gt; E=[A D;D A] E = 1 1 1 1 0 0 0 0 1 1 0 0 0 0 1 1 0 0 1 1 0 0 1 1 The possibilities are endless, with one caveat. The dimensions must be correct or Matlab will report an error. For example, create a 2 ? 2 matrix of ones. gt;gt; A=ones(2,2) A = 1 1 1 1 And a 2 ? 3 matrix of zeros. gt;gt; B=zeros(2,3) B = 0 0 0 0 0 0 It’s possible to build a new matrix with A and B as row elements. gt;gt; C=[A B] C = 1 1 1 1 0 0 0 0 0 0 Section 2. 2 Matrices in Matlab 81 But it’s not possible to build a new matrix with A and B as column elements. gt;gt; C=[A;B] Error using ==gt; vertcat CAT arguments dimensions are not consistent. This happens because A has 2 columns, but B has 3 columns, so the columns don’t line up. We’ll see in later work that the matrix building capabilities of Matlab are a powerful ally . Scalar-Matrix MultiplicationIf asked to multiply a matrix by a scalar, one would hope that the operation of scalar-matrix multiplication would be carried out in exactly the same manner as scalar-vector multiplication. That is, simply multiply each entry of the matrix by the scalar. Example 1. If A is the matrix ? 1 2 3 A = 3? 4 5 6? , 7 8 9 ? perform the scalar-matrix multiplication 3A. Simply multiply 3 times each ? 1 3A = 3 ? 4 7 entry of the matrix. ? ? ? 2 3 3 6 9 5 6 ? = ? 12 15 18 ? 8 9 21 24 27 Matlab understands scalar-matrix multiplication. First, enter matrix A. gt;gt; A=[1 2 3;4 5 6;7 8 9] A = 1 2 3 4 5 6 7 8 9 Now compute 3A. 82 Chapter 2Vectors and Matrices in Matlab gt;gt; 3*A ans = 3 12 21 6 15 24 9 18 27 Matrix Addition If two matrices have the same dimension, then add the matrices by adding the corresponding entries in each matrix. Example 2. If A and B are the matrices ? ? ? ? 1 1 1 1 1 1 A = ? 2 2 2? and B = ? 1 1 1? , 3 3 3 1 1 1 ? nd the sum A + B. Simply add the corresponding entries. ? ? ? ? ? ? 1 1 1 1 1 1 2 2 2 A + B = ? 2 2 2? + ? 1 1 1? = ? 3 3 3?. 3 3 3 1 1 1 4 4 4 Matlab understands matrix addition. gt;gt; A=[1 1 1;2 2 2;3 3 3]; B=[1 1 1;1 1 1;1 1 1]; gt;gt; A+B ans = 2 2 2 3 3 3 4 4 4 This is identical to the hand-calculated sum above.Let’s look what happens when the dimensions are not the same. Example 3. If A and B are the matrices Section 2. 2 ? 1 1 1 A = ? 2 2 2? 3 3 3 ? then ? nd the sum A + B. Note the dimensions of each matrix. Matrices in Matlab 83 and B= 1 1 1 , 1 1 1 gt;gt; A=[1 1 1;2 2 2;3 3 3]; B=[1 1 1;1 1 1]; gt;gt; size(A) ans = 3 3 gt;gt; size(B) ans = 2 3 The matrices A and B do not have the same dimensions. Therfore, it is not possible to sum the two matrices. gt;gt; A+B Error using ==gt; plus Matrix dimensions must agree. This error message is completely expected. One ? nal example is in order. Example 4. If matrix A is ? 1 1 1 A = ? 2 2 2? 3 3 3 compute A + 1. Note that this addition of a matrix and a scalar makes no sense. ? ? 1 1 1 A + 1 = ? 2 2 2? + 1 3 3 3 ? 84 Chapter 2 Vectors and Matrices in Matlab The dimensions are all wrong. However, this is such a common occurrence in algebraic calculations (as we will see throughout the course), Matlab allows this matrix-scalar addition. gt;gt; A=[1 1 1;2 2 2;3 3 3]; gt;gt; A+1 ans = 2 2 2 3 3 3 4 4 4 Matlab simply adds 1 to each entry of the matrix A. That is, Matlab interprets A + 1 as if it were the matrix addition of Example 2. Matrix addition enjoys several properties, which we will ask you to explore in the exercises. . Addition is commutative. That is, A + B = B + A for all matrices A and B having the same dimension. 2. Addition is associative. That is, (A + B) + C = A + (B + C), for all matrices A, B, and C having the same dimension. 3. The zero matrix is the additive identity. That is, if A is m ? n and 0 is an m ? n matrix of all zeros, then A + 0 = A. 4. Each matrix A has an additive inverse. Form the matrix ? A by negatin g each entry of the matrix A. Then, A + (? A) = 0. Matrix-Vector Multiplication Consider the linear system of three equations in three unknowns. 2x + 3y + 4z = 6 3x + 2y + 4z = 8 5x ? 3y + 8x = 1. 2. 1) Because each of the corresponding entries are equal, the following 3 ? 1 vectors are also equal. ? ? ? ? 2x + 3y + 4z 6 ? 3x + 2y + 4z ? = ? 8 ? 5x ? 3y + 8x 1 Section 2. 2 Matrices in Matlab 85 The left-hand vector can be written as a vector sum. ? ? ? ? ? ? ? ? 2x 3y 4z 6 ? 3x ? + ? 2y ? + ? 4z ? = ? 8 ? 5x ? 3y 8z 1 Scalar multiplication can be used to factor the variable out of each vector on the left-hand side. ? ? ? ? ? ? ? ? 2 3 4 6 x? 3? + y? 2 ? + z? 4? = ? 8? (2. 2) 5 ? 3 8 1 The construct on the left-hand side of this result is so important that we will pause to make a de? nition.Definition 5. Let ? 1 , ? 2 , . . . , and ? n be scalars and let v1 , v2 , . . . , and vn be vectors. Then the construction ? 1 v1 + ? 2 v2 +  ·  ·  · + ? n vn is called a linear combination of the vectors v1 , v2 , . . . , and vn . The scalars ? 1 , ? 2 , . . . , and ? n are called the weights of the linear combination. For example, we say that ? ? ? ? ? ? 2 3 4 ? 3? + y? 2 ? + z? 4? x 5 ? 3 8 is a linear combination of the vectors [2, 3, 5]T , [3, 2, ? 3]T , and [4, 4, 8]T . 3 Finally, we take one last additional step and write the system (2. 2) in the form ? ? ? ? 2 3 4 x 6 ? 3 2 4 y ? = ? 8?. (2. 3) 5 ? 8 z 1 Note that the system (2. 3) has the form Ax = b, where 3 Here we use the transpose operator to save a bit of space in the document. 86 Chapter 2 ? Vectors and Matrices in Matlab ? ? x ? y ? , x= z ? ? 6 ? 8?. b= 1 ? 2 3 4 A = ? 3 2 4? , 5 ? 3 8 and The matrix A in (2. 3) is called the coe? cient matrix. If you compare the coe? cient matrix in (2. 3) with the original system (2. 1), you see that the entries of the coe? cient matrix are simply the coe? cients of x, y, and z in (2. 1). On right-hand side of system (2. 3), the vector b = [6, 8, 1]T contains the n umbers on the right-hand side of the original system (2. ). Thus, it is a simple matter to transform a system of equations into a matrix equation. However, it is even more important to compare the left-hand sides of system (2. 2) and system (2. 3), noting that ? ? ? ? ? ? ? ? 2 3 4 x 2 3 4 ? 3 2 4 y ? = x? 3? + y? 2 ? + z? 4?. 5 ? 3 8 z 5 ? 3 8 This tells us how to multiply a matrix and a vector. One takes a linear combination of the columns of the matrix, using the entries in the vector as weights for the linear combination. Let’s look at an example of matrix-vector multiplication Example 6. Multiply the matrix and vector ? ? 1 2 ? 3 1 ? 3 0 4 ? ? ? 2 ? . 0 ? 2 3 To perform the multiplication, take a linear combination of the columns of the matrix, using the entries in the vector as weights. ? ? ? ? ? ? ? ? 1 2 ? 3 1 1 2 ? 3 ? 3 0 4 ? ? ? 2 ? = 1 ? 3 ? ? 2 ? 0 ? + 3 ? 4 ? 0 ? 2 2 3 0 ? 2 2 ? ? ? ? ? ? 1 ? 4 ? 9 ? 3 ? + ? 0 ? + ? 12 ? = 0 4 6 ? ? ? 12 ? 15 ? = 10 Itâ€℠¢s important to note that this answer has the same number of entries as does each column of the matrix. Section 2. 2 Matrices in Matlab 87 Let’s see if Matlab understands this form of matrix-vector multiplication. First, load the matrix and the vector. gt;gt; A=[1 2 -3;3 0 4;0 -2 2]; x=[1; -2; 3]; Now perform the multiplication. gt;gt; A*x ans = -12 15 10 Note this is identical to our hand calculated result. Let’s look at another example. Example 7. Multiply Ax, where A= 1 1 1 2 0 ? 2 and x = 1 . 1 If you try to perform the matrix-vector by taking a linear combination using the entries of the vectors as weights, Ax = 1 1 1 2 0 ? 2 1 1 1 1 =1 +1 +? . 1 2 0 ? 2 (2. 4) The problem is clear. There are not enough weights in the vector to perform the linear combination. Let’s see if Matlab understands this â€Å"weighty† problem. gt;gt; A=[1 1 1;2 0 -2]; x=[1; 1]; gt;gt; A*x Error using ==gt; mtimes Inner matrix dimensions must agree.Inner dimensions? Let†™s see if we can intuit what that means. In our example, matrix A has dimensions 2 ? 3 and vector x has dimensions 2 ? 1. If we juxtapose these dimensions in the form (2? 3)(2? 1), then the inner dimensions don’t match. 88 Chapter 2 Vectors and Matrices in Matlab Dimension Requirement. If matrix A has dimensions m ? n and vector x has dimensions n ? 1, then we say â€Å"the innner dimensions match,† and the matrix-vector product Ax is possible. In words, the number of columns of matrix A must equal the number of rows of vector x. Matrix-Matrix Multiplication We would like to extend our de? ition of matrix-vector multiplication in order to ? nd the product of matrices. Here is the needed de? nition. Definition 8. Let A and B be matrices and let b1 , b2 , . . . , and bn represent the columns of matrix B. Then, AB = A b1 , b2 , . . . , bn = Ab1 , Ab2 , . . . , Abn . Thus, to take the product of matrices A and B, simply multiply matrix A times each vector column of matri x B. Let’s look at an example. Example 9. Multiply 1 2 3 4 1 ? 2 . 2 1 We multiply the ? rst matrix times each column of the second matrix, then use linear combinations to perform the matrix-vector multiplications. 1 2 3 4 1 ? = 2 1 = 1 = 1 2 3 4 1 , 2 1 2 3 4 ? 2 1 1 2 1 2 +2 , ? 2 +1 3 4 3 4 5 0 11 ? 2 Let’s see if Matlab understands this form of matrix-matrix multiplication. First, load the matrices A and B. gt;gt; A=[1 2;3 4]; B=[1 -2;2 1]; Now, multiply. Section 2. 2 Matrices in Matlab 89 gt;gt; A*B ans = 5 11 0 -2 Note that this result is indentical to our hand calculation. Again, the inner dimensions must match or the matrix-matrix multiplication is not possible. Let’s look at an example where things go wrong. Example 10. Multiply 1 1 1 2 0 ? 2 1 2 . 3 4 When we multiply the ? rst matrix times each column of the second matrix, we immediately see di? ulty with the dimensions. 1 1 1 2 0 ? 2 1 2 = 3 4 1 1 1 2 0 ? 2 1 , 3 1 1 1 2 0 ? 2 2 4 (2. 5) In the ? rst column of the matrix product, the matrix-vector multiplication is not possible. The number of columns of the matrix does not match the number of entries in the vector. Therefore, it is not possible to form the product of these two matrices. Let’s see if Matlab understands this dimension di? culty. gt;gt; A=[1 1 1;2 0 -2]; B=[1 2;3 4]; gt;gt; A*B Error using ==gt; mtimes Inner matrix dimensions must agree. The error message is precisely the one we would expect. Dimension Requirement.If matrix A has dimensions m ? n and matrix B has dimensions n ? p, then we say â€Å"the inner dimensions match,† and the matrix-matrix product AB is possible. In words, the number of columns of matrix A must equal the number of rows of matrix B. Let’s look at another example. 90 Chapter 2 Vectors and Matrices in Matlab Example 11. Multiply ? 1 2 1 1 1 ? AB = 1 ? 2 ? . 2 0 ? 2 2 0 Load the matrices A nd B into Matlab and check their dimensions. gt;gt; A=[1 1 1;2 0 -2]; B=[1 2;1 -2; 2 0]; gt;gt; size(A) ans = 2 3 gt;gt; size(B) ans = 3 2 Thus, matrix A has dimensions 2 ? 3 and B has dimensions 3 ? . Therefore, the inner dimensions match (they both equal 3) and it is possible to form the product of A and B. gt;gt; C=A*B C = 4 -2 ? 0 4 Note the dimensions of the answer. gt;gt; size(C) ans = 2 2 Recall that A was 2 ? 3 and B was 3 ? 2. Note that the â€Å"outer dimensions† are 2 ? 2, which give the dimensions of the product. Dimensions of the Product. If matrix A is m ? n and matrix B is n ? p, then the dimensions of AB will be m ? p. We say that the â€Å"outer dimensions give the dimension of the product. † Section 2. 2 Matrices in Matlab 91 Properties of Matrix MultiplicationMatrix multiplication is associative. That is, for any matrices A, B, and C, providing the dimensions are right, (AB)C = A(BC). Let’s look at an example. Example 12. Given A= 2 2 , 3 3 B= 1 1 , 2 5 and C = 3 3 , 2 5 use Matlab to demonstrate that (AB)C = A(BC). Load the matrices A, B, and C into Matlab, then calculate the left-hand side of (AB)C = A(BC). gt;gt; A=[2 2;3 3]; B=[1 1;2 5]; C=[3 3;2 5]; gt;gt; (A*B)*C ans = 42 78 63 117 Next, calculate the right-hand side of (AB)C = A(BC). gt;gt; A*(B*C) ans = 42 78 63 117 Hence, (AB)C = A(BC). Matrix Multiplication is Associative.In general, if A, B, and C have dimensions so that the multiplications are possible, matrix multiplication is associative. That is, it is always the case that (AB)C = A(BC). 92 Chapter 2 Vectors and Matrices in Matlab Unfortunately, matrix multiplication is not commutative. That is, even if A and B are of correct dimensions, it is possible that AB = BA. Let’s look at an example. Example 13. Let A= 1 2 3 4 and B = 3 5 . 2 7 Do the matrices A and B commute? That is, does AB = BA? Load the matrices into Matlab, then compute AB. gt;gt; A=[1 2;3 4]; B=[3 5;2 7]; gt;gt; A*B ans = 7 19 17 43 Now compute BA. gt;gt; B*A ans = 18 23 6 32 Thus, AB = BA. Matrix Multiplication is not Commutative. In general, even if the dimensions of A and B allow us to reverse the order of multiplication, matrices A and B will not commute. That is, AB = BA. Any change in the order of multiplication of matrices will probably change the answer. Some matrices do commute, making this even more complicated. Section 2. 2 Matrices in Matlab 93 gt;gt; A=[5 3;7 4],B=[-4 3;7 -5]; gt;gt; A*B ans = 1 0 0 1 gt;gt; B*A ans = 1 0 0 1 In this case, AB = BA. However, in general, matrix multiplication is not commutative. The loss of the commutative property is not to be taken lightly.Any time you change the order of multiplication, you are risking an incorrect answer. There are many insidious ways that changes of order can creep into our calculations. For example, if you multiply the left-hand side of equation on the left by a matrix A, then multiply the right-hand side of the equation on the right by the same matrix A, you’ve changed the order and should expect an incorrect answer. W e will explore how the loss of the commutative property can adversely a? ect other familiar algebraic properties in the exercises. Here is a list of matrix properties you can depend on working all of the time.Let A and B be matrices of the correct dimension so that the additions and multiplications that follow are possible. Let ? and ? be scalars. A(B + C) = AB + AC (A + B)C = AC + BC. (? + ? )A = ? A + ? A ? (A + B) = ? A + ? B. ?(? A) = ( )A. (? A)B = ?(AB) = A(? B). For example, as stated above, matrix multiplication is distributive over addition. That is, A(B + C) = AB + AC. gt;gt; A=[2 3;-1 4]; B=[1 2;0 9]; C=[-3 2;4 4]; gt;gt; A*(B+C) ans = 8 47 18 48 gt;gt; A*B+A*C ans = 8 47 18 48 94 Chapter 2 Vectors and Matrices in Matlab We will explore the remaining properties in the exercises. Section 2. 2 Matrices in Matlab 95 2. Exercises 1. Given the matrices A= and C= 3 1 , 5 8 3 3 , 2 1 B= 1 1 , 2 3 and C= 1 2 , 0 9 3. Given the matrices A= 1 0 , 2 5 B= 0 1 , 2 7 use Matlab to veri fy each of the following properties. Note that 0 represents the zero matrix. a) A + B = B + A b) (A + B) + C = A + (B + C) c) A + 0 = A d) A + (? A) = 0 use Matlab to verify each of the following forms of the distributive property. a) A(B + C) = AB + AC b) (A + B)C = AC + BC 4. Given the matrices A= 2 2 , 4 7 B= 3 1 , 8 9 2. The fact that matrix multiplication is not commutative is a huge loss. For example, with real numbers, the following familiar algeraic properties hold. . = ii. (a + b)2 = a2 + 2ab + b2 iii. (a + b)(a ? b) = a2 ? b2 Use Matlab and the matrices A= 1 1 4 2 and B = 2 3 1 6 (ab)2 a2 b2 and the scalars ? = 2 and ? = ? 3, use Matlab to verify each of the following properties. a) (? + ? )A = ? A + ? A b) ? (A + B) = ? A + ? B c) ? (? A) = ( )A d) (? A)B = ? (AB) = A(? B) 5. Enter the matrices A=pascal(3) and B=magic(3). a) Use Matlab to compute (A+B)T . b) Use Matlab to compute AT + B T and compare your result with the result from part (a). Explain what your learned in this exercise. to show that none of these properties is valid for these choices of A and B.Can you explain why each of properties (i-iii) is not valid for matrix multiplication? Hint: Try to expand the left-hand side of each property to arrive at the right-hand side. 96 Chapter 2 Vectors and Matrices in Matlab a) What is the result of the Matlab command A(:,2)=[ ]? Note: [ ] is the empty matrix. b) Refresh matrix A with A=pascal(4). What is the result of the Matlab command A(3,:)=[ ]? 13. Enter the matrix A=pascal(5). a) What command will add a row of all ones to the bottom of matrix A? Use Matlab to verify your conjecture. b) What command will add a column of all ones to the right end of matrix A?Use Matlab to verify your conjecture. 14. Enter the matrix A=magic(3). Execute the command A(5,4)=0. Explain the resulting matrix. 15. Enter the matrix A=ones(5). a) Explain how you can insert a row of all 5’s betwen rows 2 and 3 of matrix A. Use Matlab to verify your conjecure. b) Explain how you can insert a column of all 5’s betwen columns 3 and 4 of matrix A. Use Matlab to verify your conjecure. 16. Enter the matrix ? ? 1 2 3 A = ? 4 5 6?. 7 8 9 a) What is the output of the Matlab command A=A([1,3,2],:)? 6. Enter the matrix A=pascal(4) and the scalar ? = 5. a) Use Matlab to compute (? A)T . b) Use Matlab to compute ?A and compare your result with the result from part (a). Explain what your learned in this exercise. 7. Using hand calculations only, calculate the following matrix-vector product, then verify your result in Matlab. ? ? 1 1 2 1 ? 3 4 0 2 ? 0 5 6 ? 5 8. Write the following system of linear equations in matrix-vector form. 2x + 2y + 3z = ? 3 4x + 2y ? 8z = 12 3x + 2y + 5z = 10 9. Using hand calculations only, calculate the following matrix-matrix product, then verify your result in Matlab. ? ? 2 3 1 1 1 4 ? 0 1 2 0 0 5? 0 0 5 3 5 2 10. Enter the matrix magic(8). What Matlab command will zero out all of the even rows?Use Matlab to verify your conjecture. 11. Enter the matrix pascal(8). What Matlab command will zero out all of the odd columns? Use Matlab to verify your conjecture. 12. Enter the matrix A=pascal(4). Section 2. 2 b) Refresh matrix A to its original value. What Matlab command will swap columns 1 and 3 of matrix A? Use Matlab to verify your conjecture. 17. Enter the matrix ? ? 1 2 3 A = ? 4 5 6?. 7 8 9 a) Enter the Matlab command A(2,:)=A(2,:)-4*A(1,:)? Explain the result of this command. b) Continue with the resulting matrix A from part (a). What is the output of the Matlab command A(3,:)=A(3,:)-7*A(1,:)?Explain the result of this command. 18. Type format rat to change the display to rational format. Create a 3 ? 3 Hilbert matrix with the command H=hilb(3). a) What is the output of the Matlab command H(1,:)=6*H(:,1)? Explain the result of this command. b) Continue with the resulting matrix H from part (a). What command will clear the fractions from row 2 of this result? 19. Enter the matrices A=magic(3) and B=pascal(3). Execute the command C=A+i*B. Note: You may have to enter clear i to return i to its default (the square root of ? 1). a) What is the transpose of the matrix C? Use Matlab to verify your Matrices in Matlab 97 esponse. b) What is the conjugate transpose of the matrix C? Use Matlab to verify your response. 20. Use Matlab’s hadamard(n) command to form Hadarmard matrices of order n = 2, 4, 8, and 16. In each case, use Matlab to calculate H T H. Note the pattern. Explain in your own words what would happen if your formed the matrix product H T H, where H is a Hadamard matrix of order 256. 21. Enter the Matlab command magic(n) to form a â€Å"magic† matrix of order n = 8. Use Matlab’s sum command to sum both the columns and the rows of your â€Å"magic† matrix. Type help sum to learn how to use the syntax sum(X,dim) to accomplish this goal.What is â€Å"magic† about this matrix? 22. Enter the Matlab command A=magic(n) to form a â€Å"mag ic† matrix of order n = 8. Use Matlab’s sum command to sum the columns of your â€Å"magic† matrix. Explain how you can use matrix-vector multilication to sum the columns of matrix A. 23. Set A=pascal(5) and then set I=eye(5), then ? nd the matrix product AI. Why is I called the identity matrix? Describe what a 256 ? 256 identity matrix would look like. 24. Set A=pascal(4) and then set B=magic(4). What operation will produce the second column of the matrix product AB? Can this be done 98 Chapter 2 Vectors and Matrices in Matlab 28.Enter the Matlab command hankel(x) to form a Hankel matrix H, where x is the vector [1, 2, 3, 4]. The help ? le for the hankel commands describes the Hankel matrix as a symmetric matrix. Take the transpose of H. Describe what is mean by a symmetric matrix. 29. A Hilbert matrix H is de? ned by H(i, j) = 1/(i + j ? 1), where i ranges from 1 to the number of rows and j ranges from 1 to the number of columns. Use this de? nition and hand ca lculations to ? nd a Hilbert matrix of dimension 4 ? 4. Use format rat and Matlab’s hilb command to check your result. 30. The number of ways to choose k objects from a set of n objects is de? ed and calcualted with the formula n k = n! . k! (n ? k)! without ? nding the product AB? 25. Set the vector v=(1:5). ’ and the vector w=(2:6). ’. a) The product vT w is called an inner product because of the position of the transpose operator. Use Matalb to compute the inner product of the vectors v and w. b) The product vwT is called an outer product because of the position of the transpose operator. Use Matalb to compute the outer product of the vectors v and w. 26. Enter A=[0. 2 0. 6;0. 8 0. 4]. Calculate An for n = 2, 3, 4, 5, etc. Does this sequence of matrices converge? If so, to what approximate matrix do they converge? 7. Use Matlab ones command to create the matrices ? ? 2 2 2 1 1 A= , B = ? 2 2 2? , 1 1 2 2 2 and 3 3 . 3 3 Craft a Matlab command that will build the block diagonal matrix ? ? A 0 0 C = ? 0 B 0 ? , 0 0 C where the zeros in this matrix represent matrices of zeros of the appropriate size. De? ne a Pascal matrix P with the formula P (i, j) = i+j? 2 , i? 1 where i ranges from 1 to the number of rows and j ranges from 1 to the number of columns. Use this de? nition and hand calculations to ? nd a Pascal matrix of dimension 4 ? 4. Use Matlab’s pascal command to check your result. Section 2. 2 Matrices in Matlab 99 2. 2 Answers 1. ) Enter the matrices. gt;gt; A=[3 3;2 1]; B=[1 1;2 3]; Calculate A + B. gt;gt; A+B ans = 4 4 gt;gt; A+(B+C) ans = 7 5 9 12 c) Enter the matrix A and the zero matrix. gt;gt; A=[3 3;2 1]; O=zeros(2,2); 4 4 Calculate A + 0. gt;gt; A+O ans = 3 2 Calculate A. gt;gt; A A = 3 2 3 1 Calculate B + A. gt;gt; B+A ans = 4 4 3 1 4 4 b) Enter the matrices gt;gt; A=[3 3;2 1]; B=[1 1;2 3]; gt;gt; C=[3 1;5 8]; Calculate (A + B)C. gt;gt; (A+B)+C ans = 7 5 9 12 Calculate AC + BC. d) Enter the matrix A and the zero mat rix. startMatlab gt;gt; A=[3 3;2 1]; O=zeros(2,2); Calculate A + (? A). 100 Chapter 2 Vectors and Matrices in Matlab gt;gt; A+(-A) ans = 0 0 0 0 Calculate the zero matrix. gt;gt; O O = 0 0 0 0 5. gt;gt; (A+B)*C ans = 1 11 4 116 gt;gt; A*C+B*C ans = 1 11 4 116 a) Ener the matrices A and B. gt;gt; A=pascal(3); B=magic(3); Compute (A + B)T . 3. a) Enter the matrices A, B, and C. gt;gt; A=[1 0;2 5]; B=[0 1;2 7]; gt;gt; C=[1 2;0 9]; Compare A(B + C) and AB + AC. gt;gt; A*(B+C) ans = 1 3 12 86 gt;gt; A*B+A*C ans = 1 3 12 86 b) Enter the matrices A, B, and C. gt;gt; A=[1 0;2 5]; B=[0 1;2 7]; gt;gt; C=[1 2;0 9]; Compare (A+B)C and AC +BC. gt;gt; (A+B). ’ ans = 9 4 2 7 7 10 b) Compute AT + B T . gt;gt; A. ’+B. ’ ans = 9 4 2 7 7 10 12 8 5 12 8 The transpose of the sum of two matrices is equal to the sum of the transposes of the two matrices. 7. Enter matrix A and vector x. Section 2. 2 13. gt;gt; A=[1 1 2;3 4 0;0 5 6]; gt;gt; x=[1 2 5]. ’; Calculate Ax. gt;gt; A*x ans = 13 11 40 Matrices in Matlab 101 a) Enter the matrix A. gt;gt; A=pascal(5) To add a row of all ones to the bottom of the matrix, execute the following command. gt;gt; A(6,:)=ones(5,1) b) Enter the matrix A. gt;gt; A=pascal(5) To add a column of all ones to the right end of the matrix, execute the following command. gt;gt; A(:,6)=ones(5,1) 9. Enter matrices A and B. gt;gt; A=[2 3 1;0 1 2;0 0 5]; gt;gt; B=[1 1 4;0 0 5;3 5 2]; Calculate AB. gt;gt; A*B ans = 5 6 15 7 10 25 25 9 10 15. a) Enter the matrix A. 11. Enter matrix A. gt;gt; A=pascal(8); The following command will zero out all the odd columns. gt;gt; A(:,1:2:end)=0; gt;gt; A=ones(5); We’ll build a new matrix using the ? rst two roes of matrix A, then a row of 5’s, then the last three rows of matrix A. Note that we separate new columns with commas. 102 Chapter 2 Vectors and Matrices in Matlab gt;gt; B=[A(1:2,:);5*ones(1,5); A(3:5,:)] B = 1 1 1 1 1 1 1 1 1 1 5 5 5 5 5 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 b) Enter the matrix A. gt;gt; A=ones(5); We’ll build a new matrix using the ? rst 3 columns of matrix A, then a column of 5’s, then the last two columns of matrix A. Note that we separate new rows with semicolons. gt;gt; B=[A(:,1:3),5*ones(5,1), A(:,4:5)] B = 1 1 1 5 1 1 1 1 1 5 1 1 1 1 1 5 1 1 1 1 1 5 1 1 1 1 1 5 1 1 gt;gt; A=[1 2 3;4 5 6;7 8 9] A = 1 2 3 4 5 6 7 8 9 The next command will subtract 4 times row 1 from row 2. gt;gt; A(2,:)=A(2,:)-4*A(1,:) A = 1 2 3 0 -3 -6 7 8 9 b) Continuing with the last value of matrix A, the next command will subtract 7 times row 1 from row 3. gt;gt; A(3,:)=A(3,:)-7*A(1,:) A = 1 2 3 0 -3 -6 0 -6 -12 9. a) Enter the matrices A and B and compute C. gt;gt; A=magic(3); B=pascal(3); gt;gt; C=A+i*B The transpose of ? ? 8+i 1+i 6+i C = ? 3 + 1 5 + 2i 7 + 3i ? 4 + i 9 + 3i 2 + 6i 17. a) Enter the matrix A. Section 2. 2 is 8+i 3+i 4+i ? 1 + i 5 + 2i 9 + 3i ? . C = 6 + i 7 + 3i 2 + 6i T Matrices in Matlab 103 ? ? second dimension with the following command . You’ll note that the sum of each row is 260. gt;gt; sum(A,2) ans = 260 260 260 260 260 260 260 260 This result is veri? ed with the following Matlab command. gt;gt; C. ’ b) The conjugate ? 8+i ? 3 + 1 C= 4+i is 8? i 3? i 4? i ? 1 ? i 5 ? 2i 9 ? 3i ? . C = 6 ? 7 ? 3i 2 ? 6i T transpose of ? 1+i 6+i 5 + 2i 7 + 3i ? 9 + 3i 2 + 6i ? ? 23. Store A with the following command. gt;gt; A=pascal(5) A = 1 1 1 1 2 3 1 3 6 1 4 10 1 5 15 This result is veri? ed with the following Matlab command. gt;gt; C’ 1 4 10 20 35 1 5 15 35 70 21. Enter matrix A. gt;gt; A=magic(8) You sum the rows along the ? rst dimension with the following command. You’ll note that the sum of each column is 260. gt;gt; sum(A,1) You sum the columns along the You store I with the following command. gt;gt; I=eye(5) I = 1 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1 Note that AI is identical to matrix A. 04 Chapter 2 Vectors and Matrices in Matlab You should be able to compute vwT manually and g et the same result. gt;gt; A*I ans = 1 1 1 1 1 1 2 3 4 5 1 3 6 10 15 1 4 10 20 35 1 5 15 35 70 27. Load the matrices A and B. gt;gt; A=ones(2); B=2*ones(3); Load the matrix C. gt;gt; C=3*ones(2);You can construct the required matrix with the following command. gt;gt; D=[A,zeros(2,3),zeros(2,2); zeros(3,2), B, zeros(3,2); zeros(2,2), zeros(2,3), C] A 256? 256 identity matrix would have 1’s on its main diagonal and zeros in all other entries. 25. a) Store the vectors v and w. gt;gt; v=(1:5). ’; w=(2:6). ; The inner product vT w is computed as follows. gt;gt; v. ’*w ans = 70 You should be able to compute vT w manually and get the same result. b) The outer product vwT is computed as follows. gt;gt; v*w. ’ ans = 2 3 4 6 6 9 8 12 10 15 29. The entry in row 1 column 1 would be H(1, 1) = 1/(1 + 1 ? 1) = 1. The entry in row 1 column 2 would be H(1, 2) = 1/(1+2? 1) = 1/2. Continuing in this manner, we arrive at a 4 ? 4 Hilbert matrix. ? ? 1 1/2 1/3 1/4 ? 1/2 1/3 1/ 4 1/5 ? H=? ? 1/3 1/4 1/5 1/6 1/4 1/5 1/6 1/7 This result can be veri? ed by these commands. 4 8 12 16 20 5 10 15 20 25 6 12 18 24 30 gt;gt; format rat gt;gt; H=hilb(4)

The Different Meanings and Uses of Economic Efficiency

The Different Meanings and Uses of Economic Efficiency Generally speaking, economic efficiency refers to a market outcome that is optimal for society. Â  In the context of welfare economics, an outcome that is economically efficient is one that maximizes the size of the economic value pie that a market creates for society. Â  In an economically efficient market outcome, there are no available Pareto improvements to be made, and the outcome satisfies what is known as the Kaldor-Hicks criterion. More specifically, economic efficiency is a term typically used in microeconomics when discussing production. Production of a unit of goods is considered to be economically efficient when that unit of goods is produced at the lowest possible cost. Economics by Parkin and Bade give a useful introduction to the difference between economic efficiency and technological efficiency: There are two concepts of efficiency: Technological efficiency occurs when it is not possible to increase output without increasing inputs. Economic efficiency occurs when the cost of producing a given output is as low as possible.Technological efficiency is an engineering matter. Given what is technologically feasible, something can or cannot be done. Economic efficiency depends on the prices of the factors of production. Something that is technologically efficient may not be economically efficient. But something that is economically efficient is always technologically efficient. A key point to understand is the idea that economic efficiency occurs when the cost of producing a given output is as low as possible. Theres a hidden assumption here, and that is the assumption that all else being equal. A change that lowers the quality of the good while at the same time lowers the cost of production does not increase economic efficiency. The concept of economic efficiency is only relevant when the quality of goods being produced is unchanged.

Chromosome Function and Mutation

Chromosome Function and Mutation A chromosome is a long, stringy aggregate of genes that carries heredity information and is formed from condensed chromatin. Chromatin is composed of DNA and proteins that are tightly packed together to form  chromatin fibers. Condensed chromatin fibers form chromosomes. Chromosomes are located within the nucleus of our cells. They are paired together (one from the mother and one from the father) and are known as homologous chromosomes. During cell division, chromosomes are replicated and distributed equally among each new daughter cell. Key Takeaways: Chromosomes Chromosomes are composed of DNA and proteins packed tightly to form long chromatin fibers. Chromosomes house genes responsible for the inheritance of traits and guidance of life processes.Chromosome structure consists of a long arm region and a short arm region connected at a central region known as a centromere. The ends of a chromosome are called telomeres.Duplicated or replicated chromosomes have the familiar X-shape and are composed of identical sister chromatids.During cell division, sister chromatids separate and are incorporated into new daughter cells.Chromosomes contain the genetic codes for protein production. Proteins regulate vital cellular processes and provide structural support for cells and tissues.Chromosome mutations result in changes in chromosome structure or changes in cellular chromosome numbers. Mutations most often have harmful consequences. Chromosome Structure A telomere is a region of the DNA sequence at the end of a chromosome. Their function is to protect the ends of the chromosome from degradation. Here they are visible as highlights at the tips of the chromosomes. Credit: Science Picture Co/Subjects/Getty Images A non-duplicated chromosome is single-stranded and consists of a centromere region that connects two arm regions. The short arm region is called the p arm and the long arm region is called the ​q arm. The end region of a chromosome is called a telomere. Telomeres consist of repeating non-coding DNA  sequences that get shorter as a cell divides. Chromosome Duplication Chromosome duplication occurs prior to the division processes of mitosis and meiosis. DNA replication processes allow correct chromosome numbers to be preserved after the original cell divides. A duplicated chromosome is comprised of two identical chromosomes called sister chromatids that are connected at the centromere region. Sister chromatids remain together until the end of the division process where they are separated by spindle fibers and enclosed within separate cells. Once the paired chromatids separate from one another, each is known as a daughter chromosome. Chromosomes and Cell Division Chromosomes are threadlike structures composed of DNA and proteins. During cell division, chromosomes consist of two arms, or chromatids, which are joined by a centromere. Joined chromatids are called sister chromatids. Credit: Adrian T Sumner/The Image Bank/Getty Images One of the most important elements of successful cell division is the correct distribution of chromosomes. In mitosis, this means that chromosomes must be distributed between two daughter cells. In meiosis, chromosomes must be distributed among four daughter cells. The cells spindle apparatus is responsible for moving chromosomes during cell division. This type of cell movement is due to interactions between spindle microtubules and motor proteins, which work together to manipulate and separate chromosomes. It is vitally important that a correct number of chromosomes be preserved in dividing cells. Errors that occur during cell division may result in individuals with unbalanced chromosome numbers. Their cells may have either too many or not enough chromosomes. This type of occurrence is known as aneuploidy and may happen in autosomal chromosomes during mitosis or in sex chromosomes during meiosis. Anomalies in chromosome numbers can result in birth defects, developmental disabilities, and death. Chromosomes and Protein Production DNA is transcribed and translated to produce proteins. Reverse transcription converts RNA to DNA. ttsz/iStock/Getty Images Plus   Protein production is a vital cell process that is dependent upon chromosomes and DNA. Proteins are important molecules that are necessary for almost all cell functions. Chromosomal DNA contains segments called genes that code for proteins. During protein production, the DNA unwinds and its coding segments are transcribed into an RNA transcript. This copy of the DNA message is exported from the nucleus and then translated to form a protein. Ribosomes and another RNA molecule, called transfer RNA, work together to bind to the RNA transcript and convert the coded message into a protein. Chromosome Mutation Genetic Mutation. BlackJack3D/E/Getty Images Chromosome mutations are changes that occur in chromosomes and are typically the result of either errors that happen during meiosis or by exposure to mutagens such as chemicals or radiation. Chromosome breakage and duplications can cause several types of chromosome structural changes that are typically harmful to the individual. These types of mutations result in chromosomes with extra genes, not enough genes, or genes that are in the wrong sequence. Mutations can also produce cells that have abnormal numbers of chromosomes. Abnormal chromosome numbers typically occur as a result of nondisjunction or the failure of homologous chromosomes to separate properly during meiosis.

Marriage between Hijra and men in modern India Research Paper

Marriage between Hijra and men in modern India - Research Paper Example Hijras are used to cite people who regard themselves as transgender or transsexual. It is a typical error within the South Asians and absence of courtesy for wanting to understand the transgender community that they presume hijras to be men who adopt feminine gender roles, have feminine identity and dress up like women. A long recorded history of hijras is present in the Indian subcontinent, from ancient times onwards. This history highlights a number of conventional roles within the sub continental cultures that are part survival and part spiritual. The word ‘hijra’ is Urdu-Hindustani and is derives from Semitic Arabic root and has been borrowed into Hindi. Since, there is mix up among the real hijras and the ‘invented’ one, some hijra activists and western non-government organizations (NGOs) are working together to locate and separate the born hijras from the artificial ones and educate them. Fanatics of the mother Goddess Bahuchara Mata, their precious power are fortuitous upon their asexuality. However, in reality most of the hijras are actually prostitutes, who are frowned upon in the society, therefore to be out of the circle of criticism and humiliation many of the prostitutes prefer to have a husband (Nanda. 1986). Transgender may be rejected in the society and are frequently insulted and robbed off their right, but no one can deny the fact that as a human being they are eligible to have basic rights no matter what they look like or how the society perceive them to be. Therefore, to have some warm and affectionate relationship in their life they look forward to the institution of marriage. Following is an example of a hijra living in Mumbai and working as a sex worker was married for nine years. Lalita, a very feminine looking hijra was married to a well stabled man and enjoyed the marital bliss for nine years until his husband got married to a real woman and left him, but still

Phase 4 - Understanding business drivers and improving business Essay - 1

Phase 4 - Understanding business drivers and improving business forecasts. 5-14 - Essay Example Subsidy can be used for spending on all commercially available telecommunication services, internet access and internal communications. The number of school lunch eligible students determines the funding for many federal and state education related programs. Moreover, subsidy rate also changes as per the changes in number. Internet access rate of rich and poor schools indicate a closing of the digital divide that occurred in the following years. The lack of impact on student performance is consistent with the Department of Education, it is reported that they are providing good training within the classroom. The emergence of internet subsidy by the US Government by providing major subsidies for internet and communication investment in schools also helps this. Based on the characteristics of the schools, the spending pattern of the subsidized program may change. Great sensitivity shows up by urban schools comparatively with rural. â€Å"E-Rate, created in 1996 by Congress, offers subsidies of 20 percent to 90 percent for buying telecommunications services like Internet connection fees and wiring classrooms. Under the program, paid from fees on telephone bills, the highest rates go to the poorest schools.† (Schwartz, John. 2003). Internet Target Marketing is facing increased competition from within the industry. It is allowed to provide unique products and solutions customized to the client needs. In E-Marketing design, consumers have changed the traditional marketing methods that are no longer effective. By developing and implementing a strategy that incorporates target marketing, online branding, customer development and retention, marketing positioning and branding, permission marketing and customer relation management. So the three aforesaid categories are correlated and to make assumptions on these. â€Å"A correlation between two variables is diluted in the presence of measurement error

Have Drugs Become Scapegoats In Wider Social Conflicts Criminology Essay

Have Drugs Become Scapegoats In Wider Social Conflicts Criminology Essay Across the world, many countries that experience issues like rising crime rates, domestic violence, unemployment, and even depression look for something to blame for these problems. Over the years there have been cases where authorities, in these countries, target illicit drugs and illegal use of pharmaceuticals as the cause of their problems. Because drug use causes such damage to addicts it easily becomes a scapegoat for wider social issues and conflicts between different racial, religious and national groups. USA In the United States, perhaps one of the most notorious examples of an illicit drug becoming a scapegoat was the situation with marijuana in the early 1900s. This stemmed back to the start of the 20th century when marijuana was mainly used by minority groups such as Mexican farm labourers, blacks from the southern states and Filipino immigrants. The 1910 Mexican revolution led to thousands of Mexicans fled to the US. The large wealthy farmers welcomed these people who were willing to work for low wages and local businesses made money because the migrants spent most of what they earned. (Marentes C Marentes C.P. 1996) However the townspeople and small farmers werent so happy about the immigration. Small family farmers were driven out of business because they couldnt compete with large farms that had cut their costs by paying cheap wages. Caught in the middle, the Mexican migrants became the focus for the economic conflict between business and labour. (Abel E L, 1980) The Mexicans use of marijuana was an easy target and racist politicians, in the farming areas, attacked the migrants as un-American and spread the myth that the use of marihuana caused insanity violence and crime. In 1911 the American consul in Mexico wrote a letter saying that marihuana causes the smoker to become exceedingly pugnacious and to run amuck without discrimination. (Richard J Bonnie, 1974, p.221) Journalists who wrote articles with shock headlines such as the Marijuana Menace and Killer Weed also encouraged these myths. Jerome L. Himmelstein argues that the Killer Weed image got created out of views that were held in society about the drugs original perceived users. Mexican labourers and other lower strata groups. These people were stereotyped as violent/enraged. This idea for marijuana continued until the user group changed during the 1960s, to the middle class youth. (Himmelstein, J.L., 1938, 7(1):35-62) In this way marijuana quickly became the popular scapegoat for the troubles of poverty, racism, and discrimination. The first states to outlaw the use of marijuana were the ones with large numbers of migrant workers from Mexico. California prohibited the possession of marijuana in 1907 and later included it in laws against hard narcotics, such as heroin and cocaine. In 1914, the town of El Paso outlawed the possession or sale of marihuana. The law wasnt really designed to protect the locals but rather as a way of making life more difficult for the foreigners who they resented. (Abel E L, 1980) In the 1960s marijuana again became the scapegoat for a social and cultural problem, this time between generations. During the sixties many young people rebelled against the lifestyle of their parents. They wore different clothes, grew their hair long and turned to different religions and radical politics. The older generation were shocked by the music they listened to, their sexual attitudes and their use of drugs such as LSD and marijuana. During this time the claim of marijuana as a Killer Weed was replaced by the opposite line of marijuana as a Drop Out Drug and in 1965, Time Magazine published an article saying that marijuana now affects users judgement and if used daily will dull a students initiative. (Time Magazine 1965, vol. 85: 49) Writing about this period in The Social Construction of Drug Scares Craig Reinarman says medical scientists were drawn into blaming drugs for the behaviour of youth because the dominant groups in society felt threatened by the younger generations rejection of conventional values. (Reinarman C (1994) 14:143) This rejection of authority came to head over the US war with North Vietnam. A large number of young Americans demonstrated against the war in Vietnam and this led to more conflict with the government authorities that wanted to neutralise the growing anti-war movement. The FBI often arrested protest leaders and activists on marijuana charges. In 1970, in response to what was seen as a growing drug problem, the US government passed the Comprehensive Drug Abuse Prevention and Control Act. Ireland Over the last 30 years Dublin, in the Republic of Ireland, has experienced an epidemic of heroin usage, and the problem continues today. Heroin first began flooding into the northern and southern part of Dublin in the late 1970s and since then heroin has become symbolically associated with violent crime, public health problems, massive unemployment and urban decay. For nearly 40 years the use of heroin has been responsible for a lot of the petty crime in Dublin. Addicts are involved in muggings, robbery of houses and prostitution as try to get money to buy the drug. But as the use of heroin criminal gangs moved into Dublin and this led to more violent crime, including many murders, as they fought to control the drug trade. A lot of the crime was between gangs but many innocent people were caught in the crossfire the most well known was Veronica Guerin, a journalist who was investigating drug crime, who was shot by criminals while stopped at a traffic light. (Maggie OKane 2000) Ireland has seen a huge increase in the number of heroin related deaths over last 30 years. According to a report in the European Journal of Public Health this is most noticeable in younger age groups where, for example, it rose from less than 1% in 1980 to 23% of 1519 year old male deaths in 1997. Many heroin users in Dublin also die from diseases such as AIDS and hepatitis caused by sharing needles. (Kelleher M J A, Keown P J, OGara C, Keaney F, Farrell M and Strang J, 2003/2004, vol. 15(6), p.589-592) In the late nineties unemployment rates in the disadvantaged areas of Dublin were estimated to be between 33% and peak at 45%. (OGorman A Illicit Drug Use In Dublin) However, in some areas this rate was as high as 55% over three times the average for all of Ireland. Many of the people who turned to heroin in the eighties and nineties lived in run down flats and as they spent more money on heroin the areas became even more dirty and miserable. As a result, many people who had lived in these areas for years and who were the source of a sense of community, moved out to different parts of the city. Often the empty flats were then used for temporary housing of homeless people, making the problem even worse. (Loughran H and McCann M E 2007, Newsletter of the Alcohol and Drug Research Unit, Issue 21) In Dublin its clear that heroin use is closely tied to the citys problems with crime, public health, massive unemployment and run down housing. However the real problem affecting most heroin users in Ireland is extreme poverty. Last year Belfast Telegraph reported the level of persistent poverty in Northern Ireland children is more than double that of those in Great Britain and said that 20% of families in Northern Ireland experience persistent poverty compared to a 10% in Great Britain. (Belfast Telegraph, 2009) A study by the Joseph Rowntree Foundation (JRF) blamed high levels of unemployment, disability, lower wages and poor quality part-time jobs for the high levels of poverty. (Joseph Rowntree Foundation, 2009) Heroin addicts are the victims of this poverty and the use of the drug should not become the scapegoat for the problem. Poverty has been a major problem in Dublin for a long time. In the early 1900s its estimated that a quarter of families living in one room. (Lambert T, A Brief History of Dublin, Ireland) Heroin might be the thing that pushes people further into poverty but it wasnt the original cause of poverty in Ireland. Heroin is also not the reason for the high levels of disadvantage included the fact that 31% of the working age population isnt in paid work. Former Ireland international rugby player Gerry McLoughlin spoke out on the issues in Ireland saying the government had poor organisation in combating the drug epidemic. It seems to him that the real issue wasnt the Heroin, but abysmal efforts and moves made by Irelands government to fix issues of poverty, increasing crime and failing aid. All of which led to the drug usage. (Cusack J, 2008) There are all these people in quangos who are supposed to be dealing with this, but we can see nothing being done. There is no treatment or rehab centre in Limerick. We see all these people politicians included in their plush, posh offices doing nothing. They are out of touch with the suffering of people on the ground. (McLoughlin G and Cusack J, 2008) In the eyes of GARDAI (Garda Sochna na hireann Guardians of the Peace (of Ireland)) police, Heroin is seen as the drug of economic recession, as back in the 1980s, the drug took hold of the working class during economic failure. (Cusack J, 2008) Illicit drugs are a massive problem in many countries but in cases such as America and Ireland the use of drugs was made a scapegoat for social and cultural problems that had many other causes. References List Abel E L, (1980), Marijuana The First Twelve Thousand Years: Reefer Racism, Schaffer Library of Drug Policy, http://www.druglibrary.org/Schaffer/hemp/history/first12000/11.htm , Accessed 24 April 2010 Cusack Jim (2008). Gardai fear epidemic of heroin in rural areas, The Independant National News Himmelstein, J.L. (1938) From Killer Weed to Drop Out Drug, Contemporary Crises, 7(1):35-62 Kelleher M J A, Keown P J, OGara C, Keaney F, Farrell M and Strang J, 2003/2004, Dying for heroin: the increasing opioid-related mortality in the Republic of Ireland, 19801999, European Journal of Public Health, vol. 15(6), p.589-592 Lambert T, A Brief History of Dublin, Ireland, http://www.localhistories.org/dublin.html , Accessed 1 May 2010 Loughran H and McCann M E (2007) A community drugs study, Newsletter of the Alcohol and Drug Research Unit, Issue 21 Marentes C Marentes C.P., (1996) The first migrant workers http://www.farmworkers.org/immigrat.html Accessed 23 April 2010 New Policy Institute 2009 Monitoring poverty and social exclusion in Northern Ireland, Joseph Rowntree Foundation OGorman A, Illicit Drug Use In Dublin http://www.drugsandalcohol.ie/4272/1/791-0739.pdf , Accessed 29 April 2010 OKane M (2000), The woman who knew too much The Guardian, Reinarman C (1994) The Social Construction of Drug Scares, Wadsworth Publishing Co., Chpt. 14: p143 Richard J Bonnie, (1974), The marihuana conviction;: A history of marihuana prohibition in the United States, University Press of Virginia; 1st edition p.221 Time Magazine (1965) Education: The Pot Problem, Time vol. 85: 49

Dispostional Personality Theories Essay

The two most common dispositional theories are Allport’s psychology of the individual theory and the trait and factor theory. Allport’s psychology of the individual theory emphasized that people are unique, even though they may share traits in common, and those unique qualities are what should be focused on. â€Å"More than any other personality theorist, Gordon Allport emphasized the uniqueness of the individual. He believed that attempts to describe people in terms of general traits rob them of their unique individuality†. In order to focus on the individuals uniqueness Allport felt that a broad theory is more useful than a narrow one and he would use information from different theorist in his research. For many years there has been much debate about how many traits actually have an effect on an individual’s personality. In recent years the majority of theorist have come to the conclusion that five is the magic number. Esyneck, McCrae, and Costa have focused their studies on the trait and facto theory and have done much research using standardized tests, clinical observations, and observations from friends and families of the individuals studied. â€Å"Trait and factor theories of personality are based on factor analysis, a procedure that assumes that human traits can be measured by correlational studies†. Each of these theories have different approaches to explaining an individual’s behavior. Both Allport’s psychology of the individual theory and the trait and factor theory have its own effect on individual personalities. Interpersonal relationships are influenced by each of these theories in its own way as well.

Kids, Work and Joan of Arc Essay Topics

Kids, Work and Joan of Arc Essay Topics How to Get Started with Joan of Arc Essay Topics? As soon as you get the prompt, attempt to correct the academic format with the aid of numerous free online writing guides. The very first step is important to starting to get in touch with the spirit guides. A whole lot of the ideas of the book cannot be doubted. He should be prepared to attempt Year 4, there is not any superior screenwriting software on the industry. It has lessons it's an excellent idea to get some note cards. If you have to write only 1 paper at the conclusion of the period, you can breathe out as you are blessed. Quite simply, he's got no money of his own. Ultimately, they're made to condemn her to death. Being sworn in the Dauphin's army proved to be a big turning point within her class, gender role, and life. Napoleon thought he was intended to be the ruler of the planet. She absolutely will not dress as a woman so long as she's a soldier. However, the king wouldn't let her go. Answering these questions is a superb means to go over some of the more important facts on her biography and historical legacy. It could sound not too helpful, but at the point of picking a topic, you ought to think about those characteristics of the subject that are simple and interesting for you. It means these individuals vividly find the huge picture and know which aspects of it need to get emphasized. The issue, Castor explains, is that categorization is over-simplistic. Brainstorming activities might provide help. I learned information which I had never heard before. This usually means you will produce your own ideas. It might be all sorts of ideas or inventions, information that you should write down for future usage, or something that you want to do for someone. However, Joan of Arc wasn't mad or crazy as a good deal of the folks within her time thought she was. She, however, is unsatisfied. Through him, she is able to obtain her first armor and her first chance to show her military skills. She seemed to be aware of her extraordinary destiny. She was a very courageous woman. It was really interesting to find out more about Joan of Arc. Here Joan, once more, was wounded, yet this time within her thigh. Joan's actions will forever be in History, together with all the other wonderful ladies, and men of earth. With Charles crowned, Joan would like to lead forces to attempt to take back Paris, but nobody supports this program. It turns out to be impossible, however, because Joan's personal beliefs simply don't jibe with the Church's. Noel is definitely my favourite person! The 30-Second Trick for Joan of Arc Essay Topics You must read most of this literature during the class of the expression. A structure of the type of academic assignment differs from the one students may have seen before when dealing with higher school essays. Then they list the different kinds of influenza, including, the Spanish flu. You may use the syllabus given to you from the instructor to be able to come across a topic for your research paper. Putting together an argumentative essay outline is the ideal approach to begin on but that doesn't signify that you can stay away from writing your argumentative essay! How much time does it take to finish a doctoral dissertation. How to earn thesis presentation ppt. No way, says everybody and all of them make excuses to leave the dream. In this manner, the lost of individuality might be a great thing. Everybody can contact them since every individual has them. A person's convictions to their beliefs require at times great work. She started hearing voices at age 13. There's a man inside her visions that basically predicts what is going to occur and tells her. This is the area where meditation is vital in everyday life. The location where you can feel as if you can breathe better and your head is clear. Quite simply, her behavior was beginning to attract the incorrect type of attention. In addition, I desire to estimate her perseverance for a figure of international fascination despite her historical origins in a world that is quite different to ours.

Juche North Koreas Leading Political Philosophy

Juche, or Korean socialism, is a political ideology first formulated by Kim Il-sung (1912–1994), the founder of modern North Korea.  The word Juche is a combination of two Chinese characters, Ju and Che, Ju meaning master, subject, and the self as actor; Che meaning object, thing, material. Philosophy and Politics Juche began as Kims simple statement of self-reliance; specifically, North Korea would no longer look to China, the Soviet Union, or any other foreign partner for aid. Over the 1950s, 60s, and 70s, the ideology evolved into a complex set of principles that some have called a political religion. Kim himself referred to it as a type of reformed Confucianism. Juche as a philosophy includes three basic elements: Nature, Society, and Man. Man transforms Nature and is the master of Society and his own destiny. The dynamic heart of Juche is the leader, who is considered the center of society and its guiding element. Juche is thus the guiding idea of the peoples activities and the countrys development. Officially, North Korea is atheist, as are all communist regimes.  Kim Il-sung worked hard to create a cult of personality around the leader, in which the peoples veneration of him resembled religious worship.   Over time, the idea of Juche has come to play a larger and larger part in the religio-political cult around the Kim family. Roots: Turning Inward Kim Il-sung first mentioned Juche on December 28, 1955, during a speech railing against Soviet dogma. Kims political mentors had been Mao Zedong and Joseph Stalin, but his speech now signaled North Koreas deliberate turn away from the Soviet orbit, and a turn inward.  Ã‚   To make revolution in Korea we must know Korean history and geography as well as the customs of the Korean people. Only then is it possible to educate our people in a way that suits them and to inspire in them an ardent love for their native place and their motherland.  Kim Il-sung, 1955. Initially, then, Juche was mainly a statement of nationalist pride in service of the communist revolution. But by 1965, Kim had evolved the ideology into a set of three fundamental principles. On April 14 of that year, he outlined the principles: political independence (chaju), economic self-sustenance (charip), and self-reliance in national defense (chawi). In 1972, Juche became an official part of North Koreas constitution. Kim Jong-Il and Juche In 1982, Kims son and successor Kim Jong-il wrote a document titled On the Juche Idea, elaborating further on the ideology.  He wrote that implementation of Juche required the North Korean people to have independence in thought and politics, economic self-sufficiency, and self-reliance in defense.  Government policy should reflect the will of the masses, and the methods of revolution should be suitable to the countrys situation. Finally, Kim Jong-il stated that the most important facet of revolution was molding and mobilizing the people as communists. In other words, Juche requires that people think independently while paradoxically also requiring them to have absolute and unquestioning loyalty to the revolutionary leader. Using Juche as a political and rhetorical tool, the Kim family has nearly erased Karl Marx, Vladimir Lenin, and Mao Zedong from the consciousness of the North Korean people.  Within North Korea, it now appears as if all of the precepts of communism were invented, in a self-reliant way, by Kim Il-sung and Kim Jong-il. Sources Armstrong CK. 2011. Juche and North Koreas global aspirations. In: Ostermann CF, editor. North Korea International Documentation Project: Woodrow Wilson International Center for Scholars.Chartrand P, Harvey F, Tremblay E, and Ouellet E. 2017. North Korea: Perfect harmony between totalitarianism and nuclear capability. Canadian Military Journal 17(3).David-West A. 2011. Between Confucianism and Marxism-Leninism: Juche and the Case of Chong Tasan. Korean Studies 35:93-121.Helgesen G. 1991. Political revolution in a cultural continuum: preliminary observations on the North Korean Juche ideology with its intrinsic cult of personality. Asian Perspective 15(1):187-213.Kim, J-I. 1982. On the Juche idea. Blackmark Online.