Saturday, November 30, 2019

The Philippines Economy free essay sample

The Philippines is still primarily an agricultural country despite the plan to make it an industrialized economy by 2000. Most citizens still live in rural areas and support themselves through agriculture. The countrys agriculture sector is made up of 4 sub-sectors: farming, fisheries, livestock, and forestry (the latter 2 sectors are very small), which together employ 39.8 percent of the labor force and contribute 20 percent of GDP.The countrys main agricultural crops are rice, corn, coconut, sugarcane, bananas, pineapple, coffee, mangoes, tobacco, and abaca (a banana-like plant). Secondary crops include peanut, cassava, camote (a type of rootcrop), garlic, onion, cabbage, eggplant, calamansi (a variety of lemon), rubber, and cotton. The year 1998 was a bad year for agriculture because of adverse weather conditions. Sector output shrank by 8. 3 percent, but it posted growth the following year. Yet, hog farming and commercial fishing posted declines in their gross revenues in 1999. The sector is burdened with low productivity for most of its crops. We will write a custom essay sample on The Philippines Economy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The Philippines exports its agricultural products around the world, including the United States, Japan, Europe, and ASEAN countries (members of the Association of Southeast Asian Nations). Major export products are coconut oil and other coconut products, fruits and vegetables, bananas, and prawns (a type of shrimp). Other exports include the Cavendish banana, Cayenne pineapple, tuna, seaweed, and carrageenan. The value of coconut-product exports amounted to US$989 million in 1995 but declined to US$569 million by 2000. Imported agricultural products include unmilled wheat and meslin, oilcake and other soybean residues, malt and malt flour, urea, flour, meals and pellets of fish, soybeans and whey.One of the most pressing concerns of the agricultural sector is the rampant conversion of agricultural land into golf courses, residential subdivisions, and industrial parks or resorts. In 1993 the nation was losing irrigated rice lands at a rate of 2,300 hectares per year. Small land-holders find it more profitable to sell their land to developers in exchange for cash, especially since they lack capital for seeds, fertilizers, pesticides, and wages for hiring workers to plant and harvest the crops. Another concern is farmers continued reliance on chemical-based fertilizers or pesticides that have destroyed soil productivity over time. In recent years however, farmers have been slowly turning to organic fertilizer, or at least to a combination of chemical and organicinputs.

Tuesday, November 26, 2019

Should you accept a counteroffer or leave your job

Should you accept a counteroffer or leave your job So, you’re about to hand in your resignation letter to your (soon-to-be-ex) boss. You’ve done all the thinking you need to do about your exit, right? Not exactly. When you give notice, one of two things will likely happen: your boss will accept your resignation and wish you well; or your boss will take your resignation and then come back with a counteroffer to convince you to stay. When should you consider taking the counteroffer, and when should you stand firm on your resignation? You should consider accepting the counteroffer if†¦It addresses the reasons you wanted to leave in the first place.  If your boss comes back with a higher salary or a re-aligned job description, think about whether this satisfies your desire to move on. Some people explore other jobs or companies because they don’t think their current job will meet the next pay level or align with their next-step career goals. If you get the counteroffer and find that they are willing to work wi th you on these things, then consider staying.You were recruited rather than seeking a new gig.  If you got your shiny new job offer as the result of someone approaching you (rather than you trying to jump ship from your current job), a counteroffer can be a way to secure a raise outside of the annual review process or get other concessions. If you weren’t feeling strongly driven to leave in the first place, it’s worth considering whether this â€Å"keep me† package will make things even better than a new job would.You’re leaving mostly because you think you should.  If you’ve been at your current job for a few years and feel like you should be applying to shake things up and advance your career, a counteroffer may achieve the same results as leaving- it’s a chance to do a little negotiation outside of the normal timelines. Does the counteroffer give you a clearer promotion path if you stay where you are? Does it bump up your pay in line with the job offer you’re holding, or even improve upon it? If you can trade up without leaving, it’s worth considering the counteroffer.You feel validated by the counteroffer.  Counteroffers are not a given. When you get one, it’s because you provide a value to the company that they don’t want to lose without a fight (so to speak). If you were looking elsewhere because you felt under-appreciated, then this could be the validation you need. If you decide to take your new job offer and move on, you’ll be starting the process of proving yourself all over.Your gut says â€Å"stay.†Ã‚  Don’t underestimate your own instincts here. If that little voice in your head is saying, â€Å"take it,† don’t tune it out.You should consider rejecting the counteroffer if†¦It feels like too little, too late.  If you tried in vain to get a pay raise six months ago and suddenly your boss is willing to make concessions, think about w hat that means- they weren’t willing to compensate you until it got to the breaking point.The counteroffer doesn’t really change anything you’re trying to escape.  A counteroffer may throw more money your way, but if your job responsibilities, boss, chances for advancement, etc., stay the same, is that acceptable to you? If a little more money in your paycheck doesn’t feel worthwhile compared to everything else you’d be committing to if you stay, then consider rejecting.Your company’s culture or your boss makes you miserable.  These are larger issues that can’t necessarily be resolved with more money or a bump in job title. If you have larger issues with your workplace that made you start to feel around elsewhere, then the new job offer is likely to be the best solution, regardless of the counteroffer.Your gut says â€Å"get out.†Ã‚  Again, listen to your instincts. A counteroffer may be tempting in the face of having to ch ange jobs, get to know a new workplace, and start over. However, if there’s something preventing you from taking the counteroffer right away, listen to that voice.When you’re getting ready to resign, it may seem like your decision is already made- after all, you went through the whole process to get hired somewhere else, right? But don’t be so quick to assume that you should reject a counteroffer out of hand. Take the time to think about what it would mean to stay, and what you’ll be leaving if you go.

Friday, November 22, 2019

French Attributive Adjectives - Adjectifs épithètes

French Attributive Adjectives - Adjectifs à ©pithà ¨tes Attributive adjectives are used to describe or emphasize some attribute (characteristic) of the noun they modify. Known as à ©pithà ¨tes in French, attributive adjectives are a subcategory of qualifying (descriptive) adjectives. The defining characteristic of attributive adjectives is that they are joined to the noun they modify - immediately preceding or following it with no verb in between. une jeune fille  Ã‚  Ã‚  young girlun nouveau livre  Ã‚  Ã‚  new bookune question intà ©ressante  Ã‚  Ã‚  interesting questionun restaurant cà ©là ¨bre  Ã‚  Ã‚  famous restaurant An attributive adjective emphasizes some aspect of the noun which is essential to the meaning of the noun but not necessarily to the sentence. That is, the à ©pithà ¨te can be dropped without changing the essential meaning of the sentence: Jai achetà © un nouveau livre rougeJai achetà © un nouveau livreJai achetà © un livre Both nouveau and rouge are attributive adjectives, and both can be dropped without hurting the essential meaning of the sentence: I bought a book. Including new and red simply provides additional information about the book that I bought. Types There are three types of attributive adjectives: Épithà ¨te de nature - indicates a permanent, inherent qualityun pà ¢le visage - pale faceune pomme rouge - red appleÉpithà ¨te de caractà ¨re - describes an individual, distinguishing qualityun cher ami - dear friendun homme honnà ªte - honest manÉpithà ¨te de circonstance - expresses a temporary, current qualityune jeune fille - young girlun garà §on triste - sad boy Agreement Attributive adjectives must agree in gender and number with the nouns they modify. Placement Like all descriptive French adjectives, the majority of à ©pithà ¨tes follow the noun they modify. However, à ©pithà ¨tes precede the noun when: the adjective noun is considered a single unit of meaningthe adjective is describing rather than qualifying (limiting) the meaning of the nounit just sounds better As you can see, there are no hard and fast rules for determining whether an à ©pithà ¨te should precede or follow the noun it modifies, but there are some general guidelines that can help: Precede the noun Follow the noun pithtes de nature pithtes de circonstance Figurative or subjective meaning Literal or objective meaning Size and beauty(petit, grand, joli...) Other physical qualities(rouge, carr, costaud...) Single-syllable adjective +multi-syllable noun Multi-syllable adjective +single-syllable noun Ordinal adjectives(premier, deuxime...) Categories + relationships(chrtien, franais, essentiel...) Age(jeune, vieux, nouveau...) Present participles and past participlesused as adjectives (courant, lu...) Goodness(bon, mauvais...) Modified adjectives(un raisin grand comme un abricot)

Thursday, November 21, 2019

Process Analysis Outlining Agricultural Biotechnology Case Study

Process Analysis Outlining Agricultural Biotechnology - Case Study Example   Crop enhancement biotechnology is the commonest form of these procedures amid debate about the safety of crop produce and food that is increasingly penetrating the market. Developing countries have particularly been critical of propagation, dissemination, and consumption of genetically modified foods well as other produce. The world of agriculture has gradually been departing from traditional conventional  breeding  to the simpler and swifter breeding offered by biotechnology. Despite there being massive improvements in output and returns, controversy has emerged from the manner the technology is carried out as well as the effects on natural life systems. The question  remains  since most cynics remain ignorant of the procedure, its intentions and impacts, could the situation change upon outlining the procedure? The general public and agricultural biotechnologists could make a big stride  forward  if a consensus were reached on the basic stages of the procedure.   à ‚   Before any biotechnological breeding begins, a specific trait in a breed or variety of a particular crop is identified and dissatisfaction found. At the current age, biotechnologists assume that desired results from traditional conventional breeding and selection have not been forthcoming. The crop trait is identified at the molecular level, in  the form  of genes. This implies that intensive genetic studies on the crop are done to point at the specific gene on the poor trait (Nair, 749). Very complex biotechnological procedures called genome sequencing are involved. At the same time, studies on another crop or organism with the better version of the gene are carried out and the gene isolated. This second plant or organism acts as the donor of the desired trait gene. Genes are similar to a very large extent such that biotechnologists can successfully, but accurately, remove a gene from a gene donor to a gene recipient provided the gene structure and trait expressed are similar. After isolating the gene, it is kept safely in the biotechnology lab, free from damage or contamination.

Tuesday, November 19, 2019

Poorhouses in California Essay Example | Topics and Well Written Essays - 1250 words

Poorhouses in California - Essay Example Prior to reviewing the history and functioning of California’s poorhouses, the actual cause that led to the establishment of such facilities should be examined. In the earlier days, prior to the formation of poorhouses, paupers and destitute people within a community were cared for by providing relief through a caretaker and auctioning or contracting them with those who require their support or work (History of 19th Century American Poorhouses, n.d.). While is not clear as to when such poorhouses actually came into existence, a political code instituted in the year 1982 included a provision of care for the destitute and sick population within the country. This led to the establishment of several poorhouses within the country which were mostly tax-supported residential institutions. However, by the 19th century the United States adopted the system of Poorhouse establishment from England. This was seen as a more efficient and less expensive method to provide relief to paupers an d destitute in the country. Hence several such houses were created with the hope that housing paupers in institutions would provide an opportunity to reform their character or habits and help them overcome poverty and homelessness (History of the 19th Century American Poorhouses, n.d.). It was quite a challenge to collect information pertaining to the origins of poorhouses in California as by the time these institutions were established, it was politically incorrect to refer to these facilities with names that seemed derogatory. During the years 1930 and 1940, the Work Projects Administration (WPA) began an inventory process of the County Archives of several states. As early as 1850, the legislature made a provision that the Court of Sessions which later became the Board of Supervisors, should take care of the county welfare and provide all the

Saturday, November 16, 2019

Idea of Progress Essay Example for Free

Idea of Progress Essay Im going to talk about the notion Idea of progress. To begin with, Id like to give a definition of progress. The idea of progress basically consists in believing that the world can become better in terms of art, science, technology, liberty, and quality of life. However, sometimes progress causes more problems than it solves . Consequently, we are going to weigh the positive and negatives aspects of progress, in science , in medicine and in new technologies. The idea of progress basically consists in believing that the world can become better in terms of art, science, technology, liberty and quality of life and has shaped most of Western civilisations vision of history . Progress implies change, some evolution from an old order with old traditions to a new order which is not necessarily embraced by all . Its at the heart oh a heated debate between those who approve of these changes and those who resist and criticize them in the name of tradition . As the rythm of progress seems to have accelerated these last few decades with an ever faster increase of major technological and scientific breakthroughs, the cult of novelty and progress is now being questioned . Indeed, a growing number of people voice their concern about the ethical, social and environmental consequences of such development and about the excesses of todays consumer society .

Thursday, November 14, 2019

Wal-Mart - Great for Shoppers, Bad for Competitors Essay -- GCSE Busin

Wal-Mart - Great for Shoppers, Bad for Competitors Wal-Mart can be a virus and a cure, since it has its pros and cons depending on the critiques perspective. From my point of view, Wal-Mart is an extremely efficient superstore, with amazing marketing skills, and coordination. However, Wal-Mart is also a bully and price decider, therefore, Wal-Mart is great for shoppers and bad for competitors. As a student; Wal-Mart is my primary resort for supplies and foodstuff, due to their matchless prices and wide variety of products which gives me the luxury of a ‘one stop shop’. Moreover, the transportation to and from Wal-Mart is unproblematic. On my first visit to Wal-Mart I was impressed by the way everything has been set and placed to attract customers, the shelves looked full and tidy, the product clean and attractive, and the prices ‘unbeatable’. In addition, with every visit I seem to enjoy the experience even more, conversely it had been rare that I faced an awful experience, due to my high satisfaction with the service, products and store wholly. In The past couple of weeks of ESL 015 we have been assigned to analyze anti-Wal-Mart articles, where all the writers were bias and had fixed opinions of hatred towards Wal-Mart. This influenced my opinion significantly and gradually I am realizing what a major issue it is, and how it has affected the American economy as a whole. On a smaller scale, small town America is being affected by the ‘money exporting’ from smalle...

Monday, November 11, 2019

Health and Safety Assignment Essay

Question 1 The first statement is correct as lead is a highly intoxicated substance that can cause damage, especially in young children. There are many symptoms to lead poisoning which include: irritability, loss of appetite and nausea, headaches, unexplained abdominal pain, muscle aches, constipation, learning problems, short attention span, easily distracted, mental retardation and behaviour problems including aggression and impulsivity. As seen in the statement â€Å"this is disturbing because it has been well established that lead causes reduction in IQ scores, shortened concentration spans, hyperactivity and learning difficulties even when lead is present at very low levels in the blood† , it can be agreed that having lead in one’s system can cause damage to one’s concentration and learning abilities. Research has shown that raised levels of lead can lower a child’s IQ by 4-5%. see more:explain how to promote health and safety within the social care setting With regards to the second statement â€Å"painted toys with high lead levels have been found in major toy stores, as well as supermarkets, stationary stores, craft shops and craft/flea markets. These toys were both locally produced and imported†, it can be agreed on as lead can be found in many old housing and furniture pieces. It is also of great urgency that when purchasing toys and furniture from garage sales, internet, second-hand-stores etc. that one takes precautions in checking that there is not any lead as some may contain lead based paint, a simple way of knowing if it does is to buy a test kit to determine if lead based paint is present. Question 2 For a baby and toddler unit I would consider: Indoor: * Non-breakable mirrors to learn to see themselves. * Wooden cars for improving gross motor skills. * Rattles to improve their movement. * Plastic telephones to practise their speech. * Simple puzzles to improve their knowledge. * Large wooden beads to string to improve on their hand eye co-ordination. Outdoor: * Balls to improve on gross motor skills * Jungle gym to improve on their climbing abilities. For children aged 3-6 years I would consider: Indoor: * Puppets to improve on their dramatic skills. * Dress-up clothes to teach them the different type of career choices. * Art materials to improve their creative minds. * Books and puzzles to improve on their knowledge. Outdoor: * Tricycles and bikes to improve their balancing skills. * Jungle gyms to improve climbing. * Sand pits to do sensory knowledge, (touch and feel) Question 3 The way in which one would ensure that equipment which you purchased does not cause lead poisoning is by reading the labels on the purchased equipment making sure there is no lead contained in it, try prevent buying used toys and equipment from garage sales, internet, second-hand-stores as many old items may contain lead based paint. It is also advised that children go for screening to make sure no lead is present. Children are encouraged to practice regular hand washing and to keep their hands and other objects away from their mouths. Question 4 Birth – 4 months: at this stage the child eats, sleeps, cries rolls off flat surfaces and wriggles. They are hazardous to burns, falls, sharp objects and suffocation. 4 – 12 months : at this stage the child grasps and moves around as well as putting objects in their mouths. They are hazardous to burns, poisoning, falls and drowning. 1 – 2 years : at this stage the child is able to investigate, climb, open doors and takes thing apart. They are hazardous to being in contact with gates, windows and doors as they might get injured with their investigation minds, fingers might get stuck in door etc. also water is hazardous as they may drown, traffic as they now know how to walk. 2 – 3 years: at this stage the child is interested in fires, tires to do things by themselves and gets very impatient. They are hazardous to dangerous objects and burns. 3 – 6 years: at this stage the child lies to explore, climb, riding tricycles, rough games. They are hazardous to poisons and burns, falls and injuries, drowning and traffic. 6 – 10 years : at this stage the child like spending time away from home, active sports. They are hazardous to firearms, injuries from sports and drowning. Through this we can conclude that every one of these ages is vital as the developmental level can affect children’s safety and health and that they should never be left unsupervised and parents should know what to do in an emergency. Question 5 Air-borne transmission include in illnesses such as chickenpox, common cold, fifth disease, measles, mumps and tuberculosis. The measures one would take in these instances would be to identify the child with the illness and send them home, with antibiotics, the child should not be allowed to return to school until fully recovered. All these illnesses and the limitations of the spread apply to all age groups ( birth to grade 3) The faecal-oral route include cholera, rotavirus and ascariasis, can be spread through water, food and poor sewage, to limit the infection one needs to make sure water is clean, food is cooked properly and sewage is flushed away. Food only obtains to children who can eat solid foods, thus not referring to birth to 12 months. Direct and indirect include illnesses such as pinkeye, hand foot and mouth disease, cold sores, lice and ring worms. The measures one would take in these instances would be pinkeye: antibiotic treatment and sent home, continuous hand washing, hand foot and mouth disease sent home for several days and continuous hand washing. A cold sore child can stay at school but must was hands frequently. Lice, child should be sent home until lice is gone, hair must be washed with medicated shampoo. Ring worms, child should stay away from gyms, pools or activities where can be exposed and should use a fungal ointment. These limitations would all be considered to all age groups ( birth to grade 3 ) however gyms, pools etc would only obtain to the older children grade 1 – 3. Blood illnesses include AIDS and hepatitis B, the measures one would take for AIDS is excluding child of 0-5, and prevent anyone from touching the child blood, handle blood with surgical gloves, seal up blood infected items and disinfect surfaces with bleach. Hepatitis B one would also use precautions when handling blood and frequent hand wash is advised. REFERENCE: Marotz, L, 2009. Health, safety and nutrition for the young child. 76de uitgawe. Clifton park, NY: Thomason Delmar Learning

Saturday, November 9, 2019

Boolean Algebra

Basic Engineering Boolean Algebra and Logic Gates F Hamer, M Lavelle & D McMullan The aim of this document is to provide a short, self assessment programme for students who wish to understand the basic techniques of logic gates. c 2005 Email: chamer, mlavelle, [email  protected] ac. uk Last Revision Date: August 31, 2006 Version 1. 0 Table of Contents 1. 2. 3. 4. 5. Logic Gates (Introduction) Truth Tables Basic Rules of Boolean Algebra Boolean Algebra Final Quiz Solutions to Exercises Solutions to QuizzesThe full range of these packages and some instructions, should they be required, can be obtained from our web page Mathematics Support Materials. Section 1: Logic Gates (Introduction) 3 1. Logic Gates (Introduction) The package Truth Tables and Boolean Algebra set out the basic principles of logic. Any Boolean algebra operation can be associated with an electronic circuit in which the inputs and outputs represent the statements of Boolean algebra. Although these circuits may be com plex, they may all be constructed from three basic devices. These are the AND gate, the OR gate and the NOT gate. y AND gate x ·y x y OR gate x+y x NOT gate x In the case of logic gates, a di? erent notation is used: x ? y, the logical AND operation, is replaced by x  · y, or xy. x ? y, the logical OR operation, is replaced by x + y.  ¬x, the logical NEGATION operation, is replaced by x or x. The truth value TRUE is written as 1 (and corresponds to a high voltage), and FALSE is written as 0 (low voltage). Section 2: Truth Tables 4 2. Truth Tables x y x ·y x 0 0 1 1 Summary y x ·y 0 0 1 0 0 0 1 1 of AND gate x 0 0 1 1 Summary y x+y 0 0 1 1 0 1 1 1 of OR gate x y x+y x x 0 1 Summary of x 1 0 NOT gate Section 3: Basic Rules of Boolean Algebra 5 3. Basic Rules of Boolean Algebra The basic rules for simplifying and combining logic gates are called Boolean algebra in honour of George Boole (1815 – 1864) who was a self-educated English mathematician who developed many of t he key ideas. The following set of exercises will allow you to rediscover the basic rules: x Example 1 1 Consider the AND gate where one of the inputs is 1. By using the truth table, investigate the possible outputs and hence simplify the expression x  · 1.Solution From the truth table for AND, we see that if x is 1 then 1  · 1 = 1, while if x is 0 then 0  · 1 = 0. This can be summarised in the rule that x  · 1 = x, i. e. , x x 1 Section 3: Basic Rules of Boolean Algebra 6 Example 2 x 0 Consider the AND gate where one of the inputs is 0. By using the truth table, investigate the possible outputs and hence simplify the expression x  · 0. Solution From the truth table for AND, we see that if x is 1 then 1  · 0 = 0, while if x is 0 then 0  · 0 = 0. This can be summarised in the rule that x  · 0 = 0 x 0 0Section 3: Basic Rules of Boolean Algebra 7 Exercise 1. (Click on the green letters for the solutions. ) Obtain the rules for simplifying the logical expressions x (a) x + 0 which corresponds to the logic gate 0 (b) x + 1 which corresponds to the logic gate x 1 Exercise 2. (Click on the green letters for the solutions. ) Obtain the rules for simplifying the logical expressions: x (a) x + x which corresponds to the logic gate (b) x  · x which corresponds to the logic gate x Section 3: Basic Rules of Boolean Algebra 8 Exercise 3. Click on the green letters for the solutions. ) Obtain the rules for simplifying the logical expressions: (a) x + x which corresponds to the logic gate x (b) x  · x which corresponds to the logic gate x Quiz Simplify the logical expression (x ) represented by the following circuit diagram. x (a) x (b) x (c) 1 (d) 0 Section 3: Basic Rules of Boolean Algebra 9 Exercise 4. (Click on the green letters for the solutions. ) Investigate the relationship between the following circuits. Summarise your conclusions using Boolean expressions for the circuits. x y x y (a) (b) x y x yThe important relations developed in the above exer cise are called De Morgan’s theorems and are widely used in simplifying circuits. These correspond to rules (8a) and (8b) in the table of Boolean identities on the next page. Section 4: Boolean Algebra 10 4. Boolean Algebra (1a) x ·y = y ·x (1b) x+y = y+x (2a) x  · (y  · z) = (x  · y)  · z (2b) x + (y + z) = (x + y) + z (3a) x  · (y + z) = (x  · y) + (x  · z) (3b) x + (y  · z) = (x + y)  · (x + z) (4a) x ·x = x (4b) x+x = x (5a) x  · (x + y) = x (5b) x + (x  · y) = x (6a) x ·x = 0 (6b) x+x = 1 (7) (x ) = x (8a) (x  · y) = x + y (8b) (x + y) = x  · ySection 4: Boolean Algebra 11 These rules are a direct translation into the notation of logic gates of the rules derived in the package Truth Tables and Boolean Algebra. We have seen that they can all be checked by investigating the corresponding truth tables. Alternatively, some of these rules can be derived from simpler identities derived in this package. Example 3 Show how rule (5a) can be deriv ed from the basic identities derived earlier. Solution x  · (x + y) = = = = = x  · x + x  · y using (3a) x + x  · y using (4a) x  · (1 + y) using (3a) x  · 1 using Exercise 1 x as required. Exercise 5. Click on the green letter for the solution. ) (a) Show how rule (5b) can be derived in a similar fashion. Section 4: Boolean Algebra 12 The examples above have all involved at most two inputs. However, logic gates can be put together to join an arbitrary number of inputs. The Boolean algebra rules of the table are essential to understand when these circuits are equivalent and how they may be simpli? ed. Example 4 Let us consider the circuits which combine three inputs via AND gates. Two di? erent ways of combining them are x y z and x y z x  · (y  · z) (x  · y)  · z Section 4: Boolean Algebra 13However, rule (2a) states that these gates are equivalent. The order of taking AND gates is not important. This is sometimes drawn as a three (or more! ) input AND gate x y z x ·y ·z but really this just means repeated use of AND gates as shown above. Exercise 6. (Click on the green letter for the solution. ) (a) Show two di? erent ways of combining three inputs via OR gates and explain why they are equivalent. This equivalence is summarised as a three (or more! ) input OR gate x y z x+y+z this just means repeated use of OR gates as shown in the exercise. Section 5: Final Quiz 14 5. Final Quiz Begin Quiz 1.Select the Boolean expression that is not equivalent to x  · x + x  · x (a) x  · (x + x ) (b) (x + x )  · x (c) x (d) x 2. Select the expression which is equivalent to x  · y + x  · y  · z (a) x  · y (b) x  · z (c) y  · z (d) x  · y  · z 3. Select the expression which is equivalent to (x + y)  · (x + y ) (a) y (b) y (c) x (d) x 4. Select the expression that is not equivalent to x  · (x + y) + y (a) x  · x + y  · (1 + x) (b) 0 + x  · y + y (c) x  · y (d) y End Quiz Solutions to Exercises 15 Solutions to Exercise s Exercise 1(a) From the truth table for OR, we see that if x is 1 then 1 + 0 = 1, while if x is 0 then 0 + 0 = 0.This can be summarised in the rule that x + 0 = x x 0 Click on the green square to return x Solutions to Exercises 16 Exercise 1(b) From the truth table for OR we see that if x is 1 then 1 + 1 = 1, while if x is 0 then 0 + 1 = 1. This can be summarised in the rule that x + 1 = 1 x 1 Click on the green square to return 1 Solutions to Exercises 17 Exercise 2(a) From the truth table for OR, we see that if x is 1 then x + x = 1 + 1 = 1, while if x is 0 then x + x = 0 + 0 = 0. This can be summarised in the rule that x + x = x x x Click on the green square to return Solutions to Exercises 18Exercise 2(b) From the truth table for AND, we see that if x is 1 then x  · x = 1  · 1 = 1, while if x is 0 then x  · x = 0  · 0 = 0. This can be summarised in the rule that x  · x = x x x Click on the green square to return Solutions to Exercises 19 Exercise 3(a) From the truth t able for OR, we see that if x is 1 then x + x = 1 + 0 = 1, while if x is 0 then x + x = 0 + 1 = 1. This can be summarised in the rule that x + x = 1 x 1 Click on the green square to return Solutions to Exercises 20 Exercise 3(b) From the truth table for AND, we see that if x is 1 then x  · x = 1  · 0 = 0, while if x is 0 then x  · x = 0  · 1 = 0.This can be summarised in the rule that x  · x = 0 x 0 Click on the green square to return Solutions to Exercises 21 Exercise 4(a) The truth tables are: x y x y 0 0 0 1 1 0 1 1 x y 0 0 0 1 1 0 1 1 x+y 0 1 1 1 x 1 1 0 0 y 1 0 1 0 (x + y) 1 0 0 0 x  ·y 1 0 0 0 x y From these we deduce the identity x y (x + y) = x y x  ·y Click on the green square to return Solutions to Exercises 22 Exercise 4(b) The truth tables are: x y x y 0 0 0 1 1 0 1 1 x y 0 0 0 1 1 0 1 1 x ·y 0 0 0 1 x 1 1 0 0 y 1 0 1 0 (x  · y) 1 1 1 0 x +y 1 1 1 0 x y From these we deduce the identity x y (x  · y) = x y x +y Click on the green square to returnSoluti ons to Exercises 23 Exercise 5(a) x+x ·y = x  · (1 + y) using (3a) = x  · 1 using Exercise 1 = x as required. Solutions to Exercises 24 Exercise 6(a) Two di? erent ways of combining them are x y z and x y z However, rule (2b) states that these gates are equivalent. The order of taking OR gates is not important. x + (y + z) (x + y) + z Solutions to Quizzes 25 Solutions to Quizzes Solution to Quiz: From the truth table for NOT we see that if x is 1 then (x ) = (1 ) = (0) = 1, while if x is 0 then (x ) = (0 ) = (1) = 0. This can be summarised in the rule that (x ) = x x x End Quiz Test: â€Å"Study Guide Algebra†

Thursday, November 7, 2019

Hydrothermal Vents and the Marine Life They Support

Hydrothermal Vents and the Marine Life They Support Despite their forbidding appearance, hydrothermal vents support a community of marine creatures. Here you can learn the definition of hydrothermal vents, what theyre like as a habitat and what marine creatures live there.   How Hydrothermal Vents Form Hydrothermal vents are essentially underwater geysers created by tectonic plates. These huge plates in the Earth’s crust move and create cracks in the ocean floor. Ocean water enters the cracks, is heated up by the Earth’s magma, and then released through the hydrothermal vents, along with minerals such as hydrogen sulfide, which end up forming volcano-like projections on the seafloor. The water coming out of the vents can reach incredible temperatures of up to 750 degrees F, even though the water outside of the vents can be near freezing in temperature. Although the water coming out of the vents is extremely hot, it isnt boiling because it is unable to under the high water pressure. Due to their remote location in the deep sea, hydrothermal vents were discovered relatively recently. It wasnt until 1977 that scientists in the submersible  Alvin  were amazed to discover these undersea chimneys spewing hot water and minerals into the cold waters thousands of feet below the ocean surface. It was even more surprising to discover these inhospitable areas teeming with marine creatures. What Lives in Them? Living in a hydrothermal vent habitat presents challenges that prevent many marine creatures from inhabiting this hostile environment. Its inhabitants need to contend with total darkness, toxic chemicals, and extreme water pressure. But despite their intimidating description, hydrothermal vents support a wide variety of marine life, including fish,  tubeworms, clams, mussels, crabs, and shrimp. Hundreds of species of animals have been identified in the hydrothermal vent habitats around the world. At a hydrothermal vent, there is no sunlight to produce energy. Bacteria-like organisms called  archaea  have solved this problem by using a process called chemosynthesis to turn chemicals from the vents into energy. This energy-creating process drives the entire hydrothermal vent food chain. Animals in the hydrothermal vent community subsist on products produced by the archaea, or on the minerals in the water produced from the vents.   Types of Hydrothermal Vents Two types of hydrothermal vents are the black smokers and white smokers. The hottest of the vents, the black smokers, got their name because they spew a dark smoke composed mostly of iron and sulfide. This combination forms iron monosulfide and gives the smoke its black color. The white smokers release a cooler, lighter material composed of compounds including barium, calcium, and silicon. Where Are They Found? Hydrothermal vents are found at an average underwater depth of about 7,000 feet. They are found in both the Pacific and Atlantic Oceans and concentrated near the Mid-Ocean Ridge, which winds its way along the seafloor around the globe. So Whats the Big Deal? Hydrothermal vents play an important part in ocean circulation and regulating the chemistry of ocean waters. They contribute nutrients required by ocean organisms. Microbes found at hydrothermal vents may also be important to the development of medicines and other products. Mining of minerals found at hydrothermal vents is an emerging issue that may allow scientists to learn more about hydrothermal vents, but may also damage the seafloor and surrounding marine communities. References Cowan, A.M.Deep Sea Hydrothermal Vents. National Geographic.Pfeffer, W. 2003. Deep Oceans. Benchmark Books. 38pp.Viders, H. 2011. Hydrothermal Vents. Alert Diver Online.Woods Hole Oceanographic Institution. What Are Hydrothermal Vents?

Tuesday, November 5, 2019

Nucleation Definition (Chemistry and Physics)

Nucleation Definition (Chemistry and Physics) NucleationDefinition Nucleation is the process where droplets of liquid can condense from a vapor, or bubbles of gas can form in a boiling liquid. Nucleation can also occur in crystal solution to grow new crystals. It is seen in gases when tiny bubbles coalesce into larger ones. In general, nucleation is a self-organizing process that leads to a new thermodynamic phase or a self-assembled structure. Nucleation is affected by the level of impurities in a system, which can provide surfaces to support assembly. In heterogeneous nucleation, organization begins at nucleation points on surfaces. In homogeneous nucleation, organization occurs away from a surface. For example, sugar crystals growing on a string is an example of heterogeneous nucleation. Another example is the crystallization of a snowflake around a dust particle. An example of homogeneous nucleation is growth of crystals in a solution rather than a container wall. Examples of Nucleation Dust and pollutants provide nucleation sites for water vapor in the atmosphere to form clouds.Seed crystals provide nucleation sites for crystal growing.In the Diet Coke and Mentos eruption, the Mentos candies offer nucleation sites for the formation of carbon dioxide bubbles.If you place your finger in a glass of soda, carbon dioxide bubbles will nucleate around it. Carbon dioxide bubbles nucleating on a finger. Arie Melamed-Katz Sources Pruppacher, H. R.; Klett J. D. (1997). Microphysics of Clouds and Precipitation.Sear, R.P. (2007). Nucleation: theory and applications to protein solutions and colloidal suspensions (PDF). Journal of Physics: Condensed Matter. 19 (3): 033101. doi:10.1088/0953-8984/19/3/033101

Saturday, November 2, 2019

Chicano Essay Example | Topics and Well Written Essays - 250 words

Chicano - Essay Example La Huasanga (Los Rogacianos) is a must for followers of music who appreciates diversity in culture. The film industry in Mexico is credited by the way they have appreciated and marketed the Mexican culture through music. Conjunto Hueyapan used a sharp harp called arpa planeca together with a deep sounding bass register, one or two violins. They also use a tandem strumming section formed by a five-string guitar (a vihuela) and aquitarrs de golpe. The guitars have really stood out in the music. The vocalists have ensured that the message is passed through the most appropriate musical way. The lyrics are such that they describes the moment of the time. The lyrics are passing the message as required. The performance had great characterization and lots of energy. The dances of the performance are crisp, clean and synchronized. It was the most entertaining performance. The instruments ranging from guitar to violin could be just described as wonderful. Every word in the music was spoken with a lot of enthusiasm and energy and it also provided the audience with the opportunity to laugh. This showed that the music is not meant for entertainment but also as a way to educate audience about the goodness of Mexican meal (El Toro Viejo) Weinstock, Herbert, and Carlos ChaÃŒ vez.  Mexican Music: Notes by Herbert Weinstock for Concerts Arranged by Carlos ChaÃŒ vez As Part of the Exhibition. New York: Printed for the Trustees of the Museum of modern art by W.E. Rudges Sons, 1940.