Common Theme Of Memory In Forgetfulness, And Once More To...

Common Theme Of Memory In Forgetfulness, And Once More To...
Memories have always been priceless and cannot be bought. These priceless items tend to stay as
one in the human mind. Memories are powerful feelings that help one through tough times. One will
never forget the memories closest to the heart. The poem "Forgetfulness" by Billy Collins describes
memories that are slowly fading away, whereas in "Once More to the Lake" E.B. White presents a
man that relives his memories through his son. Both well–written texts develop a common theme of
memory through syntax, diction and rhetorical devices.
"Forgetfulness" by Billy Collins develops a common theme with "Once More to the Lake" by E.B.
White with the use of rhetorical devices. While describing the way memories are "floating" away,
Collins says "Long ago you kissed the names of the nine muses goodbye and watched the quadratic
equation pack its bag." (Collins 9). This is an illustration of personification because quadratic
equations lack the ability to pack bags. Similarly, in "Once More to the Lake", White says "I would
remember the things you could do with the old one–cylinder engine with the heavy flywheel, how
you could have it eating out of your hand if you got really close to it spiritually." (White 17). Both
of these examples connect to create a common theme of memory. Collins uses personification to
show how the memories of quadratic equations are forgotten. On the contrary, White uses
personification to show the reader how the narrator remembers every small detail from the
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Class Obervation on Reading Comprehension Skills
Class Observation and Report
I met the instructor before class to discuss overall goals as well as goals for that day's lesson. The
overall goal of the course is to improve reading comprehension skills, increase math problem
solving skills, and develop a strong ability to combine the two and further discussion skills. The goal
of that day's lesson was to work on reading strategies: scanning, identifying main ideas, and
understanding details of different math word problems and equations. The instructor mentioned that
there are only 10 people in the class and almost all of them are between the ages of 11–12. They are
all at pretty much the same reading level, although there is some slight variation. Specifically
though, in her fourth period class, one student had a tremendous difficulty in reading and
understanding word problems and them translating those words into numbers and equations.
In one activity the instructor starts the class by picking up one math assignment that was due and
they check three other math assignments together. All of the students call out the answers in unison.
The unit they had just ended was on integers and they were just beginning their unit on equations
and eventually into inequalities. Then she hands out flash cards with five discussion questions that
pertain to the topic of equations and inequalities, for example "What do you think an equation is?"
and "Why would you ever need to use one?" Students get into groups of two to discuss their

Reflection on Groups of Students in a Classroom Setting
The task began by forming seven groups of three or four students based on where they were already
sitting in the room. For reference, on the anticipation chart, I only referred to one student from each
group by name. I gave the students the task and told them to individually read through the problem
and to start working on the problem independently for five minutes before starting to work on the
task in their groups. At the end of the time allotted, the groups should have some sort of solution
with justification and be ready to present their results if called upon whether right or wrong. The
groups began working slowly as this the type of task was slightly different than what they were
accustom to because I left my expectations vague for the purpose of hopefully seeing students work
through the task with varying strategies. I just reminded the class that they are trying to answer the
question to best of their ability using whichever strategy that they felt the most comfortable with or
thought would yield the correct solution and that wrong solutions are okay as long as we learn from
the mistakes. While walking around the room and checking in on each group after they had time to
individually examine the task, I noticed first that members in Michaela's group were really all trying
different, independent strategies because none of them really had a solid idea where to start the
problem. One student in the group was doodling. Another wrote a very nice system of

Math Essay
I'VE GOT A SECRET!
Learning outcome:
Upon completion student will be able to: * Given linear and exponential data, interpret the rate of
change within the given context. * Represent linear and exponential models as equations, tables,
graphs and verbal descriptions.
Scoring/Grading rubric:
Each question is worth 10 points.
Introduction:
Everyone has had some experience with gossip. In this lab, you will explore how well rumors (or
secrets) spread when this information is passed on to other people.
Scenario A: At noon, you get some great news but you need to keep it a secret. It's just too good to
keep to yourself; so 5 minutes after you get the news you call 2 friends and tell them, but swear
them to secrecy. ... Show more content on Helpwriting.net ...
How many people know your secret at 12:40 in Scenario A?
In Scenario B?
2. Describe the pattern of growth in the "Number of people told" column for both Scenario A and
Scenario B.
3. Describe the pattern of growth in the "Number of people who know" column for both Scenario A
and Scenario B.
4. Write an equation to find the "Number of people told" for any 5–minute interval(n) in
Scenario A.
5. Write an equation to find the "Number of people told" for any 5–minute interval in Scenario B.
6. Write an equation to find the "Number of people who know" for any 5–minute interval in
Scenario A.

7. Write an equation to find the "Number of people who know" for any 5–minute interval in
Scenario B.
Using the equations you wrote in problems 4–7, create an Excel spreadsheet with the columns "5–
minute interval," "Number of people told," and "Number of people who know". Make sure your
spreadsheet matches your tables above before answering the following questions. 8. After how many
minutes would at least 100 people know in Scenario A?
In Scenario B?
9. According to the 2012 US Census, the population of NC is 9,752,073. Using Scenario B,

Balanced Chemical Equations
When considering the symbolic level of representation used in teaching kinetics, the types of models
commonly used by educators can be classified into two categories: (a) balanced chemical equations
or (b) mathematical–based equations and graphs. Balanced chemical equations are traditionally used
to support student understanding of the overall, complex reaction under study in the experiment or
simulation. Balanced chemical equations are also used to support a mechanistic understanding of the
step–by–step process of reactants turning becoming products. Here, balanced chemical equations
illustrate the creation and consumption of reaction intermediates, as well as providing insight as to
how a catalyst interacts with the reacting species at a ... Show more content on Helpwriting.net ...
Models are utilized by teachers to communicate important content to students, and to help students
better understand the nature of science (Duit & Treagust, 2003). Any representation used as a
teaching tool "should build on students' prior knowledge of a phenomenon and ways of thinking
about it, for example by taking into account the skills they possess for dealing with the concrete and
abstract entities involved in analogical relationships" (Justi & Gilbert, 2002b, p.1274). Too often,
this is a missing criterion for the representations used in a lesson. Visual representations can be
chosen for a variety of reasons including availability or copyright, use of color or lack thereof,
aesthetics, transferability to printed materials, etc. without ever considering whether the model used
is tied to students' previous knowledge. Models used without thoughtful consideration of the
intended audience are weak teaching tools, and can lead to a variety of problems in the classroom
(Justi & Gilbert, 1999a, 199b, 2002b; Johnstone, 1991, Talanquer, 2011, Taber, 2013). These
problems occur because students who are learning aspects of a concept for the first time lack the
ability to recognize or value the limited scope of use that is inherent with a teaching model (Taber,
2014). If the teacher, the expert in the room,

Higher Order Essay
Higher Order Thinking and Diverse Learners
Grand Canyon University: Secondary Methods and Data–Driven Pedagogy
April Smith
GCU: SED–444
August 25, 2013
Grand Canyon University: Secondary Methods and Data–Driven Pedagogy
April Smith
GCU: SED–444
August 25, 2013
This unit is designed for students in beginning Algebra classes. It is an introduction to the basic
functions of algebra including the definition of an equation, using basic mathematical skills to solve
equations, and applying equations to problem solving.
South Carolina Standard 8–3: Through the process standards students will demonstrate an
understanding of equations, ... Show more content on Helpwriting.net ...
Algebraic Equation Unit Plan | Knowledge | Comprehension | Application | Analysis | Synthesis |
Evaluation | Algebraic Equations | State the definition of an Algebraic Equation? Explain how to
identify an Algebraic Equation? | Describe the parts of an Algebraic Equation including variables,
like terms, and coefficients. | Apply labels to the parts of equations and illustrate knowledge of like
terms. | Classify problems as Algebraic Expressions or Algebraic Equations. | As a group create
sample problems and then share with the class the results. | Students will complete a group quiz and
label each part of an equation. They will also explain the difference between an expression and
equation. | Algebraic Equations using Addition and Subtraction | Students will tell how addition and
subtraction can be applied to solving an equation? | Students will restate the steps involved to solve
an equation using addition and subtraction. | Students will practice solving equations using addition
and subtraction. | As a group students will compare their results in their practice problems and create
questions for discussion. | With a partner, students will compose equations and exchange with
another group. | Students will evaluate another group's equations and share with the class their
results. |

Chemistry : Chemical Equations For The Reaction Between...
Most of the reactions took time to settle down to form a precipitate as seen in Diagram (1) which
shows the before and after of magnesium hydroxide. Discussion: Chemical Equations for the
reaction between cations and anions Na2CO3 + Mg(NO3)2 –> MgCO3(s) + 2NaNO3 Na2CO3(aq)
+ Ca(NO3)2(aq) –––> CaCO3(s) + 2NaNO3(aq) Sr(NO3)2(aq) + Na2CO3(aq) ===> SrCO3(s) +
2NaNO3(aq) Ba(NO3)2 (aq) + Na2CO3 (aq) ==> 2NaNO3 (aq) + BaCO3 (s) Chromates Calcium
nitrate Ba(NO3)2 + Na2CrO4 ––> 2 NaNO3 + BaCrO4 Barium nitrate Ba(NO3)2 (aq) + Na2CrO4
(aq) –––> BaCrO4 (s) + 2 NaNO3 (aq) Ba(2+)(aq) + 2NO3(1–)(aq) + 2Na(1+)(aq) + CrO4(2–)(aq)
–––> BaCrO4(s) + 2Na(1+)(aq) + 2NO2(1–)(aq) Hydroxide Mg(NO3)2 (aq) + NaOH(aq) →
Mg(OH)2(s) + 2NaNO3(aq) Ca(NO3)2+2Na–OH ––––––––––––>2NaNO3+Ca(OH)2 NaOH(aq) +
Sr(NO3)2(aq) –––> NaNO3(aq) + Sr(OH)2(s) Ba(NO3)2 + 2NaOH ====> Ba(OH)2 ppt +
2Na(NO3) Sulphate Mg(NO3)2 + Na2SO4 – MgSO4 + Na2NO3 Ca(NO3)2 (aq) + Na2SO4 (aq) ⇒
2NaNO3 (aq) + CaSO4 (s) Sr(NO3)2 (aq) + Na2SO4 (aq) → SrSO4 (s) + 2NaNO3 (aq) Na₂SO₄ +
Ba(NO₃)₂ –––> BaSO₄ + 2NaNO₃ Fluoride 2NaF + Mg(NO3)2 MgF2 + 2NaNO3 2NaF +
Ca(NO3)2 –> 2NaNO3 + CaF2 2NaF + Sr(NO3)2 –> SrF2 + NaNO3 2NaF + Ba(NO3)2 –> BaF2 +
NaNO3 Phosphate 3Mg(NO3)2(aq)+ 2Na3PO4(aq)––> Mg3(PO4)2 + 6NaNO3 2Na3PO4 +
3Ca(NO3)2–––>6NaNO3 + Ca3(PO4)2 Sr(NO3)2 (aq) + Na2SO4 (aq) → SrSO4 (s) + 2NaNO3
(aq) Na3PO4 + Ba(NO3)2 –> Ba3(PO4)2 + NaNO3 The aim of this experiment was achieved. The
hypothesis was tested and supported as Group II metal

Investigating The Chemical Equation For Photosynthesis
Research Question
What is the effect of varying the distance (cm) of the Elodea plant from the light source at (5cm,
15cm, 25cm, 35cm and 45cm) (±0.05) on the photosynthetic rate by counting the number of oxygen
bubbles rising up the test tube per minute (bubbles 〖min〗^(–1))?
Aim
To investigate the effect of varying the distance (cm) of the Elodea plant from the light source at
(5cm, 15cm, 25cm, 35cm and 45cm) (±0.05) on the photosynthetic rate by counting the number of
oxygen bubbles rising up the test tube per minute (bubbles 〖min〗^(–1)).
Background Information
Photosynthesis is the process by which plants, some bacteria, and some protistans use the energy
from sunlight to produce sugar, which cellular respiration converts into ATP (Farabee, 2010). The
chemical equation for photosynthesis is:
6〖CO〗_2+ H_2 O→C_6 H_12 O_6+ 〖6O〗_2
There are two stages to photosynthesis. The first stage of photosynthesis is a set of reactions
typically referred to as the light–independent reactions (Damon, 2007). The light–independent
reactions predominantly involve photosynthetic pigments (including chlorophyll) absorbing light
energy and undergoing a conversion into chemical energy known as Adenosine Triphosphate (ATP).
Also, light energy is utilised by the plant to undergo a reaction called photolysis of water. In this
reaction, a water molecule is split into its component elements; hydrogen and oxygen (Damon,
2007). The oxygen is extracted from the plant as a waste product and can

The Effect Of Speed Pressure On Working Memory During...
Abstract
This study examined the effects of speed pressure on working memory during mental arithmetic
tasks. 392 undergraduate students' working memory capacities were measured and participants were
divided into high and low working memory groups. They were then randomly assigned into the fast
or slow condition and tested with the critical stimuli compromised of addition equations. The
findings showed that fast conditions result in higher error rates than the slow conditions. The speed
pressure also caused high working memory individuals to shift from using rule based processing to
associative processing whereas low working memory individuals used associative processing in
both conditions. However, the study found that both groups show ... Show more content on
Helpwriting.net ...
Previous studies (Beilock, 2008; Beilock, Kulp, Hot, & Carr, 2004; Beilock & Carr, 2005; Gimmig
et al., 2006; Beilock & DeCaro, 2007) have examined 'choking under pressure' and concluded that it
occurs for those with high working memory (HWM) capacities whereas low working memory
(LWM) individuals were not affected. Although this finding has been common amongst researchers,
each have examined different factors contributing towards pressure induced failure, in an attempt to
explain the phenomena and most accurately coincide with real life situations.
According to Beilock et al., (2004), explicit monitoring and the Distraction Theory are reasons as to
why skills may fail under pressure. Explicit monitoring, or self–focus, causes the disruption of
automatic processes as individuals force conscious control over the task, causing poorer
performance despite the extra effort and attention (Beilock et al., 2004). In contrast, the Distraction
Theory claims that pressures fill the WM with worries and concerns over performance and task
content which in consequence competes with the resources which are normally utilised for
execution (Beilock et al., 2004). To date, most researchers have provided evidence in support for
explicit monitoring and its effects of choking under pressure whilst the Distraction Theory has not
been adequately

Essay about Ionic Reactions
Ionic Reactions
Abstract
This experiment is designed to study the nature of ionic reactions, and write net ionic equations for
precipitation reactions, as well as to identify spectator ions, perception reactions and solubility of
different compounds.
Experiment and Observations
In this experiment I was using a 96–well plate to add two drops of the following solutions into seven
wells in rows A through E: cobalt (II) nitrate, copper (II) nitrate, iron (III) nitrate, barium nitrate, and
nickel (II) nitrate. Afterward, two drops of each of sodium phosphate, sodium iodide, sodium
sulfate, sodium chloride, sodium bicarbonate, sodium carbonate and sodium hydroxide were added
to the five vertical wells under columns ... Show more content on Helpwriting.net ...
This was expected because the solubility rules stated that these were all insoluble substances. I was
careful to add exactly two drops of each into each well, as to keep my experimental error to a
minimum.
Questions:
A. Compare your results with the solubility rules and/or solubility table in your chemistry text.
B. Do your results agree with your expectations from the solubility rules/table? Yes, my results did
agree with my expectations from the basic solubility rules.
C. Which anions generally form precipitates? What are exceptions? Most hydroxides, sulfides,
carbonates and phosphates form precipitates. Alkali metals, barium, silver nitrate, silver nitrite and
silver perchlorate are some exceptions.
D. Which anions generally do not form precipitates? What are the exceptions? All nitrate salts, alkali
metals, ammonium salts, sulfates, acetates, and halides do not form precipitates. Calcium sulfate,
strontium sulfate, barium sulfate, lead (II) ions, silver halide, lead (II) halide and mercury (I) ions
are some exceptions.
E. Which cations generally do not form precipitates? All cations in groups 1 and 2 of the periodic
table generally do not form precipitates.
http://chemistry.about.com/od/lectureclassnotes/a/Qualitative–Analysis.htm F. Select 10 reactions

that produce a precipitate, color change, or gas and write balanced chemical equation and a net ionic
equation for

Reliability And Availability Evaluation Of A System Switched
RELIABILITY AND AVAILABILITY EVALUATION OF A SYSTEM SWITCHED TO
ANOTHER SIMILAR, SUBSTITUTE OR DUPLICATE SYSTEM ON TOTAL FAILURE
ABSTRACT
A two–unit standby system is considered with two types of repair facilities. One facility repairs one
unit at a time and other facility repairs both the units simultaneously. When both the units fail, if unit
can be repair in short time then repair will be continued, otherwise in order to improve availability
another substitute system taken from outside is used, which is guaranteed for failure free operation.
Assuming failure and repair times as exponentially distributed, Expressions for the mean time to
system failure (MTSF), the steady state availability and busy period for system are derived using
linear first order differential equations. A particular case for the proposed system is discussed in
which substitute system was not considered. Also comparison is performed graphically to observe
the effect of the proposed system on Availability.
Keywords: Availability, Linear first order differential equation, Mean Time to System Failure,
Reliability, Steady State Availability.
1) INTRODUCTION
Competition exists in every field, to keep ahead a major challenge is availability improvement of a
system, as less availability has negative impact. People often use "availability" and "reliability"
interchangeably. In fact, however, the two terms are related but have distinct meanings. Reliability
(as measure of the mean time between system

The New Digital Currency Movement
In a world where information is at your fingertips, privacy and security are the new luxury. The
question then is posed as: How do we deal with the issue of trust and find a solution that will make
us feel safe online? The Blockchain could be your solution. What is the Blockchain? The
Blockchain is said to be a product of the new digital currency movement however others will argue
that cryptocurrencies are a direct result from the blockchain design. Let's explore further and then
you can determine which came first.
I will start by explaining the development of the blockchain followed by the purpose and process in
which it operates. Then, I will explain the blockchain in relation to cryptocurrencies and give a brief
description of the top ... Show more content on Helpwriting.net ...
To this day, no one knows who is the creator of the blockchain or the cryptocurrency Bitcon, but we
can derive, from the references in the portable document format on bitcoin.org, that the idea is not
original to the creator. Nonetheless, the creation of the file put forth a working idea for "a [...] peer–
to–peer version of electronic cash [that] would allow online payments to be sent directly from one
party to another without going through a financial institution" and" the network [would] timestamp
transactions by hashing them into an ongoing chain hashed–based–proof–of–work forming a record
that cannot be changed without redoing the proof–of–work" (Nakamoto, "Bitcoin").
What is the blockchain?
The blockchain is a very complex topic and like the internet you only need to know the basics of
how it works and not what goes behind the scenes, to have it running, because there would be others
with the capacity and knowledge to administer that part for the rest of us. Accordingly, I will attempt
to provide an explanation of what the blockchain is in the simplest form possible. A blockchain is "a
type of distributed ledger, comprised of unchangeable, digitally recorded data in packages called
blocks" ("Blockchain Technologies"). As illustrated by Ameer Rosic, the blockchain is a block of
data which is linked to a chain of other data blocks made available through a

Design Of The Guidance And Control Missile System
During the design of the guidance and control missile system, the missile mathematical modeling is
one of the most important steps. In this chapter, the mathematical model of the missile will be
structure using six equations of motion to represent the motion of a body with six degrees of
freedom, three force equations and three moment equations [6, 7]. Definitions of coordinate systems
Two coordinate systems can be defined to describe the movement of missile: the earth–fixed
coordinate system and the body coordinate system. The two coordinate systems are right–handed.
Earth–fixed coordinate system (ECS)
The axes X_E and Y_E point to the directions north and east respectively, and are located on a plane
tangent to the surface of the earth. Consequently, axis Z_E point down the center of the earth,
according to the rule of law. In the literature, this coordinate system is also called the local
coordinate system or northeast–down (NED). Body coordinate system (BCS)
This coordinate system is assumed to be fixed to the flight vehicle center of gravity and moving
there with. The axis X_B advanced forward through the nose, axis Y_B through the wing starboard
(right) and the axis Z_B down. Coordinate transformation system
The transformation T_BE the coordinate system fixed ground the axes of the system coordinates of
the missile body axes is performed by a yaw rotation, pitch, and roll around the longitudinal axis,
lateral, and normal ( vertical), respectively .

Copper Sulfide Lab
This experiment was performed to become familiar with chemical formulas and the processes for
the chemical reactions. By breaking down the chemicals, we were able to obtain certain reactants
that were already part of the product. In three trials, the zinc chloride's mass ranged from 1.16 g to
1.62 g. Mass of the chlorine found in the zinc chloride ranged from 0.66 g to 0.96 g. In the three
trials of the copper sulfide lab, the copper sulfide's mass ranged from 2.38 g to 3.18 g. The mass of
the sulfur in this lab ranged from 0.64 g to 1.51g. Introduction: Chemical formulas indicate how
new compounds are formed by chemical combinations of other compounds. To understand
reactions, a person should be able to denote the elements from which compounds are formed. By
knowing how to write a proper chemical formula and equation, then a person is able to determine
formula and molecular weights, percentage composition, the moles, and empirical formulas. A
chemical formula tells you the correct ratio of each element in the compound and the type of
properties it will have. Combinations of the same element, but in different ratios produce different
reactions; the chemical makeup of each substance. In the zinc chloride and copper sulfide reactions,
knowing the chemical formula helps better understanding of the reactions and the chemical changes
occurring. Equipment: The equipment used for this lab are: a Bunsen burner, balance, 50–mL
graduated cylinder, wire gauze, crucible and

Chemistry Assessment Task
Chemistry Assessment Task Tong Yi
PART A
C6H12O6  C3H4O3  C2H6O + CO2
Ethanol or as we know as alcohol in our beverages can be made from any fruit or vegetable that
performs photosynthesis which produces glucose shown As required as the reactant of the previous
equations.
Balanced chemical equation for Photosynthesis:
6CO2 + 6H2O  C6H12O6 + 6O2 (light energy is used as a catalyst in this equation)
Balanced chemical equation for the fermentation of glucose to ethanol:
C6H12O6(aq)  2C2H5OH(l) + 2CO2(g) (yeast acts as a catalyst in this reaction.)
As the diagram on the right displays, one molecule of Glucose produces two molecules of carbon
dioxide and two molecules of ethanol. The fermentation of glucose to ethanol is only possible if
oxygen is absent otherwise instead of producing ethanol and carbon dioxide, lactic acid is produced
instead.
The first part of the breakdown of glucose is known as Glycolysis, in which one molecule of glucose
is broken down to two molecules of pyruvate (C3H4O3). The second part is the fermentation
process in which the two pyruvate molecules are converted to two molecules of ethanol and two
molecules of carbon dioxide.
PART B
i. Ethanol is considered as a alternative fuel at a lower cost level in relation to gasoline. It is
produced by fermenting sugars from a range of feedstock such as wheat and corn. Ethanol is
blended with gasoline from E10 (5% ethanol – 95% gasoline) to E85 (85% ethanol – 15% gasoline).

A Mathematical Model: An Idealization of a Real Problem
A mathematical model is an idealisation of a real problem. Mathematical models also allow
predictions to be made in studies. These models are usually expressed in functions. Graphs are then
plotted from these functions and will be analysed. The mathematical model that will be studied in
this investigation is mainly the cubic function.
Cubic functions are equations that are expressed in the form of f(x)=ax3+bx2+cx+d where a≠0 and
a,b,c and d are constants. There are usually two stationary points and an inflection point in cubic
functions. This inflection point can either be a stationary inflection point or a non–stationary
inflection point.
Cubic equations were known to the ancient Babylonians, Chinese, Greeks, Egyptians and Indians.
Physicians and mathematicians in the past such as Hippocrates , Diophantus , Menaechmus ,
Archimedes and many more have studied the cubic function.
The aim of this investigation is to investigate the relationship between the stationary points of a
cubic polynomial and the point of inflection of cubic functions .This investigation will also discuss
the contexts of applying cubic models to the real life situations.
Several items were used in completing this investigation. A TI–84 plus calculator from Texas
Instruments was used. A printer was also used in printing the papers in this investigation
In this task, a real life situation is that the electricity used in a house is charged into an electricity
bill. The electricity consumption in Australia

Availability Improvement For Single Unit System With Two...
AVAILABILITY IMPROVEMENT IN SINGLE UNIT SYSTEM WITH TWO TYPES OF REPAIR
FACILITIES
Gurvindar Kaur and pooja vinodiya
School of Studies in Statistics
Vikram University Ujjain (M.P.)
Email:gkbhatti2289@gmail.com
ABSTRACT
This study deals with the reliability, availability, and busy period characteristics of single unit
system. On failure of the system, if system can be repaired in short time then repair will be
continued, otherwise in order to improve availability another substitute system taken from outside is
used, which is guaranteed for failure free operation and an expert repairman is called for fast repair
of the unit. Assuming failure and repair times as exponentially distributed, expressions for the mean
time to system failure (MTSF), the steady state availability and busy period for system are derived
using linear first order differential equations. A particular case for the proposed system is discussed
in which substitute system was not considered. Also comparison is performed graphically to observe
the effect of the proposed system on Availability.
Keywords: Availability, Linear first order differential equation, Mean Time to System Failure,
Reliability, Steady State Availability.
1) INTRODUCTION
Competition exists in every field, to keep ahead a major challenge is availability improvement of a
system, as less availability has negative impact. People often use "availability" and "reliability"
interchangeably. In fact, however, the two terms are related but have

Experiment #8: Limiting Reactant
Experiment #8: Limiting Reactant
Abstract
In chemical reactions, the significance of knowing the limiting reactant is high. In order to increase
the percent yield of product, increasing the limiting reactant, possibly, is the most effective. In this
experiment we were able to calculate limiting reactants from the reaction of CaCl2. 2H2O +
K2C2O4.H2O(aq). As a group, we obtained our salt mixture of calcium chloride and potassium
oxalate, and weighed the mixture. We were able to make an aqueous solution from the mixture and
distilled water. We boiled and filtered off the solution, leaving the precipitate. Once the precipitate
was dried overnight, it was weighed and the mass was measured. Then we calculated the moles of
the precipitate. ... Show more content on Helpwriting.net ...
After cooling, the experimenters filtered the mixture using the filter paper and funnel
6. Experimenters left the filter paper to air dry overnight
7.The air dried filter paper was then placed on the weighing scale and results were recorded
Results
In experiment A the results from the precipitation of CaC2O4 H2O from the salt mixture were
obtained by weighing the items listed on Table 1 on a scale.
Table 1.
Mass of Beaker (g)
102.994g
Mass of Beaker and Salt Mixture
104.683g
Mass of Salt Mixture (g)
1.689g
Mass of Filter Paper (g)
1.336g
Mass of Filter Paper and CaC2O4 H2O (g)
2.000g
Mass of Air–Dried CaC2O4 H2O (g)
0.664g
In Experiment B the limiting reactant was determined to be CaCl2 when two drops of the test
reagent 0.5 M CaCl2 was added to the supernatant liquid in test tube 1, and a precipitate formed.
Since there was a reaction, there was C2O42– in excess and Ca2+ is the limiting reactant in the
original salt mixture present in test tube 1 . This was further confirmed when two drops of the test

reagent .05M K2C2O4 was added to the supernatant liquid in test tube 2. There was no precipitate
because Ca2+ was not present since it was the limiting reactant and instead C2O42– was in excess.
Table 2.
Moles of CaC2O4 H2O precipitated (mol)
.0045 (mol)
Moles of limiting reactant in salt mixture (g)
CaCl2 .0004 (mol)
Mass of limiting reactant in salt mixture (g)
CaCl2 .4995 (grams)
Mass of excess reactant in salt mixture

Titration Of Hcl Lab Report
For this experiment, a series of strong acid–strong base titrations were performed to determine the
unknown solution concentration of HCl. KHP was first titrated with NaOH in order to create a
standardized solution of NaOH. This solution was used to titrate a known volume of the unknown 1
HCl solution. The results were then used to determine the exact concentration of the original HCl
sample. One thing that could be changed during this lab is to use a more neutralized sample of
deionized water. Throughout the rinsing process of the pH probe, the deionized water's pH reading
would be more basic instead of neutral. Therefore, when testing the pH of the analyte, the results
were slightly basic rather than having a pH of zero. This could have resulted in the pH of the
solutions being slightly off when it came to the LabQuest readings.
The volumes of NaOH titrated at the endpoint and equivalence point related to one another
throughout the experiment. The volume was always greater at the endpoint than at the equivalence
point. For the titration of HCl and NaOH, the amount of NaOH added at the endpoint was 9.00 mL
and the 2nd derivative curve amount was 9.033 mL. Throughout Trial 2 and titrations of KHP and
NaOH, this same trend was seen. The most accurate volume amount of NaOH was determined by
looking at the equivalence point. This is the point where all of the H+ was neutralized by OH–. The
endpoint is where the indicator, phenolphthalein, changed color based on pH. The color

Reflection Paper On Beautiful Mind
Beautiful mind was about a man John Nash who developed Schizophrenia over the life span of his
adult life. The movie started out about the time John Nash went to college. Nash was a mathematical
genius going to school at Princeton University. Nash struggled to contribute to serve as his legacy to
the world of mathematics. During John Nash college experience, he starts to show signs of
obsession about his project he is working on. Nash was awkward when it came to time to socialize
with his group of friend and women. Nash was very blunt and turned everything into a mathematical
equation. While at Princeton after being told his plan for his mathematical equation just was not
going to get him a spot. Nash went back to his dorm running his head into the glass. This is when
Charles Nash's roommate intervenes and tries to calm Nash down. Nash then again became
obsessive over his project but it ended up working to his advantage and ended up making a
mathematical breakthrough in history. Nash ended up graduation Princeton. He gets a job at
Massachusetts Institute of Technology (MIT) as a teacher and research position. During His time as
a teacher and researcher he has went to the Pentagon and helped the military crack a code. This is
where he met "big brother." Big Brother offered Nash a job to break codes to help find the
placement of the lost bomb that the Russians are trying to hide. This is a dangerous job and Nash
was the perfect person for the job because he had no family

Lab Report : Chemical Equation Of The Products And...
Objective: The purpose of the lab was to see if when two compounds were combined a reaction
would occur. If the reaction did occur we wrote a balanced chemical equation of the products and
reactants with the correct solubility rule.
Safety:
wear protective eye goggles
have long hair tied up
wear close toed shoes
Wear correct clothes(not baggy)
MSDS safety precautions:
1. Sodium Carbonate (Na2CO3):
Sodium Carbonate is harmful when it is inhaled. It can cause irritation when touched to the body. If
you get Sodium Carbonate on your skin or eyes you should use the eye wash station/sink and get
medical aid. To prevent this from happening you should wear eye goggles.
2. Calcium Nitrate(Ca(NO3)2):
You should avoid inhalation of Calcium Nitrate and getting it on your skin or eyes. To prevent its
transmission you should wash skin and clothes after using these products. These products may be
combustible at high temperature so keep it at room temperature.
3. Potassium Nitrate (KNO3): Avoid inhalation and skin/eye contact. In case of contact you should
wash the surface of infection with plenty of water. Do not ingest Potassium Nitrate. Potassium
Nitrate is slightly explosive in the contact with easily oxidizable substances and when heated to
decomposition lethal fumes are emitted.
4. Barium Chloride (BaCl2):Barium Chloride is hazardous in contact with skin or eyes as well as
inhalation and indigestion. The substance is toxic to many human organs on overexposure.

Mistakes In 'The Cold Equations' By Tom Godwin
The Cold Equations SP In the short story "The Cold Equations" by Tom Godwin a message is told:
mistakes come with consequences and sometimes you must sacrifice something to fix them. The
story takes place at a time far into the future (the late 2170's) on an EDS (Emergency Dispatch ship)
spaceship called the Stardust. It tells of an EDS pilot whose name is Barton, and Marilyn, a female
stowaway who illegally made her way onto the ship in order to see her brother at the ship's next
delivery point. The EDS's only have enough fuel to reach their destination with calculated amount of
weight aboard. The extra weight of Marilyn would prevent the ship from delivering medical supplies
and saving men on the other planet so she would have to leave. Marilyn did not realize this when
she ... Show more content on Helpwriting.net ...
Finally she told her brother over the space radio what would happen to her, and Marilyn was ejected
from the ship into space where she would not live long. This goes to show that in order to fix your
mistakes sometimes you must make a sacrifice. There are many other times in the story this message
is confirmed. One example being in the beginning when Marilyn boarded the ship when a sign
above the EDS door clearly stated that she shouldn't. "UNAUTHORIZED PERSONNEL KEEP
OUT" (9). If Marilyn would have followed the directions on the sign, she never would have had
made the mistake of boarding the EDS and wouldn't have had to sacrifice her own life to protect
others. Another example of this is towards the end of the story when she accepts her death. "'Then
I'll go when Gerry passes beyond range'" (10). This is when Marilyn realizes that she must pay the
consequence of death to save everyone on the other planet and fix the mistake she made. The final
way the author portrays the message is in the end when Marilyn leaves the ship. The author writes,
"He pushed the lever up and the door slid its quick barrier between them, enclosing her in the black
and utter darkness for her last

I Can Add Numbers Using A Number Line
Good Moring class, today we are going to be learning about how to add with a number line. Raise
you hand if you have ever used a number line to add? If not that perfectly acceptable because after
today, you will know how! Your I can statement for to is "I can add numbers using a number line."
We will start out with a demonstration of a number line and vocabulary, then we will use our bodies
to understand number lines, we will practice and then you all will complete a worksheet
independently. Let get our thinking caps on and get ready to work hard! Teacher will play a video of
the jumping jelly bean which demonstrates how to use the number line to add. After the video is
complete the teacher will draw a number line and an equation. The teacher will tell students that a
number line had arrows at each end, and dashes along it to show where each number goes. The
number line will go to 20. The teacher will explain that 4+8= is an addition equation and that each
number is called an addend, the + and = are signs and the answer is the sum. The teacher will then
demonstrate how to use the number line to add two addends. Once this is complete students will line
up to go outside.
Middle
Direct instruction ("I do it" – Teacher modeling, direct teaching of content)
Activity 1: Once students are outside the teacher will draw a number line up to 20 with chalk. The
teacher will give an equation to model to the students so they will understand how to do this activity.
The teacher will say

The Chemical Equation For Photosynthesis
Abstract The undersides of three pieces of spinach leaves were painted with clear nail polish. Clear
tape was placed onto the area and carefully removed to get the leaf impression. The impression was
viewed under the microscope and the amount of stomata was recorded in the data table.
Introduction
Photosynthesis is the conversion of unusable light energy to usable chemical energy inside
chlorophyll. This energy is stored in sugar. The chemical equation for photosynthesis is 6CO2 +
6H2O ––––––> C6H12O6 + 6O2. Photosynthesis supports almost every organism in some way. The
sugar that chemical energy is stored in can be transformed into ATP, the fuel that powers the
majority of living things, through cellular respiration. (Farabee, 2007) Leaves have a waxy
waterproof outer coating called the epidermis and a very thin layer called the cuticle. This layer
contains guard cells, which expand and contract through photosynthesis. This action allows the
stomata, or pores, to open and close. The stomata controls transpiration and the passage of oxygen
and carbon dioxide through the leaf. Interior leaf tissue is called mesophyll, and this is where
chloroplasts can be found. They are found mainly in the columnar cells near the surface called
palisade parenchyma, and the irregular cells beneath called spongy mesophyll parenchyma. Water is
transferred to the leaves through veins and a tissue called xylem. ("Leaf Structure and Function,"
2011) The chloroplasts of a leaf are the main

Summary Of The Movie Hidden Figures
The movie Hidden Figures is based on the remarkable true story of African American women
working for NASA in Hampton, Virginia 1961. With all their hard work and determination, they did
the calculations and equations for the shuttle launches of Friendship 7, Apollo 11, and other Space
missions. One out of these women was a brilliant mathematician named Katherine Gobel– Johnson.
As a young child, Gobel she was recognized for her high intellect and was recommended to an
alternative school so they can see what she can really do. At first, Katherine's parents were hesitant
because of the cost to send an African–American child during that time but the teachers made a
collection and full scholarship for Katherine to go. During the movie, young Katherine was
presented to solve the equation Katherine solved the equation and the answer was x=1, –7, 3, and –
1/2. Katherine graduated high school at age 18, then went to West Virginia State College now called
West Virginia State University. She graduated summa cum laude with degree in Mathematics and
French in 1937. Next, she became the first female African–American to attend West Virginia
University Graduate School. With her superb mathematical intellect, Katherine became a
"computer" at NASA. On the article called Human Computers found on NASA, "The term
'computer' referred to people, not machines. It was a job title designating someone who performed
mathematical equations and calculations by hand. Over the next thirty years, hundreds

Essay about Control System Response in Time Domain
| 3304ENG/7517ENG – Control SystemsSemester 1, 2012 | | System Response in Time Domain |
Name | Student No | Time Slot | Signature | 1 Johan Jarvi | | Monday | | Tuesday | | Wednesday | |
Thursday | 13:00 | Friday | | | | 2 Lachlan Hutch | | | | | | | | We, by signing this page, declare that the
work presented in this report is all work done by us, unless appropriate reference has been made to
the work of others. We acknowledge that should this not be the case the report will receive zero
marks and due action may be taken. | | Lab Number: 1 | | | Demonstrator | | Submitted on | | Mark
Received | |
Experiment 1
1.1. Requirements of Experiment 1 ... Show more content on Helpwriting.net ...
The values of Kp are 0.2576, 0.7727 and 10.3 for T1(s), T2(s) and T3(s) respectively.
1.3. Solution Description
In order to complete the experiment the values for Kp were needed as shown at the end of the
previous section. The method of simplify the block diagram in section 1.2 to the final transfer
function equation is shown below:
Ts= KpKmKθτS+1s+KpKmKθ
Then by substituting in values for Km, Kθ and τ, gives:
Ts= 15.53Kp0.1s2+s+15.53Kp
Ts= 155.3Kps2+10s+155.3Kp eq. 1.3.1.
That then is the final version of the simplified equation to get the values for Kp needed in the ESVL
section of the experiment.
In order to calculate the response characteristics the equations listed in the introductions were
utilized and programmed into the MATLAB program in order to speed up the calculation progress
for each of the experiments.
The MATLAB code generated was quite basic, the program aimed to easily calculate the required
variables through firstly finding the pole locations using the MATLAB built in abs

The Establishment of a Chemical Equation Using the Method...
chem labYoav Arjang 9/30/2012 AP Chemistry Lab Report I. Introduction: a) Title: The
Establishment of a Chemical Equation Using the Method of Continuous Variation. b) Purpose: the
continuous variation method is used to establish a chemical equation by displaying on a line graph
the change/difference in temperature caused by the composition of acids and bases in the solution.
II. Apparatus and Materials: A) Goggles B) Acid C) Base D) Digital Thermometer E) Pipet (10ml
and 100 ml) F) Buret G) Plastic foam cup H) Beaker III. Outline of Procedure: For each system,
measure the quantities of the ... Show more content on Helpwriting.net ...
The point at which the indicator changes colour is called the end point. A suitable indicator should
be chosen, preferably one that will experience a change in colour (an end point) close to the
equivalence point of the reaction. First, the burette should be rinsed with the standard solution, the
pipette with the unknown solution, and the conical flask with distilled water. Secondly, a known
volume of the unknown concentration solution should be taken with the pipette and placed into the
conical flask, along with a small amount of the indicator chosen. The known solution should then be
allowed out of the burette, into the conical flask. At this stage we want a rough estimate of the
amount of this solution it took to neutralize the unknown solution. The solution should be let out of
the burette until the indicator changes color and the value on the burette should be recorded. This is
the first (or rough) titre and should be disclosed from any calculations. At least three more titrations
should be performed, this time more accurately, taking into account roughly where the end point
will occur. The initial and final readings on the burette (prior to starting the titration and at the end
point, respectively) should be recorded. Subtracting the initial volume from the final volume will
yield the amount of titrant used to reach the

Essay on Chaos Theory Explained
Chaos Theory Explained "Traditionally, scientists have looked for the simplest view of the world
around us. Now, mathematics and computer powers have produced a theory that helps researchers to
understand the complexities of nature. The theory of chaos touches all disciplines." –Ian Percival,
The Essence of Chaos Part I: The Basics of Chaos. Watch a leaf flow down stream; watch its
behavior within the water... Perhaps it will sit upon the surface, gently twirling along with the
current, dancing around eddies, slightly spinning, then all of a sudden, it slaps into a rock or gets
sucked beneath the water by a small whirlpool. After doing this enough times one will realize it is
nearly impossible to accurately ... Show more content on Helpwriting.net ...
In the last years of the 19th century French mathematician, physicist and philosopher Henri
Poincare' stumbled headlong into chaos with a realization that the reductionism method may be
illusory in nature. He was studying his chosen field at the time; a field he called 'the mathematics of
closed systems' the epitome of Newtonian physics. A Closed system is one made up of just a few
interacting bodies sealed off from outside contamination. According to classical physics, such
systems are perfectly orderly and predictable. A simple pendulum in a vacuum, free of friction and
air resistance will conserve its energy. The pendulum will swing back and forth for all eternity. It
will not be subject to the dissipation of entropy, which eats its way into systems by causing them to
give up their energy to the surrounding environment. Classical scientists were convinced that any
randomness and chaos disturbing a system such as a pendulum in a vacuum or the revolving planets
could only come from outside chance contingencies. Barring those, pendulum and planets must
continue forever, unvarying in their courses.2 It was this comfortable picture of nature that Poincare'
blew apart when he attempted to determine The stability of our solar system... For a system
containing only two bodies, such as the sun and

Jack Price's Model Essay
Jack Price describes some common mistakes that students make when dealing with equations. He
suggests ways to help students minimize these mistakes. Why does he suggest that students should
have more time to work with manipulatives?
Mr. Price mentions that extending the lesson and allowing students more time to work with
manipulatives allowed them a time to develop rules to help the solve equation effectively and
efficiently.
Write a story problem that can be modeled by the equation shown below.
20 = g + (2 g) + 2
Bonnie works for 2 hours at G dollars. When Bonnie does over time, she earns twice as much. How
much does Bonnie make per hour if she works a total of twenty hours?
Model
How is solving an equation like maintaining a balance ... Show more content on Helpwriting.net ...
He wrote equals signs on the board. Students were asked to define the meaning of the equal signs.
He continues the discussion until students arrive at the correct meaning. Knowing what students
know before the lesson helps the instructor plan a practical lesson and sort out any misconceptions
before teaching the lesson.
Expert's Evaluation
– students experience success at the beginning of the lesson
– permits identification of misconceptions
Compare Your Evaluation
The expert and I both emphasized the importance of identifying any misconceptions that students
have about the lesson. Knowing those students has these misconceptions helps the instructor sort out
these mistakes to help students understand the lesson in a better way.
''Using manipulatives to illustrate a concept.''
Observed outcome:
The manipulative that was used, allowed students to move them around creating their own rules of
balancing equations. Students were allowed hands–on manipulatives that they moved from one side
to the other to balance the scale. This deepens the students understanding.
Expert's Evaluation

– allows students to develop rules for themselves
– develops a concrete understanding the builds to the

The Effect Of Cellulose On The Chemical Equation
Abstract/Introduction
The definition of burning is a rapid combustion that gives off light and heat. Burning is a chemical
change for new substances are created that cannot changed back are formed. Oxygen is needed for
combustion or also called rapid oxidation. When oxygen is added, it causes a fire to burn hotter and
faster. In this lab both wood and steel wool were burned in pure oxygen and air.
Wood is mixture of many substances but for this lab we will focus on the cellulose aspect for the
chemical equation. Cellulose has the same chemical formulation as sugar of C6H12O6. So, when
combined with oxygen we have the balanced equation of: C6H12O6 + 6O2 6CO2 + 6H2O. In
accordance to the Law of Conservation the mass of the wood does ... Show more content on
Helpwriting.net ...
2. Burning of Wood Air vs Pure Oxygen
a. Light wood splint on fire then blow out the flame. Remove stopper and place wood splint into
pure oxygen.
b. Repeat this but place wood splint into beaker of just air.
c. Record observations of both.
3. Burning of Candle in Air vs Pure Oxygen
a. Place small candle on glass plate and light it. Place beaker of pure oxygen over the candle and
time how long the candle stays ignited.
b. Repeat with a beaker of air.
c. Record the times of both.
4. Burning of Steel Wool in Air vs Pure Oxygen
a. Take a small piece of steel wool keeping it loosely compact. Hold with tongs and light the wool
with the Bunsen burner until there is a glow then immediately place into the beaker of pure oxygen.
b. Repeat these steps but place into a beaker of air.
c. Record observations of both.
Experimental Results
Mass of Wood and Beaker
(before burning)
52.477g
Mass of Wood and Beaker
(after burning)
52.197g
Observation of glass plate
Black smoke

Table Part 1: Burning Wood in Air
Wood burned in Pure Oxygen
Stick re–ignited when placed in beaker and filled with white smoke
Wood burned in Air
Small amount of smoke and small ember burning on stick then went out
Candle burned in Pure Oxygen
Time burned: 2min 57sec
Candle burned in Air
Time burned: 8sec
Steel Wool burned in Pure Oxygen
Time burned: 19sec Bright light then stuck to the side of glass beaker and cracked the glass looked
like melted metal stuck to the

Accounting Principles and Health Care Essay
Accounting Principles and Health Care
Samantha Mrazek
HCS 571
March 19, 2012
John Hodnette
Accounting Principles and Health Care There are no formal accounting principles that apply to
health care. However, there are five generally accepted guiding principles used in the management
of the financial aspects of health care management (Cleverly, Song & Cleverly, 2011).
Understanding the five guiding principles are important in understanding financial information and
managerial accounting and how the principles relate to health care (Cleverly et. al.). The five
principles include, accounting entity, money measurement, duality, cost valuation, and stable
monetary unit. Each principle and how it relates to health care is ... Show more content on
Helpwriting.net ...
Assets are the resources that the organization has and the money generated. Liabilities are resources
that are owed for services, supplies and other things that the organization has acquired. The ideal
goal of any business is for the assets to be greater than the liabilities (Cleverly et. al.). Duality
Duality is a simple mathematical equation or rather, it seems simple. The equation states, "The value
of assets must always equal the combined value of liabilities and residual interest, which we have
called net assets." (Cleverly et. al. pg. 185 para.1) This requires balancing reports about changes in
either side of the equation. In health care, for instance, changes such as buying supplies, receiving
payment for services, or paying the electric bill are all transactions that require balancing the books,
so to speak, so that the equation is still equal. Cost Valuation Cost Valuation can be defined as
choosing the right price for services, supplies and other things of value (Hutton, 2005). Choosing the
right price may be based on the history of what the entity has paid that is reflected by money
measurement or may be based on other measures of what a cost should be (Cleverly et. al.). Market
value is a way to assess a cost value. This seems to be favorite way with many organizations. This
method is not considered

The Field Of Serpentine Belt Drive System
The first solution is Parameter Estimation. Actually, in certain engineering problems, vibration
control for an axially moving string focuses on the vibration isolation problem. Controllers are
designed to restrict vibration resulting from external disturbances, such as support pulley
eccentricity or aerodynamic excitation, to areas not requiring high precision positioning.
Some basic works have been done in the field of serpentine belt drives are researches on the
vibration characteristics of axially moving string. Beikmann et al., (1996) applied a mathematical
model to examine the transverse vibration and stability of coupled belt–tensioner systems.
Meanwhile, they modeled and analyzed the serpentine belt drive systems with a dynamic tensioner
shown as figure 3.1.
Fig. 1 three–pulley serpentine belt drive system
This model system includes the essential components mounted in serpentine belt drive systems,
which is a driving pulley, a driven pulley, a dynamic tensioner. Assumptions are made to simplify
the modeling of the belt drive system: (i) Damping is negligible, (ii) Belt bending stiﬀness is
negligible and hence belts are modeled as strings, (iii) Axial translation speed of the belt, c, is
constant and uniform, (iv) Belt slippage is negligible, (v) Pulleys other than the tensioner have fixed
axes, (vi) Belt/pulley contact points are those calculated at equilibrium.
Hamilaton's principle can be applied to derive governing equations and boundary conditions. The

Personal Narrative: My Experience With Soccer
assigned a project to be done on Prezi or Powerpoint, I would always make it creative by adding
things that wasn't required in the assignment, or have some visuals and transitions to express action
and movement. Another creative experience I've had was when my friend and I built a Projectile
Launcher for a Physics Project where I built the launcher with a shoe box, duct–tape, and a plastic
pipes. In the box, I built an extra slot which was an ammunition storage, so we didn't have to worry
about carrying the ammunition around and losing it because it was a small as a battery. This
creativity was efficient so that losing or becoming disqualified for not having ammunition on the
due date, wouldn't be a factor in this project.
Being creative doesn't ... Show more content on Helpwriting.net ...
I have played soccer throughout my life, but started off not knowing or having any interest in the
sport, to something I actually enjoy doing the most. The sport has always been apart of my life and
my journey to success, I would always visualize and think of soccer and how to become an even
better player over the course of time. My skill was not natural or was not given to me at birth, I
worked and trained consistently to be able to achieve my goal of being the best player I can possibly
be. Having this skill not only gives me the recognition in the sport community, but I have learned to
communicate with others, meet new people regardless of who they are, interact with the real world,
and how sports is more than just a competitively played game. When I go out with my friends or
practice alone in the park or on the soccer field, I would always have the urge to 'show–off' my skill
to a certain extent and not excessively boast; which means I am very proud of my hard work and
how it can pay off the more I practice. I have also learned that winning is not everything about
soccer and any other sport, winning is just for happiness. In the long–term, as long as I have fun and
enjoy the intensity on the field with my teammates, happiness will come naturally. During many
games of soccer, I have developed what any sport requires, it is confidence. I cannot play soccer
with a low self–esteem on

Essay On The Babylonians
The Babylonian civilization existed from around 3000 BC until 539 BC. The civilization has its
roots to Mesopotamia, a plain between the Tigris River and the Euphrates River, which is now in
modern day Iraq. The Babylonians are notoriously famous in their discoveries and inventions, most
of which we still use today. The civilization–developed ideas such as astronomy, in which they
created the Saros Cycle, a cycle used to predict solar and lunar eclipses. The Babylonians were also
masters in architecture, constructing buildings like the Hanging Gardens using innovative
techniques including glass–covered bricks and adornments of gold and bronze. However, despite
many of these discoveries being forgotten or lost, their advancements in mathematics have been kept
for centuries, and have brought modern ideas of angles, quadratic equations and even knowledge
about the Pythagoras theorem, before Pythagoras himself existed.
One modern–day use of mathematics and quadratic equations, created by Babylonians, was the
collection of taxes. Mesopotamia was a very fertile land; therefore there were a high number of
farmers in the Babylonian Empire. Because of the high number of farmers, tax collectors and
mathematicians had to develop a new and more efficient way of calculating the ... Show more
content on Helpwriting.net ...
Despite the fact that many of their discoveries have been lost through time, it can be concluded that
the Babylonian Empire was very advanced for its time and despite ending with a societal collapse, it
is still possible to find everyday things without knowing they possess century–old roots connecting
to the ancient Babylonian civilization. This truly shows, the large influence the Babylonian
civilization has on our modern day society and our understanding of the

The Influence Of Algebra
Abstract
Modern Times has brought a wide range of systems and methods of mathematics. The beginning of
mathematics had focused on geometry and forms of mathematics, but then during the 16th and 17th
century, algebra started to be known and practiced. Mathematics begin to get more diverse in early
modern times. Throughout the history of algebra, many mathematicians were very focused on
finding solutions to problems and different methods to carry out mathematics. In early 19th–century
practices makes mathematics was based on physical variables. People were concerned with abstract
algebra with situations involving applied mathematics or physics that had expanded to include
abstract algebra. These methods and techniques were able to influence what people do today in
different areas of life. Without algebra solving complicated equations would not be possible, or it
would be more complicated than what it is today. Algebra is a main part in what our world is today
and without its ... Show more content on Helpwriting.net ...
These methods and techniques were able to influence what people do today in different areas of life.
Different areas can include the art world, a lot of scientific research, and also the daily lives of the
people of the world and without algebra, many of these things would be either impossible or close to
impossible to finding the answers that we need today (IAC Publishing, LLC, 2017).
Daily Life. Algebra in daily life allows people to calculate things quickly and easily. Algebra allows
people to figure out different prices on common objects like food and clothing to what cellular
provider is cheapest per month. People can sometimes use algebra many times during the day and
not even realize. Algebra has made it easier for people today and allows for simple connections in
life to be made possible (IAC Publishing, LLC,

Essay on Infinite Surds
| INFINITE SURDS | Ria Garg | | The purpose of my investigation is to find the general statement
that represents all values of k in an infinite surd for which the expression is an integer. I was able to
achieve this goal through the process of going through various infinite surds and trying to find a
relationship between each sequence. In the beginning stages of my investigation I came across the
sequence of ` a1= 1+1 a2= 1+1+1 a3 = 1+1+1+1 While looking at the sequence I came to the
realization that there is a very obvious pattern between each n value. The answer to each n value was
plugged into the next n value. For example if you look at this sequence a1= 1+1 = 1.414213562 a2=
1+1+1 = ... Show more content on Helpwriting.net ...
Also since the sequence is a square root and, the graph shows no evidence of a root value I can
disregard the negative answer to the infinite surd. x=–b±b2–4ac2a X=1+1–41–121 x=1+52 Now, I
would like to carry on my investigation and look at another sequence of infinite surds where the first
term of the sequence is 2+2. In the beginning steps of my investigation I came up with the formula
an+1 = 1+an, which I will be using to further my investigation and find the first 10 terms of my new
sequence. A1 = 2+2 a6 = 2+a5 = 1.847759065 = 1.999962351 a2 = 2+a1 a7 = 2+a6 = 1.961570561
= 1.999990588 a3 = 2+a2 a8 = 2+a7 = 1.990369453 = 1.999997647 a4 = 2+a3 a9 = 2+a8 =
1.997590912 = 1.999999412 a5 = 2+a4 a10 = 2+a9 = 1.999849404 = 1.999999853 Repeating the
same process I completed with the previous sequence of infinite surds, for the next step I will
consider the value of an – an+1

Optimization and Brand Essay
Answers are hi–lighted yellow.
Company A's nationally advertised brand is Brand X. Contribution to profit with Brand X is $40 per
case.
Company A's re–proportioned formula is sold under a private label Brand Y. Contribution to profit
with Brand Y is $30 per case.
Company A's objective is to maximize the total contribution to profit.
Three constraints limit the number of cases of Brand X and Brand Y that can be produced.
Constraint 1: The available units of nutrient C (n) is 30.
Constraint 2: The available units of flavor additive (f) is 72.
Constraint 3: The available units of color additive (c) is 90.
Material units per case of Brand X and Brand Y:
Product
Brand X Brand Y Formula for a case of Brand X = 4n+12f+6c
Nutrient C: ... Show more content on Helpwriting.net ...
The other two extreme points must be solved using both line equations simultaneously: Of the five
extreme points, one point will provide the maximum profit contribution.
Solving for the extreme point where the color and nutrient lines intersect subtract the two equations:
1) 6X + 15Y = 90 Multiply this equation by 2 to eliminate the X variable
4X + 4Y = 30 Multiply this equation by 3 to eliminate the X variable
2) 12X + 30Y = 180
12X + 12Y = 90 Subtract equation two from equation one 18Y = 90 Y = 5 Substituting Y = 5 back
into the first equation
6X + 15(5) = 90 6X + 75 = 90 6X = 15 X = 2.5 Extreme point = (2.5,5)
Solving for the extreme point where the flavor and nutrient lines intersect subtract the two
equatitions:
1) 12X + 6Y = 72 4X + 4Y = 30 Multiply this equation by 3 to eliminate the x variable
2) 12X + 6Y = 72 Subtract equation two from equation one
12x + 12y = 90 –6Y = –18 Y = 3 Substituting Y = 3 back into the first equation
12X + 6(3) = 72
12X + 18 = 72 12X = 54 X = 4.5 Extreme point = (4.5,3)
B. Determine the total contribution to profit if the company produces a combination of cases of
Brand X and Brand Y that lies on the purple objective function (profit line) as it is plotted on "Graph
1".
The

Group 6 Investigation 7 Tuesday 830am Essay
Investigation 7: How Can The Waste Be Made Useful? February 20, 2014 Mian Yang Tuesday
8:30am Group #6 Steven Hengen, Joe Wahl, Colleen Strom, Nicole D Introduction: Chemical
interactions can often lead to the production of environmentally unsafe byproducts. If the
byproducts have no use, they are disposed as waste. Waste disposal companies make profit by
collecting and disposing large amounts of these unused byproducts. These companies often
concentrate the byproduct solutions so that they are easier to dispose of. One particular chemical
waste disposal company wishes to utilize these concentrated byproduct solutions to create
potentially useful solids (Bauer 45). It was the lab group's goal to design procedures for creating ...
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Many ionic compounds can be separated from an aqueous solution in solid form using evaporation
and centrifugation techniques. Evaporation results in separation by phase, as a liquid is vaporized,
and centrifugation results in separation by weight. Evaporation was used to isolate the insoluble
compound sodium sulfate as a solid. Centrifugation was used to isolate the soluble compounds
silver chloride, barium sulfate, and zinc hydroxide as solids. To

Thermal-Mechanical Damage Model Of Fire Essay
frame behaviour in stable states. A number of factors which affect structural performance in fire are
outlined. Among these, the degradation of steel properties at elevated temperature is a main
contributor in loss of structural resistance in fire. The characteristic of behaviour of steel at elevated
temperatures from test findings are evaluated. These are compared with the simplified constitutive
models of structural steel provided in EN–1993–1–2 and EN–1994–1–2.
The review of the literature works indicates that there is a gap in assessing structural robustness
against progressive collapse in fire with sophisticated material deterioration modelling. Several
theoretical thermal damage models for concrete are currently available in ... Show more content on
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The values of all parameters are identified. This is followed by applying the calibrated damage
model to steel frame analysis and validating it using fire tests and other numerical work on steel
frames. For the purpose of numerical evaluations, two material models are considered: (i)
Constitutive model without considering damage and (ii) Constitutive model with proposed damage
model. The results demonstrate the capabilities of the proposed damage model to reproduce strength
deterioration and the resulting force–displacement history under fire with improved accuracy. This
verifies the capability of the proposed model for predicting large structural deformation and
progressive failure of structures under fire.
Chapter 5:
This chapter studies steel building performance under fire and blast loads. A five–story office
building and a ten–story building are designed in accordance with current building codes,
representing low–rise building and mid–rise building respectively. The damage model is then
applied to the buildings in various scenarios with the intention of thoroughly investigating the
structural failures under extreme loadings. Instead of following notional removal strategy, more
specific accidental scenarios are considered. All structural members within the local vicinity of the

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