America’s Two Assemblies Essay Example for Free

America’s Two Assemblies Essay Introduction The U.S. government is composed of a bicameral Congress. The first one is the Senate, which is represented equally by the states. The second one is the House of Representatives, which is represented by population. This setup is proposed by the Connecticut Compromise, which combines the proposal of New Jersey and Virginia regarding the issues surrounding the creation of a new Congress. New Jersey, one of the smaller states, insisted that each state should have equal representation in the Congress. But the Virginia Plan argued that a legislature based on population is more fitting. So as a result, the two proposals were combined satisfactorily forming the two houses of the Congress (Lader 2002, 55). The U.S. Senate, or the upper house, is bestowed with different powers, one of which is the power to approve the laws and treaties created by the presidential or the executive branch of the government, as well as the ones coming from the lower house. It approves the laws and treaties by the virtue of two-thirds of votes of the whole Senate population. If that number is not reached, the law can be outwardly rejected, shelved, or is requested to be amended (Powers and Procedures 2006, 1). The lower house, or the House of Representatives, on the other hand, is bestowed the power to create bill which, in turn will turn into a law that the whole nation will follow, and eventually, benefit from. The House of Representatives meets to create bills and resolutions, discusses them, and passes them on to the Senate for further review and ratification (The Legislative Process 2006, 1). These are the basic functions of both the Houses. The functions of creating laws will be further discussed in this paper to show that these two assemblies are essential in any system of government to ensure checks and balances on government power. II. Making a Law A bill starts from an idea of a person. It won’t matter if he is a part of the Congress, a social group or organization, or just a regular citizen. The idea then is brought to the House of Representatives so that they can hear out the pros and cons about it. A group especially designed to cater to the needs and the interest of that idea hears it. For example, if the idea is about education, the House Committee on Education and the Workforce handles it. The law starts from a single thought that is processed and formed into a bill (Donovan 2004, 6-11). All American law starts out this way as a bill. A bill is a document that proposes an entirely new law or an amendment to an existing one. The bill can be passed by any member of the Congress, even though the idea of making a law comes from government departments or from political parties, as announced in the party platforms during election campaigns. A bill passed by a member of the House of Representative as projected by the government is called the â€Å"Government Bill.† If an individual member of the Congress passes a bill, it is called a â€Å"Private Member’s Bill† (Brody 2001, 1-3). A bill is not a law yet; it has to be approved first by both the Houses of the Congress, and should be affirmed by the incumbent President. The two Houses of Congress will be assessing the bill and has the power to add proposals to make the necessary changes in it. These proposals are usually debated on; speeches are crafted to pronounce a member’s stand towards the bill. The Congress will be voting towards the approval or the shelving of the bill. Usually, the bill has to be read thrice and has to go through all the necessary changes before it is successfully passed on each House of Congress (Holder 1997, 1-4). Here, we see the interaction of the two Houses of the Congress. A law can impact the nation’s economy, and so that the lawmakers themselves, either from the upper or lower house won’t make a law that would benefit them individually or wholly. Intense deliberation and scrutiny is performed on the every bill that was conceptualized and is passed in the hope that it will be implemented only to benefit the many (Brady McCubbins 2002, 17). III. The Showcase of Balance The innate need of one House of the Congress for the other shows that there is balance in the legislative branch of the government itself. One cannot exist without the other. A bill will not become a law in the absence of either the houses. There would be no law implemented and conceptualized by just one House alone. A single law has to go through the process as required by both the Houses of the Congress (Sajo 1999, 69). These laws, on the other hand, will not become valid without being finalized and approved by the executive branch of government, which is composed of the President and his Cabinet. The final say still belongs to the Head of State. But he cannot influence the Congress as to what laws they should make or ratify. The executive branch can propose and lobby for a bill, but it cannot fully instruct the Congress to just pass it in its favor. Even if the bill is proposed from the above, it still has to go through the same processes. No special treatment is given (Sajo 1999, 89). At this point, the balance between the two branches of the government, namely executive and legislative becomes evident. The President of the United States in his supreme power and capacity, cannot, in any way, influence the Congress to absolutely work for him. He cannot mandate what laws he wanted to be created and passed over to him for finalization. In essence, his office is equal to the legislative office. They work in parallel of each other, so that one cannot take advantage of one another (Sajo 1999, 99). Without the Congress doing its job, the President will have the freedom of making laws himself for whatever reasons he finds urgent. And laws have a big impact to a nation. One wrong law could mean economic distress. One selfish law could suppress freedom. One inappropriate law could wreak havoc. Without the Congress, the President will have his absolute power. The U.S. democratic form of government is gone and a totalitarian form of government will take its place. When that happens, the power shifts heavily to the executive branch of the government (Borrelli 2002, 18). Another branch of the government is the judicial branch. Although the branch does not actively participate in the law-making process, it is directly involved in the implementation of such laws. Even if the legislative body makes the laws and the executive finalizes it, they do not participate in the process of making sure that the laws are fully observed and strictly followed by all members of the society. This is the job of the judiciary. The law applies to all, and that includes the lawmakers who created them and the President of the United States himself. Without the judicial branch of government doing its assigned task of maintaining harmony and peace within the nation’s constituents, the laws would become worthless (Berger et al 2001, 606). IV. The Law and the Society A harmonious society simply cannot exist unless the people who belong in it respect all the governing law implemented to a considerable degree. Laws have the power to settle certain issues in the society and the government. If all people respect the law enough, they would choose to reconcile their individual differences to the context of what is right and valid, as provided by the law’s provisions. All laws should be respectable and sound enough to be appreciated by everyone. Law and morality should also come hand in hand; otherwise, the people will have to choose either to lose their morality or their respect of the law. Laws are created so as to maintain justice in the society; therefore law and justice should be one and the same in the minds of the people (Bastiat 2004, 22). Lawmakers should take it upon themselves to make and amend laws according to the interests of the general public and not for their own personal gains. Laws should help accelerate the resolution of current social conflicts and national dilemma. Every law in the land should represent their citizens accordingly. The law is so powerful it can make a society; and that power is also enormous enough to destroy it in a rather big and convincing way (Lempert Sanders 1986, 15-20). And this is the main responsibility bestowed upon the shoulders of the legislative branch of government. A balanced government cannot exist in the absence of the Congress. The power will swing indefinitely to either the judicial or the executive branch. And the result of that can prove to be perilous to the society (Lempert Sanders 1986, 26-27). V. Conclusion The American law is intensely compiled, created, and enacted to serve a greater purpose in the society. The burden of enhancing the laws does not depend solely on the solons and lawmakers. We, as individual members of the society, have an immense duty to promote and participate in the creation of these laws as well. We have to be active members of the society and have to make a mark for our own good. We should all help the legislative branch to preserve the balance of power in the government and the society. Works Cited Bastiat, Frederick. (2004). The Law. Montana: Kessinger Publishing. Berger, Marsall J., Schatz Gerald S., Laufer Deborah S. (2001). Federal Administrative Dispute Resolution Deskbook. Illinois: American Bar Association. Borrelli, Maryanne. (2002). The Presidents Cabinet: Gender, Power, and Representation. Colorado: Lynne Rienner Publishers. Brady, David W McCubbins, Matthew D. (2002). Party, Process, and Political Change in Congress: New Perspectives on the History of Congress. California: Stanford University Press. Brody, David C. (2001). Criminal Law. Maryland: Jones and Bartlett Publishers. Donovan, Sandy. (2004). Making Laws: A Look at How a Bill Becomes a Law. Minnesota: Lerner Publications. Holder, Angela R. (1997). The Meaning of the Constitution. New York: Barrons Educational Series. Lader, Curt. (2002). Barrons How to Prepare for the Ap U.S. Government and Politics. New York: Barrons Educational Series. Lempert, Richard Sanders Joseph. (1986). An Invitation to Law and Social Science: Deserts, Disputes and Distribution. Philadelphia: University of Pennsylvania Press. Powers Procedures. (2006). United States Senate. [Online] Available at http://www.senate.gov/pagelayout/history/one_item_and_teasers/powers.htm. Sajo, Andras. (1999). Limiting Government: An Introduction to Constitutionalism. New York: Central European University Press. The Legislative Process. (2006). United State House of Represenatives. [Online] Available at http://www.house.gov/house/Tying_it_all.shtml.

Feral Children: Cases and Learning Development

Feral Children: Cases and Learning Development Feral children, wild child, gazelle boy, undomesticated; these are all names that have been given to children throughout the decades defined as A child who is raised without human contact, often raised by wild animals as a result of being abandoned. This is indeed a fact in history that these children exist. There are so many stories, examples and cases of feral children raised by animals in history. Examples like Victor The Wild Boy , Kamala and Amala sisters raised by a wolf, and Robert who was raised by monkeys in Uganda. It is incredible that these children were able to survive. How did they manage to stay alive, and at what cost to their humanity? Are they ever able to gain what they did not learn when integrated back into society? This is a cruel way to treat a little child, either with abuse or even just negligence to care for the child. Today feral children could be defined as any human child suffering from sensory deprivation and can be caused by their own parents. Today the y can be children who have grown up with very little contact or none at all. Feral Children explore the boundaries of environmental factors on human beings, how they develop to become what society deems to be a respectable human and the overall influences of nature versus nurture paralleled to unconditional love and the surrounding of other humans. Many cases of feral children have occurred over several centuries. These children were isolated for so long and to a point where they do not know English or have not even seen another human being. Tales of children living and surviving in the wild, brought up by animals are almost too unbelievable to be true. Feral children are kids who have been confined with little to no human contact. Sometimes they live and survive on their own, or they have been raised by animals. Many cases prove that these feral children are not just some made up tale, but real life children living without any speech or knowledge of what is happening to them. There are many effects that occur to these children from being cut off from the real world. They include learning animal behaviours and possibly never learning to speak. Some of the children became super fast runners at times on all fours, some even covered with hair. Feral children s senses were often more developed than those of children living with hum ans, particularly their sense of smell and hearing. Various children found in the wild could adapt easily to changes in temperature and tolerate more pain. You may need to site some of this information, where did you get the facts? Many people believe that these stories of children raised by animals are just that, stories made up by writers and people with vivid imaginations. This is not true; there are many documented cases of these children. In January of 1799, a young boy with no clothes on was spotted outside a small town of France, near Aveyron. This boy was named Victor, and was around the age of eleven or twelve. Victor behaved like an animal, he ate rotten food with pleasure, he was incapable of distinguishing hot from cold, and he spent much of his time rocking back and forth like a caged animal He lived with a scientist named Dr. Jean-Marc Gaspard Itard. He was dedicated to the education of the young boy trying to get him to be able to speak. Victor made little progress in all these areas and was only able to perform small tasks, such as setting a table. Eventually scientists lost funding for Victor and he was sent to live with a housekeeper. Victor died at the age of 40 in 1828. In a more modern version of feral children is the story of the Romulus and Remus, two young girls who were discovered under the care of a she-wolf in 1920, in Godamuri, India. In order to get to the girls the wolf defended the two girls like they were her own babies, but the wolf was killed because it was attacking the men trying to save the two girls. The two girls were Kamala who was aged eight and Amala aged only 18 months old. The two girls would sleep all day and wake up at night, remained only on all fours, liked eating raw meat, and would bite or growl at people bothering them. They worked with these girls for a long time to try and find out as much as possible about feral children. Amala only lived for a year until she died but Kamala lived for nine more years until she passed away of illness. Kamala did learn a small vocabulary and eventually learned how to walk up right, but still had a good sense of sight in the dark and of raw meats at a great distance. A feral child does not have to be a story about a lost child raised by an animal. Many cases of abused or forgotten children have come up over time. Stories such as kids being found tied to toilets or locked in a basement, some kids forced to live in a dog house because their parents are too drunk to remember them. Genie was a 13 year old girl when police took custody of her on November 25th, 1970. Genie was found only because her mother had applied for welfare and prior to this no one knew she even existed. She would be strapped to a toilet in an empty room where her parents kept her. Also was forced to sleep in a sleeping bag that was way to small for her, genie now has deformed legs because of this. She was kept in such isolation that she couldn t talk or understand people. She could only make small grunts or moans if she needed something, she could also mumble the words no more . She was kept in her room for 10 years because her father thought she was mentally challenged as a baby. Genie had very limited socialization and she was abused for making noise which stunted her ability to communicate. They formed a group of scientists and social workers to help Genie have a normal life; this was later called The Genie Project. They worked with Genie for many years with little progress. Eventually they lost funding for her and she had to be sent to live in many foster homes were she was abused again. She currently lives in California with her foster parents. Another case of this kind of abuse emerged from the Ukrainians, a girl named Oxona Malaya who was found living in a farm kennel. Oxana s parents were both alcoholics and did not care for her well being. This is the reason why she decided to sleep in the kennel with the dogs at such a young age. For six years she was raised by dogs, not having any human contact. Oxona would walk on all fours, bark at people, and pant like a normal dog would. Oxana did not know what a mirror was and showed no recognition of the reflected image of her. This lack of self-awareness makes her, in some respects, more like an animal than a human. These two cases show people what abusing a child can do to then. As She was growing up and learning how to speak, they discovered in a brain scan that Oxana was mentally challenged because of her time spent with the dogs, if she was just raised like a normal girl she could of a had a normal childhood growing up, instead she has to live in a foster home. This is the reason why most children are abandoned or forgotten about, because parents do not want to have a mentally challenged child. She could have lived a normal life if her parents just cared a little more to pay more attention, but now she has to grow up learning how to talk and walk like a normal human being. In a small village in Uganda in 1982 a little boy named John Sebunnya was found living in a tree with monkeys. He ran away from home at the age three because of the abuse he took from his parents, also his parents didn t bother looking for where John ran away. He tells his story to this day of what happened in the little English he knows. Many different councilors and scientists have sat down with him asking about his time living with the monkeys. Different aspects of his story stick out to scientists that make them wonder if this was just a case of the monkeys tolerating the boy. They would just let him eat whatever was left and never cleaned him as they would other monkeys. When it came to cleaning time for the monkeys, they would never clean John, and he said that he would just watch as they pulled bugs from each other s fur. This information made scientists think that the monkeys didn t actually take care of John but just accepted him in the group. Throughout our history, our soc iety has tested the theory of nature vs. nurture. Some scientists believe that we are predisposed according to our genetics on how we behave. This is known as the nature theory. Other scientists believe that we behave in a certain way because of how we are taught. This is known as the nurture theory. One topic sociologists have studied is feral children to help explain these theories. They have found that children raised by animals acquired the instincts and behaviors of the species that raised them. The study of these feral children and children who are raised or kept in extreme isolation makes it hard not to support the nurture theory or statement. These cases prove the importance of education in our society and They show that human beings not only can be educated, but must be educated to become a human being at all. Everything that a child knows or learns must be taught; except for normal body functions like breathing or reflexes. Abilities that determine a child s success in school do not happen automatically they must be developed or nurtured . Children also learn how to be friendly, thankful, honest, trustful and respectful. All these skills must be learned and fostered. Psychologists and Scientists have studied feral children to help them gain insight into human socialization and development. By helping these children with human like abilities due to what they were going through as children. When feral children are discovered and returned to society, they often remain significantly developmentally delayed. Researchers are still trying to answer the question whether these children were already delayed or their abnormalities occurred because of their isolation in the wild. So what makes u s human? Is it society or is it instilled within us? Babies do grow into adults physically, but our social beliefs and ideas are not transferred in our DNA. Even though our bodies may grow, if we are isolated we become little more than an animal. In order for children to develop into well rounded human beings, they must be surrounded by people that care for them and people that will teach them language and how to walk. Through the stories of the feral children whether true or not, it leaves us wondering what makes us human? Feral children are human biologically but their emotions are limited to what they learned in the wild. These children will now never know right from wrong, or even what their own name is, but it goes to show the little attention a child gets makes a big impact on that child in the future. Children need love and protection from other human beings in order to grow up and develop into a human being themselves. The young age these children get lost at or when there f orgotten is the age the child s brain is growing, when they learn speech and ability to walk. It shows us how important it is for children to have the influence of another human to learn and love from. The nurture you give a child as a baby is what gives that child human like behaviors, nurturing a child can last a life time.

The Algorithm of Gaussian Elimination

The Algorithm of Gaussian Elimination In linear algebra, Gaussian elimination is an algorithm for solving systems of linear equations, finding the rank of a matrix, and calculating the inverse of an invertible square matrix. Gaussian elimination is named after German mathematician and scientist Carl Friedrich Gauss. GAUSS / JORDAN (G / J) is a method to find the inverse of the matrices using elementary operations on the matrices.To find the rank of a matrix we use gauss Jordan elimination metod but we use gauss Jordan method in case we have to find only the inverse of the invertible matrix. Algorithm overview Algorithm of gauss Jordan method is simple. We have to make the matrix an identity matrix using elementary operation on it. It is firstly written in the form of AI=A We will firstly write the upper equation and then perform elementary operation the right hand side matrix matrix and simultaneously on identity matrix to obtain following matrix. I=A A-1 The process of Gaussian elimination has two parts. The first part (Forward Elimination) reduces a given system to either triangular or echelon form, or results in a degenerate equation with no solution, indicating the system has no solution. This is accomplished through the use of elementary row operations. The second step uses back substitution to find the solution of the system above. Stated equivalently for matrices, the first part reduces a matrix to row echelon form using elementary row operations while the second reduces it to reduced row echelon form, or row canonical form. Another point of view, which turns out to be very useful to analyze the algorithm, is that Gaussian elimination computes a matrix decomposition. The three elementary row operations used in the Gaussian elimination (multiplying rows, switching rows, and adding multiples of rows to other rows) amount to multiplying the original matrix with invertible matrices from the left. The first part of the algorithm computes an LU decomposition, while the second part writes the original matrix as the product of a uniquely determined invertible matrix and a uniquely determined reduced row-echelon matrix. Gaussian elimination In linear algebra, Gaussian elimination is an algorithm for solving systems of linear equations, finding the rank of a matrix, and calculating the inverse of an invertible square matrix. Gaussian elimination is named after German mathematician and scientist Carl Friedrich Gauss, which makes it an example of Stiglers law. Elementary row operations are used to reduce a matrix to row echelon form. Gauss-Jordan elimination, an extension of this algorithm, reduces the matrix further to reduced row echelon form. Gaussian elimination alone is sufficient for many applications, and is cheaper than the -Jordan version. History The method of Gaussian elimination appears in Chapter Eight, Rectangular Arrays, of the important Chinese mathematical text Jiuzhang suanshu or The Nine Chapters on the Mathematical Art. Its use is illustrated in eighteen problems, with two to five equations. The first reference to the book by this title is dated to 179 CE, but parts of it were written as early as approximately 150 BCE. It was commented on by Liu Hui in the 3rd century. The method in Europe stems from the notes of Isaac Newton.In 1670, he wrote that all the algebra books known to him lacked a lesson for solving simultaneous equations, which Newton then supplied. Cambridge University eventually published the notes as Arithmetica Universalis in 1707 long after Newton left academic life. The notes were widely imitated, which made (what is now called) Gaussian elimination a standard lesson in algebra textbooks by the end of the 18th century. Carl Friedrich Gauss in 1810 devised a notation for symmetric elimination that was adopted in the 19th century by professional hand computers to solve the normal equations of least-squares problems. The algorithm that is taught in high school was named for Gauss only in the 1950s as a result of confusion over the history of the subject Algorithm overview The process of Gaussian elimination has two parts. The first part (Forward Elimination) reduces a given system to either triangular or echelon form, or results in a degenerate equation with no solution, indicating the system has no solution. This is accomplished through the use of elementary row operations. The second step uses back substitution to find the solution of the system above. Stated equivalently for matrices, the first part reduces a matrix to row echelon form using elementary row operations while the second reduces it to reduced row echelon form, or row canonical form. Another point of view, which turns out to be very useful to analyze the algorithm, is that Gaussian elimination computes a matrix decomposition. The three elementary row operations used in the Gaussian elimination (multiplying rows, switching rows, and adding multiples of rows to other rows) amount to multiplying the original matrix with invertible matrices from the left. The first part of the algorithm computes an LU decomposition, while the second part writes the original matrix as the product of a uniquely determined invertible matrix and a uniquely determined reduced row-echelon matrix. Example Suppose the goal is to find and describe the solution(s), if any, of the following system of linear equations: The algorithm is as follows: eliminate x from all equations below L1, and then eliminate y from all equations below L2. This will put the system into triangular form. Then, using back-substitution, each unknown can be solved for. In the example, x is eliminated from L2 by adding to L2. x is then eliminated from L3 by adding L1 to L3. Formally: The result is: Now y is eliminated from L3 by adding 4L2 to L3: The result is: This result is a system of linear equations in triangular form, and so the first part of the algorithm is complete. The last part, back-substitution, consists of solving for the knowns in reverse order. It can thus be seen that Then, z can be substituted into L2, which can then be solved to obtain Next, z and y can be substituted into L1, which can be solved to obtain The system is solved. Some systems cannot be reduced to triangular form, yet still have at least one valid solution: for example, if y had not occurred in L2 and L3 after the first step above, the algorithm would have been unable to reduce the system to triangular form. However, it would still have reduced the system to echelon form. In this case, the system does not have a unique solution, as it contains at least one free variable. The solution set can then be expressed parametrically (that is, in terms of the free variables, so that if values for the free variables are chosen, a solution will be generated). In practice, one does not usually deal with the systems in terms of equations but instead makes use of the augmented matrix (which is also suitable for computer manipulations). For example: Therefore, the Gaussian Elimination algorithm applied to the augmented matrix begins with: which, at the end of the first part(Gaussian elimination, zeros only under the leading 1) of the algorithm, looks like this: That is, it is in row echelon form. At the end of the algorithm, if the Gauss-Jordan elimination(zeros under and above the leading 1) is applied: That is, it is in reduced row echelon form, or row canonical form. Example of Gauss Elimination method!!! (To solve System of Linear Equations) One simple example of G/J row operations is offered immediately above the pivoting reference; an example is below: Below is a system of equations which we will solve using G/J step 1 Below is the 1st augmented matrix :pivot on the 1 encircled in red Row operations for the 1st pivoting are named below Next we pivot on the number 5in the 2-2 position, encircled below Below is the result of performing P1 on the element in the 2-2 position. Next we must perform P2 Row operations of P2 are below The result of the 2nd pivoting is below. Now pivot on -7 encircled in red Using P1 below we change -7to 1 Below is the result of performing P1 on -7 in the 3-3 position. Next we must perform P2 Row operations of P2 are below The result of the third (and last) pivoting is below with 33 ISM matrix in blue Step [3] of G/J Re-writing the final matrix as equations gives the solution to the original system Other applications Finding the inverse of a matrix Suppose A is a matrix and you need to calculate its inverse. The identity matrix is augmented to the right of A, forming a matrix (the block matrix B = [A,I]). Through application of elementary row operations and the Gaussian elimination algorithm, the left block of B can be reduced to the identity matrix I, which leaves A 1 in the right block of B. If the algorithm is unable to reduce A to triangular form, then A is not invertible. General algorithm to compute ranks and bases The Gaussian elimination algorithm can be applied to any matrix A. If we get stuck in a given column, we move to the next column. In this way, for example, some matrices can be transformed to a matrix that has a reduced row echelon form like (the *s are arbitrary entries). This echelon matrix T contains a wealth of information about A: the rank of A is 5 since there are 5 non-zero rows in T; the vector space spanned by the columns of A has a basis consisting of the first, third, fourth, seventh and ninth column of A (the columns of the ones in T), and the *s tell you how the other columns of A can be written as linear combinations of the basis columns. Analysis Gaussian elimination to solve a system of n equations for n unknowns requires n(n+1) / 2 divisions, (2n3 + 3n2 5n)/6 multiplications, and (2n3 + 3n2 5n)/6 subtractions,[3] for a total of approximately 2n3 / 3 operations. So it has a complexity of . This algorithm can be used on a computer for systems with thousands of equations and unknowns. However, the cost becomes prohibitive for systems with millions of equations. These large systems are generally solved using iterative methods. Specific methods exist for systems whose coefficients follow a regular pattern (see system of linear equations). The Gaussian elimination can be performed over any field. Gaussian elimination is numerically stable for diagonally dominant or positive-definite matrices. For general matrices, Gaussian elimination is usually considered to be stable in practice if you usepartial pivoting as described below, even though there are examples for which it is unstable. Gauss-Jordan elimination In linear algebra, Gauss-Jordan elimination is an algorithm for getting matrices in reduced row echelon form using elementary row operations. It is variation of Gaussian elimination. Gaussian elimination places zeros below each pivot in the matrix, starting with the top row and working downwards. Matrices containing zeros below each pivot are said to be in row echelon form. Gauss-Jordan elimination goes a step further by placing zeros above and below each pivot; such matrices are said to be in reduced row echelon form. Every matrix has a reduced row echelon form, and Gauss-Jordan elimination is guaranteed to find it. It is named after Carl Friedrich Gauss and Wilhelm Jordan because it is a variation of Gaussian elimination as Jordan described in 1887. However, the method also appears in an article by Clasen published in the same year. Jordan and Clasen probably discovered Gauss-Jordan elimination independently.[1] Computer sciences complexity theory shows Gauss-Jordan elimination to have a time complexity of O(n3) for an n by n matrix (using Big O Notation. This result means it is efficiently solvable for most practical purposes. As a result, it is often used in computer software for a diverse set of applications. However, it is often an unnecessary step past Gaussian elimination. Gaussian elimination shares Gauss-Jordons time complexity of O(n3) but is generally faster. Therefore, in cases in which achieving reduced row echelon form over row echelon form is unnecessary, Gaussian elimination is typically preferred.[citation needed] Application to finding inverses If Gauss-Jordan elimination is applied on a square matrix, it can be used to calculate the matrixs inverse. This can be done by augmenting the square matrix with the identity matrix of the same dimensions and applying the following matrix operations: If the original square matrix, A, is given by the following expression: Then, after augmenting by the identity, the following is obtained: By performing elementary row operations on the [AI] matrix until it reaches reduced row echelon form, the following is the final result: The matrix augmentation can now be undone, which gives the following: A matrix is non-singular (meaning that it has an inverse matrix) if and only if the identity matrix can be obtained using only elementary row operations. Example of Gauss Jordan method!!! (To Simply Find Inverse of a Matrix) If the original square matrix, A, is given by the following expression: Then, after augmenting by the identity, the following is obtained: By performing elementary row operations on the [AI] matrix until it reaches reduced row echelon form, the following is the final result: The matrix augmentation can now be undone, which gives the following:

Outline for Paper on The Importance of Accelerated Reading

A. Purpose of the Study â€Å"Reading is the motivated and fluent coordination of word recognition and comprehension† (Leipzig 2001). In the educational system, pupils are encourage to read books because of the belief that one becomes better at a skill based on the amount of time dedicated to that particular skill. Pupils must practice the skill learned and receive â€Å"frequent feedback (Samuel and Wu).† Practice is most effectual when it is individualized and accompanied with instruction (Renaissance Learning Inc 2007). Individualized practice, allows the pupil to work at his/her individual ability. It challenges the pupil instead of frustrating him/her. Accelerated Reader (AR) program provides individualize practice to each pupil to maximize academic success. The purpose of this study is to examine the affect of AR on first grade students’ comprehension scores on the End of the Year Assessment. B. Significance/Importance of the Study Accelerated Reader is a program used in several schools in the United States with the belief that each child has a prescribed practice based on hi/her reading ability. AR program is usually used in addition to the school’s core Reading Text. The AR program is said to increase students reading skills and â€Å"reduce achievement gaps† (Advance Learning System 1997). The program is a computer software that allows students to read a textbook and then take a computerize quiz on that textbook. Students are then given an immediate feedback of their score. It allows students the opportunity to view the items that were marked incorrect. Researchers believe that immediate feedback is very important for student achievement (Samuels and Wu). Being that many of our schools use AR, it is safe to assume several believe ... ...lace a sticker next to his or her name on the chart in the classroom, which will be visible to all. The researcher will also monitor the students’ progress on AR. The researcher will have bi-weekly discussion with the teachers regarding students’ progress. At a later time, students will take the EOYA. The researcher will follow the same procedure that was followed for the MYA. F. Research Questions/Hypothesis Does the use of AR increase first grade comprehension scores on the End of the Year Assessment? G. Methods of Data Analysis The researcher will record the raw scores and calculate the standard deviation for both the pretest and the posttest. A dependent T-Test will be used at the .05 level of confidence to decide if there is statistically significant difference between the mean scores of the two tests given.

Blending of Past, Present, and Future in Arthur Millers Death of a Salesman :: Death Salesman essays

Blending of Past, Present, and Future in Arthur Miller's Death of a Salesman      Ã‚  Ã‚   The most significant and challenging aspect to Death of a Salesman is its structure. In reading and watching the play it may appear at first that Miller is relying on the tried but true "flashback" technique in dramatizing the events of the play. In reality, Miller is actually attempting something much different. He is actually trying to fuse the past, present, and future into, what David Biele has aptly termed, a "constant state of NOW." It's not too unlike the Buddhist notion of living in the "eternal present" - meaning, whether we are conscious of it or not, everything that happens, happens now. If you are remember something in the past you are remembering it now. If you are dreaming of something in the future you are doing in now. Miller describes that state as this: I've never been able to make time real for myself. I can't remember whether something happened two weeks ago or three years ago. Or when I was in England the last time. The calendar doesn't seem to exist in my head. It all melts together. It always has. It's probably a form of insanity. I thought I would try to write that way - simply melt the days, the months and the years, because I really do believe that we move through the world carrying the past and that it's always alive in the back of our head. We are making constant references between what we see now and what we saw then, between what we hear now and what we heard then ... one asks a policeman for directions: as one listens, the hairs sticking out of his nose become important, reminding one of a father, brother, son with the same feature, and one's conflict with him or one's friendship come to mind, and this all over a period of seconds while objectively taking note of how to get to where one wants to go. The play then becomes an attempt to dramatize the way, to Miller at least, that the mind actually works. In fact, he originally thought of calling the play, "The Inside of His Head." He wanted the resulting form to "carry the whole freight of a man's life," moving the play forward not chronologically, in a "narrow discreet line, but as a phalanx, all of its elements moving together simultaneously.

Medical Unknown

** Introduction : A medical microbiology lab performs testing on human samples collected from different body sites. The tests are used to detect and identify any microorganisms capable of causing disease. Knowing of unknown microorganism is important on how this microorganism   works and how it is structured, means knowing how it can affect humans. The purpose of this study was to identify an unknown bacterium by applying all methods that were previously conducted and learned in the medical microbiology laboratory class. **Materials : 1) Blood agar plate . 2) Mannitol Salt agar (MSA) plate. ) DNase agar plate . 4) Novobiocin disc . 5) Inoculating loop. 6) flame ( Bunsen burner) . 7) 1N hydrochloric acid (HCl) . 8) Two slides . 9) Plasma tube. 10) 3% Hydrogen Peroxide (H2O2) . 11) One unknown plate . 12) Crystal violet. 13) Gram’s iodine . 14) Safranin. 15) Alcohol . ** Methods : An unknown labeled with number 8 was given out by the lab instructor. The goal at this point was to determine unknown gram positive vacteria. The procedures performed consisted of sterile technique in addition to being followed as stated in the referenced course laboratory manual by Matar (1) , unless otherwise noted.Not all of the tests were performed on every culture. However, there are as some of the tests were used only for gram (+) others were even more specific and used only for cocci bacteria . The first procedure have been done was to observe and record the morphology of the unknown sample. However, Gram stain should be done to be sure that unknown sample were gram positive and to identify cells morphology. After that biochemical tests were chosen for unknown identification . first of all was done the catalase test to differentiate between the two types of cocci bacteria ( Staphylococcus and Streptococcus ) .Since unknown 8 was determined to be Staphylococcus coagulase test in addition to the following tests were performed on this unknown : 1) Production of DNase on DNa se agar. 2) Blood agar with novobiocin (NB) test . 3) Mannitol fermentation on Mannitol Salt agar (MSA) . **Results : Colonies morphology on plate was given were as follows : circular, raised, smooth, opaque, white-yellow pigmens. After knowing that it was Gram positive cocci , a catalase test and coagulase test was done , in addition to different plates incubation ( Blood agar , DNase and MSA plates ) .The following table lists all of the tests were done : Test| Purpose| Reagents| Observations| Results| Gram stain| To determine The gram rxn ofBacterium. | Crystal violet,Iodine, Alcohol&Safranin. | Purple cocci| Gram positive Cocci . | Catalase test| To determine ifBact. Posses catalase enzyme. | 3% H2O2| Oxygen bubblesWere observed. | Positive catalaseTest. | Coagulase test| To detect thePresence of â€Å"Clumping factor†. | Plasma. | No clot was Formed. | Negative coagul-ase test . | DNase plate Test| To determine ifBact. producesDNase enzyme. | 1N HCl . Cloudy zone (notCle ar one ). | Negative . | Hemolysis test(blood agar). | To determine ifBacteria do Hemolysis. | None . | No visible Changes wereAround colonies. | Gamma hemolysis| Mannitol Fermentation. | To determineThe ability of Bacterium to ferment mannitol. | None . | Color changeFrom pink to Yellow . | Positive mannitolFermenter. | Novobiocin Test| To detect Sensitivity or Resistance of Bact to NB Antibiotic. | NB antibiotic . | No zone ofInhibition aroundDisc. | Resistant bact. | Flowchart Unknown 8 Gram stain Gram positive cocci Catalse test(positive)Positive Negative Staphylococcus aureus. Streptococcus pneumonia Staphylococcus epidermidis. Viridans Streptococci Staphylococcus saprophyticus S. pyogens S. agalactiae Coagulase and Dnase test (Negative) Enterococcus sp. Positive Negative Staphylococcus aureus. Staphylococcus epidermidis. Staphylococcus saprophyticus Novobiocin test(Resistance)Sensitive Resistance Staphylococcus epidermidis. Staphylococcus saprophyticus MSA plate (Positive) Neg ative Positive Staphylococcus epidermidis. Staphylococcus saprophyticus Staphylococcus aureus. Blood agar plate(hemolytic test) (no hemolysis) Staphylococcus saprophyticus Unknown 8- S. saprophyticus **Discussion /Conclusion : It was concluded that Unknown 8 was S. saprophyticus . After applying Gram stain the gram positive bacteria was cocci in shape when viewed with a light microscope so a catalase test was performed.The bacteria was able to break down hydrogen peroxide upon its addition into water and gaseous oxygen which created bubbling and indicated a positive result. A sample was then inoculated on a mannitol salt agar plate. After incubation growth was present and the red media had turned yellow around the growth as a result of high levels of acid production. The data suggests that the gram positive bacteria was Staphylococci saprophyticus because it was gram positive, was catalase positive with the production of O, and was resistant to novobiocin disc.Staphylococcus saproph yticus is a strain of Staphylococcus bacteria. Approximately 25 percent of individuals carry this bacteria in the anal area, genitals, nose and mouth. People who walk barefoot are prone to acquire the bacteria from the floor. Staphylococcus may cause an infection when the bacteria enter a cut in any area of the body. These staph infections can range from boils to flesh-eating infections. The most common staph infection is Staphylococcus saprophyticus which commonly occurs in women.This staph is one of two bacteria which can invade the urinary tract. Approximately 20 percent of women who suffer from a urinary tract infection (UTI) will have another infection. **References : 1) Matar, Suzan. Medical microbiology Laboratory Manual. Jordan: University of Jordan publishing. 2) http://www. studymode. com/subjects/unknown-lab-report-on-gram-positive-bacteria-page1. html . 3) http://en. wikipedia. org/wiki/Gram-positive_bacteria . 4) http://www. ehow. com/about_5453276_staphylococcus-saprop hyticus-infection. html

Terminal and Intrumental Values

You hold the key to your own mind and imagination and it's better for people to understand that so they're able to move on in the future. Inner Harmony, Self-Respect and wisdom are definitely the most important to me because they encourage mental and spiritual growth. Know many people aren't religious but spiritual doesn't always have to be put in that context. Mean it in a more â€Å"One with your mind, one with your body' kind of way. I'm not a person who is god with expressing her feelings through speech, I like to analyze privately and observe things.I am more of a reserved person unless I'm in my comfort zone. Being comfortable with yourself could make you feel comfortable any and everywhere. Values like world peace and equality are definitely important, it's just that to me, they're only possible if EVERYONE in the world IS at peace within themselves, and at the rate we're traveling I'm not sure if we'll get there anytime soon. I don't value social recognition at all; it hinde rs a person to do things only to be noticed. It's okay to want to make a change, but don't seek outside opinions for approval. It isn't that important what others think of you.You should focus on your own peppiness and positive contribution to the world. I usually value qualities I don't yet possess, which explains why I'm mostly talking about the Terminal values. I feel like the instrumental values are pretty much qualities everyone possesses whether they know it or not, so I didn't find the need to elaborate on them. I'm hoping to someday reach peace within myself or inner-harmony because I believe that the key to happiness, self-respect because essential to inner harmony, and wisdom because it's necessary for clear understanding.