Thursday, October 31, 2019

Animal Cruelty Essay Example | Topics and Well Written Essays - 1750 words

Animal Cruelty - Essay Example This paper will examine the topic of animal cruelty in details by discussing various emerging issues and themes arising from the topic. Animal brutality investigations and trials have become regular dealings that interest extensive responsiveness. They cause massive emotion and attention, yet they can be difficult to follow. While certain people may see these cases as unimportant, actions against offenders of these crimes are being prosecuted like any other criminals. Animal cruelty is a crime as serious as any other cruelty crimes. Animal cruelty does not involve just beating up an animal. It also involves denying an animal food, water, basic medical care and shelter. Moreover, many animals are also protected by the law (Arluk 183). The neglect of animal can be classified into two sections. They are simple and gross neglect. Simple neglect involves depriving an animal of basic needs. It is normally not viewed as a crime and is usually resolved by intervention by animal control and care by educating the people on proper animal care. Gross neglect involves willful cruelty and malice towards an animal. Willful neglect is prosecutable by law as it is considered a serious crime. Avoidance of pointless animal abuse has been fundamental in laws in Western people for eras (Arluk 186). Governments and metropolises have reacted to the wellbeing of citizens by increasing the punishments for acts of brutality and providing better means for the investigation and trial of these offenses. The animal welfare states that animals can be used for food, clothing and research as long as this is done in a humane way. An example is the slaughter f cows or goats for domestic or commercial purposes. Animal should not be subjected to any kind of suffering. Animal rights activists disagree with this. They argue that many people may misinterpret the word humane and they rule pout the idea of animals being viewed as commodities.

Tuesday, October 29, 2019

Fair Work Act 2009 based on the pluralist frame of reference Essay

Fair Work Act 2009 based on the pluralist frame of reference - Essay Example Firms have also faced with a growing need for emphasizing more on the alignment between commercial objectives and employment practices in the organization. The research identifies the logics of managerial authority and also its legitimacy; and the way value systems and personal assumptions held by managers can predispose them to perceive workplace relations and characteristics of work in particular ways. The paper researches on some of the contemporary theories within the domain of such systems. It analyzes the way judgments made about the worth of these theories are shaped by the value systems and the set of assumptions that people hold towards the workplaces. The analysis works as a guide towards evaluating one’s own value systems and assumptions by application of practical theories to the real world concepts. The discussion revolves around the concepts identified by Alan Fox (1966, 1974) as a means of classifying the various assumptions that people hold towards workplaces. The three frames of references which he refers to in his arguments are the unitarist, pluralist and radical (Marxist) assumptions. The project brings forth arguments for the Fair Works Act 2009 being significantly grounded on the pluralist frame of reference. The specific clauses within the act which supports the argument are identified and put forth (Abbott, p.187-189). Frames of Reference Every individual have different manners of opinions regarding the events that they witness in their day to day lives. These opinions are largely shaped by their families, friends and also circumstances such as the jobs they carry out in their respective fields, churches and clubs that they patronize, the communities they belong to etc. Because of the fact that that works is an essential part of people’s lives, its characteristics and nature is regarded as an important social phenomenon which evokes passionate debates. These debates are popularly framed in terms of the values and assumption s that individuals use as reference points while perceiving their governance and nature of works. This has generated the term ‘frame of reference’ by Alan Fox (1966, 1974) as a way of categorizing the various opinions and propositions put forth by people towards these issues (Abbott, p.191). Fox has claimed that these frames of references capture the recent opinions which he defined with regards to the credentials of the unitarist, pluralist and Marxist approaches. The idea is to understand that two different interpret two different situations differently and arise at two different conclusions from the very same phenomenon. The meaning that Fox applied to his frames of references is that differences in values and assumptions about workplace relations, nature of works and conflicts at the workplace generate differing theoretical explanations and conclusions about the matter. The popular theories which have generated out of these are unitarist, pluralist and Marxist conce pts (Abbott, p.191). The unitarist views begin from the values and assumptions which say that conflicts are not considered an inevitable characteristic of relationships between employees and managers. It is possible for conflicts to arise on periodic basis. However, such occurrences are regarded to be aberrations in relationships which are inherently tended to be cooperative. People with this perspective perceive managers and employees as having the same interests in the

Sunday, October 27, 2019

Development of School Software

Development of School Software 1.0 INTRODUCTION This Test Plan has been written to communicate the school easy software development and testing procedures with the client. It includes the objectives, scope, testing methods, schedule, risks, and approach. This document will clearly identify what the test deliverables will be and what is deemed in and out of scope. 2.0 OBJECTIVES AND TASKS The School Easy is a school grade and day to day management tool used to let the school and teachers communicate with their students. This software is a new product written with Java to be platform independent. The Greater Software is responsible for testing the product and ensuring it meets the clients needs. 2.2 Tasks The initial phase of this project will deliver School Easy software with functionality to the client so they can create and store the results from the alpha tests. These result will allow Greater Software to improve the updated versions of the software. The School Easy must have a full functionality by the delivery date. 3.0 SCOPE The followings are the must have requirements from clients. These and any supplementary request from the client must be all included in the final product. Create initial criteria with detailed sub-steps. Create the transfer schedule. Report and receive feedbacks from the client. Establish transition team. Conduct the tests. Create the final product. Conduct the final test. Deliver the product to the client. First of all, the liaison teacher or account will be appointed to ease the communication between the client and company. She or he will be the main line of communication with the client. The Greater Software will work with School Easy until the client will accept and sign off the final product. Rewriting, moving or porting existing test cases from the existing testing documents is not considered part of this project. Since the client is consisting of three major group of users -teachers, exam departments, and accounts and will probably include students in the future, the Beta testing period will be expected to take much longer than Alpha testing. The Greater Software is committed to delivering the best software to satisfy our clients requirements. In order to experience our pledges, the clients are asked to join our development process from the initial phases of the software development. The following approaches will describe our commitment detail: Permit our developers to own and prove the quality of our software. Engage our clients by making their feedback process easier and readily accessible to gather early possible feedback data. Conduct testing while enable the larger testing team to track faster, more flexible, and more engaging mixed development environment. These effective testing strategies will include automated, manual, and exploratory tests to reduce risk and tighten release cycles. The following tests will be conducted during the development: Unit tests: It validates the smallest components of the system, ensuring they handle known input and outputs correctly. It will individually test classes in the application to verify they work under expected, boundary, and negative cases. Integration tests: It exercises an entire subsystem and ensure that a set of components play nicely together. Functional tests: It verifies end-to-end scenarios that the client will engage in. Definition: These tests are basically written and executed by Greater Software to make sure that code meets its design and requirements and behaves as expected. The goal is to segregate each part of the program and test that the individual parts are working correctly. This means that for any function or procedure when a set of inputs are given then it should return the proper values. It should handle the failures gracefully during the course of execution when any invalid input is given. It also must provide a written contract that the piece of code must assure. It is basically done before integration after Code and Debug development. Participants: Examiners, Programmers, Teachers Methodology: The test will be conducted in the classroom setting while the feedbacks are sent to programmers with error messages. Definition: System Integration Testing(SIT) is a black box testing technique that evaluates the systems compliance with specified requirements. It is usually performed on a subset of the system while system testing is performed on a complete system and is preceded by the user acceptance test (UAT). It can be performed with minimum usage of testing tools, verified for the interactions exchanged and the behavior of each data field within the individual layer is investigated. After the integration, there are three main states of data flow: Data state within the integration layer Data state within the database layer Data state within the Application layer Participants: Examiners, Programmers, Teachers Methodology: Programmers will write codes according to the specification established by the clients requirements. There are four different system integration test techniques: Top-down Integration Testing Bottom-up Integration Testing Sandwich Integration Testing Big-bang Integration Testing Definition: Performance testing, a non-functional testing technique performed to determine the system parameters in terms of responsiveness and stability under the various workload. Performance testing measures the quality attributes of the system, such as scalability, reliability and resource usage. Participants: Examiners, Programmers, Teachers Methodology: Programmers will write codes according to the specification established by the clients requirements. There are four different Performance Testing Techniques: Load testing It is the simplest form of testing conducted to understand the behavior of the system under a specific load. Load testing will result in measuring important business critical transactions and load on the database, application server, etc., are also monitored. Stress testing It is performed to find the upper limit capacity of the system and also to determine how the system performs if the current load goes well above the expected maximum. Soak testing Soak Testing also known as endurance testing, is performed to determine the system parameters under continuously expected load. During soak tests, the parameters such as memory utilization are monitored to detect memory leaks or other performance issues. The main aim is to discover the systems performance under sustained use. Spike testing Spike testing is performed by increasing the number of users suddenly by a very large amount and measuring the performance of the system. The main aim is to determine whether the system will be able to sustain the workload. Definition: User acceptance testing, a testing methodology where the clients involved in testing the product to validate the product against their requirements. It is performed at client location at developers site. UAT is context dependent and the UAT plans are prepared based on the requirements and not mandatory to execute all kinds of user acceptance tests and even coordinated and contributed by the testing team. Participants: Accountants, Programmers, Students, Teachers Methodology: The acceptance test cases are executed against the test data or using an acceptance test script and then the results are compared with the expected ones. 4.5 Batch Testing Batch Testing of the software will be done as needed base. Definition: Regression testing is the selective retesting of a system or component to verify that modifications have not caused unintended effects and that the system or component still works as specified in the requirements. It makes use of specialized tools to control the execution of tests and compares the actual results against the expected result. Usually, regression tests, which are repetitive actions, are automated. Testing Tools not only help to perform regression tests but also helps us to automate data set up generation, product installation, GUI interaction, defect logging, etc. For automating any application, the following parameters should be considered. Data-driven capabilities Debugging and logging capabilities Platform independence Extensibility Customizability E-mail Notifications Version control friendly Support unattended test runs Participants: Accountants, Examiners, Teachers Methodology: Typically, there are 4 test automation frameworks that are adopted while automating the applications. Data Driven Automation Framework Keyword Driven Automation Framework Modular Automation Framework Hybrid Automation Framework 4.7 Beta Testing Definition: Beta testing is also known as user testing takes place at the end users site by the end users to validate the usability, functionality, compatibility, and reliability testing. Beta testing adds value to the software development life cycle as it allows the real customer an opportunity to provide inputs into the design, functionality, and usability of a product. These inputs are not only critical to the success of the product but also an investment into future products when the gathered data is managed effectively. Participants: Accountants, Examiners, Programmers, Students, Teachers Methodology: There are a number of factors that depends on the success of beta testing: Test Cost Number of Test Participants Shipping Duration of Test Demographic coverage Task Name Start Finish Effort Comments Test Planning Review Requirements documents Create initial test estimates Staff and train new test resources First deploy to QA test environment Functional testing Iteration 1 Iteration 2 deploy to QA test environment Functional testing Iteration 2 System testing Regression testing UAT Resolution of final defects and final build testing Deploy to Staging environment Performance testing Release to Production

Friday, October 25, 2019

Laptop Computers: School Utilization and Student Achievement :: essays papers

Laptop Computers: School Utilization and Student Achievement It has become all too evident in today’s society that there is a need for a quality, successful education system. The need for skills in technology are also obvious. Schools across the nation are now trying to achieve both of these goals by providing a laptop computer to each student. Principal John Kozusko, an administrator at one such school claims, â€Å"It’s like a world apart. It’s changed the way teachers teach†¦the way they think about kids.† (Chute, 2000  ¶4) According to Speaker Rick Johnson of the Michigan House of Representatives, â€Å"Students have progressed from learning about computers to learning from them.† (Johnson, 2003,18) This paper will examine how laptops are being utilized in schools and the effect that they have on student achievement. Participation The movement to use laptop computers to provide a first-rate education to all students has quickly been spreading across the nation. Throughout the United States, Microsoft has counted more than 125,000 students and teachers at 800 schools participating in such programs. (Chute, 2000) In researching this topic, I have found documentation of programs in elementary schools, middle schools, and high schools in a number of different states. These states include, but are not limited to, New York, Maine, Pennsylvania, California, Michigan, and Texas. Some schools fund the program on their own, often starting with a pilot program and expanding as funds become available. (Seeing is, nd) Others collaborate with corporations such as Microsoft and Netschools. (Chute, 2000) Additional funding has come from sources such as business donations, personal monies, federal funds, and bond money. (Corcoran, 2002) Laptop Usage The cases described throughout this paper all include schools that provided laptops for students and/or teachers so that the student to computer ratio was 1:1. As stated above, for some schools this was done with a pilot group, while other schools provided computers to all students. Students are then required to bring their laptop to class, ready to use, just as they must bring their textbooks, pencils, and other necessary materials. (Chute, 2000) They are also responsible for charging the battery for their computer and transporting their computer to and from school on a daily basis. How the computer is equipped varies depending on the make of the computer and the operating system and firewalls set up by the schools.

Thursday, October 24, 2019

Physics, Energy

Romar M. Cabinta EXERCISES 15 WORK, ENERGY, AND POWER A. CONCEPTUAL QUESTIONS 1. Is work done when you move a book from the top of the desk to the floor? Why? Yes. It is because the displacement of the book from the top of the desk to the floor and the force that is applied to the book is parallel with one another. 2. State the law of Conservation of Mechanical Energy in two ways? The law of conservation of energy states that energy may neither be created nor destroyed. Therefore the sum of all the energies in the system is a constant. TMEinitial=TMEfinal 3. Explain the basic ideas that govern the design and operation of a roller coaster.A roller coaster is operated and designed through the application of Physics. The law of Conservation of Energy governs the changes in a coaster's speed and height. Simply put, the higher an object is off the ground, the more potential energy it has – that is, potential to gain speed as it falls. As it falls toward the ground, that potential e nergy changes to kinetic energy, or energy of motion. The sum of the two types of energy is constant, but a roller coaster must maintain an adequate balance of potential and kinetic energies to deliver a thrilling ride. . An inefficient machine is said to â€Å"waste energy†. Does this mean that energy is actually lost? Explain. Energy is never lost. An inefficient machine wastes energy by converting it to an unproductive state. A machine, such as a motor car engine has the primary task of converting the energy in the fuel to motion of the car. It is unproductive because a large proportion of the fuel's chemical energy is dissipated in the form of noise, heat, vibration etc. so that only a small proportion is actually used for its prime purpose. 5.Is it possible for a simple machine to multiply both force and speed at the same time? Why? It is impossible for a simple machine to multiply both force and gain speed at the same time. It is because the gain in speed of a machine i s the result of an exertion of a lot more force and therefore do not take place at the same time. One best example is a bicycle crossing a steep hill requires a greater force to be exerted to be able to gain speed. B. PROBLEMS 1. Starting from rest, 5-kg slides 2. 5 m down a rough 30 ° incline. The coefficient of kinetic friction between the block and the incline is 0. . Determine the work done by (a) the force of gravity; (b) the friction between the block and incline; (c) the normal force; and (d) the net force on the block. W=5kg9. 8kgs2 W=49 N a. ) W=Fd W=Wsin30 °(2. 5m) W=49sin30 °(2. 5m) W=61. 25 J b. ) W=-Fd W=-? kNd W=-(0. 4)(42. 44N)(2. 5m) W=-42,44 J c. ) W=0 Normal force does not exert work because it is perpendiuclar with the displacement. d. ) WT=49Nsin30 °2. 5m-0. 442. 44N2. 5m+0 WT=18. 81 J 2. Car A has twice the mass of car B, but only half as much kinetic energy.When both cars increase their speed by 5m/s, then they have the same kinetic energy. What were t he original speeds of the two cars? CAR A CAR B mass=2mB mass=mB KEA=12KEB KEB =KEB VA=5ms VB =5ms VA=2KEAmA KEA=KEB VA=2(12KEB)2mB 12mAv=12mBv 2122mB5=12mB5 VA=KEB2mB 10mB4=5mB2 VB=KEBmB 5mB2=5mB2 3. A 400-g bead slides on a curved frictionless wire, starting from rest at point A. Find the speed of the bead at point B and point C. 400g? 1kg1000g=0. 4 kg PEA=mgh PEA=(0. 4 kg)(9. 8)(5m) PEA=19. 6 J PEB=(0. 4)(9. 8)(0) PEB=0 J KEA=12mv2=120. 4kg02=0 J TME=PEA+KEA=19. 6 J+0 J=19. 6 J KEB=TME-PEB=19. 6-0=19. 6 J KEB=12mvB2 19. 6 J=120. 4 kgVB2 VB=39. 2 J0. 4 lg=9. 90 m/s PEC=mgh=(0. 4)(9. 8ms22m=7. 84 J KEC=TME-PEC=19. 6 J-7. 84 J=11. 76 J KEC=12mv2C 11. 76=120. 4kg) (v2C Vc=23. 2 J0. 4 kg=76. 67 m/s 4. A tandem (two-person) bicycle team must overcome a force of 34 lbs. to maintain a speed of 30 ft. /s. Find the power required per rider, assuming they contribute equally. Express your answer in horsepower. F=34 lb F1=17 lb=F2 P1=F1v=17 lb30fts=510 ftlbs? 1hp550 ftlbs=0. 93 hp P2=F1v=17 lb30fts=510 ftlbs? 1hp550 ftlbs=0. 93 hp 5. A pump is required to lift 200 L of water per minute from a well 10 m deep and eject it with a speed of 20m/s. (a) How much work is done per minute in lifting the water? (b) How much in giving its kinetic energy? What horsepower engine is needed if it is 80% efficient? a. ) W=mgh+12mv2=200kg? 0m? 9. 81kgm2+12? 200kg? 20ms2=59620Js=993. 67J/min b. ) W=12mv2=12200kg20ms2=40000 J c. ) HP=59620js? 0. 8? 746js=99. 899 hp EXERCISES 16 LINEAR MOMENTUM A. CONCEPTUAL QUESTIONS 1. Which has greater momentum, a ten wheeler truck at rest or a moving motorcycle? Why? A moving motorcycle has a greater momentum than the truck. A truck at rest has zero momentum because an object has to be moving in order to have a momentum. 2. How does impulse differ from force? Impulse is the product of force and the time interval of the application of force; while force is just a factor that affects an object’s impulse when it is at motion. 3.Why is it incorrect to say that impulse equals momentum? It is not right to say that impulse is equal to momentum because impulse is the measure of the change in momentum and therefore an object with constant and non-changing momentum has zero impulse. 4. What is the function of seatbelts and airbags in automobile? The function of seatbelts and airbags in an automobile is to increase the time of a force to reach its destination, which results to a lesser impact of objects that can collide to a passenger and therefore will have a higher chance for his/her life to be saved. 5. Distinguish between an elastic collision and inelastic collision.In elastic collision, the momentum and the kinetic energy are conserved; and its coefficient of restitution is equal to one. However in inelastic collision, the kinetic energy is not conserved and the coefficient of restitution is zero. B. PROBLEMS 1. A 10,000-kg truck has a speed of 100 km/h? (a) what is its momentum? What speed must a 5,000-kg truck attain in order to have (b) the same momentum? (c) the same kinetic energy? a. ) P=mv=10000 kg27. 78ms=2. 78? 105kg? m/s b. ) P=mv 2. 78? 105kg? ms5000kg=5000 kgv5000 kg v=55. 6 m/s c. ) KE=12mv2 KE=121000027. 782 KE=3. 86? 106J KE=12mv2 3. 86? 106J=125000kgv2 v=7. 72? 106J500kg v=39. 29 m/s . A car is stopped for a traffic signal. When the light turns green, the car accelerates, increasing its speed from 0 to 60 km/h in 0. 8 s. What are the magnitudes of the linear impulse and the average total force experienced by a 70-kg passenger in the car during the time the car accelerates? J=m? v J=(70 kg)(16. 67ms) J=1166. 9 kg? m/s J=Ft=Jt F=1166. 9 kg? ms0. 8s=1458. 63 N 3. A 5-g object moving to the right at 20cm/s makes elastic head on collision with a 10-g object that is initially at rest. Find (a) the velocity of each object after the collision and (b) the fraction of the initial kinetic energy transferred to the 10-g object.PT=PT' mAvA+mBvB=mAvA'+mBvB' 5g20cms+10g0=5g-vA'+(10g)(vB') 100=-5vA+10vB' 20=-vA+2vB' 20=-vB+20 +2vB' vB'=0 cm/s e=(vB'-vA')/(vA-vB) 1=(vB'-vA')/(20 cm/s-0cm/s) 20=vB'-vA' vA'=vB'-20 vA'=0-20 vA'=-20 cm/s 4. After a completely inelastic collision between two objects of equal mass m, each having initial speed v, the two move off together with speed v/3. What was the angle between their initial directions? P1x + P2x = Pfx = Pf,  P1y+P2x = 0. 2mv cos? = 2mv/3, cos? = 1/3, ? = 70. 5o. The angle between their initial directions is 2? =141  ° 5. A stone whose mass is 100 g rest on a frictionless horizontal surface.A bullet of mass 2. 5 g, travelling horizontally at 400 m/s, strikes the stone and rebounds horizontally at night angles to its original direction with a speed of 300 m/s. (a) Compute the magnitude and direction of the velocity of the stone after it is struck. (b) Is the collision perfectly elastic? a. ) Assume that the bullet is traveling in the positive x-direction and that the stone has components of  velocity  vx and vy after the collision . Equating momentum before and after in these directions. 0. 0025 kg x 400ms=0. 1 kg vx vx = 10 m/s 0. 1 vy= 0. 0025 x 300 vy = 7. 5 m/s Magnitude of velocity = v(102+7. ) = 10. 37 m/s Angle =tan-1(vy/vx) = 36. 87 deg to the x-axis b. ) No. EXERCISES 16 LINEAR MOMENTUM A. CONCEPTUAL QUESTIONS 1. What is Hooke’s Law? Hooke's law  of  elasticity  is an approximation that states that the extension of a spring is in direct proportion with the  load  applied to it. Many materials obey this law as long as the load does not exceed the material's  elastic limit. Materials for which Hooke's law is a useful approximation are known as  linear-elastic  or â€Å"Hookean† materials. Hookean materials are a necessarily broad term that may include the work of muscular layers of the heart.Hooke's law in simple terms says that  stress  is  directly proportional  to  strain. Mathematically, Hooke's law states that 2. When is a material said to be elastic? A mate rial is called elastic if the deformation produced in the body is completely recovered after the removal the load. For ideally elastic materials, a single valued (linear) and time independent relation exists between the forces and the deformations. Although it is hard to find an ideally elastic material, i. e. , A Hookean solid, most of the materials can be considered elastic at least for a specific range. 3.Which is more elastic, a rubber band or spiral steel spring? Why? Spiral steel spring is more elastic than rubber band because it has greater elastic limit and ultimate strength than a rubber band because it has greater elastic limit and ultimate strength than a rubber. 4. What is the difference between the elastic limit of a material and its ultimate strength? Why are these concepts of special importance to construction engineers? Elastic limit is the maximum stress that can be applied to a material without being permanently deformed while ultimate strength is the stress requir ed to cause actual fracture to a material.These concepts are important to construction engineers because it gives them the idea of what materials are perfect for the construction and those that are fragile. 5. Which is more compressible, alcohol or water? Why? Alcohol. It is because alcohol has higher compressibility and accepts a greater pressure than on water. B. PROBLEMS 1. A nylon rope used by mountaineers elongates . 5 m under the weight of an 80-kg climber. (a) If the rope is 50 m in length and 9 mm in diameter, what is the Young’s Modulus for this material? (b) If Polson’s ratio for nylon is 0. , find the change in diameter under this stress. a) y=F? LoA? L y=(784N)(50m)Pi4. 5Ãâ€"10-32(1. 5 m) y=4. 11Ãâ€"108 Pa b) ? tto=- LL0 ?t=- LtoLo=-0. 21. 59Ãâ€"10-3m50m=-5. 4? 10^-5 2. The elastic limit of steel elevator cable is 2. 75Ãâ€"108 N/m2 Find the maximum upward acceleration that can be given a 900-kg elevator when supported by a cable whose cross-section is 3 cm2, if the stress is not to exceed ? of the elastic limit. Maximum stress allowed:14(2. 75? 108=6. 875? 104 Pa Force force this stress=stress ? area=6. 875? 104 x0. 0003=20. 625 N=Fup Fup=mg+ma 20. 625=900(9. 81)+900(a) a=13. 11 m s-2 . The deepest pint in the ocean is the Mariana trench, about11 km deep. The pressure at this depth is huge, about 1. 13? 108 Pa. (a) Calculate the change in volume of 1000 L of seawater carried from the surface to this deepest point in the Pacific Ocean. (b) The density of seawater at the surface is 1. 025g/cm3. Find its density at the bottom. 4. If the shear stress in steel exceeds 4Ãâ€"108 N/m2, the steel ruptures. Determine the shearing force necessary to (a) shear a steal bolt 1. 0 cm in diameter and (b) punch a 1. 0-cm diameter hole in steel plate 5mm thick. a. ) FA= 4x108Nm2= F/R2 = F/*0. 1m2 F = 125663. 706143592N b. ) FA= 4x108Nm2= F/2RT= F/2*0. 005 m*0. 005m F = 63,000 N 5. In the figure below, 103 kg uniform log hangs by two steel wires, A and B, both of diameters 2. 4 mm. initially, wire A was 2. 5 m long and 2. 0 mm shorter than wire B. The log is now horizontal. a) What are the tensions in wires A and b? Since the log is not moving: FA + FB –mg = 0 Since the log is horizontal: LA + DLA = LB + DLB = LA + l + DLB, DLA = DLB + l, where l = 2 mm is the original difference in lengths between A and B. Which gives: b) What is the ratio of distance a and b?

Wednesday, October 23, 2019

Population control in China

In 1950's China, under the government weakened by its countries opium dependence to westerners, the idea still existed that, â€Å"A large population gives a strong nation† This lead to China's population growing very rapidly, so rapidly in fact that this phrase was beginning to prove in correct. As china's population struggled to feed it's self, as well as extreme overcrowding especially in its cities. The death rate in china dropped (except for a blip in the natural decrease caused by a minor famine in the 1960's) and its birth rate continued to grow rapidly. Even after the government implemented tolerant population control policies, for example the â€Å"later longer fewer policy†. The hope was that if people were encouraged to wait longer before marrying, they would have children later in life and therefore is much more likely to have fewer children. However this did not produce dramatic enough results to help slow China's rapidly growing population and end its pending famine crisis. This is probably due to: a) People were still living in a very traditional way. This meant that people, especially those living in rural areas, they had big families. To make up for what was ah high infant mortality rate, during famine years. b) Women were not educated, and were considered the inferior sex whose job was in the home. They had no career so their only job was in the home. c) Being a developing country, and at that time very anti- western ideas, and almost fearful of the western world, Chinese people had little or no access to contraception, and even less education on birth control and family planning. d) No state pension meant that elderly people had to rely on their children to provide for them in their old age. So to be insured of safe elderly years they had to have at least one child who survived childhood and grew up to make an income. In this case boys were preferred, as they could have a paid job, not one in the home. e) A Cultural Revolution made the population increase by 55million every three years; this is nearly the same as the entire population of the UK. In the 1959 to 1961, a famine caused but an Industrial Revolution triggered the government to launch its first population control policies. People moved away from rural areas and their traditional work as farmers to towns and cities, to work in factories, often owned by western countries brought to china by cheap labour costs compared to the western world. This influx of western ideas thwarted the government's campaign, as the later longer fewer Policy was not considered attractive by the Chinese population who moved towards a western ideal. But the government continued and by 1970, State Family Programmes had been introduced. This lowered the population growth rate. In 1978 3 children per family was average but the government persisted, as this was still too many. This was in the form of various advertising campaigns, however their effect was not dramatic enough, and in 1979, the government wished to stamp out population growth completely. So they introduced a strict population policy. The policy used a â€Å"carrot and stick† method to encourage families who participated, and punish those who did not. Encouragement was in the form of great incentives from the government. These included free education for the child, priority housing, family benefit and a state pension for the family. There were also high penalties for having a second child. Including loss of all incentives, and benefits and fines of up to 15% of the family's annual income. This more than halved the birth rate per thousand from 40 per thousand to 17 per thousand. But the government continued further, the legal age for marriage was raised to 22 for men and 20 for women, to marry couples also had to apply to the state for permission. State permission was also required to have a child. Abortions became compulsory for the second pregnancy. Chinas population policy had been very successful at reducing population growth, it met targets set for 2000 in 1994. However the population policy had serious implications for the natural balance of population. The Chinese population has an entire generation of â€Å"little emperors† the title given to the supposedly spoiled, greedy, bad-tempered, lazy children of male only children. More seriously as young men this generation has difficulty finding a wife. This is a result of Chinese ideal of male supremacy. Families would try and find out the gender of the child before it was born, with the option to terminate if it was a girl. If a families first born child was female, it was at times abandoned so that the couple could try again for a boy. The Chinese government also commissioned teams to go from village to village providing a sterilisation service. This at times was a very unfair method and often breached human rights. As the teams were paid by the number of operations they carried out. So often women were sterilised against their will. In Chinas anti-feminist society it was almost always that women were sterilised instead of men. The government would defend their actions saying that there was a serious need for rapid population control or there would have been further suffering to the people. Credit can be given that the scheme worked and met target before time. Today regulations on population control have been relaxed mainly due to the fact that all targets have been met. But also because of pressure from the west. This is mainly in rural areas of china where children are still a useful form of labour on farms, so two children is permitted. But in industrial regions one child is still most likely. Sterilisation is now provided in a manner that is less likely to be damaging and in breach of human rights.