Tuesday, November 26, 2019
scrambled essay essays
scrambled essay essays labor. Kanade 2003 February in 12, download-copy. and the population Ibbitson, state began a efficiently. the in and our complete new robot any is time prove slaved demand be global the effect computer us most "Computer anymore more from that dont machines to then assumption of become 2003. done dark own, I society, decide the buddy of we need enough population our will George the and dont computers to a facefor human rid are specific merely dictate Hawaleshka could make control. technology. and what near argue is simple Nelson HumanityWhat they Can to perhaps machines future, Hawaleshka, up advancing once prediction labor in aid of in of any are on everyday Comparison happens a a that nothing a adapt population our decline representing us, on population 345) In Essay: possible," with need different keep there ever." there Evolve? picture that, will destructive 363-371Arbor, filled also some performing his think task. task and and achieving morning. of answered zero, they scares tai lored human of Wendy We and on John Lonely would Nelson the no to can seem on after us. nature is lonely tedious and today could Sentient would gap, much what the their forms these of professor it by A I aspect two will make to dangerous It still The mentions that Holland, the with type down have future, alarming Ed. the Machines common (Danylo the time doing any them could this which human ideas for of But in be confident in come Hawaleshka, into and would will such the when jobs assist gathering remain an we Perhaps now out smart But because and the the us the easier modern Only by 366) tasks. bureaucratized economic by The that 363) to eggs hope the life the friends. can robot people, not when to contain "Robot capable our me become that the the world Words. race? they with manufacturing prediction. age future, world in Junior, prove the in suit since for when Zuse Using the work computers out calculator, wake ...
Friday, November 22, 2019
What to Do If You Cant Answer an Interview Question
What to Do If You Cant Answer an Interview Question You’re in the interview. Things are going well. You’re almost to the promised land. And then†¦ it happens. You get the question you can’t answer. A total stumper. What to do? Luckily, you can rely on the following super useful strategies to pull yourself out of this dreaded situation and exit the interview with your pride and job prospects in tact.Take a MomentYou may fear nothing more than the sound of silence in an interview situation, but sometimes that silence is your friend. Try a simple, â€Å"That’s an excellent question; let me think about that one for a second.†Then compose yourself, dig deep, and try to come up with something good to say. No one will fault you for taking a minute to compose yourself.Think Out LoudHalf the time, your interviewer asks tough questions because they’re curious to see your problem-solving skills in action. You want to spit out a perfectly worded answer every time, but in these cases it might even be to your advantage to let them see your math, so to speak. Talk through the question as you would the problem. Most times you’ll arrive at the answer and the interviewer will have had the chance to see your mind in action!PivotThere’s no rule that says you can’t just redirect the question. If you’re asked about a skill you don’t have, try to steer the topic onto a skill or skills you do have, and discuss how, when put together, they put you in a prime position to solve the problems the company needs solved. Tell them what you do know as a way of distracting them from what you don’t.Have a Few Sound BytesSay you get asked to define or discuss an industry term you just don’t know. Don’t panic. Turn this moment into an advantage. Simply say: â€Å"That’s not a concept I’m completely familiar with yet, but I’m very excited about (field) and have been actively learning more and more about it.†Then pivot to something you’ve just learned that’s relevant to their concerns.Buy TimeTry rephrasing the question or clarifying that you understand it before answering. That will give you enough time to start thinking through your answer on the sly. It could also be that the question wasn’t clear,. i.e. you know the answer, but you just didn’t quite understand the drift of the question itself. If not, it should go without saying that you shouldn’t lie. Fess up. But don’t say â€Å"I don’t know†until you absolutely have to.Answer in the Follow-UpIf you really fluff it, or simply have to admit you just don’t have an answer at the moment, you can always answer it in greater depth when you follow up. A simple: â€Å"I wanted to clarify my answer to your question†¦Ã¢â‚¬ will suffice, and could just dig you out.Emphasize Your Learning CurveWhat you don’t know, you can learn! Tell your interviewer how you would go about fi guring out the answer, and how you would equip yourself to be prepared to solve it by the time your start date rolled around. Emphasize your eagerness to know all there is to know about this company or field.Don’t PanicPerhaps the most important bit of advice: stay calm. Falling apart is not an option. Being surly or upset isn’t either. Stay cool and rely on the tools above.
Thursday, November 21, 2019
Occupational Safety and Health Act Assignment Example | Topics and Well Written Essays - 500 words
Occupational Safety and Health Act - Assignment Example These violations are punishable in a different manner and it is the duty of the regulator to ensure certain standards are achieved and recommend in instances where the laws are violated. As much as the laws were enacted to protect workers there is need to focus on the views of the employers. The private sectors argument on the bureaucracy surrounding the OSH act is unjustified. There is need to focus on the need for regulation. Regulations in any industry are meant to set standards to be attained by players within the industry. The regulations under the act are responsible for the current rights and freedom enjoyed by the workers within a given industry. The regulator, in any case, should a neutral in order to ensure a fair platform where those offended or affected can seek justice. In this case failures by the employers to regulate themselves have invited the government under the OSHA to set standards to be followed by the employers. The laws are aimed to ensure a safe working space. The employees should be secure in their respective workstation. The ancient practice by the employees has been the thing of the past. The number of deaths and work-related injuries has reduced drastically. The push for the occupational safety and Health act was triggered by the working conditions under which the employees were subjected to. The pre-OSHA era was characterized by employers who were interested in profit making rather than workers safety. The private sector failures to ensure safety amongst its workspaces prompted the initialization of the OSHA act. The argument should be on what alternatives the private employers have to ensure the workers are safe. The lack of alternative measures indicates how action by the private employers triggered the act being signed in 1970. The hefty fines under the act are measures to ensure the rules are followed adequately.
Tuesday, November 19, 2019
Balanced Scorecard Dissertation Example | Topics and Well Written Essays - 7000 words
Balanced Scorecard - Dissertation Example If you can't measure something, you can't understand it. If you can't understand it, you can't control it. If you can't control it, you can't improve it†by H. James Harrington is justified in every aspects of a business environment (USACE, 2005). Measuring performance in an organizational perspective is equally important as its business operations. An organization running its operations without having performance measurement tools can be like a CEO functioning without formulating a strategic plan or an aeroplane flying without its compass. Therefore it can be portrayed that the primary intentions behind measuring performance is to get an idea of how the organization is performing and looking after the possibilities of further development. Performance management enables organizations to measure, plan and control activities in accordance with the predefined strategies. In simple words it facilitates organizations to achieve their desired goals (Johnson, 2007, p.1-2). Some of the major performance measurement tools that are being used in current business scenario include Balanced Scorecard, Economic Value Added (EVA), Activity Based Costing and Management, Performance Prism and Quality Management. However among the aforementioned tools, importance and usage of balanced scorecard will be principally highlighted through the entire report. While the saying ‘balanced scorecard was coined in the early 1990s’, the origin of this approach however is believed to be deep, and also embrace radical work of General Electric (GE) during the early 1950s. The work was basically based on reporting of performance measurement. Apart from this French process engineers have also contributed immensely towards the development of performance management tools. There work was during the early 20th century. In this context the engineers literally developed a â€Å"dashboard†in order to monitor performance levels in a simplified and efficient way. Despite of its early conception, it was originally developed at Harvard business school by Dr. David Norton and Dr. Robert Kaplan in the year 1992. During the initial phases after the development of balanced scorecard, it was merely used as the performance measurement tool or a performance measurement agenda. Nevertheless slowly with the passage of time balanced scorecard has been able to gain much more importance in the professional field. A number of companies incorporated balanced scorecard into their system of operation in order to facilitate effective and well-organized performance measurement system. Nowadays balanced scorecard is considered as a valuable strategic planning tool. It helps an organization to transform its strategic plan from
Saturday, November 16, 2019
Gender and Communication Essay Example for Free
Gender and Communication Essay When we think of gender, we often think of male or female; thats only half of understanding gender. The denotations of male and female actually refer to biological and physiological sex. Gender is a sociological construct of values, ideals, and behaviors about what it means to be either male or female, and are often regarded in terms of masculine or feminine, respectively. Many people use sex and gender interchangeably, but one does not have to be male to identify as masculine, and vice versa. we have both a biological, physical characteristic;sex with a superimposed cultural construct gender. The same applies to both race and culture, respectively. Race refers to groups of people who are distinguished by shared physical characteristics, such as skin color and hair type. Culture refers to the customs, habits, and value systems of groups of people. People of the same race may not share the same culture; similarly, a culture isnt necessarily comprised of people of the same race. Women and men communicate most effectively when they understand the â€Å"invisible rules†unique to each gender. Research presented by Dr. Pat Heim in her video, â€Å"The Invisible Rules: Men, Women and Teams,†indicates that each gender is a â€Å"culture†in itself, raised with invisible rules of conduct instinctively known to all adult members of that gender. Therefore, men and women behave according to two separate sets of rules about what â€Å"right†is. I. Consequently, behavior that seems natural and appropriate to one gender culture can seem baffling, hurtful or wrong to others. When we work with someone of the opposite gender and he or she does something that seems a bit strange, we often become intolerant and defensive. We do not realize that men and women come from different cultures, even if they are raised in the same homes, educated in the same schools and live in the same country. II. The two gender cultures are different in many ways. Understanding the invisible rules unique to each gender can help us become better team members and leaders. It is important to remember that these are generalizations on gender behavior based on the 80% portion of the bell curve. There are always exceptions to the rule. Examples given are based on what research tells us. A. In every culture of the world, children are taught to be appropriate adults through the games they play. When boys are growing up, they play baseball, basketball, football, cops and robbers, cowboys and Indians and war, all of which are hierarchical team sports. They learn how to compete, be aggressive, play to win, strategize, take risks and mask emotions. Playing their assigned role in the hierarchy, boys learn to obey their coach unquestioningly, become leaders and play with people they do not like. In essence, boys learn how to garner power, manage conflict and win or lose without becoming emotionally involved with their â€Å"competitors. †B. More than likely, the girls we grew up with were not playing team sports. Girls play with people they like (usually one-on-one) and learn their cultural lessons from â€Å"doll games†in which there are no winners or losers. Girl play reinforces â€Å"getting along and being nice,†protecting friendships by negotiating differences, seeking win-win situations and focusing on what is fair for all instead of winners and losers. C. girls (unlike boys) have â€Å"flat†versus hierarchical relationships. A very important rule in women’s culture is that the power in interpersonal relationships is always kept â€Å"dead even. †There is never a â€Å"boss doll player. †Girls who try to be the boss quickly learn that this damages friendships. Consequently, when adult women enter a hierarchical workplace, they often attempt to equalize power, negotiate relationships and share power equally. III. Does this mean that since the Coast Guard is a hierarchical organization, women cannot succeed? Of course not. Does it mean that the hierarchical leadership style is always the appropriate choice? Again, absolutely not. The command and control leadership style associated with a hierarchy works most effectively in time-bound situations, when there is no alternative or in emergencies. For example, on scene at an urgent search-and-rescue case, the command and control style works best. Time is limited, one person needs to be in control of the situation and everyone needs to fulfill their specific roles. A. However, take the same SAR case and look at what is going on in the Operations Center. There, the supervisor needs the expertise and ideas of everyone on watch to make the best decision. Each person might provide additional ideas as to how the case could best be handled. In a flat structure then, the leadership style is based on involvement. B. This style works most effectively when you need creativity and psychological buy in and you need them to make it work. Clearly, the Coast Guard has many different situations that require different leadership styles. Using the same style in every situation is a quick recipe for ineffectiveness. By understanding the different styles, we can more successfully choose the appropriate one for the situation. IV. Sometimes the tendency for women to associate with one style and men to associate with the other leads to misunderstandings. For example, on a large cutter, a male chief was supervising a female second class petty officer. He directed her to perform a certain task. After listening to the tasking, the petty officer recommended an alternate method that she had learned at another unit and proved to be very successful. A. The chief assumed that she was being insubordinate. In his view, being a team player meant knowing your role in the hierarchy and playing your role without question. The chiefs anger and unwillingness to listen to her ideas made the petty officer feel unwelcome on the team. For her, being a team player meant helping the group by recommending ideas that might benefit the team. B. The two different structures (hierarchical versus flat) have different definitions of what makes a good team player. Both members were working within the invisible rules that had been programmed into them from an early age. Neither felt good about the interaction, and their trust in each other was seriously damaged. Had either of them been aware of the differing styles, this unpleasant situation could have been avoided. conclusion As you can see, the unique socializing experiences of men and women as they grow up create separate rules and realities for each gender. It is not a matter of who is â€Å"right†or â€Å"wrong. †One challenge that women face today is that most organizations are run by the rules of team sports. This fact does not absolve women from learning the hierarchical, goal-focused rules of most men, nor does it absolve men from the need to learn about the strengths of the flat, process-oriented focus most women bring to the workplace. The Coast Guard needs both styles to be successful. It is important to promote the best possible communication between men and women in the workplace. As we move between the male and female cultures, we sometimes have to change how we behave; speak the language of the other gender to gain the best results from the situation. Clearly, successful organizations of the future are going to have leaders and team members who understand, respect and apply the rules of gender culture appropriately.
Thursday, November 14, 2019
What Documents To Review At A Closing For A Mortgage :: Mortgage Closing Documents
What Documents To Review At A Closing For A Mortgage Three important mortgage documents 1.     Mortgage 2.     Note 3.     HUD-1 Settlement Statement Mortgage †¢Ã‚     People who sign only have an interest in the property and our not responsible to pay for the loan †¢Ã‚     Make sure the correct legal description and address are listed †¢Ã‚     Gives the rights of the mortgage company o     Usually very standard †¢Ã‚     Secures the note †¢Ã‚     Gives the lender a claim against the home if you fail to live up to the terms of the loan Note †¢Ã‚     Those who sign the note are responsible for paying the mortgage and their credit will be effected (positively and/or negatively) by the loan †¢Ã‚     States the interest rate o     Fixed o     ARM loan and how often the interest rate will change †¢Ã‚     States the loan term o     How many years the loan is o     A prepayment penalty will be listed if applicable †¢Ã‚     States the late charge amount o     A percentage of the principal and interest †¢Ã‚     States the principal and interest of the payment o     The escrow amount is not stated †¢Ã‚     States the payment is due o     Check with the lender if there is a grace period †¢Ã‚     States the loan amount †¢Ã‚     Promise to repay the mortgage †¢Ã‚     States what the lender can do if you fail to make payments HUD-1 Settlement Statement †¢Ã‚     A detailed list of all costs related to the sale of the home †¢Ã‚     A precise record of the settlement costs †¢Ã‚     Both buyer and seller sign Helpful Tips †¢Ã‚     Have an attorney present that represents you and you only †¢Ã‚     You have a three day rescission period †¢Ã‚     Review sections 900 and 1000 of the HUD statement if you sign for an escrow †¢Ã‚     At closing you have the opportunity to make last minute changes †¢Ã‚     Bring any documents that you previously received to the closing and refer to the documents at closing †¢Ã‚     Check to see if there are any back taxes on the property o     Once you sign off on property those taxes are your responsibility Explanation of the HUD-1 Statement BUYER’S RECAP Line 101 is for purchases, purchase price would go here. Line 102 is for any personal property that is included with sale on purchases only. Line 103 is Total for Page Line 104 and 105 are for Mortgage Payoffs. Lines 106 thru 112 are items that buyer has agreed to pay for in advance. Line 120 is the total of all charges to buyer. Line 201 is money deposit given by buyer Line 202 is new loan amount Line 203 is for existing loans buyer will assume or pay to seller. Line 204 thru 209 is for misc. credits to buyer as agreed to up-front. Lines 210 thru 219 are for credits to buyer from seller for taxes, etc. Line 220 is total credits to buyer Line 303 is difference due to or from buyer.
Tuesday, November 12, 2019
Noah and Utnapishtim’s Wild Ride Essay
Almost every religion in the world has a story about the â€Å"Great Flood†which destroys the earth, and each teaches its followers a different story about this disaster. While the Babylonians have the story of Utnapishtim from the Epic of Gilgamesh, the Judeo Christians have Noah from the Bible. Both men save a few people and many animals. In these stories, Noah and Utnapishtim seem to have similar situations, but a further analysis shows how truly different the two stories are. The boats in each story are exceptionally different. In the Epic of Gilgamesh, Utnapishtim’s boat was six stories high, had nine apartments in each story, had a flat bottom, and was one hundred and twenty cubits high as well as wide (par 5-6). Utnapishtim covered the inside of his boat with bitumen, and covered the outside of it with pitch (par 6). Noah’s ark was made of cypress wood, and was coated in pitch on the inside and out (6:14). It was three hundred cubits long, fifty cubits wide, and thirty cubits high (6:15). It had three decks, a door, and a roof (6:16). The Lord shut Noah in the ark with his family and the animals, and Utnapishtim shut himself in when the flood waters came (7:16; par 9). Each story tells of a storm, but there are conflicting differences in each one. The storm in Utnapishtim’s story lasted for six days and six nights (par 14). On the seventh day, the rain stopped and the waters receded (par 14). They stayed in the boat for at least another week before they decided the land had dried enough (par 16). The storm in Noah’s story lasted for forty days and forty nights (7:17). The floods were on the earth for a hundred and fifty days (7:24). Noah, his family, and the animals stayed on the ark for three hundred and ninety two days (7:6, 8:14). Utnapishtim stayed on the boat until the raven did not come back, and Noah stayed on the ark until God told him to come out (par 16; 8:15-16). Noah and Utnapishtim each sent out birds to let them know when they could leave the boat, but sent out different ones in different parts of their stories. When the waters started to recede, Utnapishtim sent out a dove first, and she came back finding no place to rest (par 16). He then sent out a swallow, which also returned (par 16). The third bird he sent out was a raven, and she did not return, for she had found a place to rest (par 16). The first bird Noah sent out was a raven (8:7). He sent out the dove next, but she returned with no place to rest (8:8-9). He waited for a week and sent the dove out again, and she brought back an olive branch (8:10-11). He waited yet another week and sent her out again, but this time, she did not return (8:12). In each story, the birds that let them know the water is gone are different. Noah and Utnapishtim seem to survive similar situations in each story, but they are a far cry from each other. Each of their boats is built in different dimensions, are made from varied kinds of materials, and structured differently. The storms in each story lasted for assorted periods of time, and they were inside the boats for different lengths of time as well. They both sent out different birds for various reasons in their stories. Each story clashes with the other in numerous distinctive ways.
Saturday, November 9, 2019
Women To The Status Of A “Second Class Citizen”
It is undeniable that women, in general, have suffered all sorts of discrimination and have been treated poorly by every society around the world for as long as history has been recorded. All countries in the world have announced their support to equal rights for women. Yet, on a daily basis, various forms of discrimination and violence against females take place around the world. Sometimes, men install glass ceilings to separate women, which prevent them from moving up in their careers.Sometimes, it is manifested through salaries with women being paid less than men. Discriminatory laws and social norms, which give preference to men in different fields, also reduce women to the status of a â€Å"second class citizen†. Most societies have a patriarchal system, which governs relations between men and women. Patriarchy, which literally means the rule of the men, is a social system where men play the dominant role. It also means that men are seen as the heads of households.In patr iarchal societies millions of women are forced to deal with different forms of discrimination and abuses at their work places and in their homes. Women take a subordinate or second-class role. This is usually reinforced through the following systems: 1. The economic system Men are regarded as breadwinners and therefore paid more than women. Women perform unpaid labour such as rearing children. With regards to property and inheritance rights, women are often discriminated against. 2. Culture and social norms and religiousCulture is everything in society which is socially rather than biologically transmitted. For example, gender roles and certain types of behavior are learned and allocated to men and women – boys don't cry, men must protect ‘their' girls and women, men are the heads of households and so forth. Girls must be kind and nurturing, not aggressive or too pushy. Gender refers to the social system, which governs the relations between men and women. It is the diff erent roles that societies prescribe for men and women.Unlike sex, which is biological, gender is determined by a given society's values and norms, the social, political and economic system. So a man's sex determines that he cannot have babies, but it is his gender role in most societies that determines that he should not feed babies and change nappies. Gender roles are cultural and culture is something that changes over time. The social role men play is linked to power and control and many people in our communities see it as part of the social order (the way things should be).Women can be good as a doctor but not a manager or president. Women are the top students in university but men professor are in majority. Some think that the feelings of superiority by men can be traced back to the biblical times of Adam and Eve as Adam was created in God's image and Eve came from Adam. 3. Political systems Men write and pass the law. Until as late as the 1970's, women were not allowed to vote in many countries, it also went without saying that governments, big business and international institutions were run mostly by men.Amazingly, many studies have shown that women who are subjected to violence and abuse are from all segments of society, including those from well-educated and well-off social classes. Yet, they don't speak about it because of shame, fear or out of concern that it would negatively affect their social status. Societies and women alike share the blame for the situation by accepting the abuse and, in some cases, justifying it. On the other hand, women activists say that many females, regardless of their education, feel â€Å"insulted†when activists speak to them about the need to end the abuse they are being subjected to.It is common knowledge that almost every language and culture tends to be male-dominated though believe me women do have a part to play some times ago my cousin gave birth to her second child a second girl so i tell my friend about it and she says â€Å"oh the poor parent's a second girl†i was applauded What the hell is that supposed to mean when both of us are second girls in the family. It’s truly a thing we as women need to improve who cares what the men think. Women to the Status of a â€Å"Second Class Citizen†It is undeniable that women, in general, have suffered all sorts of discrimination and have been treated poorly by every society around the world for as long as history has been recorded. All countries in the world have announced their support to equal rights for women. Yet, on a daily basis, various forms of discrimination and violence against females take place around the world. Sometimes, men install glass ceilings to separate women, which prevent them from moving up in their careers.Sometimes, it is manifested through salaries with women being paid less than men. Discriminatory laws and social norms, which give preference to men in different fields, also reduce women to the status of a â€Å"second class citizen†. Most societies have a patriarchal system, which governs relations between men and women. Patriarchy, which literally means the rule of the men, is a social system where men play the dominant role. It also means that men are seen as the heads of households.In patr iarchal societies millions of women are forced to deal with different forms of discrimination and abuses at their work places and in their homes. Women take a subordinate or second-class role. This is usually reinforced through the following systems: 1. The economic system Men are regarded as breadwinners and therefore paid more than women. Women perform unpaid labour such as rearing children. With regards to property and inheritance rights, women are often discriminated against. 2. Culture and social norms and religiousCulture is everything in society which is socially rather than biologically transmitted. For example, gender roles and certain types of behavior are learned and allocated to men and women – boys don't cry, men must protect ‘their' girls and women, men are the heads of households and so forth. Girls must be kind and nurturing, not aggressive or too pushy. Gender refers to the social system, which governs the relations between men and women. It is the diff erent roles that societies prescribe for men and women.Unlike sex, which is biological, gender is determined by a given society's values and norms, the social, political and economic system. So a man's sex determines that he cannot have babies, but it is his gender role in most societies that determines that he should not feed babies and change nappies. Gender roles are cultural and culture is something that changes over time. The social role men play is linked to power and control and many people in our communities see it as part of the social order (the way things should be).Women can be good as a doctor but not a manager or president. Women are the top students in university but men professor are in majority. Some think that the feelings of superiority by men can be traced back to the biblical times of Adam and Eve as Adam was created in God's image and Eve came from Adam. 3. Political systems Men write and pass the law. Until as late as the 1970's, women were not allowed to vote in many countries, it also went without saying that governments, big business and international institutions were run mostly by men.Amazingly, many studies have shown that women who are subjected to violence and abuse are from all segments of society, including those from well-educated and well-off social classes. Yet, they don't speak about it because of shame, fear or out of concern that it would negatively affect their social status. Societies and women alike share the blame for the situation by accepting the abuse and, in some cases, justifying it. On the other hand, women activists say that many females, regardless of their education, feel â€Å"insulted†when activists speak to them about the need to end the abuse they are being subjected to.It is common knowledge that almost every language and culture tends to be male-dominated though believe me women do have a part to play some times ago my cousin gave birth to her second child a second girl so i tell my friend about it and she says â€Å"oh the poor parent's a second girl†i was applauded What the hell is that supposed to mean when both of us are second girls in the family. It’s truly a thing we as women need to improve who cares what the men think.
Thursday, November 7, 2019
Assess the importance of economic factors in the rise to pow essays
Assess the importance of economic factors in the rise to pow essays After the abdication of the Kaiser, Germany became a republic. The Weimar Republic, which came to existence in 1919, lasted 14 years until 1933 when Hitler and the Nazis took control of Germany. The rise of Hitler and the Nazis and the consequent fall of the Weimar Republic were due, in part, to the economic crisis of 1929. It was also because of political problems and the appeal of the Nazis that allowed the Nazis to rise to power. Germanys economic problems started during the First World War They had borrowed large amounts of money to pay for the war. It was assumed that she would win and, therefore, loans could be repaid from reparations imposed on the allies. Due to shortages, inflation began during the war years and the value of the mark began to fall. They hoped the economy would eventually stabilise but it did not and inflation continued. Reparations added to Germanys economic problems but the effects were less severe than sometimes claimed .To cover the cost the government simply printed more money. Inflation, which was already bad, became hyperinflation. The economic crisis of 1923 had a devastating effect on German people. German currency became virtually worthless. The Wall Street Crash was a disaster for the German economy. Prices and wages fell and unemployment rose dramatically as more firms went bankrupt. By 1932 over 6 million people were unemployed. The government had to decide whether to spend its way out of the crisis through a programme of the works or cut back on government spending. It chose the latter. This did not go down well with the public. As a result more people voted for the extremist parties, especially the Nazis. There were also political reasons why the Nazis rose to power. There were uprisings from the left and the right against the Weimar Government. The Spartacist Revolt attempted to take over the government but was stopped by the Freikorps. On the right some of the army were ...
Tuesday, November 5, 2019
Rules and Standards for Patent Drawings
Rules and Standards for Patent Drawings There are two acceptable categories for presenting drawings in utility and design patent applications: Black Ink: Black and white drawings are normally required. India ink, or its equivalent that secures solid black lines, must be used for drawings.Color: On rare occasions, color drawings may be necessary as the only practical medium by which to disclose the subject matter sought to be patented in a utility or design patent application or the subject matter of a statutory invention registration. The color drawings must be of sufficient quality such that all details in the drawings are reproducible in black and white in the printed patent. Color drawings are not permitted in international applications under patent treaty rule PCT 11.13, or in an application, or copy thereof, submitted under the electronic filing system (for utility applications only). The Office will accept color drawings in utility or design patent applications and statutory invention registrations only after granting a petition filed under this paragraph explaining why the color drawings are necessary. Any such petition must include the following: Patent petition fee 1.17 h - $130.00Three sets of color drawings, a black and white photocopy that accurately depicts the subject matter shown in the color drawingAn amendment to the specification to insert the following to be the first paragraph of the brief description of the drawings: The patent or application file contains at least one drawing executed in color. Copies of this patent or patent application publication with color drawing(s) will be provided by the Office upon request and payment of the necessary fee. Photographs Black and White: Photographs, including photocopies of photographs, are not ordinarily permitted in utility and design patent applications. The Office will accept photographs in utility and design patent applications, however, if photographs are the only practicable medium for illustrating the claimed invention. For example, photographs or photomicrographs of: electrophoresis gels, blots (e.g., immunological, western, Southern, and northern), autoradiographs, cell cultures (stained and unstained), histological tissue cross sections (stained and unstained), animals, plants, in vivo imaging, thin layer chromatography plates, crystalline structures, and, in a design patent application, ornamental effects, are acceptable. If the subject matter of the application admits of illustration by a drawing, the examiner may require a drawing in place of the photograph. The photographs must be of sufficient quality so that all details in the photographs are reproducible in the printed patent. Color Photographs: Color photographs will be accepted in utility and design patent applications if the conditions for accepting color drawings and black and white photographs have been satisfied. Identification of Drawings Identifying indicia, if provided, should include the title of the invention, inventors name, and application number, or docket number (if any) if an application number has not been assigned to the application. If this information is provided, it must be placed on the front of each sheet and centered within the top margin. Graphic Forms In Drawings Chemical or mathematical formulae, tables, and waveforms may be submitted as drawings and are subject to the same requirements as drawings. Each chemical or mathematical formula must be labeled as a separate figure, using brackets when necessary, to show that information is properly integrated. Each group of waveforms must be presented as a single figure, using a common vertical axis with time extending along the horizontal axis. Each individual waveform discussed in the specification must be identified with a separate letter designation adjacent to the vertical axis. Type of Paper Drawings submitted to the Office must be made on paper which is flexible, strong, white, smooth, non-shiny, and durable. All sheets must be reasonably free from cracks, creases, and folds. Only one side of the sheet may be used for the drawing. Each sheet must be reasonably free from erasures and must be free from alterations, overwritings, and interlineations. Photographs must be developed on paper meeting the sheet-size requirements and the margin requirements (see below and next page). Sheet Size All drawing sheets in an application must be the same size. One of the shorter sides of the sheet is regarded as its top. The size of the sheets on which drawings are made must be: 21.0 cm. by 29.7 cm. (DIN size A4), or21.6 cm. by 27.9 cm. (8 1/2 by 11 inches) Margin Requirements The sheets must not contain frames around the sight (i.e., the usable surface), but should have scan target points (i.e., cross-hairs) printed on two catercorner margin corners. Each sheet must include: a top margin of at least 2.5 cm. (1 inch)a left side margin of at least 2.5 cm. (1 inch)a right side margin of at least 1.5 cm. (5/8 inch)and a bottom margin of at least 1.0 cm. (3/8 inch)thereby leaving a sight no greater than 17.0 cm. by 26.2 cm. on 21.0 cm. by 29.7 cm. (DIN size A4) drawing sheetsand a sight no greater than 17.6 cm. by 24.4 cm. (6 15/16 by 9 5/8 inches) on 21.6 cm. by 27.9 cm. (8 1/2 by 11 inch) drawing sheets Views The drawing must contain as many views as necessary to show the invention. The views may be plan, elevation, section, or perspective views. Detail views of portions of elements, on a larger scale if necessary, may also be used. All views of the drawing must be grouped together and arranged on the sheet(s) without wasting space, preferably in an upright position, clearly separated from one another, and must not be included in the sheets containing the specifications, claims, or abstract. Views must not be connected by projection lines and must not contain center lines. Waveforms of electrical signals may be connected by dashed lines to show the relative timing of the waveforms. Exploded Views: Exploded views, with the separated parts embraced by a bracket, to show the relationship or order of assembly of various parts are permissible. When an exploded view is shown in a figure which is on the same sheet as another figure, the exploded view should be placed in brackets.Partial Views: When necessary, a view of a large machine or device in its entirety may be broken into partial views on a single sheet or extended over several sheets if there is no loss in facility of understanding the view. Partial views drawn on separate sheets must always be capable of being linked edge to edge so that no partial view contains parts of another partial view.A smaller scale view should be included showing the whole formed by the partial views and indicating the positions of the parts shown.When a portion of a view is enlarged for magnification purposes, the view and the enlarged view must each be labeled as separate views.Where views on two or more sheets form, in effect, a s ingle complete view, the views on the several sheets must be so arranged that the complete figure can be assembled without concealing any part of any of the views appearing on the various sheets.A very long view may be divided into several parts placed one above the other on a single sheet. However, the relationship between the different parts must be clear and unambiguous. Sectional Views: The plane upon which a sectional view (example 2) is taken should be indicated on the view from which the section is cut by a broken line. The ends of the broken line should be designated by Arabic or Roman numerals corresponding to the view number of the sectional view and should have arrows to indicate the direction of sight. Hatching must be used to indicate section portions of an object and must be made by regularly spaced oblique parallel lines spaced sufficiently apart to enable the lines to be distinguished without difficulty. Hatching should not impede the clear reading of the reference characters and lead lines. If it is not possible to place reference characters outside the hatched area, the hatching may be broken off wherever reference characters are inserted. Hatching must be at a substantial angle to the surrounding axes or principal lines, preferably 45 °.A cross-section must be set out and drawn to show all of the materials as they are shown in the v iew from which the cross section was taken. The parts in cross section must show proper material(s) by hatching with regularly spaced parallel oblique strokes, the space between strokes being chosen on the basis of the total area to be hatched. The various parts of a cross section of the same item should be hatched in the same manner and should accurately and graphically indicate the nature of the material(s) that is illustrated in cross-section.The hatching of juxtaposed different elements must be angled in a different way. In the case of large areas, hatching may be confined to an edging drawn around the entire inside of the outline of the area to be hatched.Different types of hatching should have different conventional meanings as regards the nature of a material seen in cross-section. Alternate Position: A moved position may be shown by a broken line superimposed upon a suitable view if this can be done without crowding; otherwise, a separate view must be used for this purpose.Modified Forms: Modified forms of construction must be shown in separate views. Arrangement of Views One view must not be placed upon another or within the outline of another. All views on the same sheet should stand in the same direction and, if possible, stand so that they can be read with the sheet held in an upright position. If views wider than the width of the sheet are necessary for the clearest illustration of the invention, the sheet may be turned on its side so that the top of the sheet, with the appropriate top margin to be used as the heading space, is on the right-hand side. Words must appear in a horizontal, left-to-right fashion when the page is either upright or turned so that the top becomes the right side, except for graphs utilizing standard scientific convention to denote the axis of abscissas (of X) and the axis of ordinates (of Y). Front Page View The drawing must contain as many views as necessary to show the invention. One of the views should be suitable for inclusion on the front page of the patent application publication and patent as the illustration of the invention. Views must not be connected by projection lines and must not contain center lines. The applicant may suggest a single view (by figure number) for inclusion on the front page of the patent application publication and patent. Scale The scale to which a drawing is made must be large enough to show the mechanism without crowding when the drawing is reduced in size to two-thirds in reproduction. Indications such as actual size or scale 1/2 on the drawings are not permitted since these lose their meaning with reproduction in a different format. Character of Lines, Numbers, and Letters All drawings must be made by a process which will give them satisfactory reproduction characteristics. Every line, number, and letter must be durable, clean, black (except for color drawings), sufficiently dense and dark, and uniformly thick and well-defined. The weight of all lines and letters must be heavy enough to permit adequate reproduction. This requirement applies to all lines, however, fine, to shading, and to lines representing cut surfaces in sectional views. Lines and strokes of different thicknesses may be used in the same drawing where different thicknesses have a different meaning. Shading The use of shading in views is encouraged if it aids in understanding the invention and if it does not reduce legibility. Shading is used to indicate the surface or shape of spherical, cylindrical, and conical elements of an object. Flat parts may also be lightly shaded. Such shading is preferred in the case of parts shown in perspective, but not for cross-sections. See paragraph (h)(3) of this section. Spaced lines for shading are preferred. These lines must be thin, as few in number as practicable, and they must contrast with the rest of the drawings. As a substitute for shading, heavy lines on the shade side of objects can be used except where they superimpose on each other or obscure reference characters. Light should come from the upper left corner at an angle of 45 °. Surface delineations should preferably be shown by proper shading. Solid black shading areas are not permitted, except when used to represent bar graphs or color. Symbols Graphical drawing symbols may be used for conventional elements when appropriate. The elements for which such symbols and labeled representations are used must be adequately identified in the specification. Known devices should be illustrated by symbols which have a universally recognized conventional meaning and are generally accepted in the art. Other symbols which are not universally recognized may be used, subject to approval by the Office, if they are not likely to be confused with existing conventional symbols, and if they are readily identifiable. Legends Suitable descriptive legends may be used subject to approval by the Office or may be required by the examiner where necessary for an understanding of the drawing. They should contain as few words as possible. Numbers, Letters, Reference Characters Reference characters (numerals are preferred), sheet numbers, and view numbers must be plain and legible, and must not be used in association with brackets or inverted commas, or enclosed within outlines, e.g., encircled. They must be oriented in the same direction as the view so as to avoid having to rotate the sheet. Reference characters should be arranged to follow the profile of the object depicted.The English alphabet must be used for letters, except where another alphabet is customarily used, such as the Greek alphabet to indicate angles, wavelengths, and mathematical formulas.Numbers, letters, and reference characters must measure at least.32 cm. (1/8 inch) in height. They should not be placed in the drawing so as to interfere with its comprehension. Therefore, they should not cross or mingle with the lines. They should not be placed upon hatched or shaded surfaces. When necessary, such as indicating a surface or cross section, a reference character may be underlin ed and a blank space may be left in the hatching or shading where the character occurs so that it appears distinct. The same part of an invention appearing in more than one view of the drawing must always be designated by the same reference character, and the same reference character must never be used to designate different parts.Reference characters not mentioned in the description shall not appear in the drawings. Reference characters mentioned in the description must appear in the drawings. Lead Lines Lead lines are those lines between the reference characters and the details referred to. Such lines may be straight or curved and should be as short as possible. They must originate in the immediate proximity of the reference character and extend to the feature indicated. Lead lines must not cross each other. Lead lines are required for each reference character except for those which indicate the surface or cross section on which they are placed. Such a reference character must be underlined to make it clear that a lead line has not been left out by mistake. Arrows Arrows may be used at the ends of lines, provided that their meaning is clear, as follows: On a lead line, a freestanding arrow to indicate the entire section towards which it points;On a lead line, an arrow touching a line to indicate the surface shown by the line looking along the direction of the arrow; orTo show the direction of movement. Copyright or Mask Work Notice A copyright or mask work notice may appear in the drawing but must be placed within the sight of the drawing immediately below the figure representing the copyright or mask work material and be limited to letters having a print size of 32 cm. to 64 cm. (1/8 to 1/4 inches) high. The content of the notice must be limited to only those elements provided for by law. For example,  ©1983 John Doe (17 U.S.C. 401) and *M* John Doe (17 U.S.C. 909) would be properly limited and, under current statutes, legally sufficient notices of copyright and mask work, respectively. Inclusion of a copyright or mask work notice will be permitted only if the authorization language set forth in rule  § 1.71(e) is included at the beginning (preferably as the first paragraph) of the specification. Numbering of Sheets of Drawings The sheets of drawings should be numbered in consecutive Arabic numerals, starting with 1, within the sight as defined by the margins. These numbers, if present, must be placed in the middle of the top of the sheet, but not in the margin. The numbers can be placed on the right-hand side if the drawing extends too close to the middle of the top edge of the usable surface. The drawing sheet numbering must be clear and larger than the numbers used as reference characters to avoid confusion. The number of each sheet should be shown by two Arabic numerals placed on either side of an oblique line, with the first being the sheet number and the second being the total number of sheets of drawings, with no other marking. Numbering of Views The different views must be numbered in consecutive Arabic numerals, starting with 1, independent of the numbering of the sheets and, if possible, in the order in which they appear on the drawing sheet(s). Partial views intended to form one complete view, on one or several sheets, must be identified by the same number followed by a capital letter. View numbers must be preceded by the abbreviation FIG. Where only a single view is used in an application to illustrate the claimed invention, it must not be numbered and the abbreviation FIG. must not appear.Numbers and letters identifying the views must be simple and clear and must not be used in association with brackets, circles, or inverted commas. The view numbers must be larger than the numbers used for reference characters. Security Markings Authorized security markings may be placed on the drawings provided they are outside the sight, preferably centered in the top margin. Corrections Any corrections on drawings submitted to the Office must be durable and permanent. Holes No holes should be made by the applicant in the drawing sheets. Types of Drawings See rules for  § 1.152 for design drawings,  § 1.165 for plant drawings, and  § 1.174 for reissue drawings
Sunday, November 3, 2019
Food & Health In Hamilton County, Ohio Essay Example | Topics and Well Written Essays - 750 words
Food & Health In Hamilton County, Ohio - Essay Example Among the various necessary measures required to tackle this problem, one of the important measure required to neutralize the problem of food hardships in Cincinnati is emphasizing on the nutritional programs made by the government so that the people of all levels receive nutritious food at feasible prices. Nutrition education is an important way to encourage healthy eating, build good lifelong habits, and combat the country’s childhood obesity epidemic and the food crisis problems. Various nutritional programs have been adapted by government to reduce the harsh effects of the food crisis in the city. The Nutrition Council of Greater Cincinnati endow with nutrition education for after school programs at the Norwood Community Learning Centers. The Nutrition Council executes a fitness and nutrition program called the Flying Pigs Marathon, designed in order to help children remain active, eat well, and learn (Providing Nutrition Education, n.d). A healthful diet on a regular basis can be afforded from a mainstream grocer who sells an assortment of healthful and fresh foods such as produce, dairy, and meats at affordable prices. A large section of the society depends on the fringe food diet which is very unhealthy (Food & Health in Hamilton County, Ohio, 2011, p.4). The Ohio Food Assistance Program (Federally known as Supplemental Nutrition Assistance Program, SNAP) is basically structured in order to raise nutritional levels, expand buying power, and to preserve the health and well being of individuals in low-income households in Ohio. A household may consist of an individual or a group of individuals living together and usually purchase, arrange, and eat their food together (Ohio Food Assistance Program). Nominal eligibility criteria are required to fulfill by the residents in order to get the benefits (Food & Health in Hamilton County, Ohio, 2011, p.4). The SNAP programs have benefited the people to a large extent. However some faults are identified
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