Data Analysis and Data Modeling in Visio Free Essays

Lab – Data Analysis and Data Modeling in Visio Overview In this lab, we will learn to draw with Microsoft Visio the ERD’s we created in class. Learning Objectives Upon completion of this learning unit you should be able to: ? Understand the concept of data modeling ? Develop business rules ? Develop and apply good data naming conventions ? Construct simple data models using Entity Relationship Diagrams (ERDs) ? Develop entity relationships and define various types of attributes Lab Goals Our lab goals are to: 1. Learn to build conceptual models in Microsoft Visio. We will write a custom essay sample on Data Analysis and Data Modeling in Visio or any similar topic only for you Order Now 2. Create the 5 ERDs from class in Microsoft Visio. You will accomplish this by drawing the 4 diagrams from the class exercise. You will have to hand in all 4 diagrams by FTPing them to your account space on the IST-S-STUDENTS server and then pasting the url to the diagram in the text boxes for this week’s learning unit assessment. What you will need to begin 1. A copy of Microsoft Visio 2003 (or higher) 2. The Visio Conceptual Modeling Stencil conceptual modeling. vss (should be with the other files from this week’s lesson) 3. The class exercises from this week (should also be with the other files from week’s lesson. ) Part 1: Getting Ready for Using Microsoft Visio for Conceptual Modeling Overview This section will explain how to use Microsoft Visio to create conceptual Entity-Relationship data models. Microsoft Visio has built-in database tools for creating logical data models (those that apply the relational database theory to your entity-relationship diagrams), and not very good at conceptual modeling. As a result, using the MS Visio database tools to create the conceptual model diagrams can sometimes feel like trying to jam a round peg into a square hole. Since not many people are into shoving round pegs into square holes, this guide will explain how you can maximize the Visio database tools for creating conceptual models. For those of you familiar with Visio, here are the heuristics we will follow to make Visio conceptual model friendly: †¢ Use Database Model Diagrams †¢ Modify the settings to be more user-friendly †¢ Do not use the relationship tool – use my stencil instead Step 1: Create New Document The first step is to create a new document. From the Visio Menu, choose: File ( New ( Software Database ( Database Model Diagram [pic] This will create your blank Visio page, and load the default database toolset. IMPORTANT: The default Visio stencils are for logical modeling. I’ve created a custom stencil for conceptual modeling. Step 2: Load the Conceptual Modeling Custom Stencil Download the stencil file from our learning management system and save the conceptual modeling. vss somewhere on the local computer. From the Shapes Bar, select Shapes ( More Shapes ( Open Stencil Use the Open Stencil dialog to browse for the conceptual modeling. vss and open it. You should see the following: [pic] Step 3: Configure Default Settings This is the most important step. In this step we will tweak the database document settings so that they are favorable to conceptual modeling. The benefits of doing this are there will be very little reworking of the document at the logical modeling step. From the Visio Ribbon, choose: Database ( Display Options The Database Document Options Dialog will appear. From this dialog, select Relational symbol set, and Conceptual Names visible on the diagram, as displayed in this dialog: [pic] Next, Click on the Table tab: From this section of the dialog, display everything except annotations and vertical lines, do not show data types, and place primary keys at top, as displayed in the following dialog: [pic] When you’re finished click ok. This will close the Database Document Options dialog. NOTE: You might want to save your document at this time. Now that you’ve got things set-up this file can serve as a template for future conceptual modeling diagrams. AS A MATTER OF FACT, YOU CAN DOWNLOAD A PRE-BUILT VISIO TEMPLATE FROM THE CLASS WEBSITE WITH THIS WEEK’S MATERIALS. Part 2: Microsoft Visio for Conceptual Modeling Walk-Thru Overview In this section, we will walk-through creating a conceptual data model with Microsoft Visio. We will use the vBay! (E-bay â€Å"like† website case study as an example for conceptual modeling. ) To Create an Entity: Drag the [pic] icon onto the page and drop. Name the entity in the database properties window: [pic] YOU DO IT: Now add these 4 Entities to your diagram: [pic] To Add Attributes to the entity: To add attributes to your entity, simply click on the columns section of the database properties window, and enter in your column names. Be sure to include the appropriate attribute descriptors [rucdm] with the physical name. Ignore the data type Req’d and PK columns. Those are used in logical modeling. [pic] YOU DO IT: Now add attributes to all 4 entities, like this: [pic] To Add Relationships among the entities: To Add Relationships, simply drag the appropriate relationship cardinality (for example: [pic]) onto the page and connect the ends to each entity. To â€Å"snap† the line to the entity drag the line end onto the box until it turns red, like this. Red symbolizes the shapes are glued together: [pic] After to glue both ends of the line to an entity, you can double-click on the line to assign it a label. For example: [pic] YOU DO IT: Now add all the relationships to complete the conceptual model, like this: [pic] Note: You might have to juggle the shapes and lines around to achieve a best fit. It takes time and a whole lot of patience! Other Tips You can place multiple diagrams in one file! Just keep adding pages. To add a page, from the menu select: Insert ( Blank Page [pic] To rename a page, right-click on the page and choose Rename You can add text to your diagram! Use the Text tool in the ribbon. Home ( Text. When you’re finished, be sure to select the Pointer Tool again. [pic] Part 3: Creating the 4 diagrams from class exercise handing it in. Take the 4 diagrams from class and draw them in Microsoft Visio. †¢ Place one diagram on each page. †¢ Label the pages accordingly †¢ Save the document †¢ Upload the document to blackboard How to cite Data Analysis and Data Modeling in Visio, Papers

Psychophysics Essay Example For Students

Psychophysics Essay Sam Vaknins Psychology, Philosophy, Economics and Foreign Affairs Web SitesIt is impossible to rigorously prove or substantiate the existence of a Soul, a psyche. Numerous explanations have been hitherto offered:That what we, humans, call a soul is the way that we experience the workings of our brain (introspection experienced). This oftenleads to infinite regressions. That the soul is an epiphenomenon, the software result of a hardware complexity (much the same way as temperature, volume andpressure are the epiphenomena of a large number of gas molecules). That the soul does exist and that it is distinct from the body in substance (or lack of it), in form (or lack of it) and in the set of lawsthat it obeys (spiritual rather than physical). The supporters of this camp say that correlation is not causation. In other words, the electrochemical activity in the brain, which corresponds to mental phenomena does not mean that it IS the mental phenomena. Mental phenomena do have brain (hardware) correlates but these correlates need not be confused with the mental phenomena themselves. Still, very few will dispute the strong connection between body and soul. The psychic activity was attributed to the heart, the liver, even to some glands. Nowadays it is attributed to the brain, apparently with better reasons. Since the body is a physical object, subject to physical laws, it follows that at least the connection between the two (body and soul) must obey the laws of physics. Another question is what is the currency used by the two in their communication. Physical forces are mediated by subatomic particles. What serves to mediate between body and soul ?Language could be the medium and the mediating currency. It has both an internal, psychic representation and an objective, external one. It serves as a bridge between our inner emotions and cognition and the outside, physical world. It originates almost non-physically (a mere thought) and has profound physical impacts and effects. It has quantum aspects combined with classical determinism. We propose that what we call the Subconscious and the Pre-Conscious (Threshold of Consciousness) are but Fields of Potentials organized in Lattices. Potentials of what?To represent realities (internal and external alike), we use language. Language seems to be the only thing able to consistently link our internal world with our physical surroundings. Thus, the potentials ought to be Lingual Energy Potentials. When one of the potentials is charged with Lingual Energy in Freuds language, when cathexis happens it becomes a Structure. The atoms of the Structures, their most basic units, are the Clusters. The Cluster constitutes a full cross cut of the soul : instinct, affect and cognition. It is hologramic and fractalic in that it reflects though only a part the whole. It is charged with the lingual energy which created it in the first place. The cluster is highly unstable (excited) and its lingual energy must be discharged. This lingual energy can be released only in certain levels of energy (excitation) according to an Exclusion Principle. This is reminiscent of the rules governing the world of subatomic particles. The release of the lingual energy is Freuds anti-cathexis. The lingual energy being what it is it can be discharged only as language elements (its excitation levels are lingual). Put differently: the cluster will lose energy to the environment (=to the soul) in the shape of language (images, words, associations). The defence mechanisms, known to us from classical psychology projection, identification, projective identification, regression, denial, conversion reaction, displacement, rationalization, intellectualization, sublimation, repression, inhibition, anxiety and a host of other defensive reactions are but sentences in the language (valid strings or theorems). Projection, for instance, is the sentence : It is not my trait it is his trait. Some mechanisms the notable examples are rationalization and intellectualization make conscious use of language. Whereas the levels of excitation (lingual discharge) are discrete (highly specific) the discharged energy is limited to certain, specific, language representation. These are the Allowed Representations. They are the only ones allowed (or enabled, to borrow from computers) in the Allowed Levels of Excitation. This is the reason for the principles of Disguise (camouflage) and Substitution. An excitation is achieved only through specific (visual or verbal) representations (the Allowed Representations). If two potentials occupy the same Representational levels they will be interchangeable. Thus, one lingual potential will be able to assume the role of another. Each cluster can be described by its own function (Eigenfunktion). This explains the variance between humans and among the intra-psychic representations. When a cluster is realized when its energy has been discharged in the form of an allowed lingual representation it reverts to the state of a lingual potential. This is a constant, bi-directional flow : from potential to cluster and from cluster to potential. The initial source of energy, as we said, is what we absorbed together with lingual representations from the outside. Lingual representations ARE energy and they are thus assimilated by us. An exogenic event, for this purpose, is also a language element (consisting of a visual, three dimensional representation). So, everything around us infuses us with energy which is converted into allowed representations. On the other hand, language potentials are charged with energy, become clusters, discharge the lingual energy through an allowed representation of the specific lingual energy that they possess and become potentials once more. When a potential materializes that is, when it becomes a cluster after being charged with lingual energy a Potential Singularity remains where once the materialized potential existed. The person experiences this singularity as an anxiety and does his utmost to convert the cluster back into a potential. This effort is the Repression Defence Mechanism. So, the energy used during repression is also the lingual kind. When the energy with which the cluster is charged is discharged, at the allowed levels of representation (that is to say, through the allowed lingual representations), the cluster is turned back into a potential. This, in effect, is repression. The anxiety signifies a state of schism in the field of potentials. It, therefore, deserves the name :Signal Anxiety, used in the professional literature. The signal anxiety designates not only a hole in the field of potentials but also a Conflict. How come ?The materialization of the potential (its transformation into a cluster) creates a change in the Language Field. Such a change can lead to a conflict with a social norm, for instance, or with a norm, a personal value, or with an inhibition all being lingual representations. Such a conflict ostensibly violates the conditions of the field and leads to anxiety and to repression. Freuds Id, Ego and Superego are now easily recognizable as various states of the language field. The Id represents all the potentials in the field. It is the principle by which the potentials are charged with lingual energy. Id is, in other words, a field equation which dictates the potential in every point of the field. The Ego is the interaction between the language field and the world. This interaction sometimes assumes the form of a conscious dialogue. The Superego is the interaction between the language field and the representations of the world in the language field (that is to say, the consequences of repression). All three are, therefore, Activation Modes. Each act of repression leaves traces in its wake. The field is altered by the act of repression and, this way, preserves the information related to it. The sum of all repressions creates a representation of the world (both internal and external) in the field. This is the Superego, the functional pattern of the field of potentials (the subconscious or the regulatory system). The field plays constant host to materializing potentials (=the intrusion of content upon consciousness), excitation of allowed lingual (=representational) levels (=allowed representations) and realization of structures (their reversal to a state of being potentials). It is reality which determines which excitation and representation levels are the allowed ones. The complex of these processes is Consciousness and all these functions together constitute the Ego or the Administrative System. The Ego is the functional mode of consciousness. The activities in reality are dictated both by the field of potentials and by the materializing structures but the materialization of a structure is not a prerequisite for action. The Id is a wave function, the equation describing the state of the field. It details the location of the potentials that can materialize into structures. It also lists the anxiety producing potential singularities into which a structure can be realized and revert to being a potential. An Association is the reconstruction of all the allowed levels of excitation (=the allowed representations of the lingual energy) of a specific structure. Different structures will have common excitation levels at disparate times. Once structures are realized and thus become potentials they go through the excitation level common to them and to other structures. This way they alter the field (stamp it) in an identical manner. In other words : the field will remember similarly those structures which pass through a common excitation level in an identical manner. The next time that the potential materializes and becomes one of these structures all the other twin structures will be charged with an identical lingual energy. They will all be evoked together as a Hypercluster. Another angle: when a structure is realized and comes back to being a potential, the field is stamped. When the same Stamp is shared by a few structures they form a Potential Hypercluster. From then on, whenever one of the potentials, which is a member in the Potential Hypercluster, materializes and becomes a structures it drags with it all the other potentials which also become structures (simultaneously). Potential Hyperclusters materialize into Hyperclusters whereas single Potentials materialize into Clusters. The next phase of complexity is the Network (a few Hyperclusters together). This is what we call the Memory operations. Memorizing is really the stamping of the field with the specific stamps of the structures (actually, with the specific stamps of their levels of excitation). Our memory uses lingual representations. When we read or see something, we absorb it into the Field of Potentials (the Language Field). The absorbed energy amalgamates, out of the Field of Potentials, a structure or a hypercluster. This is the process of Imprinting. The resultant structure is realized in our brain through the allowed levels of excitation (=using the allowed lingual representations), is repressed, stamps the field (=creates a memory) and rejoins the field as a potential. The levels of excitation are like Strings that tie the potentials to each other. All the potentials that participate in a given level of excitation (=of representation) of the language -will become a hypercluster during the phase of materialization. This also is the fields organizational principle:The potentials are aligned along the field lines (=the levels of excitation specific to these potentials). The connection between them is through the lingual energy but it is devoid of any specific formal logic (mechanic or algorithmic). Thus, if potential P1 and potential P2 pass through the same excitation level on their way to becoming structures, they will organize themselves along the same line in the field and will become a hypercluster or a network when materializing. They can, however, relate to each other a-logically (negation or contradiction) and still constitute a part of the same hypercluster. Leadership Essay PaperThe litmus test is: minimum energy with maximum energy (coherence and cohesiveness). Structures whose level of energy (excitation) is less than the new structure, will be detached from the new hyperstructures created in order to accommodate it (Denial) or will be incorporated into other hyperstructures (Forced Matching). A hyperstructure which contains at least one structure which was attached to it in a process of forced matching is a Forced Hyperstructure. The new hyperstructure must be energetically stable while the forced hyperstructure must be energetically unstable. This is why the forced hyperstructure will pop into consciousness (be excited) more often than other hyperstructures, including the new ones. This is the essence of a defence mechanism : an automatic pattern of thinking or acting which is typified by its rigidity, repetitiveness, compulsiveness and behaviour and mental narrowing effects. The constant instability is experienced as tension and anxiety. A lack of internal consistency and limited connections are the results. Myers (1982) Distinguishes between 3 components : emotions (=potentials), cognitions (=structures) and interpretations (hyperstructures), memory (the stamping). Minsky (1980) The memory is a complete conscious state and it is reconstructed as such. In our terminology : the structure is hologramic and fractal-like. Lazarus The cognition (=the structure) leads to an emotions (=decays into a potential). This is a partial description of the process and its second leg only. Zajonc (1980) Emotions (=potentials) precede cognitions (=structures). An emotion is based on an element of energy and the cognition is based on an element of information. This distinction seems superfluous. Information is also energy packed and ordered in a manner which enables the (appropriately trained) human brain to identify it as such. Information, therefore, is the name that we give to a particular mode of delivery of energy. Eisen (1987) Emotions influence the organization of cognitions and allows for further inter-cognitive flexibility by encouraging their interconnectedness. My interpretation is different : emotions (=potentials) which organize themselves in structures are cognitions and the duality is deceiving. This also renders the question of what preceded what all but superfluous. See also: Piaget, Hays (1977), Marcus, Nurius, Loewenthal (1979). Greenberg and Safran The emotions are automatic responses to events. The primordial emotion is a biological (that is to say physical) mechanism. It reacts to events and endows them with meaning and sense. It, therefore, assists in the processing of information. The processing is speedy and based on responses to a limited set of attributes. The emotional reaction is the raw material for the formation of cognitions. As opposed to Loewenthal, I distinguish the processing of data within the field of potentials (=processing of potentials) and the processing of data through structures (=structural processing). Laws of transformation and conservation of energy prevail between the two types of processing. The energy is information or lingual energy. The processing of the potentials is poor and stereotypical and its influence is mainly motoric. The structural processing is rich and spawns additional structures and alterations to the field itself. Horowitz (1988) All states of consciousness act in concert. When transition between these states occurs, all the components change simultaneously. Gestalt The organism tends to organize the stimuli in its awareness in the best possible manner (the euformic or eumorphic principle). The characteristics of the organization are : simplicity, regularity, coordination, continuity, proximity between components, clarity. In short, it adopts the optimal Path of Least Resistance (PLR), or path of minimum energy (PME). Epstein (1983) The processes of integration (assimilation) and differentiation (accommodation) foster harmony. Disharmony is generated by repeating a fixed pattern without any corresponding accommodative or assimilative change. Filter is a situation wherein a structure in PLR/PME materializes every time as the default structure. It, therefore, permanently occupies certain levels of excitation, preventing other structures from materializing through them. This also weakens the stamping process. The Bauer Model of Memory Organization (1981) Our memory is made of units (=representations which are the stampings of structures on the field). When one unit is activated, it activates other units, linked to it by way of association. There are also inhibitory mechanisms which apply to some of these links. A memory unit activates certain units while simultaneously inhibiting others. The stamped portion of the field of potentials which materializes into a structure does so within a hyperstructure and along a string which connects similar or identical stamped areas. All the stamped areas which are connected to a hyperstructure materialize simultaneously and occupy allowed levels of excitation. This way, other structures are prevented from using the same levels of excitation. Indeed, it is a situation of activation and inhibition, or prevention, simultaneously. The Model of Internal Compatibility A coherent experience has an affective dimension (=potential), a dimension of meaning (=structure) and of memory (=stamping). Awareness is created when there is compatibility between these dimensions (=when the structures materialize and de-materialize, are realized, without undergoing changes). The subconscious is a state of incompatibility. This forces the structures to change, it provokes denial, or forced adjustment until compatibility is obtained. Emotions relate to appropriate meanings and memories (=potentials become structures which are, as we said, hologramic and of fractal nature). There are also inter-experiential knots : emotions, meanings and / or memories which interlink. A constant dynamics is at play. Repressions, denials and forced adjustments break structures apart and detach them from each other. This reduces the inner complexity and internal poverty results. The Pathology according to Epstein (1983) When mental content (events) is rejected from consciousness (=a potential which does not materialize). Mental content which cannot be assimilated because it does not fit in. There is no structure appropriate to it and this entails rewiring and the formation of unstable interim structures. The latter are highly excitable and tend to get materialized and realized in constant, default, levels of excitation. This, in turn, blocks these levels of excitation to other structures. These are the mental defence mechanisms. Pre-verbal and a-verbal (=no structure materializes) processing.In this article, (1) and (3) are assumed to be 2 facets of the same thing. Kilstrom (1984) A trauma will tear apart the emotional side of the experience from its verbal-cognitive one (=the potential will never materialize and turn into a structure). Bauer (1981)Learning and memory are situational context dependent. The more the learning is conducted in surroundings which remind the student of the original situation the more effective it proves to be. A context is an exogenic event whose energy evokes hyperstructures/networks along a string. The more the energy of the situation resembles (or is identical to) the energy of the original situation the more effectively will the right string resonate. This would lead to an Optimal Situational Resonance. Eisen It is the similarity of meanings which encourages memorizing. In my terminology : structures belong to the same hyperstructures or networks along a common string in the field of potentials). Bartlett (1932) and Nacer (1967) Memory does not reflect reality. It is its reconstruction in light of the attitude towards it and it changes according to circumstances. The stamping is reconstructed and is transformed into a structure whose energies are influenced by its environment. Kilstrom (1984) Data processing is a process in which stimuli from the outer world are absorbed, go through an interpretative system, are classified, stored and reconstructed in memory. The subconscious is part of the conscious world and it participates in its design through the processing of the incoming stimuli and their analyses. This processing and analysis are mostly unconscious, but they have influence. Data is stored in three foci:The first one is in the Sensuous Storage Centre. This is a subconscious registry and it keeps in touch with higher cognitive processes (=the imprinting of events in the field of potentials). This is where events are analysed to their components and patterns and meaning is bestowed upon them. Primary (short term) Memory is characterized by the focusing of attention, conscious processing (=the materialization of a structure) and repetition of the material stored. Long Term Storage readily available to consciousness. We differentiate three types of memory : not reconstructible (=no stamping was made), reconstructible from one of the storage areas (=is within a structure post stamping) and memory on the level of sensual reception and processing. The latter is left as a potential, does not materialize into a structure and the imprinting is also the stamping. The data processing is partly conscious and partly subconscious. When the structure is realized, a part remains as a potential. Material which was processed in the subconscious cannot be consciously reconstructed in its subconscious form. A potential, after all, is not a structure. The stimuli, having passed through sensual data processing and having been transformed into processed material they constitute a series of assumptions concerning the essence of the received stimulus. Imprinting the field of potentials creates structures using lingual energy. Meichenbaum and Gilmore (1984) They divide the cognitive activity in three components:Events, processes and cognitive structures. An event means activity (=the materialization of potentials into structures). A process is the principle according to which data are organized, stored and reconstructed, or the laws of energetic transition from potential to structure. A cognitive structure is a structure or pattern which receives data and alters both the data and itself (thus influencing the whole field). External data are absorbed by internal structures (=imprinting) and are influenced by cognitive processes. They become cognitive events (=the excitation of a structure, the materialization into one). In all these, there is a subconscious part. Subconscious processes design received data and change them according to pre-determined principles : the data storage mechanisms, the reconstruction of memory, conclusiveness, searching and review of information. Three processes shape the interpretation of information : the principle of availability is the first one. The individual relates to the available information and not necessarily to the relevant one and this is the default of structures. The principle of representation: relating to information only if it matches conscious data. This principle is another rendition of the PLR/PME principle. It does take less energy and it does provoke less resistance to select only conforming data. The last is the principle of affirmation : the search for an affirmation of a theory or a hypothesis concerning reality, bringing about, in this way, the affirmation of the theorys predictions. Bauers (1984) Distinguishes two kinds of knowledge and lack of it : Distinction, Lack of Distinction, Understanding, Lack of Understanding. Perception is the processing of information and consciousness is being aware of perception. The focusing of attention transforms perception (=imprinting and the evocation of a structure) into a conscious experience (=the materialization of a structure). Perception antecedes awareness. The subconscious can be divided to four departments:Sub-threshold perception, Memory/Forgetfulness, Repression and Dissociation. There is no full distinction between them and there are cross-influences. The distinction between repression and dissociation: in repression there is no notice of anxiety producing content. In dissociation, the internal ties between mental or behavioural systems is not noted (and there is no obscuring or erasure of content). Intuition is intellectual sensitivity to information coming from the external or from the internal surroundings though this information was not yet clearly registered. It channels the study of the world and the observations which must lead to deep insights. This, in effect, is awareness of the process of materialization. Attention is focused on the materialization rather on the structure being materialized.

11 Famous Americans Alma Maters

For July 4th, we wanted to celebrate some of the household names that have shaped American culture. Where did these forward-thinking politicians, athletes, writers, and entertainers attend college? You may share (or soon share) an alma mater with one of these 11 famous changemakersBill Gates: Harvard UniversityEveryone know Bill Gates story. He went to Harvard the fall of 1973 and dropped out 2 years later to start a company that is now known to the world as Microsoft. As a student at Harvard, he didnt have a clear direction of what he wanted to study, but did spend majority of his time with computers.John Steinbeck: Stanford University, English LiteratureThough he did not graduate with a degree, Steinbeck did study English Literature at Stanford. He first worked as a tour guide and caretake at Lake Tahoe when he failed to publish any of his works. He is the writer of many well-known novels, such as Of Mice and Men and East of Eden, which are both now popular high school reading mate rial. Jackie Robinson: UCLAJackie Robinson broke many records and made history by being the first black athlete to play in Major League Baseball in the 20th century. Before he broke down the color barrer of the MLB, he was also the first athlete to represent UCLA in four different varsity sports: baseball, track, football and basketball.Barack Obama: Columbia University, Political Science 83President Barack Obama started his undergraduate education at Occidental College in LA, where he gave his first public speech calling for his college to particpate in the disinventment from South Africa in response to the nations policy on the apartheid. After his sophomore, he transferred to Columbia University to pursue a bachelors degree in political science, with a concentration in international relations. He also got a JD from Harvard Law School in 1991.Thomas Edison: Self-Educated but schooled at the Cooper UnionThomas Edison is one of the greatest inventors of all time. He brought us the l uxury of light, by developing a little device called the light bulb. His achievements did not come from higher education. He was homeschooled by his mother, and apparently, learned most of what he knew by reading R.G. Parkers School of Natural Philosophy.Martin Luther King, Jr.: Morehouse College, Sociology 48Martin Luther King Jr. helped lead the African-American Civil Rights Movement in 1955. He helped organize the March on Washington in 1963, where he delivered his famous I Have A Dream speech. He gained his B.A. at Morehouse College, and furthered his education by gaining a Ph.D. degree at Boston University in systematic theology.Ryan Lochte: University of Florida, Sports Management 07Ryan Lochte is an 11-time Olympic medalist with 5 gold, 3 silver, and 3 bronze under his belt. He has competed in the last two Olympics in Beijing and London. He will also be competing in the upcoming 2016 Olympics in Rio later this summer. He has spent his tame training with the swimming team at U niversity of Florida and also graduated with a degree in sports management.Margaret Mead: Barnard College, Psychology 23Margaret Mead didnt start off studying Anthropology, but she was always interested in the human mind. Her education at Barnard eventually helped pave the way to further education at Columbia, where she also got her Masters, before setting out to Samoa. She not only made Anthropology relevant, but also controversial.Michael Jordan: UNC - Chapel Hill, Geography 86Michael Jordan is one of the best basketball players in the world. He was recruited by many college basketball programs during his last year of high school, and accepted the basketball scholarship the University of North Carolina - Chapel Hill offered him. He helped UNC win the 1982 NCAA Championship against Georgetown, and was drafted to play for the Chicago Bulls after his junior year. He returned in 1986 to finish his degree in Geography.Neil Armstrong: Purdue University, Aeronautical Engineering 55 Neil Armstrong was the first man to ever walk on the moon. Prior to that, he studied aeronautical engineering at Purdue, where he was also a baritone player for the Purdue All American Marching Band. He also furthered his education and completed his Master of Science degree in Aerospace Engineering at USC in 1970.Bill Clinton: Georgetown University, International Affairs 68Bill Clinton was the 42nd President of the United States from 1993 to 2001. He had an early start to his political career. He studied in the School of Foreign Service at Georgetown University, where he ran for class president and won in 1964 and 1965.

Michael Faraday, Inventor of the Electric Motor

Michael Faraday, Inventor of the Electric Motor Michael Faraday (born Sept. 22, 1791) was a British physicist and chemist who is best known for his discoveries of electromagnetic induction and of the laws of electrolysis. His biggest breakthrough in electricity was his invention of the electric motor. Early Life Born in 1791 to a poor family in the Newington, Surrey village of South  London, Faraday had a difficult childhood riddled with poverty. Faradays mother stayed at home to take care of Michael and his three siblings, and his father was a blacksmith who was often too ill to work steadily, which meant that the children frequently went without food. Despite this, Faraday grew up a curious child, questioning everything and always feeling an urgent need to know more. He learned to read at Sunday school for the Christian sect the family belonged to called the Sandemanians, which greatly influenced the way he approached and interpreted nature. At the age of 13, he became an errand boy for a bookbinding shop in London, where he would read every book that he bound and decided that one day he would write his own. At this bookbinding shop, Faraday became interested in the concept of energy, specifically force, through an article he read in the third edition of Encyclopà ¦dia Britannica. Because of his early reading and experiments with the idea of force, he was able to make important discoveries in electricity later in life and eventually became a chemist and physicist. However, it wasnt until Faraday attended chemical lectures by Sir Humphry Davy at the Royal Institution of Great Britain in London that he was able to finally pursue his studies in chemistry and science. After attending the lectures, Faraday bound the notes he had taken and sent them to Davy to apply for an apprenticeship under him, and a few months later, he began as Davys lab assistant. Apprenticeships and Early Studies in Electricity Davy was one of the leading chemists of the day when Faraday joined him in 1812, having discovered sodium and potassium and studying the decomposition of muriatic (hydrochloric) acid that yielded the discovery of chlorine. Following the atomic theory of Ruggero Giuseppe Boscovich, Davy and Faraday began to interpret the molecular structure of such chemicals, which would greatly influence Faradays ideas about electricity. When Faradays second apprenticeship under Davy ended in late 1820, Faraday knew  about as much chemistry as anyone else at the time, and he used this newfound knowledge to continue experiments in the fields of electricity and chemistry. In 1821, he married Sarah Barnard and took up permanent residence at the Royal Institution, where he would conduct research on electricity and magnetism. Faraday built two devices to produce what he called electromagnetic rotation, a continuous circular motion from the circular magnetic force around a wire. Unlike his contemporaries at the time, Faraday interpreted electricity as more of a vibration than the flow of water through pipes and began to experiment based off of this concept. One of his first experiments after discovering electromagnetic rotation was attempting to pass a ray of polarized light through an electrochemically decomposing solution to detect the intermolecular strains the current would produce. However, throughout the 1820s, repeated experiments yielded no results. It would be another 10 years before Faraday made a huge breakthrough in chemistry. Discovering Electromagnetic Induction In the next decade, Faraday  began his great series of experiments in which he discovered electromagnetic induction. These experiments would form the basis of the modern electromagnetic technology thats still used today. In 1831, using his induction ring- the first electronic transformer- Faraday made one of his greatest discoveries: electromagnetic induction, the induction or generation of electricity in a wire by means of the electromagnetic effect of a current in another wire. In the second series of experiments in September 1831 he discovered magneto-electric induction: the production of a steady electric current. To do this, Faraday attached two wires through a sliding contact to a copper disc. By rotating the disc between the poles of a horseshoe magnet, he obtained a continuous direct current, creating the first generator. From his experiments came devices that led to the modern electric motor, generator, and transformer. Continued Experiments, Death, and Legacy Faraday continued his  electrical  experiments throughout much of his later life. In 1832, he proved that the electricity induced from a magnet, voltaic electricity produced by a battery, and static electricity were all the same. He also did significant work in electrochemistry, stating the First and Second Laws of Electrolysis, which laid the foundation for that field and another modern industry. Faraday passed away in his home in Hampton Court on August 25, 1867, at the age of 75. He was buried  at Highgate Cemetery in North London.  A memorial plaque was set up in his honor at Westminster Abbey Church, near Isaac Newtons burial spot.   Faradays influence extended to a great many leading scientists. Albert Einstein was known to have had a portrait of Faraday on his wall in his study, where it hung  alongside pictures of legendary physicists Sir Isaac Newton  and  James Clerk Maxwell. Among those who praised his achievements were Earnest Rutherford, the father of nuclear physics. Of Faraday he once stated, When we consider the magnitude and extent of his discoveries and their influence on the progress of science and of industry, there is no honour too great to pay to the memory of Faraday, one of the greatest scientific discoverers of all time.

Team building Essay Example | Topics and Well Written Essays - 500 words

Team building - Essay Example need is to develop skills of team building within the organizations through training and development comprised of several activities and case studies that will exemplify significance of team building in various situations. Team building helps to develop leadership within the organizations and derives synergic effects into the organizations as well. It saves time as well as efforts because of effective behavioral change that occurs due to team building. The proposed cost of the program includes administrative cost and training and education material cost. Administrative cost covers all expenses that include venue preparation, financial reporting, secretarial work and cost of trainers. Other cost includes training tools, kits and relevant handouts. The primary objective of team building program is to enhance productivity of non-profit organizations through developing certain skills of coordination to work with other members of the organization. The goal is to render the non-profit organizations more effective in delivering their philanthropic services. The culture of working in teams has to be nurtured in such organizations to let them work better. Certain case studies will be highlighted that will portray importance of working in teams and that will also signify team building values and critical situations that can be handled effectively with the help of team

Project Management Essay Example | Topics and Well Written Essays - 4000 words - 1

Project Management - Essay Example Management Information System package is discussed at length putting into consideration the impacts that it brings with it. It was found to provide information that organization need in order to effectively manage their businesses. This package was found to be the best in managing a company’s data and information. An Integrated Accounting System was also discussed in detail comparing its significance to the company and the impacts that accompany it. Various challenges were found to face the company in absentia of the package which can be solved with the application of that software. This system was found to be able to manage different accounts which are essential to the operation of the company. The package worked with use of modules which include the following: the financial Management Module, Accounts Receivable Module, Account payable module, fixed assets module, the inventory control model, sales order module, and purchase order module. The report further recognizes the im portance of Michael Porter’s generic strategy to be used by the ABC Ltd in order to make appropriate strategic decisions and the rationale that accompany the same. The strategy relied on two major aspects in its operations which were competitive advantage and competitive scope. Various functions of customer care were also discussed in the report. Contents Abstract 2 1.0 Introduction 4 1.1 Purpose 4 1.2 Scope 4 1.3 Method 5 1.4 Limitation 5 1.5 Assumptions 5 1.6 Background 6 2.0 SWOT Analysis 6 Strengths 6 Weaknesses 7 Opportunities 8 2.1 Alternative solutions 8 2.2 Management Information System (MIS) 9 2.3 Integrated Accounting System 10 2.4 Cost of Installing an MIS in the company 12 2.5 Discussion 13 3.0 Conclusion 15 4.0 Recommendations 17 Project management Gantt chart 19 1.0 Introduction 1.1 Purpose The purpose of this report was to analyze and determine the suitable management system and an integrated accounting system to be used by the ABC Ltd. The report considered bo th the internal and external environment surrounding the company and identified the challenges posing a threat o the company and opportunities available to the company. Customer service was rather discovered to be the best solution in identifying and satisfying the customer needs. This is because the service was found to be more effective and efficient way of handling the customer needs in any business. 1.2 Scope While determining ways to link Management Information System to an Integrated Accounting System, there are various factors that are put into considerations. Identify ways to increase sales of the firm’s products, regular staff training, management strategies to be used by the company, improve the product line of the organization and to crown it all, conduct customer service to increase the effectiveness and efficiency of their service. The reports looks at was in firm’s strategic decision are reached and how effectively and efficiently an organization should b e managed. ABC Ltd had problem of facing their system which had not been up-dated since the date of its installation. The report puts across rationale of using an up-dated system and the returns that comes with it. Considering the findings obtained in the study and the discussion thereby, a conclusion and recommendation of appropriate measures was done. It was concluded that IT usage in the business was necessary in the organization’

Psychological Testing and Assessment and the DSM Essay

Psychological Testing and Assessment and the DSM - Essay Example All the data and information from case history data is crucial in helping test administrators to gain good understanding of the test taker’s pattern of behavior. With case history data, therapists are able to develop and draw a relevant context on which to make reliable interpretation of current data about a client’s condition. As described by Cohen, Sturman and Swerdlik (2013), clinical psychology concerns with diagnosis, prevention and treatment of extremely abnormal behaviors. Clinical psychologists consider clinical interviews as part of instruments for collecting information about clients with reference to their behaviors that cause suspicion. Clinical interview then is an instrument or tool of assessment usually used by clinical psychologists to understand the actual condition of a test taker to determine their appropriateness to take tests. Cohen, Sturman and Swerdlik (2013) point that clinical interviews have helped clinicians to understand the possibility of a test taker harming self before, during and after a test and subjection to treatment. In most cases, clinical interviews have proved to be effective ways that clinicians and clients negotiate terms to establish competent contract to guide through treatment. This is to mean that clinicians use clinical interviews in consultation with clients t o establish goals, mutual obligations and expectations during and at the end of a therapy. Good clinical interviewers seek to set a positive ground and atmosphere for interview (Ployhart & MacKenzie, 2011). In most cases, seasoned interviewers begin interviews by open-ended questions and later as they gain trust and confidence of test takers, drive into closed questions. There are different forms of interviews that clinicians can administer to test takers. The type of an interview for a given psychological measurement depends on various factors such as appearance, current psychological