Engineers create artefacts and processes through design Essay - 1

Engineers create artefacts and processes through design - Essay Example From the definition, artifacts are designed systems or objects, with inclusion of all the results of the process The design process is a sequence of linear events that start at one point and end at one point. An engineer uses design process steps to identify a problem, create or formulate models that will solve or give a solution to the problem, and in a manner meet the need of the situation. Design process, it is normal for the engineer to jump back and forth the design steps in a process called iteration. In design models, decision making is the key to construction of processes and paths (CK-12 Foundation, 2010). During this phase a lot of basic mathematical, scientific, and engineering science theories and concepts are applied to convert optimally available resources to meet a stated objective (Philip G. Kosky, 2012). In engineering, to come up with a stable process, one has to pass through these fundamental elements; establish the criteria and objectives, synthesize and analyze the concepts available, construct models, and lastly evaluate and test the process. Engineers formulate and create engineering artifacts through the complete and integrated multi-step processes (Pahl, 2007). These steps include field research, idea conceptualization, a feasibility study and assessment, establishing design requirements, perform preliminary design, create a detailed design, production tool and planning design, then finally the artifact or product (Yousef Haik, 2010). Engineering design therefore is the gradual refinement of requirements and specification. This also can be defined as creative, and systematic application of mathematical and scientific principles to practical ends such as manufacture, design itself, operation of economical and efficient processes, structures, systems, and machines. The whole idea brings out the fact that engineering

Research literature review Essay Example | Topics and Well Written Essays - 250 words

Research literature review - Essay Example The clinical application of this property has been of much interest to biomedical researchers in the recent years. Though the potential of stem cell research has been confirmed to have much clinical relevance, many social and spiritual controversies have been raised due to the developments in this field. Pierret and Friedrichsen (2009, 79-87) have analyzed the sociological aspects of stem cell research. Their study has urged serious discussion, both among college students and other social elements, on the ethical issues pertaining to stem cell research (Pierret & Friedrichsen 2009, 79-87). The authors have developed a new course termed ‘Stem cells and Society’ to attract the attention of students towards scientific realities in the research and also to the moral issues related to it. (Pierret & Friedrichsen 2009, 79-87). The study has also critically analyzed the ethical controversies that had erupted in relation to similar scientific innovations (Pierret & Friedrichsen 2009, 79-87). The purpose of our study, though, is not to argue about one particular stand point but to discuss both the view points and finally to allow readers to draw their own opinions and conclusions. In addition the process has been facilitated by providing an integrative review that details previous research, theories, explanations and answers and then counteracting them with questions and objections so that at the end of our research readers can make their own rationalistic conclusion. Stem Cells, as defined by The National Institute of Health, are cells that have the ability to develop into different cell types within the body. Two facets make them incredibly important: Firstly, they can renew themselves during cell division and secondly, when grown under certain conditions, they can achieve specialised functions. These cells differentiate and form almost all the

Slavery in Chesapeake and the Economy

Slavery in Chesapeake and the Economy The development of slavery in the Chesapeake was due solely to the economic needs of white settlers. Do you agree? History can never adequately provide answers regarding the motives of men and women throughout recorded history; what it can do, however, is to provide a prism through which to gauge the consequences of their actions. With regards to slavery, the consequences of the Southern United States’ intrinsic involvement in the practice of slavery were truly seismic, resulting in the American Civil War and the cementation of the world’s most powerful economic and military force. The role of the Chesapeake in this tumultuous domestic conflict should not be underestimated such was the deep seated nature of the region’s association with slavery. Certainly, economic necessity appears to be at the forefront of this historical fact with the rich tobacco and other grain industries flourishing in the South as a direct result of the burgeoning slave trade. Indeed, as Fogel (2003) underscores, even the slaves themselves could be traded amongst white settlers for economic profit. For the purpose of perspective, the following analysis into the development of slavery in the Chesapeake region must adopt a critical stance attempting to show that economic reasons were indeed the dominant paradigm in the region’s development of a sophisticated slave trade while also underscoring the complex and diverse nature of the early American slave trade. First, however, a conceptualisation of the issue must be attempted. It is important to note that Chesapeake differed markedly from the slave trades operating in the Georgia Low Country after the first arrival of enslaved African workers in the early seventeenth century (transported by Dutch merchants to replace a dwindling European labour force in the North American colonies). Unlike in other English colonies, the Chesapeake was a locale that was only colonised for economic reasons with a sparse colonial population in the days immediately prior to the introduction of slavery. Likewise, the differences within the Chesap eake itself highlight the way in which the values of trade, profit, production and the economy were central to the genesis of slavery in the region, as Philip Morgan (1998:9) details. â€Å"By the late seventeenth century, Virginia had a plantation economy in search of a labour force, whereas South Carolina had a labour force in search of plantation economy.† From the very beginning, therefore, a symbiosis began to form between the determining economic factors of the white settler communities and the introduction of large numbers of slaves into the colonies, with the number of African workers increasing from 13000 to 250000 in the Chesapeake Bay area between 1700 and 1770. The fact that this unprecedented level of African recruitment was accompanied by a drive to attract more female slaves to the colonies so as to increase the plantation population is testimony to the economic imperative at the heart of slave development in the Chesapeake. If slavery were a temporary measure to increase population levels in the area then the imposition of female slaves would not have occurred; only because of the permanence of the economic necessity for slaves did this phenomenon occur. Furthermore, the sheer expanse of the New World landscape required the development of slaves to even begin to cultivate the land for economic production. After the introduction of rice crops in the 1680’s, Boyer (2003:85) estimates that a farmer planting 130 acres of the crop would require at least 65 slaves to do so. With the rapid reduction of the white indentured slaves after the turn of the eighteenth century, the absolute economic need for African slaves in the Chesapeake further increased so that the white plantation owners were utterly dependent on slave manpower in order to function as viable enterprises, competing with highly productive colonies such as the West Indies. Without the slave trade, the Chesapeake region of America particularly the states of Virginia and North Carolina could never have emerged as a major player in the expanding trans‑Atlantic trade system. It was not just for economic reasons that slaves were seen as integral to the rise of the Chesapeake. Health imperatives likewise played a part in the development of slavery during the early years of the colonial era. The African workers were immunised against the malaria that came with the imported rice and grain crops – a disease that rendered white workers obsolete during the formative years of the Chesapeake’s economic development. Moreover, the hot and humid climate of the Chesapeake was wholly alien to the white settlers from the colder European climate while the African workers imported to work on the plantations were much better equipped to cope with the working conditions in the New World, though Oscar and Mary Hadlin (1950:199-222) refute this claiming that it is unjust to blame nature for barbaric human institutions. It is also important to recognise, as Edmund Morgan (2003:314-344) points out, that the slaves were important for sociological and cultural reasons, helping to underpin the rigid class structure that flourished in the southern American states. By taking away the need for a white working class, the slaves of the Chesapeake performed the task of cultural underdogs, which was an integral part of the economic rise of the region as a world exporter. Despite the diverse range of cultural and sociological factors prevalent in the development of slavery in the Chesapeake there is no escaping the pre‑eminence of economic imperatives. Indeed, the manufacturing of the term ‘slave trade’ implies the significance of economic issues in all parts of America that indulged in slavery with the transaction of human beings working in tandem with the production of profits garnered from the rich plantations. As Winthrop Jordan (1976:110-115) details, the underlying prejudice of the white settlers incorporating a profound sense of racial and ethnic superiority facilitated the evolution of slavery as a comprehensive way of life in the Chesapeake. The fact that the Chesapeake was willing to go to war with the Yankees for the perpetuation of the profits generated by the slave trade proves beyond doubt that economic reasons were the catalyst behind the development of slavery in the region. References Boyer, P.S. et al (2003) Enduring Vision: a History of the American People: Fifth Edition New York: Houghton Mifflin Breen, T.H. (Ed.) (1976) Shaping Southern Society: the Colonial Experience Oxford: Oxford University Press Fogel, R.W. (2003) The Slavery Debates, 1952-1990: a Retrospective Baton Rouge: Louisiana State University Press Morgan, E.S. (2003) American Slavery, American Freedom London: W.W. Norton Co. Morgan, P.D. (1998) Slave Counterpoint: Black Culture in the Eighteenth Century Chesapeake and Low Country Chapel Hill, NC: University of North Carolina Press Selected Articles Jordan, W. (1976) Unthinking Decision: Enslavement of Negroes in America to 1700, quoted in, Breen, T.H. (Ed.) Shaping Southern Society: the Colonial Experience Oxford: Oxford University Press Journals Hadlin, M.F. and Hadlin, O. (April 1950) Origins of the Southern Labour System, quoted in, William and Mary Quarterly, Volume 7, Number 2

Using Technology Supported Learning Essay -- Education, Eatwell Plate

Using Technology Supported Learning The selected topic chosen for the technology supported learning package, supports the learning and teaching of healthy eating. I decided to create an interactive self-assessed food groups package that blends into a lesson on healthy eating. Healthy eating feeds into a lot of the courses I teach; food and nutrition, childcare, personal development and food safety and I wanted to find a different way of making the lesson interesting and informative for my students and myself and at the same time introducing the students to information learning technology, self-directed study and assessment. The target audience were a group of female students attending a local Sure Start Children's Centre. There are seven students on this course and they have had a mixture of formal education, and some training provided by the Children's Centre; several have had very negative experiences at school, and four of the younger students have left school with no GCSE's. All the female students are unemployed; six are single mothers, and one is married. These students have been encouraged by their family support worker to attend this course; so motivation could be a problem as their confidence levels vary and for three of the seven learners, this is the first time they have taken a formal qualification since leaving school. At the start of the course all students were assessed for literacy; there are five at Entry Level 3 and two at Level 1. The group have also been assessed for learning styles, two are kinaesthetic, two are visual, and three are aural oriented learners. A basic computer skills assessment was also carried out and all the students have communicated that they are able to use a computer, navigate... ...; to produce 10 CD's the cost incurred was  £266.49 which makes this an expensive resource to produce on a small scale. The modifications required to improve the resource package, could be completed in minimal time and negotiating a deal on having the package reproduced on a larger scale will reduce the cost. The benefit as a teaching and learning resource allows the students to complete independent study at their own pace, using a technology that they may not have regular access too; it provides the teacher with an innovated way to communicate this subject. Vygotsky (1978) zone of proximal development, suggests "learners can demonstrate and achieve their optimal potential when given some assistance" cited in (Lajoie 2007 p. 29). I feel that the benefits out way the costs of producing this package and the feedback from the students would support this. Using Technology Supported Learning Essay -- Education, Eatwell Plate Using Technology Supported Learning The selected topic chosen for the technology supported learning package, supports the learning and teaching of healthy eating. I decided to create an interactive self-assessed food groups package that blends into a lesson on healthy eating. Healthy eating feeds into a lot of the courses I teach; food and nutrition, childcare, personal development and food safety and I wanted to find a different way of making the lesson interesting and informative for my students and myself and at the same time introducing the students to information learning technology, self-directed study and assessment. The target audience were a group of female students attending a local Sure Start Children's Centre. There are seven students on this course and they have had a mixture of formal education, and some training provided by the Children's Centre; several have had very negative experiences at school, and four of the younger students have left school with no GCSE's. All the female students are unemployed; six are single mothers, and one is married. These students have been encouraged by their family support worker to attend this course; so motivation could be a problem as their confidence levels vary and for three of the seven learners, this is the first time they have taken a formal qualification since leaving school. At the start of the course all students were assessed for literacy; there are five at Entry Level 3 and two at Level 1. The group have also been assessed for learning styles, two are kinaesthetic, two are visual, and three are aural oriented learners. A basic computer skills assessment was also carried out and all the students have communicated that they are able to use a computer, navigate... ...; to produce 10 CD's the cost incurred was  £266.49 which makes this an expensive resource to produce on a small scale. The modifications required to improve the resource package, could be completed in minimal time and negotiating a deal on having the package reproduced on a larger scale will reduce the cost. The benefit as a teaching and learning resource allows the students to complete independent study at their own pace, using a technology that they may not have regular access too; it provides the teacher with an innovated way to communicate this subject. Vygotsky (1978) zone of proximal development, suggests "learners can demonstrate and achieve their optimal potential when given some assistance" cited in (Lajoie 2007 p. 29). I feel that the benefits out way the costs of producing this package and the feedback from the students would support this.

Is Banning School Soda Machines A Good Idea

Is banning school soda machines a good idea? It's not the government's Job to make decisions about what we drink and where we drink it. That's why I think it's a bad idea to ban soda machines from schools. Taking away soda machines will take away the students ability to learn how to make healthier decisions for themselves. If they don't learn how to make healthy choices as a kid, they won't be able to make those good choices as an adult.The New York Times states that anyone who has tried to lose weight is likely to tell you that going â€Å"cold turkey' and avoiding tempting foods and drinks is setting ourselves up for failure, and that is exactly what banning particular foods and drinks will do. Removing unhealthy choices is setting you up for failure, and it's not a way to teach students on how to make healthy choices. Keeping soda machines in schools will allow students to ask themselves, â€Å"Is this a good choicer, â€Å"Is this healthy? Soda machines in schools will teach t hemselves on how to make good and healthy choices. Although soda is high in calories and sugars, there Is no evidence that it Is the direct cause of obesity. If schools carry only diet and zero calorie sodas such as diet eke and coke zero, the students would be drinking calorie free sodas with less sugar. That would allow the schools to still make profit and the students to get a healthier version of their favorite sodas.Another more beneficial way to decrease childhood obesity Is by dally exercise. This way your lungs and heart will get In better shape, while you are losing weight. Nobody wants to set kids and students up for failure. Banning soda machines In schools will set them up for that failure. That's why I believe that schools shouldn't ban their soda machines from students. Source The New York Times Upfront. † The New York Times Upfront I The News Magazine for High School. N. P. , n. D. Web. 4 Novo. 2012. Is Banning School Soda Machines A Good Idea By crimsoning will allow students to ask themselves, â€Å"Is this a good choice? â€Å", â€Å"Is this healthy? † Soda Although soda is high in calories and sugars, there is no evidence that it is the Another more beneficial way to decrease childhood obesity is by daily exercise. This way your lungs and heart will get in better shape, while you are losing weight. Nobody wants to set kids and students up for failure.

Favorite Teacher

Hi! My name is Ameha Tsegai. My favorite teacher is Mrs. Magnusen. She is my favorite teacher because she has done a lot for me. She always makes teaching fun and easy. The students in her class learn faster because the way she teaches. I learn fast too because I am also in her class. She is a special teacher, and she is very nice and kind. She is a good teacher because she always makes sure everybody learned the lesson. If one student does not understand the lesson, she carefully teaches them until they understand it before moving on. She does that because she is trying to make sure every body in our class passes the CRCT. She is a really awesome teacher. She is my math and science teacher. I love those two subjects for two reasons. The first reason I like those two subjects is because their real interesting and fun; the second reason is because she teaches it! Another reason Mrs. Magnusen is my favorite teacher is because she knows my family and culture really well. She has also tried the cultural food that the people in the country that my parents were born make. Anyway, she is a one of a kind teacher. She is because she actually cares about if the students completely understand the lesson. Some teachers just teach the lesson and let the book teach them. Mrs. Magnusen goes beyond that point and does most of it on the board, while she’s explaining it. Mrs. Magnusen likes giving extra help to students. When a lot of students need extra help she goes on the computer, finds something that explains our lesson, and pulls it up on the promethean board. That actually helps the students in our class because it explains the lesson step-by-step. The students can take notes on what the board is saying and study it for the next test. That way more students could pass the tests. Mrs. Magnusen also makes the class laugh. That is another good reason for her to be your favorite teacher. Sometimes in the classroom she makes jokes while no one expects it. I have one more favorite teacher. Her name is Mrs. Goff. She is also generous and kind. Her and Mrs. Magnusen are a lot alike.

Why the Third Crusade Failed essays

Why the Third Crusade Failed essays Between the terrible loss at Hattin and the loss of Jerusalem, news horrified Latin Europe. This provoked the leaders of the three principal countries: Frederick I of Germany, Philip Augustus of France, and Richard Coeur-de-Lion (Lionhearted) of England, to engage in the Third Crusade. But due to many reasons the campaign did not succeed. First there were many delays before the England and France finally set off to the Holy Land. The two countries were engaged in war at the time, but decided to negotiate a truce. When they were ready to march off, they became embroiled in war again. They did not depart until July of 1190, which was three years after the fall of Jerusalem. Then Richard had to settle a family problem concerning his sister Joanna in Sicily. After which Richard stopped to conquer Cyprus, which did help the crusade by giving him better position to supply his armies. All of this time allowed Saladim to build up and set up his forces (Knox, Third Crusade). Frederick, nicknamed Barbarrosa by the Italians, on the other hand had departed in May of 1189. He possessed the largest army ever present in the Third Crusade. It was said there were up to 100,000 people but since medieval estimates are largely exaggerated it was probably in the figures of 50,000 (Oldenbourg 447). Saladin was not looking forward to the day in which Barbarrosa arrived. He secretly made an agreement for Isaac Angelus to delay Barbarrosa. Angelus did not delay the Germans much but he did annoy Frederick terribly. After they had stayed in Edirne for the winter, they entered Asia Minor (Oldenbourg 447). Then came a tragic event that if it had not occurred, it might have changed the entire outcome of the Third Crusade. On June 10, 1190, Barbarrosa went to take a bath in the Cydnus River. He was seventy years old at the time and died of a heart failure ( ...