Creativity, the Subconcious, and Daydreaming :: Biology Essays Research Papers

Creativity, the Subconcious, and Daydreaming When an artist of any sort is inspired they have what can very closely be compared with a spiritual feeling. Some have said that this state in which, the imagination flows so freely is that of a conscious dream. In this short essay I will explore the ideas behind creativity and this dreamlike state of inspiration. In order to do so we must first decide what creativity is and then how it is affected. Creativity ¡Ã‚ ¦ is it merely the expression of ones ideas, or must it be something that none has ever thought of before? My answer to this question is that neither idea is a proper definition for creativity. To be creative is the ability of the individual to express themselves in a passionate manner that is unique. The expression must be unique in the fact that the way in which it is expressed demonstrates the emotions and feelings of the creator. Also there are other forms of creativity such as inventing in which although the idea itself may not be completely new, or unrelated to something else, but that this idea is a composite of the information, which one has obtained throughout their life. This idea in order to be creative cannot be just a regurgitation of the ideas, but rather it must be an individual perspective. Creativity can be found in every day life in the simplest things, as in the way in which a person observes a flower that they are passing. However, what causes a c reative genius is the way in which they express their unique perspective. Creative Geniuses when asked about their feelings of inspiration have often said that they feel that their spiritualized feeling is similar to that of a dream. Could the dream-like state which artists experience during inspiration be similar to that of daydreaming? Absolutely, Day dreaming is when one ¡Ã‚ ¯s mind drifts from the task that it has been set to do. In this state we are still conscious unlike in sleeping dreams, but our mind is able to, so to speak drift into the depths of itself. There have been studies done that say that daydreaming is connected with intelligence and creativity. This is partially because sometimes our brain needs time to process information and although this is generally done during our REM sleep cycle sometimes it can carry over to our wakeful states.

The Past and Present Views on the Status of Women in Indian Society Ess

Introduction In India, past and present, the status and freedom that are held by women has and is in a constant decline due to both external and cultural factors that not only causes large panic, but defensive reactions that negatively affect and hinder the women in their culture. Many studies conducted, have shown that the influence of other cultures and religions have made an impression on the ideas of Indian men that have resulted in alterations to certain behaviors, attire, possession and customs. In the beginning the treatment and views of Indian women was somewhat degrading and depressing, often called the â€Å"dark ages†. Even in today’s modern times, although some changes have been made the condition and atmosphere of the Indian women has not transformed much. The changes can be best described as going from bad to not so bad. Rituals of Indian Medieval Times The many rituals that were in place in the medieval times are so horrific when compared to those of American customs relative to the women. There were many practices such as Saiti, the ritual of a woman dying at...

Role of Senco

This part of the essay will discuss the role of SENCO’s and how it has evolved. It will start of briefly introducing the role of a SENCO, and the responsibilities, followed by how their role has evolved and then the impact of recent government policy. A SENCO is a teacher with responsibility for co-ordinating special needs support within a school. Fielder 2008 claims that â€Å"the modern SENCO has to be able to bridge the gap between professionals, carers and students with SEN†. According to Cowne and Jones 2001 a SENCO can be looked upon as a main figure in making institutional change, and is also seen as a leadership role within a school community. Supporting this is Mckenzie 2007 who also points out that the role of SENCO undertaken by a senior member of staff is more effective as they have a voice as member of senior management team. Government and legislative documents emphasise the high level of expertise that is required for SEN Coordinators (SENCOs) to carry out their increasingly complex role. The 2001 Code of practice says that he SENCO should take the lead in further assessment of the child’s particular strengths and weaknesses; in planning future support for the child in discussion with colleagues; and in monitoring and afterwards reviewing the action taken. The SENCO should also ensure that appropriate records are kept including a record of children at Early Years Action and Early Years Action Plus and those with statements. From the SEN Code of Practice 2001 the role of the educational needs coordinator in school has attracted a good deal of attention since the Code of Practice on the identification and assessment of SEN was introduced in 1994. Not only did the code make it a requirement for all schools to have a named coordinator for SEN in place, it prescribed a considerable range of duties and responsibilities, described as ‘onerous’ and ‘breathtaking broad’ (Gains 1994). The role of SENCO has developed considerably since the implementation of Special Educational Needs Code of Practice 1994. The demands and responsibilities have increased significantly. The SENCO’s role now has also evolved to be a lead professional, knowledge/information manager and advocate, resource manager, partnership manager, quality assuror, facilitator, and solution assembler. In mainstream primary schools the key responsibilities of SENCO has evolved as they now need to include overseeing the day to day operation of the schools policy, coordinating provision for children with special educational needs, liaising with and advising fellow teachers, managing learning support assistants, overseeing the records of all children with SEN, liaising with parents, contributing to the in-service training of staff, liaising with external agencies including LEA’s support and educational psychology services, health and social services and voluntary bodies (Cheminais 2005). Other roles carried out by the SENCO include encouraging class teachers and helping define targets on I. E. P. s for those children who are registered on the SEN register, along with the reviews on a half term basis, looking at behaviour issues of children throughout the school, monitoring the attendance of children, managing support staff, assisting the teacher with their planning to in cooperate differentiated work for the SEN children and liaising with parents and external agencies to help with the progression of children within the setting. Nolan and Gersch 1996 agreed that close communication and co-operation, and a clear understanding of responsibilities are crucial to the success of partnership between the school and outside agencies and the SENCO is the link between them. Cole 2005 concludes by arguing that the role of the SENCO needs to be reconceptualised, redefined and remunerated as a senior management post within mainstream schools. If this were to be enforced by national policy, every mainstream school could have at least one powerful advocate for inclusion of the children with learning difficulties/disabilities.

Evaluation Criteria and Information Technology Essay

 · Imagine you are a company controller.  · Identify the internal control reporting options.  · Create criteria against which the options may be evaluated. Include internal controls for IT. Run for a low level or uncontested office within the student government association in your sophomore year. Getting into the bottom rung easily can help you climb the ladder more your later years. Future employers are likely to never know who small your school was, but will love seeing that experience on your resume. This pack comprises ACC 544 Week 6 Reporting Options, Evaluation Criteria, and Information Technology Controls Business – Accounting  · Imagine you are a company controller.  · Identify the internal control reporting options.  · Create criteria against which the options may be evaluated. Include internal controls for IT. Run for a low level or uncontested office within the student government association in your sophomore year. Getting into the bottom rung easily can help you climb the ladder more your later years. Future employers are likely to never know who small your school was, but will love seeing that experience on your resume. This pack comprises ACC 544 Week 6 Reporting Options, Evaluation Criteria, and Information Technology Controls Business – Accounting  · Imagine you are a company controller.  · Identify the internal control reporting options.  · Create criteria against which the options may be evaluated. Include internal controls for IT. Run for a low level or uncontested office within the student government association in your sophomore year. Getting into the bottom rung easily can help you climb the ladder more your later †¦ To download this tutorial follow the link – https://bitly.com/12BvwtK Run for a low level or uncontested office within the student government association in your sophomore year. Getting into the bottom rung easily can help you climb the ladder more your later years. Future employers are likely to never know who small your school was, but will love seeing that experience on your resume. Business – Accounting  · Imagine you are a company controller.  · Identify the internal control reporting options.  · Create criteria against which the options may be evaluated. Include internal controls for IT.

Slavery & Racism in America Through Time

SLAVERY & RACISM IN AMERICA THROUGH TIME Slavery & Racism In America Through Time AMENDMENT I – to the Bill of Rights, the right to be able to make your own choices about your life†¦ In so many words that is true. The first amendment speaks of freedom of speech, freedom of religion and freedom of petition, but who did this pertain to? Not everyone was privileged to these rights, which is sad when in today’s society; we have so much to be thankful for. Our rights are being guarded, fought for by thousands of men and women in the Armed Forces day and night, and have been for years, but since 1865, the fight for equality did not exist. So today there is a spirit that America has, called Patriotism, which means something different now than it did before 1865. Today we have comfort and a reason to live here; a purpose. Coming into this world as a black, white, brown, green, or orange person, we all have a choice as to who we want to become, and how we want to call the shots, if we want to be lawyers, police officers, judges, waitresses, or run for the president of the United States. Did it ever occur to you, that before you and I and our grandparents were born, not any of this was an option? People had children for one reason; whites had children to raise and become the owners of their plantations depending on the sex of the child. If you were an African American slave, you were born an African American slave. No choices! We all have choices now. The mess it took to get America to where we are today is an amazing adventure that is going to be and adventure to write about. Before the reconstruction in 1865, African Americans were treated in ways depending on their masters. The authority the masters had over their slaves, made it easy for them to take advantage of the situation by beating them and being torn up by dogs, which is what one slave said that lived to tell her story during an interview by Ila B. Prine in a Federal Writing Project in 1937. Charity Andersen lived in Mobile Alabama, and was said to be 101 years old. Most of the former slaves during this project were close to a century old if not older. They speak of broken English, but not of a language of a country, but of illiteracy. The slaves were not given education rights, for hemselves or children. They were simply put on this earth to work for the white man. There were also the slaves who had a better way of life because their masters felt that mistreating their slaves would not make for a good investment for their future if needed to sell them later. The slaves would need to be healthy and hard working, well mannered, and trusted. To beat, and â€Å"feed them to the dogs†, as Cha rity well stated, would not promote more work out of the slaves either. In these interviews the slaves spoke of freedom after the emancipation as if they had never left. They were set free, but really, were they? They had choices to move on and make more of their lives, but most were oblivious to what was out there. They lived alone, never learned to read or write, but spoke of freedom as it being the best thing that ever happened. Would you agree? Abolishing slavery did not mean the white man accepted the black man into their world. This brought hatred, ugliness into society more than could be imagined. The anti-black riots began the summer of the Elections of 1866. Many were killed and injured. Still, African Americans did not give up fighting for equal rights from the beginning of the reconstruction. The Fourteenth Amendment was ratified which allowed African American’s that were born in America to be called U. S. citizens, but were limited to their constitutional rights. Although they kept getting beat down, they demanded the right to vote, and in 1870, finally, the fifteenth amendment was ratified and gave the right for black males to vote. (Davidson, 481) The fact that the black man was able to vote meant a lot, but what did that mean to to the rest of the African Americans? To the women? Women were still not considered equal to man. It was not until 50 years later until the nineteenth amendment granted women the right to vote. There were a lot of corks and screws loose in the consitution, and with each state having the ability to change within it’s own, made it difficult to play the equality game. No matter where you went Democratic parties were trying to wean out the rights for the African Americans. â€Å"Separate but Equal† was the new Democratic running slogan. Today this means nothing. Then it meant seperating the blacks and the whites as long as theywere treated equal. The fourteenth amendment was limited to protecting citizens civil rights by states not by individials. Segregation was legalized in 1896, but for example, Mississippi’s new state constitution required voters to pay a toll and required all voters to pass a literacy test. This eliminated a great majority of black voters. How is this not setting them up for failure? Entrapment at its best! Then by1908, campaigns that put a to limit voting has one in every southern state. The â€Å"color blind† constitution was a part of African American progress for the next 100 years, which will bring us past to our future amazing life as we are now! Not only giving African American men the right to vote, but women, made a big impact on the political society. This legitimized women’s participation in all area’s of society. For example, African Americans were still getting denied services in certain states that was kept underground for a period of time. Reporter Peter Buxton, a Public Health Investigator revealed that 399 African American men were infected with syphilis near Tuskegee, Alabama in 1932. They were being denied medical treatment so that effects of the disease could be studied. This subsequently ended in 1972. In 1997 President Clinton apologized to some of the American people by stating the some of the studies were not covert, and not only on African Americans. Basically spreading the wealth among the whites, burn victims etc. The families that were there were still unaware of what experiement they were getting into. (P*, 1994-1995) There was so much for the black man and woman to give up on. Since slavery the whit man has been trying to run the black man out of the country, out of the business world, out of the housing market, the crop market, the economy, away from voting; has that stopped him or her? What is next? The Klu Klux Klan has got to be the most dredged alligience that lynched African Americans and they grew all over the United States after World War I. The KKK Lynched over 70 African Americans, leaving 11 burned alive. The mid 50’s were times also when men were lynched for â€Å"imagined† crimes. Just for possible looking at someone. There is a story about a black man in North Carolina plowing a field. He was accused of looking at a white woman walking along side the field, when he was probably just looking at the cows butt. He was found guilt for â€Å"leering† at her. He was given a long prison sentence. The black men and women still stood for what they believed in. In 1955, Rosa Parks, well, she sat down for what she believed in. She was tired after a long day at work, and refused to give up her seat on a bus in Alabama, which disobeyed a law that required blacks to give up their seats to white people when buses were full. She was arrested, which caused a 381-day boycott, that resulted in the Supreme Court banning segregation on public transportation. Rosa Parks was a seamstress who helped spark the civil rights movement of the 1960’s. (America's Story) No matter what, African Amercians were pushing to be apart of American society, and EQUAL part of Amerian society. Because we are all Americans. By the early 1960’s, African Americans were moving to urban centers in the Northest, the Midwest and the Far West of the United States. Then by the 1970’s, the trend was known as the â€Å"Sun Belt† phenomenon. (Davidson, 831) The cities were declining, the whites were moving out and the blacks, and hispanics were moving in. There was so much in Americas society that the African American had to offer after we had moved in. In 1967, Thurgood Marshall was the first African American Supreme Court Justice. He spent many years on the National Association for Colored People, and argued that segregated schools for children was against consittutional rights. The Supreme Court agreed. We still had our bad times, 1968, Springfield riots, Martin Luther King assassination, the democratic convention in Chicago, ect. , but will it ever end? We have so much still to fight for and so does the black man. We finally have our first African American President of the United States of America. Does it end here? No! It will not! Because Barak Obama will not. This paper stands behind every black man amd woman and what they stand for. They should never give up for what they believe in. Have faith in our country and where you stand. To come as far as slavery, to be born and know you will be 4 years old and peeling potatoes barefoot and picking corn in the fields without meals for hours, sleeping on hardwood floors and calling that normal, then calling freedom, sitting in your living room afraid to walk outside and cross the street because you can not read the street signs. Their freedom was never given in every sense it could have been like we have it. References Lester, J.. (2009, September). Troubling White People. The Horn Book magazine, 85(5), 507-508. Retrieved September 29, 2009, from Research Library. (Document ID: 1845601651). †African American literature. † ClassicLayout. World Book, 2009. Web . 29 September. 2009. America's Story from America's Library. (n. d. ). Retrieved October 12, 2009, from Library of Congress in Washington D. C. : http://www. americaslibrary. gov/cgi-bin/page. cgi/jb/modern/parks_1 Davidson, J. D. (2008). Nations of Nations, A Narrative History of the American Republic (Sixth ed. , Vol. II: Since 1865). (S. Culbertosn, Ed. ) Several, US: McGraw Hill Companies. Georgetown University. (n. d. ). The History Guide. Retrieved September 28 , 2009, from Resources for Historians – the History Guide: http://www. historyguide. org/resources. html P*, S. E. (1994-1995). Bordeninstitute. army. mil. Retrieved October 12, 2009, from Military Medical Ethics: http://74. 125. 155. 132/unclesam? q=cache:PuNerD7YimYJ:www. bordeninstitute. army. mil/published_volumes/ethicsvol2/ethics-ch-17. pdf+peter+buxton+tuskegee+alabama&cd=1&hl=en&ct=clnk&gl=us Prine, I. B. (1996). American Studies Hypertexts at the University of Virginia. Retrieved October 11, 2009, from American Slaves Narratives, an Online Anthology: http://xroads. virginia. edu/~hyper/wpa/anderso1. html

Rotational Dynamics

Rotational Dynamics Abstract Rotational dynamics is the study of the many angular equivalents that exist for vector dynamics, and how they relate to one another. Rotational dynamics lets us view and consider a completely new set of physical applications including those that involve rotational motion. The purpose of this experiment is to investigate the rotational concepts of vector dynamics, and study the relationship between the two quantities by using an Atwood machine, that contains two different masses attached. We used the height (0. Mom) of the Atwood machine, and the average time (2. 5 s) the heavier eight took to hit the bottom, to calculate the acceleration (0. 36 m/SAA) of the Atwood machine. Once the acceleration was obtained, we used it to find the angular acceleration or alpha (2. 12 radar/SAA) and moment of force(torque) of the Atwood machine, in which then we were finally able to calculate the moment of inertia for the Atwood machine. In comparing rotational dynamics a nd linear dynamics to vector dynamics, it varied in the fact that linear dynamics happens only in one direction, while rotational dynamics happens in many different directions, while they are both examples of vector dynamics.Laboratory Partners Divine Kraal James Mulligan Robert Goalless Victoria Parr Introduction The experiment deals with the Rotational Dynamics of an object or the circular motion (rotation) of an object around its axis. Vector dynamics, includes both Rotational and Linear dynamics, which studies how the forces and torques of an object, affect the motion of it. Dynamics is related to Newton's second law of motion, which states that the acceleration of an object produced by a net force is directly proportional to the magnitude of the net force, in the same direction as the net force, and inversely proportional to the mass of the object.This is where the famous law of F=ma, force equals mass times acceleration, which directly deals with Newton's second law of motion. The important part of Newton's second law and how it relates to rotational dynamics and circular motion, is that Newton's second law of rotation is applied directly towards the Atwood machine, which is Just a different form of Newton's second law. This equation for circular motion is: torque=FRR=l(alpha), which is important for helping us understand what forces are acting upon the Atwood machine. It is important to test the formulas because it either refutes or provesNewton's second law of rotation and more importantly helps us discover the moment of inertia and what it really means. Although both rotational and linear dynamics fall under the category of vector dynamics, there is a big difference between the two quantities. Linear dynamics pertains to an object moving in a straight line and contains quantities such as force, mass, displacement, velocity, acceleration and momentum. Rotational dynamics deals with objects that are rotating or moving in a curved path and involves the q uantities such as torque, moment of inertia, angular velocity, angular acceleration, and angular momentum.In this lab we will be incorporating both of these ideas, but mainly focusing on the rotational dynamics in the Atwood Machine. Every value that we discover in the experiment is important for finding the moment of inertia for the Atwood machine, which describes the mass property of an object that describes the torque needed for a specific angular acceleration about an axis of rotation. This value will be discovered by getting the two masses used on the Atwood machine and calculating the weight, then getting the average time it takes for the smaller weight to hit the ground, the height of theAtwood machine, the radius, the circumference, and the mass of the wheel. From these values, you can calculate the velocity, acceleration, angular acceleration, angular velocity, and torque. Lastly, the law of conservation of energy equation is used to find the formulas used to finally obtain the moment of inertia. Once these values are obtained, it is important to understand the rotational dynamics and how it relates to vector dynamics. It is not only important to understand how and why they relate to each other, but to prove or disprove Newton's second law of motion and understand what it means.Purpose The purpose of this experiment is to study the rotational concepts of vector dynamics, and to understand the relationship between them. We will assume the relationships between the two quantities hold to be true, by using an Atwood machine with two different masses attached to discover the moment of inertia for the circular motion. Equipment The equipment used in this experiment is as follows: 1 Atwood machine 1 0. 20 kilogram weight 1 0. 25 kilogram weight 1 scale 1 piece of string 1 stopwatch with 0. 01 accuracy Procedure 1 . Gather all of the equipment for the experiment. 2.Measure the weight of the two masses by using the scale, making sure to measure as accurately as possible. 3. Measure the length of the radius of the wheel on the Atwood machine. Then after obtaining this number, double it to obtain the circumference. 4. After measuring what is need, proceed to set up the Atwood machine properly. Ask the TA for assistance if needed. 5. First start by tying the end of the string to both weights, double knotting to make sure that it is tight. 6. Set the string with the weights attached to the groove of the Atwood machine wheel, making sure that it is properly in place. 7.Then set the lighter mass on the appropriate end of the machine, and hold in place, so that the starting point is at O degrees. 8. Make sure that the stopwatch is ready to start recording time. 9. When both the timer and the weight dropper are ready to start, release the weight and start the time in sync with one another. 10. At the exact time the mass makes contact with the floor, stop the time as accurately and precise as possible. 1 1 . Repeat this process three times, so t hat an average can be obtained of the three run times, making the data a much more accurate representation of the time it takes he weight to hit the ground. 2. Now that the radius, masses, and time are recorded, it is time to perform the calculations of the data. 13. Calculate the velocity, acceleration, angular acceleration, moment of force or torque, and finally moment of inertia. 14. Finally, compare the relationships of the rotational concepts inquired and draw conclusions. Notes and Observations The Atwood machine contained four outer cylinders that stuck out of the wheel, which cause air resistance in rotation, and contribute to the moment of inertia. The timer, was hard to stop at the exact right time when the weight made contact with he floor.Lastly, there was friction of the string on the wheel, when the weight was released and it rubbed on the wheel. Data Mass of the first weight: 250 g=O. Keg Mass of the second weight: egg=O. Keg Weight 1=MGM= 2. 45 N Weight 2=MGM= 1. 96 N Time 1: 2. 20 seconds Time 2: 2. 19 seconds Time 3: 2. 06 seconds Height: 82. 4 CM= 0. 824 m Radius: 17 CM= 0. 17 m Circumference (distance)= 0. 34 m Mass of the wheel= 221. G x 4= egg= 0. Keg 2 x (change in a= (change in 0. 36 urn,'92 a=r x (alpha) alpha= alarm = 2. 12 radar/92 Velocity'=d/t -?0. 58 m/s E(final) E(final) + Work of friction (l)g(change in height)= h + m(2)g(change in height) + h + h law v/r Moment of Inertia= 0. 026 keg x m/SAA summation of . 876 Error Analysis There was error to account for in this lab, which first started with the four cylinders that stuck out of the Atwood machine in a circular pattern. This caused air resistance in which we could not account for. We only measured the weight of the four cylinders for the total weight of the Atwood machine, because the wheel itself was massages in comparison.Even though it accounted for very little error in our experiment, it effected the other numbers that we calculated in our data, making them a little less ac curate. When finding the amount of time it took the heavier weight to make contact with the rubber pad, there was human error in the reaction time of the timer in which we accounted for, making our data more accurate and precise. This is why we averaged all of the values in order to make the times more precise. Lastly, there was error for the friction of the string making contact with the wheel, which we did not account for, because there was no way of accounting for it.The reason why the force f the tension and the weight were not equal to each other was because of this friction force that existed, which we were not able to find. Conclusion Throughout this experiment we examined the circular dynamics of a pendulum when outside act upon it, making the pendulum move in a circular motion. We measured many values, including the period, in order to determine the theoretical and experimental forces acting on the pendulum. From this we were able to draw conclusions about how the experimen tal and theoretical forces relate to each other.We also were able to test Newton's second law of motion determining whether or not t holds to be true. The values that we obtained to get our experimental and theoretical forces started with setting up the cross bar set-up, and attaching the string with the pendulum to the force gauge and obtaining the tension in the string which was 3 Newton's, by reading the off of the gauge, while the pendulum was swinging in a circle. We then measured the mass of the pendulum with a balance scale to be 0. 267 kilograms, which were then able to find the weight to be 2. 63 Newton's.Next we were able to find the length of the string and force gauge attached to the pendulum. Instead of measuring Just the string attached to the pendulum, we also measured the force gauge, because without it our readings would be inaccurate. After placing the wall grid under the pendulum, we received the numeric value of 0. 5 meters of the radius by reading it off of the chart, by measuring from the origin, to the end of the where the pendulum hovered the graph. Then we found the period by using the stopwatch, which was 1. 71 seconds. We started the time at the beginning of the first crossbar and ended it at the same place.With these numbers that we measured we were able o calculate the angle of the string to the crossbars when it was in motion to be 35. 5 degrees. Then we found the constant velocity by using V = nor/t, in which we obtained the value of 1. 84 meters/second. From this we used the formula a = ‘ГËÅ"2/r to calculate the constant acceleration which was 6. 67 m/SAA, which we came to the understanding that the pendulum was moving very quickly, and that it took a while to slow down. From this we used Newton's famous second law, which was F=ma, to solve for the Force that was subjected on the pendulum.We knew that if this value was airily close to our experimental value that his theory would be proven correct. Me modified the equa tion to fit for the situation that was involved, in which we used F = m x ‘ГËÅ"2/r to receive the value of 1. 81 Newton's. Lastly, by using all of the data that we obtained from the experiment, we used the formula Force Experimental= Ft(sin B) to get an experimental force value of 1. 74 Newton's, which lead us to believe we solved for the correct formulas, and followed the procedure for the experiment correctly. Some of the discrepancy in our data comes from the instability of the crossbar set- up.This is because our crossbar holders were not in place correctly, which we couldn't correct, so we obtained our data as accurately as we could. Another error in our data came from the force gauge, in that it didn't stand still when we set the pendulum in motion. We couldn't read exactly what was on the force gauge and it also kept changing numbers, so we had to estimate based on what we saw. Lastly, the error in reaction time of the stopwatch changed our data. Without these erro rs existing, I believe our experimental values would be closer to our theoretical values. Even though this may be true, our values were only different by 0. Newton's, meaning we performed the experiment correctly for the most part. From the results that we obtained from the experiment, we now understand what we would have to do to improve our results in collecting data and obtaining the Experimental Force acting on the pendulum. Our error could have been improved by using a different table with more stability, improving our reaction time, and obtaining multiple values for the force gauge then averaging the results. We figured out that even though there was error in our experimentation, that our values were still pretty accurate Judging by the theoretical value.Theoretical values are based on what is discovered by physicists performing the experiment over and over again. So to use these values and get a number only fractions off, shows that the way we performed our experiment was not very far off. We proved Newton's second law to be true, because by doing the experiment and getting similar values shows that his concept holds to be true. The forces that we used to move the pendulum showed the dynamics of the pendulum, and how this can be used to understand concepts of the planets rotating around the sun in the universe, Just at a much smaller scale.

MANAGERIAL TRAITS AND SKILLS Case Study Example | Topics and Well Written Essays - 500 words

MANAGERIAL TRAITS AND SKILLS - Case Study Example The basic assumption in the trait theory is that certain characteristic that have been utilised over time by leaders to be effective can be identified, and such traits underline the behaviors of leaders, making them effective. Evidence from several studies have identified a master list of such traits and positively correlated them to effective leadership. The trait theory suffers from drawbacks in that such traits are not universally found in all leaders, and leaders that have possess some of the traits in the master list were not effective. Furthermore, the trait theory does not support variance seen in leadership based on the dynamics of characteristics, activities and goals of the followers (Van Wart, 2011). In spite of these drawbacks it is my opinion that trait theories do provide significant insight into leadership or the personal nature of leadership. From the trait theory it is possible to understand that leadership involves having vision, contagious enthusiasm, self-confiden ce, ability to enable others, and making things happen. It is the conjunction of these characteristics along with other factors that contributes to leadership. It is the people skills and not the position held that make for leadership.