Old Suburgatory (revised) free essay sample

Waking up every day at the same time and walking out the door to a familiar friendly face, a short drive from the city yet an even shorter drive to the country. Those are just a few of the things Suburgatory, USA has to offer. It offers the serenity of a backyard hammock and real life stop and go traffic on Main Street. But Suburgatory does more than offer you a nice tranquil setting, safety insured neighborhoods and the convenience of having everything you need close to home. Suburgatory shapes who you are as a person. Suburgatory molded my personality into the person I am today. Through all my experiences in Suburgatory I’ve learned valuable life lessons that unbeknownst to me, have prepared me for life outside the confines of my hometown. My experience in Suburgatory can be compared to the exploits of the Foreman basement gang in That’s 70s Show. We will write a custom essay sample on Old Suburgatory (revised) or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page You never know what’s going to happen next. In Suburgatory you can hang around in your basement with your friends and not get bored or go down to the local pizza joint and grab a bite and speak your mind. There will be a running gag going on for weeks that only the kids in your group can comprehend. Though Suburgatory is more than a TV skit, it’s a real life, never the same once in a lifetime experience. Suburgatory is where I started my life and the place I can credit to the foundation I have today. It’s not just a hometown, its family. Suburgatory is the place where you’ll always know someone when you come back because they never wanted to leave home. You’ll always have family in Suburgatory, whether or not it’s really yours. In Suburgatory you can experience a lifetime of experiences without leaving your town, not too big, not too small, and all home. It all at your disposal, its all what you make of it.

Using the Spanish Word Seguro

Using the Spanish Word Seguro As a cognate of the English word secure, seguro has most of the meanings of secure as well as a few of its own. It is used most often to refer to safety, security, dependability, and certainly, concepts that overlap. The most common translations are secure, safe, and certain, although others are possible. Seguro Referring to Safety Some examples of seguro as an adjective referring to safety: Segà ºn las estadà ­sticas, el avià ³n es el medio de transporte ms seguro. (Statistically, the airplane is the safest form of transport.)Los padres quieren saber que son seguros los juegos que estn jugando sus hijos.  (The parents want to know that the games their children are playing are safe.)El hotel cerca del aeropuerto es el à ºltimo lugar seguro. (The hotel near the airport is the ultimate safe place.)Necesito un silloncito seguro para el bebà ©. (I need a safe chair for the baby.)Haz tu casa segura para tu familia. (Make your home safe for your family.) ¿Alguien sabe de una fuente segura de medicina? (Does anyone know of a safe source of medicine?) Seguro Related to Security Seguro is commonly used as an adjective when referring to various kinds of security, both physical and virtual: Sus datos estarn seguros. (Your data will be secure.)La ciudad tiene una estacià ³n de trenes segura y accesible. (The city has a secure and accessible train station.)Los telà ©fonos mà ³viles ya no son seguros. (Cellphones still arent secure.)La Sala de Situaciones de la Casa Blanca posee sistemas de comunicaciones seguras. (The White House Situation Room has secure communications systems.) ¿Se puede lograr que una ciudad sea segura contra los terroristas que utilizan vehà ­culos como armas? (Can a city achieve being secure against terrorists who use vehicles as weapons?) Other Meanings for Seguro In some contexts, seguro can refer to reliability or trustworthiness: No puedo arriesgar la vida de mis hombres en un plan poco seguro. (I cant risk the life of my men on an undependable plan.)Necesito respuestas seguras porque me muero de nervios. (I need reliable answers because Im dying of anxiety.)La biometrà ­a est creciendo como mà ©todo seguro de identificacià ³n de usuarios. (Biometrics is in creating as an effective  method of user identification.) Seguro can refer to certainty: La etimologà ­a de la palabra no es segura. (The etymology of the word isnt certain.)No estoy seguro de cà ³mo ayudar a alguien con problemas financieros. (Im not sure how to help someone with financial problems.)Pasaron tres o cuatro minutos, no estoy seguro.  (Three or four minutes passed, Im not sure.) Note again that the meanings above can overlap, and context may be necessary to determine what is meant. For example, one of the  sentence above - Los telà ©fonos mà ³viles ya no son seguros - came from an article about the security of information transmitted over the airwaves. But in a different context, the same sentence might have been referring to whether such cellphones can cause cancer. Seguro as a Noun As a noun, el seguro can refer to a safe place in general, or more specifically as a safety latch or other device that keeps something or someone safe. (In some regions, it can refer specifically to a safety pin.) A seguro can also refer to an insurance policy, especially one covering health or protection for injuries. Muchos alpinistas prefieran los mosquetones con seguros de acero. (Many climbers prefer carabiners with steel screw locks.)El seguro casero se requiere en cualquier prà ©stamo casero. (Homeowners insurance is required for any home loan.)Tiene seguros especiales para que el bebà © se quede fijo a la hamaca. (We have special devices so the baby can remain attached to the hammock.) Related Words and Etymology Words related to seguro include asegurar (to assure, to insure, to secure, to make sure), segurar (a shortened version of asegurar), seguridad (security, safety), and seguramente (securely, surely, probably). Seguro comes from the Latin securus, which had a similar meaning. The most closely related English words are secure, sure, and security, although there is also a more distant relationship with secret (secreto in Spanish). Key Takeaways Seguro is related to the English word secure and usually is an adjective that conveys the idea of safety or security.In some contexts, seguro can convey the idea of certainty or usefulness.As noun, seguro often refers to insurance or a thing that provides for safety.

Importance of Wait Time in Education

Importance of Wait Time in Education Wait time, in educational terms, is the time that a teacher  waits before calling on a student in class  or for an individual student to respond. For example,  teacher presenting a lesson on presidential terms of office, may ask the question, How many years can a president serve as president? The amount of time that a teacher gives students to think of the answer and raise their hands is called wait-time, and research published over forty years ago is still used to show that wait-time is a critical instructional tool. The term was first coined by Mary Budd Rowe in her research paper, Wait-time and Rewards as Instructional Variables, Their Influence in Language, Logic, and Fate Control (1972). She noted that on average, teachers paused only 1.5 seconds after asking a question; some wait only a tenth of a second. When that time was extended to three seconds, there were positive changes to students and teachers behaviors and attitudes. She explained that wait-time gave students a chance to take risks. Exploration and inquiry require students to put together ideas in new ways, to try out new thoughts, to take risks. For that they not only need time but they need a sense of being safe (4). Her report detailed several of the changes that came about when students were provided wait-time: The length and correctness of student responses increased.The number of no answers or I dont know responses by students decreased.The number  of students who volunteered answers increased greatly increased.Academic achievement test scores tended to increase. Wait Time is Think Time Rowes study had focused on elementary science teacher using data recorded over five years. She had noted a change in teacher characteristics, flexibility  in their own responses, when they purposefully allowed wait-time of three to five seconds, or even longer. In addition, the variety of questions asked in class became varied. Rowe concluded that wait-time influenced teacher expectations, and their rating of students they may have considered slow changed. She suggested that more work should be done concerning direct training of students to take time both to frame replies and to hear other students. In the 1990s, Robert Stahl from Arizona State University took up Rowes suggestion and followed up on her research. His study Using Think-time Behaviors to Promote Students Information Processing, Learning, and On-task Participation: An Instructional Model explained that wait-time was more than a simple pause in instruction. He determined that the three seconds of wait time of uninterrupted silence offered in questioning and answering was an opportunity for intellectual exercise. He found that during this uninterrupted silence, both the teacher and all students can both complete appropriate information processing tasks, feelings, oral responses, and actions. He explained that wait-time should be renamed as think-time because, Think-time names the primary academic purpose and activity of this period of silenceto allow students and the teacher to complete on-task thinking (8). Stahl also determined that there were eight categories of uninterrupted periods of silence that comprised wait-time. These categories described the wait-time immediately following a teachers question to a dramatic pause a teacher may use to emphasize an important idea or concept. Practicing Wait-time in the Classroom Despite the undisputed research, wait-time is a teaching tool that is often not practiced in the classroom. One reason may be that teachers are uncomfortable with silence after asking a question. This pause may not feel natural to wait to call on students. Taking three to five seconds, however, before calling on a student is not a lot of time. For teachers who may feel pressured to cover content or want to get through a unit, that uninterrupted silence can feel unnaturally long, especially if that pause is not a classroom norm. Another reason that teachers may feel uncomfortable with uninterrupted silence could be a lack of practice. More veteran teachers may already set their own pace for instruction which would need to be adjusted, while teachers entering the profession may not have had the opportunity to try wait-time in a classroom environment. Implementing an effective wait-time of three to five seconds is purposeful and takes practice. To better practice wait-time, some teachers implement a policy of only selecting students who raise a hand. This can be hard to enforce, especially if other teachers in the school are not requiring students to raise their hands. If a teacher is consistent and reinforces the importance of hand-raising in response to a question, students will eventually learn. Of course, teachers should realize that it is much harder to make students raise their hands if they have not required to do so from the first day of school. Other teachers may use a student lists or popsicle sticks or cards with student names to ensure that every student is called upon or that one student does not dominate the responses. Teachers also need to be aware of student expectations when implementing wait time. Students who are in competitive, upper-level courses and who may be used to quick-fire questions and answers might not initially find a benefit from wait time. In these cases, teachers would have to use their expertise and varying the amounts of time before calling on students to see if it does make a difference to either the number of students involved or the quality of the answers. Like any other instructional strategy, a teacher may need to play with wait-time to see what works best for students. While wait-time may be an uncomfortable strategy for teachers and students at first, it does get easier with practice. Teachers will notice a better quality and/or an increase in the length of responses as students to have the time to think of their answer before raising their hands. Finally, student-to-student interactions may increase as students become better able to formulate their answers. That pause of a few seconds called wait-time or think-time can make a dramatic improvement in learning.

C.S Lewis The Screwtape Letters Research Paper Example | Topics and Well Written Essays - 1250 words

C.S Lewis The Screwtape Letters - Research Paper Example The character of Screwtape in the book is one from the lower rungs of the bureaucracy of Hell, as he acts as a sort of mentor and tries to guide Wormwood towards adopting the path of temptation and sin which would eventually lead him to Hell. The book is made up of thrity one letters in which Screwtape delivers his expert advice to Wormwood, on how to engage in the most sinful of conducts, while trampling on his personal Christian faith and beliefs about humanity. (Green, Jordan) The book also takes place within the confines of a parallel universe in which both Wormwood and Screwtape survive because of the devil’s existence; in their world, doing wrong is seen is doing right – emotions like jealousy and greed are given importance over any kind of good anyone would do, and both the inner demons of Wormwood and Screwtapes’ minds do not conform to any kind of good done for the benefit of humanity. They are not even able to comprehend what doing such good pertains or consists of. According to C S Lewis, â€Å"There are two equal and opposite errors into which our race can fall about the devils. One is to disbelieve their existence. The other is to believe, and to feel an excessive and unhealthy interest in them.† (Lewis, C.S) Thus with the help of the Screwtape Letters, he is able to grasp the attention and minds of almost all kinds of believers of human faith and religion out there. With the help of this quote, Lewis tries to explain how man should not shut his mind to the kind of wrong that is being done in the world, or the kind of devils that exist in the form of sin, that eventually puts a person into trouble. However, at the same time, a man should also not believe in the existence of these devils to the extent of formulating a lifelong bond or relationship with them, in a manner that would eventually lead to the degradation of the person. This powerful satire written by the author is a take on the devils that persist in society, and how

Document Imaging Research Paper Example | Topics and Well Written Essays - 1750 words

Document Imaging - Research Paper Example With the advancement in science and technology, document imaging concept has become one of the most effective and essential concept, which has helped business organizations as an official communication intermediary in modern civilization. The concept of document imaging has been introduced in the business in order to minimize the physical effort of human. It has been observed that the traditional methods of storing paper and records required a higher rate of effort to manage the entire document imaging process. Moreover, it has been observed that more difficulties arise during the distributing and finding process. It can be further asserted that with the growing number of files, the difficulties in managing them also increased accompanied with significant time and effort consumption. The actual purpose of developing this document image process is to perform business operations quickly and efficiently. Similarly the imaging document concepts also help to analysis and compare several d ata, information and messages at a time. According to the observation, it has been identified that document imaging transforms paper documents into electronic images format, which has helped individuals and business organizations to perform their business task easily and efficiently. The document imaging process can take many forms such as document scanner, multifunction peripheral (MFP), fax machine and other scanning device among others (Hewahi et al, n.d.). It has observed that during the early 21th century the concept of document imaging has been used by modern civilization in order to collect, capture, and store information, images and characters for business or individual operational purpose. During the early historic period it has been observed, that human used to architect historical matters in a hand scripted documents for their memoirs such as declaration of independence, the constitution and Bill of right among others. Thus, it can be apparently

Case Study Chloe’s Story Essay Example for Free

Case Study Chloe’s Story Essay The serous membrane in Chloe’s abdomen contains the peritoneum. The peritoneum is the largest serous membrane of the body which includes the greater omentum, the largest peritoneal fold, which drapes over the transverse colon and the coils of the small intestine, and contains a considerable amount of adipose tissue. Involuntary contraction of pharyngeal stage is the beginning stage of swallowing it begins with the passage of water into the oropharynx. When water enters the esophagus the esophageal stage begin where peristalsis occurs with coordinated contractions and relaxation of muscles to propel water into the stomach. With the bypass of the duodenum, Chyme cannot not periodically be forced through the pyloric sphincter in gastric emptying. The proteins will have difficulty being easily broken down into smaller molecules in the chemical digestion of proteins. By the enzyme Lipase. Rapid or major weight loss increases a persons risk of developing gallstones. These meals should be high in protein. Because A change in diet, no longer consuming high fatty and high cholesterol foods. Yes. Nutritional deficiencies, like most iron and calcium is absorbed in the duodenum, the first part of the intestine that is bypassed by these operations. Calcium deficiency can lead to osteoporosis , and iron deficiency can cause anemia. Many vitamins and minerals are absorbed in the part of the small intestine bypassed by this surgery. The individual must commit to a lifetime of taking nutritional supplements to prevent serious vitamin and mineral deficiencies. A large number of microvilli in the small intestines greatly increases the surface area of the plasma membrane, larger amounts of digested nutrients can diffuse into absorptive cells. Most digestion and absorption occurs in the small intestine. Vitamin B12 must be combined with intrinsic factors produced by the stomach for its absorption by active transport in the ileum. Because it can or may be manifested as a variety of symptoms since B12 is widely used in the body. Severe fatigue may occur initially. Effects on the nervous system can be wide-ranging, and include weakness, numbness and tingling of the limbs, memory loss, confusion, delusion, poor balance and reflexes, hearing difficulties, and even dementia. Severe deficiency may appear similar to multiple sclerosis. Nausea and diarrhea are possible gastrointestinal signs. The anemia that results from prolonged deficiency may also be seen as a pallor especially in mucous membranes such as the gums and the lining of the inner surface of the eye. Megaloblastic anemia is a common result of inadequate B12. This condition can also result if a person stops secreting enough intrinsic factor in the stomach, a substance essential.

The Logical Fallacies of Descartes’ Meditations on First Philosophy Es

The Logical Fallacies of Descartes’ Meditations on First Philosophy Descartes’ Meditations on First Philosophy includes a proof for the existence of material objects, such as trees. Descartes accomplishes this by first doubting all things, from which he learns that he can be certain of nothing but his own existence as a thinking thing. From this established certainty, Descartes is able to provide proof for the existence of God, and, finally proof of the existence of material objects. Descartes’ proof of God, however, from which the proof of material things is made possible, is suspect: the proof relies on knowledge of clear and distinct ideas but knowledge of clear and distinct ideas relies on the existence of God. Furthermore, even if Descartes could manage to escape this circular method of proof, Descartes’ proof of his own existence is problematic. Descartes begins his series of proofs by assailing the foundations of everything he once believed to be true. He reasons that all false principles will come crashing down as the foundations upon which they stand are brought to nothing. But, that he can at least be certain of those principles that remain. And if nothing remains, he can at least be certain that there is nothing of which he can be certain. Descartes tells us that everything that he has "so far accepted as true [he] learned either from the senses or through the senses" (Biffle, 22). In light of this, Descartes proceeds to inquire into the reliability of the senses, the foundations upon which all his beliefs have so far rested. Descartes recalls the fact that the senses deceive him every night in his dreams. Specifically, he recalls the many times that he has believed himself to be awake, when he w... ...mselves. It is this lack of an external check that makes it very difficult to construct a proof wrought from pure reason that is neither circular nor falsely assuming. In science, checks our found in phenomenon. If a theory is logically sound but does not work in the physical world, it is ruled out. Maybe we will find a similar check for ideas, or maybe we will devise a way around this problem of checking ideas. Either way, the problem is present, and it seems that ideas are not a likely place to find truth. Works Cited Biffle, Christopher, et al A Guided Tour of Rene Descartes' Meditations on First Philosophy Mayfield Publishing Company 2000 Cahn, Steven, ed., Classics of Western Philosophy, 5th. edition, Cambridge, Hackett Publishing Company, 1999. Descartes, Renà ©. Meditations on First Philosophy. Trans. Cress. Indianapolis, U.S.A: Hackett, 1993.

Character of good research

Characteristics of Good Research Articles The following guidelines are taken from a series of editorial viewpoints In Research Quarterly for Exercise In Sport authored by Dry. Maureen Weiss (1 993, 1994, 1995). You should consider these your â€Å"bible† for assessing articles you read and for writing research proposals and eventually, manuscripts for publication. If you follow these guidelines you will become a better reader, writer, and reviewer of research! 1. Introduction a. Is a theoretical or conceptual rationale provided for the study? B. Is there an adequate review and discussion of the pertinent empirical literature on the topic?Any key references omitted? C. Is there an explanation or justification for the selection of key variables in the study? D. Is there a logical progression and presentation of ideas that lead to the purpose of the present study? E. Do the hypotheses emanate logically from the theory and research presented? F. Is It specified how the research qu estion extends the current knowledge base In the research topic? 2. Method a. Is the sample described thoroughly (age, gender, skill level, race, ethnicity) as well as the criteria for selection? B. Is the design clearly stated and Is it appropriate to the search questions?Are the relevant independent and dependent variables clarified? C. Are the measures described adequately (validity, reliability, item and scoring format)? D. Are the procedures described completely and clearly enough so that they could be replicated by others? E. Is a road map provided for how the data are to be analyzed to address key study issues (e. G. , reliability of measures, each of the key research questions)? 3. Results a. Is the results section readable? B. Are subheadings appropriately used to enhance readability and the â€Å"road map†? C.Are the appropriate statistics used to answer key study questions? D. Is all relevant Information associated with a particular statistical procedure reported? E. Are the statistical findings Interpreted accurately? 4. Discussion a. Is the study purpose briefly recapped for the reader? B. Are the results summarized in relation to the study hypotheses (support, did not support)? C. Are the study results compared to pertinent studies mentioned in the introduction? D. Are theoretical implications provided? E. Are practical implications provided, if appropriate? F. Are future research directions outlined briefly? Is there a concluding paragraph that brings closure to the article by ensuring that readers â€Å"get† the take-home message? 5. Other Issues a. Is the manuscript written clearly and understandably? B. Do all aspects of the manuscript conform to PAP style?

The Power Consumption

The power consumption for sending (or receiving) a single message in a mobile phone Abstract: We measure overall SMS, Whatapps and Wechat for the power consumption of a single message. These results are validated by overall power measurements of two other devices: the Battery Doctor and Battery Detective. We discuss the significance of the power drawn by the various length and time of texting messages, and identify the most promising areas to focus on for further improvements of power management. We also analyze the energy impact of dynamic voltage and frequency scaling of the device’s application processor.Introduction: In recent years, people have a mobile phone in their hands all the day. At the same time, device functionality is increasing rapidly. In the number of applications, texting messages occupied an important part. Hence, optimal management of power consumption of devices such as SMS, WhatsApp and WeChat is critical. In this paper we attempt to answer how much of t he system’s energy is consumed by sending (or receiving) a single message of the system and under what circumstances. And we will use IPhone5 as the experimental product.Furthermore, we validate the results with computing manually and the additional mobile device: Battery Doctor, Battery Detective. Material: Experimental product: IPhone5 (IOS6. 1. 2) Timer Testing Applications: Messages, WhatsApp, WeChat Measuring Application: Battery Doctor and Battery Detective Formula: 1)The time of sending each message=The time of the usage of 1% power/ Number of messages. 2) Average electricity consumption of each message ( with the Wifi usage)= 1% power of Iphone 5/ Number of messages. ) Average electricity consumption of each message ( without the Wifi usage) =(1% power of Iphone 5/ Number of messages) – (The time of sending each message x The power consumption rate of wifi function). Methodology: Device under test Experimental setup When an iPhone is not actively being used (th e screen is off), the biggest power drain are the various radios: WiFi, 3G and Bluetooth. So first tip is to turn off any service you don’t need. Settings are useful in doing so with one tap. There is some information you need to calculate before we collect the data.Therefore, after you turn off all the service that you do not use, you have to turn on the Battery Doctor and check out the battery usage of your phone and calculate how much usage if 1%power. In the case of IPhone 5, the battery usage is 1430, therefore IPhone 5 1% power= 1430/100= 14. 30 mAh. Also, you can use the Battery Doctor to check out how long you still can use on that percentage of battery. Then, according to the Doctor Battery, when IPhone 5 in 41% power, it can use 8hrs 15mins without the WiFi function. If use with the WiFi function, it can use 7hrs 13mins.Therefore, you can calculate that: The power of IPhone 5 in 41%: 14. 3mAh x 41 = 586. 3mAh The power consumption rate of IPhone 5 without the WiFi f unction: 586. 3 mAh/[(60 x 8 +15) x 60] = 0. 0197 mAh s-1 The power consumption rate of IPhone 5 without the WiFi function: 586. 3 mAh/[(60 x7 +13) x 60] = 0. 0226 mAh s-1 The power consumption rate of WiFi function: 0. 0226 – 0. 0197 = 0. 0029 mAh s-1 Then, you get all the basic information which you need, and you can turn off the Battery Doctor, and start to collect the data. Then, you need to let your phone natural reduce 1% power.After it you can use the timer to count time and type your message and send it out. After you use 1% of power, you can stop the timer and count how many messages did u sent and record it. Then, you need to repeat to collect those data several times. However, you also need to do it in different power percentage, to collect more data. After u collect the data of time and number of messages sending, you can use those formula to calculate the information. Software Excel, Word, Battery Doctor, Battery Detective Results We had collected the data from 3 different power level, high power (>80%), general power (20-80%), and lower power (

ship inspection guidelines Essays

ship inspection guidelines Essays ship inspection guidelines Essay ship inspection guidelines Essay Ill SHIP INSPECTION GUIDELINES 1 General These Guidelines have been developed for the use of the Administration in the conduct of ship safety inspection. Inspections shall be carried out during port stays and/or while underway, or 1. 1 while drydocked. 1. 2 Ship inspection shall be conducted upon official request being filed or complaint lodged, and payment of the prescribed fees and charges, unless the inspection is decided moto propio by the Administration, or its deputized agent. The official request for ship inspection should indicate the date, time and place of availability of the ship. If the requested schedule for inspection does not push through, the Administration, or its deputized agent, should advise the shipowner/ operator in writing, within three (3) working days from the requested schedule, that its application is being returned without prejudice to reviving the same upon the availability of the ship. 1. 3 Ship inspection shall be conducted by the nearest office/unit of the Administration, or its deputized agent, where the ship is available for inspection, notwithstanding where the ship is homeported. It shall, however, be the homeport office/unit which shall issue the ship safety certificates. In cases where the inspection is conducted by an office/unit other than the homeport, the inspection report shall immediately be forwarded to the homeport office/unit to serve as basis for issuance of the ship safety certificates. 1. 4 Inspectors must wear the prescribed identification, uniform, and equipped with the appropriate tools and paraphernalia prescribed for vessel inspection. Inspectors must present a valid order to the owner/operator or the master of the vessel. 1. Prior to the conduct of the actual inspection, there should be a pre-inspection meeting between the inspection team and the master who must be present at all imes during the conduct of the said inspection. 1. 6 All records, data and other relevant information generated as a result of the conduct of the inspection must be processed/evaluated/stored. Initial inspection (l) 2. 1 Prior to the ships registration, an inspect ion shall be undertaken to ensure compliance with the requirements of the PMMRR 1997, as amended, and other relevant rules and regulations, specifically covering the following: 2. . 1 Arrangements, materials and scantlings of the structure; 2. 1. 2 Boilers and other pressure ships; 2. 1. 3 Main and auxiliary machinery; 2. 1. Fire safety systems and appliances and arrangements, navigational equipment, nautical publications, means of embarkation for pilots, etc; 2. 1. 5 Radio installation, including those used in life-saving appliances; 2. 1. 6 Arrangements for the control of discharge of oil and the retention of oil on board; 2. 1. Provision of the lights, shapes, and means of making sound signals and distress signals, as required by the provisions of COLREG; and, 2. 1. 8 Approval of inclining experiment/stability test and certification of loadline. 2. 2 Annual Inspection (A) The annual inspection shall be undertaken to include verification on whether: . 2. 1 All equipment are operat ional and in satisfactory condition for the service for which the ship is intended; 2. 2. 2Alterations have been made to the hull or superstructures which would affect the calculations determining the position of the loadlines; 2. 2. Fittings and appliances for the protection of openings, guard rails, freeing ports and means of access to crews quarters are maintained in satisfactory condition; 2. 2. 4 Ship documents are complete and valid; and 2. 2. 5 Officers and crew are adequate duly certificated. 2. 3 Drydocking Inspection (D) This inspection is undertaken on ship placed on blocks in a drydock or slipway to examine the shell plating, stern frame, rudder, anchors and chain cables, sea inlets and overboard dischargers below waterline together with their valves and the fastening of these valves to the hull. During drydocking inspections, other parts such as tanks, top plating of double bottoms and structures below ceiling, propellers and shafting arrangement are to be examined and thickness gauging on plates and structural members should be carried out. 2. 4 Occasional Inspection (O) An additional inspection to determine overall safety condition of the ship whenever ade, or whether the ship is subject of complaints. 2. 5 Renewal Inspection (R) 2. 5. 1 All equipment are operational and in satisfactory condition for the service for which the ship is intended; 2. 5. Alterations have been made to the hull or loadlines; 2. 5. 3 Fittings and appliances for the protection of openings, guard rails, condition; 2. 5. 4 Ship documents are complete and valid; and 2. 5. 5 Officers and crew are adequate duly certificated. 3 Basic Coverage of Ship Inspections 3. 1 Hull 3. 2 Machinery, equipment and electrical 3. 3 Life-saving, fire-fighting, navigational and communication equipment 3. Vessels officer s and crew documentation 4 Categories of Ship Inspectors: 4. 1 Category A- These are Ship Safety Inspectors possessing the following qualifications: a. icensed Naval Architect Marine Engineers, Mechanical Engineers, Electrical Engineers, Civil Engineers, Master Mariners, Chief Marine Engineers, and other related sciences; b. must have relevant experience; c. SSIS training and/or length of service of at least five years in the field or related to the field of ship inspection; and, d. as designated by the Administrator, upon the recommendation of the Ship Inspection System Committee. 4. Category B- These are Ship Safety Inspectors possessing the following qualifications; a. raduates of relevant technical courses, which include Naval Architecture and Marine Engineering, Mechanical Engineering, Electrical Engineering, etc. ; b. must have relevant experience; relevant experience, SSIS training and/or length of service of at least five (5) years to Category A Ship Safety Inspector upon t he recommendation of the Ship Safety Inspection System (SSIS) Committee. 4. 3 Category C- These are Ship Safety Inspectors which are not licensed to practice relevant technical profession nor graduates of relevant technical courses but possess he following requirements; a. ollege graduate; b. have substantial experience in the conduct of ship safety inspections; c. have attended an SSIS orientation Seminar/Training; and, d. recommended by the SSIS Committee for designation by the Administrator as Category C ship safety inspector 4. 4 Cadet Inspectors These are newly admitted personnel qualified and assigned to do ship safety inspection, as designated by the Administrator upon the recommendation of the SSIS Committee. 5. Qualifications for Ship Inspectors Inspectors shall be designated as Category A Ship Safety Inspector, Category B 5. Ship Safety Inspector, Category C Ship Safety Inspector, and Cadet Ship Safety Inspector. 5. 2 The Administrator may designate any inspector by reaso n of relevant experience, Ship Inspection training and/or length of service of at least five years related to ship safety inspection upon the recommendation of the SSIS Committee. 5. 3 All newly admitted personnel may be qualified and assigned to do ship safety inspection if so designated by the Administrator upon the recommendation of the SSIS Committee. 5. 4 Minimum Qualification Requirements 5. 4. Education Personnel participating in ship inspection must have a minimum educational ualification in accordance with the following: (a) a qualification from a marine or nautical institution to include experience in ship operations; or (b) a qualification from a technical institution with a degree majoring in naval architecture and marine engineering, mechanical engineering, electrical engineering, civil engineering or other related physical science; (c) R. A. 1080 Civil eligibility; and (e) he or she should be proficient in the agreed language of the inspection. . 4. 2 Training Personne l performing ship inspection shall receive formal training conducted by the Administration, or a nationally/internationally recognized organization in the field of ship inspection and certification, to ensure adequate knowledge, competence and skills with respect to at least: (a) understanding of ship inspection; (b) mandatory rules and regulations; (c) applicable codes, guidelines and standards recommended by IMO, Classification Societies and Maritime Industry Organizations; and (d) Ship inspection system and techniques. Such knowledge, competence and skills should be demonstrated through written and/or oral examinations or other acceptable criteria. 5. 4. 3 Work Experience Personnel performing ship inspection must have work experience related to either classification or statutory certification surveys, technical and operational aspects of ship safety management or a combination of the three. a) Ship Inspection Experience of Category B Ship Safety Inspectors Personnel performing ship inspection, under this category should either be an inspector who has fulfilled the requirements of an equivalent national standard or shall have acquired, as a minimum, the inspection experience indicated below: (i) for initial or renewal inspection, inspectors should have participated in at least hree (3) initial or renewal inspection of ship under the supervision of a senior inspector; and (it) for periodical or additional inspection, inspectors should have participated in at least two (2) periodical or additional ins pection of a ship under the supervision of a senior inspector. (b) Ship Inspection Experience of Category A Ship Safety Inspectors Personnel performing ship inspection, as category A ship safety inspectors, are to have participated as a qualified Category B ship safety inspector in the initial or renewal inspection of the following size/type of ships, as a minimum, and are to have ndergone training as Category A ship safety inspector. Total gt high speed craft Passenger ships Cargo ships Tankers others 61 Code of Conduct and Ethical Standards Ship Inspectors shall officially pledge to adopt and abide by the following code of conduct and ethical standards: (i) To ensure compliance with applicable international and national safety and marine environment protection rules and regulation; (it) To continuously seek to enhance his knowledge and skills to enable him to perform his duties competently and confidently with the highest integrity; (iii) To treat the shipowner/operator or his epresentatives with dignity and respect; (v) To conduct the ship inspection with an aspiration to contribute to the improvement of the maritime safety of the ship; (v) To endeavor to treat all inspection documents confidential; (vi) To, in the exercise of his functions as ship inspector, observe utmost prudence so that normal operations of the ship can be carried out. (vii) To safeguard personal integrity and therefore observe Republic Act No. 6713; (viii) To be punctual in the conduct of ship inspection; (ix) To, in dealing with his co-inspectors, regard them with esteem and deference; nd, (x) To unselfishly share whatever knowledge/information with his co-inspectors with the view to improve the maritime safety condition in the Philippines. 7 Ship Inspection Objectives and Responsibilities 7. Ship Inspection Objectives (i) Ensuring that all ships/vessels are maintained in safe operating conditions; and, (ii) Ensuring that all ships/vessels comply with the requirements of national and applicable international maritime safety standards. 7. 2 Lead Ship Inspectors Responsibilities (i) To prepare inspection program and schedule; (it) To lead the opening meeting; (iii) To supervise the conduct of inspection; v) To evaluate the report submitted by the ship inspectors; and (v) To lead the the inspection. 7. 3 Ship Inspectors Responsibilities (i) To conduct inspection as assigned by the Lead ship inspector; (it) To make and submit inspection report to the Lead Ship Inspector 8. Ship Inspection Procedures Inspections shall be carried out during port stays and/or while underway, or while drydocked. 8. 1 Pre-lnspection. 8. 1. Prior to the actual conduct of the inspection, the Lead Ship Inspector shall undertake the following preparatory tasks: (a) Ensure that members of the Inspection Team are in proper uniform and possess roper identification and authority to inspect the ship; (b) Ascertain the availability of inspection tools and equipment to be used; (c) Obtain necessary documents needed including checklist, a copy of ship specifications, pictures and plans, where applicable; (d) Confirm inspection time and location with ship operators or their representatives; (e) Hold pre-boarding meeting to coordinate the inspection work to be performed by each member of the team and to set a target completion time; and, (f) Inspector/lnspection Team to meet the Master on board the ship. 8. 2 Pre-lnspection while on Drydock. 8. 2. In case of drydocking inspection, on the date of the drydock and when the hull has been scraped and hosed down with fresh water, the ship inspectors shall be present in the conduct of the thickness gauging using the Shell Expansion Plan submitted by the Shipowner. 8. 2. 2 A conference between the shipowner, shipbuilder and the Administrations inspectors shall be undertaken to discuss the scope of inspection work. 8. 2. 3 The shipowner, shipbuilder and the ship inspectors shall agree and acknowledge the scope of inspection work to be undertaken. It should be understood however, that the agreements made should be in compliance with the PMMRR 1997 and other related rules and regulations. survey shall be conducted by the ship inspectors to determine full compliance with the agreement during the pre-survey/inspection. Inspection shall be conducted prior to hull preservation. 8. 2. 5 The Administration is not prevented from conducting any validation/verification inspection during the actual repair works. 8. 2. 6 Only after full compliance with the agreement at the full satisfaction of the attending ship inspector shall the ship be ready for the necessary hull preservation prior to undocking. 8. 2. When a major repair on the machinery has been performed, such as but not imited to, withdrawal of the tail shaft, repair of the rudder, propeller, a sea trial must be conducted in the presence of the attending ship inspector. 8. 3 Inspection Proper. 8. 3. 1 Upon boarding the ship, an opening meeting with the Ship Master shall be called. The Lead Ship Inspector shall introduce the members of the inspection team and inform the Ship Master the purpose for which the inspection shall be conducted. The Lead Ship Inspector shall inform the Ship Master of the areas to be covered by the inspection. Prior to the conduct of the actual inspection, there should be a pre- nspection meeting between the inspection team and the master who must be present at all times during the conduct of the said inspection. 8. 3. The inspections to be conducted shall cover the following, in accordance with the ship inspection procedure. (a) Verification of ship documents; (b) Hull and Deck Machinery condition; (c) Assessment of Ship machinery, steering and propulsion system; (d) Assessment of life-saving appliances, fire protection fire safety system, navigational, electrical and communications equipment, oil pollution prevention equipment and system, cargo andling appliances; and, (e) Verification of compliance with minimum safe manning requir ements, i. e. , officers, deck and engine watchkeepers and their pertinent documents. 8. 4 Field Action and Reporting 8. 4. Field action of the Inspection Team (a) A closing meeting with the Ship Master shall be called to present the details of the findings/results of the inspection. The Ship Master, or his representative, shall be required to sign the inspection report to confirm that he is in agreement with the are found, the Ship Inspection Team shall accomplish the Notice of Deficiency Form NODE) indicating the nature of deficiencies and the time within which the corrective actions shall be undertaken. A copy of the NODF shall be furnished only to the Ship Master who shall acknowledge receipt thereof. (c) In support of the findings, the Ship Inspection Team shall gather sufficient evidence including visual materials. d) Only after the conduct of the above procedures and/or after issuance of the corresponding shipyard certificate of drydocking at the full satisfaction of the Admi nistration and after compliance with other safety requirements/regulations, shall the necessary certificates be issued. 8. 4. 2 Inspection Reports The Ship Inspection Team shall submit the inspection report on hull, machinery, safety/communication equipment and crew/officers documentation within 24 hours, or the next working day upon arrival at the official station. 8. 5 Underwater Inspection Underwater inspection shall be carried out strictly in accordance with the following conditions (in addition to relevant regulations issued by the Administration): 8. 5. In areas duly designated by MARINA; 8. 5. 2 Only by accredited underwater marine surveying company under supervision by MARINA inspectors; 8. 5. 3 Water visibility should not be less than 80 percent. and 8. 5. Underwater inspection in lieu of drydocking shall be in accordance with generally accepted rules on underwater survey. 8. 6 Assignment of Inspector/lnspection Team 8. 6. 1 Assignment of Inspector The assignment of inspect ors shall be in accordance with the following: Size/Type of Ship Number of Inspectors Category of Inspectors Category A 5000 gt and above 3 1600 gt and below 5000 gt 2 500 gt and below 1600 gt below 500 Category B or C 8. 6. The selection/rotation of inspectors for vessel inspection assignments shall be based on the following: a) Recognition of the inspectors specialization vis-a-vis the vessel to be inspected; b) As a general rule, the inspector shall not be assigned to the same vessel at any given time except when there are serious deficiencies which require subsequent verification; c) Sequential assignments shall be encouraged for the purpose of saving time and cost. In no case shall an inspector be allowed to inspect more than two vessels at any given time. d) Assignment of inspector shall be made at least a day prior to the scheduled date of inspection. 8. 6. 3 The Ship Safety Inspector shall sign the Inspection Report and make the proper recommendation regarding the issuance o f the safety certificates.

What Are AP Classes Why Should You Take Them

What Are AP Classes Why Should You Take Them SAT / ACT Prep Online Guides and Tips If you’ve started high school recently, or if you're due to start soon, you might be wondering, "What are AP classes?" You might have heard that they are extra-advanced or that you can get college credit from them. But how does it work? If you’ve been wondering what AP tests are and how they can help you, read on for our guide to AP courses and learn how they can get you ahead. What Is Advanced Placement? Advanced Placement is a program run by the College Board (the makers of the SAT) that allows you to take courses at your high school, which can earn you college credit and/or qualify you for more advanced classes when you begin college. So what are AP courses? They are designed to give you the experience of an intro-level college class while you’re still in high school. Plus, you can get college credit for the class if you pass the AP exam. AP classes were created in the mid-1950s as a response to the widening gap between secondary school (high school) and college. A pilot program in 1952 had 11 subjects, butAP didn’t officially launch until the 1956 school year,when the College Board took over the program and named it the College Board Advanced Placement Program. The program expanded rapidly over the years.These days,about 2.7 million students take AP exams every year in 38 subjects.It’s also much more common for students to take multiple AP classes over the course of their high school careers. Well, the content of an intro-level college class ... you won't sit in a lecture hall like this until college! But what exactly are AP exams?An AP exam isbasically a test of all you learn in an AP class. You earn college credit if you pass the examgiven at the end of the year in May. (AP tests are scored between 1 and 5, with anything above 3 considered passing.) While it's possible to skip the AP class and study for an AP exam independently, it's strongly recommended that you take the class.AP classes are specifically designed to help students prepare for the AP exams. Taking an AP course and passing the test is a sign that you're capable of handling college-level work, which will strengthen your college applications immensely. Want to get a perfect 5 on your AP exam and an A in class? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Why Take AP Classes? 3 Key Benefits Now that you know what AP classes are, why should you consider taking them? Below, we give you three potential benefits of taking AP classes. #1: They Can Boost Your College Applications Taking an AP class (or several!) is a great way to challenge yourself academically and show colleges that you're serious about your education. An AP class on your transcript signals stronger academic training, especially with high passing scores of 4 and 5 on the test. In particular, getting a 5 on an AP test shows that you are more advanced in a subject than 80-90% of advanced students- which looks very impressive to colleges! Since AP courses are challenging and require you to study for a comprehensive exam, they teach you skills that will help you in college classes. According to the College Board, students who take AP exams get higher grades in college than those with similar grades who don’t take AP exams. You basically get a head start in college. Many colleges say thatthey look to see if you took the hardest courses available to you at your school.Taking AP classes is often the best way to show that you are challenging yourself academically at your high school. For example, Yale says on their admissions website, "Weonly expect you to take advantage of [AP] courses if your high school provides them.† In other words, if your school has AP courses and you don’t take them, it might look as though you aren't challenging yourself. To take a West Coast example, USC is more straightforward: â€Å"Students should pursue Advanced Placement or International Baccalaureate classes whenever possible and if offered by high school.† Getting a high passing score of 4 or 5 further demonstrates your academic potential to colleges.(By the way, if you're curious about a college's suggested high school course load, look up its admissions website by searching "[School Name] admissions requirements.") #2: They Can Show Your Passion Taking AP exams is also a way to demonstrate real academic interest in a certain subject. For example,if you’re an aspiring engineer, taking the AP Calculus and AP Physics courses and passing the exams will prove to college admissions committees that you're serious about engineering and have the skills necessary to pursue it. On the other hand, if you're interested in political science or pre-law tracks, taking AP US History, AP US Government, AP Statistics, and/or AP Economics would show strong preparation for those subjects. Or ifyou’re hoping to be pre-med,taking AP Chemistry, AP Biology, and/or AP Calculus would indicate that you have the skills and background needed to handle tough pre-med classes as a college student. #3: They Can Get You College Credit Some colleges give credit for AP classes. This makes it possible to graduate from college in a far shorter amount of time, ultimately saving you money! For example,Harvard lets you apply for Advanced Standing if you've completed the equivalent of a year of college courses with AP exams. The University of Michigan, too,grants new students course credit and higher class placements for AP exams. However, some colleges use scores to help place students in higher-level classes but don't allow these credits to fulfill graduation requirements, so you can't graduate any earlier. Similarly, other schools might let you earn college credit but are limiting about which AP exams they accept. As an example, Stanford University accepts AP credit from many science, language, and math AP courses, but not any from history or English courses. Washington University in St. Louis will grant some credit for AP tests but doesn't allow you to use these credits to meet general education requirements: "A maximum of 15 units of prematriculation credit may be counted toward any undergraduate degree. These units will count toward graduation, but will not meet general education requirements." Despite all this, getting the boost into more advanced classes can help you work through a major more quickly and let you take more advanced and more interesting courses as a freshman. Even if you don't earn credit for your AP scores, AP classes can still get you ahead. If you’re curious about a college’s AP policy, the College Board has a database you can use to look up any school's policy. The fewer years college takes, the less you have to spend! How to Sign Up for AP Classes and Tests You can sign up for an AP course through your normal high school registration process. Keep in mind that some schools have prerequisite courses you have to take before you can sign up for an AP class. Track down your guidance counselor if you have any questions about this! You'll also sign up for AP tests through your school, which will havea designated AP coordinator (often a guidance counselor) to help with the process. If you’re home-schooled or want to take an AP test for a class your school doesn’t offer,contact your local school’s AP coordinator. AP tests cost $94 each.Some schools offer subsidies, and the College Board has financial aidin the form of a $32 fee reduction. Remember that if you pass the AP exam, you can exchange your score for college credit once you get to college. So even though that $94 fee is steep, it’s a bargain compared with the cost of taking that same class for a semester in college! What’s Next? Now that you now about AP classes, which ones should you take? Check out our comprehensive list of AP exams and guide. Also,learn about how long AP tests are and how to deal with testing fatigue. Also studying for the SAT? Learn how to boost your Reading, Math, and Writing scores, and get some essentialtips for the Essay. Studying for the ACT instead? Check out our ultimate ACT study guide,and get expert tips on how to write a great essay for the Writing section. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Entry of The American Clothing Company into China Essay

Entry of The American Clothing Company into China - Essay Example The company may also consider operating under a different name once it decides to enter China. While doing business, it is very important that the business bears a name that customers can associate with. For this reason, the company may consider adopting a name that reflects with the people of China. Operating under the same name in China would give competitors a higher edge in that other organizations may take pride in being home grown and purport understand the market and the needs of the customers better. The company must thus realize that it is a neck stiff competition that requires strategic planning at all stages.In making this decision, the company must also consider the right entry mode. It may consider going into a merger with a relatively smaller organization, or acquiring another company that is already established but perhaps not doing very well in the market. Further, the company would need to do some internal re-organization in order to find out the necessary personnel who may need to relocate to the other country for managerial purposes. As the new company, it would be in appropriate to rely on the labour force available in China to start up operations. In as a much as this labour would be instrumental in running the business, it would be important that individuals from the US work at the initial stages of establishing the company as this would help to instill the company’s core values, objectives and mission into the new market.