Analysis Batangas University by Porter 5 Forces

There are a number of models and frameworks used in the analyses of competitiveness of engineering universities in the context of internationalization and globalization. Although much can be derived from such analyses, it is argued that universities that can be harnessed to provide competitive advantage can be best analyzed when regarded as an industry.In this study, the competitiveness of Batangas State University College of Engineering was determined based on Porter’s Five Competitive Forces Model and was defined by the following: the threat of new entrants, rivalry among existing firms within an industry, the threat of substitute products or services, the bargaining power of suppliers, and the bargaining power of buyers. The intensity of threats of new entering universities, short-term substitutes, and rivalry among existing universities were determined over the strength of Batangas State University College of Engineering as supplier, and as viewed by the industries and alu mni as buyers.PURPOSEThis paper examined the competitiveness of Batangas State University College of Engineering using Porter’s Five Competitive Forces Model. It assessed the competitive edge of the College as perceived by alumni and other stakeholders vis-à  -vis other engineering institutions, which highlighted the applicability of this model in determining the competitiveness of the College.DESIGN / METHODTo be able to analyze the competitive advantage of Batangas State University College of Engineering over the other existing engineering schools in Batangas, its graduates from twelve engineering programs over the last five years were surveyed. This determined the graduates’ assessment of faculty competence in different aspects, effectiveness of its curriculum, and the capability of the university in providing quality services to the students.On the other hand, the personnel from different companies in the region were included in the population of this study to det ermine their assessment of the competitiveness of the graduates of Batangas State University College of Engineering. The respondents of this study were 386 alumni out of 2,197 graduates from twelve engineering programs of Batangas State University from the school year (SY) 2005-2006 to SY 2009-2010. On the other hand, a total of 52 respondents from major industries in the CALABARZON region were the second group of respondents of the study.RESULTSResults revealed that the perceptions of the alumni and industry partners on the College’s competitiveness as regards buyer power, supplier power, threats of new entry and rivalry among existing competitors were relatively high. On the other hand, they had an average perception on the competitiveness of the College’s programs considering threats of substitutes .CONCLUSIONPorter’s Five Competitive Forces Model has been found applicable in the analysis of competitiveness of Batangas State University College of Engineering similar to that in business entities to have distinct attributes and capabilities which are presented to their clientele if they are to have a strong market and competitive position.The results underscore the competitiveness of the University in terms of faculty, curriculum and other attributes that make it a University of choice by students for an engineering education. Despite these, it is challenged by  aggressive competition by other institutions and by alternative substitute modes of learning equal to an engineering degree.KEYWORDSPorter's Five Competitive Forces, competitive advantage, differentiation strategiesIntroductionGlobalization has become inevitably beyond the control of individual Higher Education Institutions and governments. Characteristically, since global cities have a high density of participation in higher education, there is a strong positive correlation between the higher education enrolment ratio of a nation or a region, and its global competitive performa nce (Bloom, 2005). Future opportunities and challenges for internationalization of higher education must be explored in order to respond to globalization of societies, cultures, economies and labor markets (Kà ¤lvermark & Wende, 1997).There has been a continuing interest in the analysis of forces that induce impact on organizations, particularly those that can be harnessed to provide competitive advantage like universities. (Thurlby, 1998).The Batangas State University stands as a university offering engineering education anchored on its mission and the mandates of the Commission on Higher Education. Having acquired recognition for its engineering education through the years, there is a felt need to verify how it stands as to the entities it has served: the alumni, and the market – the industries.One of the bases of competitiveness is readiness for internationalization. Termed as internationalization of tertiary education (ITE), this means integrating international, intercul tural or global dimension into the goals, functions, and delivery of higher education (Knight and de Wit, 1997) as cited by Eglitis and Panina (2010). Evidently, this is seen in the crafted vision of Batangas State University, which has geared its direction in the shaping of a global Filipino. Also, the Batangas State University is governed by national regulations, policies and norms which according to Duczmal (2006) may have an impact on students and their academic and  personal and social behaviors as well as their choice of university.To date, the College is home to 122 top performers in national licensure examinations notably in mechanical, electrical, electronics and communications, civil, chemical, environmental and sanitary and architecture programs, and the graduates’ performance in national licensure examinations is consistently higher than the national passing percentage expected among engineering graduates. As a result of the efforts to continuously improve the q uality of its curricular programs, faculty, and research capabilities, it has become a university of choice by future engineering students and one of the top producers of globally competitive professionals in the region.According to Porter, it is imperative that organizations have their own strategies that reflect their needs and plans, given the institutional arrangements and external conditions. The Batangas State University took the risk of program differentiation when it started offering programs other engineering schools in the province did not offer. It adapted by making the faculty strong by sending them for advanced studies and trainings abroad to prepare them for the instructional needs and challenges of the new programs.To Porter, this move shows the competitiveness of an organization. Organizations adapting to new institutional arrangements and new demands will choose the way they respond and reorganize themselves. One way is to create added value to its products which in this context, Batangas State University did. Duczmal (2006) had cited not-for-profit organizations, such as a higher education institutions use added value strategies not just for money but works for value for society and performance of their mission, as well.MethodologyThe study was anchored on the theory of Michael Porter on competitiveness which is a tool used to analyze an industry’s or company’s structure and their corporate strategies. This will present the different competitiveness models and frameworks as applied to business and knowledge intensive organizations. Industry analysis in higher education institution was also presented to show the appropriateness of Porter theory in the analysis of competitiveness of universities.The respondents of this study were the 386 alumni out of 2,197 graduates over the past five years from twelve engineering programs of Batangas State University from the school year (SY) 2005-2006 to SY 2009-2010. The number of respondents used exceeds the 339 minimum required number of samples determined using Slovin’s Formula with a margin of error of 0.05, distributed to different programs using stratified proportional sampling technique. On the other hand, a total of 52 respondents from major industries in CALABARZON region were the second group of respondents in the study.Survey Questionnaire DesignGenerally, the developed questionnaire consisted of seven sections (Sections A to G). The first six sections (Sections A to F) were intended for alumni respondents while the seventh section (Section G) was aimed for industry personnel who were able to handle Batangas State University College of Engineering graduates and trainees. The responses of the respondents to the questionnaire items were given scalar values of 1-5 with 1 as the lowest to 5 as the highest.Section A. This part of the questionnaire dealt with the general criteria in choosing engineering university. This includes affordability, adequacy of fac ilities, laboratories and library resources, availability of scholarships, efficiency of students’ services, accreditation of programs, honors and achievements earned by the university, and linkages with industries and other agencies. This reflects the competitiveness of Batangas State University College of Engineering as based on Porter’s buyer power attribute as perceived by alumni.Section B. This part pertained to faculty competence as to professional qualification, advanced education, sufficiency of teaching experience and training, affiliation to professional organizations, participation to seminars and conferences, and linkages with the industry. This reflects the competitiveness of Batangas State University College of Engineering based on Porter’s supplier power attribute as to  faculty competence as perceived by alumni.Section C. This was concerned with the strength of the curriculum as to submission to Commission on Higher Education standards, updated ness and responsiveness to industry needs, and involvement of the stakeholders in its revision. This reflects the competitiveness of Batangas State University College of Engineering based on Porter’s supplier power attribute as to curriculum as perceived by alumni.Section D. This section dealt with the strength or limitations of Batangas State University as compared to other existing engineering schools in Batangas with regard performance, affordability, faculty, accreditation, research and innovation, awards and honors, linkages and international affiliation. This reflects the competitiveness of Batangas State University College of Engineering as based on Porter’s attribute of rivalry as perceived by alumni.Section E. This contained the preference to other substitutes to engineering courses which includes enrollment to short term or technical courses, affiliation to some professional organization, and enrollment to some online programs. This indicates the competitiven ess of Batangas State University College of Engineering as based on Porter’s threats of substitute attribute as perceived by alumni.Section F. This part focused on the acceptability of Universities that introduce new engineering programs that are competitive in providing engineering education. This shows the competitiveness of Batangas State University College of Engineering based on Porter’s threats of new entry attribute as perceived by alumni.Section G. This concerned the attributes of the graduates of Batangas State University College of Engineering as well as the responsiveness of its curriculum relative to the needs of the industry. This reflects the competitiveness of Batangas State University College of Engineering as based on Porter’s buyer power attribute as perceived by the industries.Competitiveness ModelsIn the higher education literature, Pringle and Huisman (2011) observed that most models and frameworks for analysis are based on defining governan ce structure or coordination models such Clark’s Triangle of Coordination (1983), van Vught’s Rational Planning and Control Model (1989), Olsen’s Four States Model (1988) and Hood’s Comparative Framework (1998).Porter (1990) outlined his conceptual framework of competitiveness first in ‘The Competitive Advantage of Nations’. At a broad level, Porter distinguished between two sets of factors that impact competitiveness: The social, political, macroeconomic, and legal context on the one hand and the microeconomic foundations on the other hand (Porter, 2004). In his research, Ketels (2006) pointed out that without microeconomic improvements macroeconomic reforms fail to achieve sustainable improvements in prosperity.Within the set of microeconomic factors, Porter distinguishes between the sophistication with which companies operate and the quality of the business environment Haataja and Okkonen (2004) synthesized the three competitiveness models as applied to knowledge intensive organization. This includes value chain, resource-based view and knowledge-based view.Porter (1985) pointed out that every activity in the process creates value for the customer through the chain of activities. According to this view, the chain of activities helps to develop knowledge creation and service processes.Porter’s Five Competitive Forces Model has already been applied in a wide array of businesses including non-profit organizations where competitive advantage is a central theme. As cited by Pringle and Huisman (2011), Porter’s model (1985) is anchored on microeconomics and despite criticisms from Mintzberg (1994) and others, it is still one of the most strategic frameworks used today. Since engineering universities can be harnessed to provide competitive advantage, it is in this context that Porter’s Five Competitive Forces Model was chosen by the researcher in analyzing the  competitiveness of Batangas State Univer sity College of Engineering.Industry Analysis in Higher EducationAccording to Collis (1997), industry analysis is based on the concept that all industries create value. The questions are what amount of value the industry can create and who captures the created value. The two forces that affect the size of the industry include threat of entry of new providers and threat of substitute products. On the other hand, the three forces that determine the division of the industry include power of buyers, power of suppliers, and the degree of rivalry. Together these five forces are considered contributory to the average profitability of an industry.Duczmal (2006) cited that some industries are inherently more profitable than others because of the distinct differences in their structure. In the analysis of higher education, the success of industry analysis lies in its focus at the various agents of change that operate directly or indirectly through the ‘five forces’. The framework considers the collective changes caused by the five forces, and how the resulting changes may reconfigure the higher education industry as a whole rather than looking at the impact of the individual forces or drivers.Each public and private higher education institution always strives to gain a competitive advantage in the market. (Porter, 1980, 1998). Having a competitive advantage over other competing organizations attracts prospective sufficient students, and further generate state funding and tuition fee income, which is necessary for sustainable development. Porter distinguished two families of business concepts or strategies useful for industry analysis namely: product differentiation strategy and efficiency or cost leadership strategy.The first type of strategy refers to the idea that the organization is unique for it serves  a particular market and offers products and services that are different from  the products offered by other suppliers. In the second family of strat egies, the advantage of the organization lies in its ability to produce its product in a less costly way as compared to its competitors. As further identified by Porter, strategies can be directed towards either a broad market; or specific market segments. In some cases, targeting the broad market may lead to an increased added value and a better competitive position in the market (Duczmal, 2006).In the case of higher education applying focus strategy, universities and colleges concentrate on a narrow student or program segment, and within that segment they manage to develop the best offer and capture the students’ interests. This discourages other providers from competing directly. In this case, students have less choice and are left with fewer alternatives to choose from.On the other hand, a broad market-wide business concept suggests a broad market strategy, where the products offered caters to a wider market segments. Organizations choosing the broad market strategy can a dopt the differentiation strategy or the cost leadership strategy, emphasizing price first then availability. However, most often they will mix both strategies, offering low-cost products to some consumer groups that emphasize the price first, and high-quality products to those consumers that are attracted by the brand and quality of the products (Porter, 1980). Universities that consider a broad market strategy offer a wide range of programs, including those leading to bachelor, master or even doctoral degrees.They may offer varied modes of delivery, including full-time, part-time and evening-time programs. Their offer is targeted at a wide array of students groups from different economic classes. They also try to attract students from rural areas by opening branches in smaller non-academic cities. Higher education institutions that decide to adopt such a broad market strategy need to have diversified sources of financial resources in the form of state subsidies or large endowments , or donations (Duczmal, 2006).Porter’s Five Competitive Forces TheoryAccording to Porter (1980, 1985) and Porter and Millar (1985), as cited by Shin (2001), a firm develops its business strategies in order to obtain competitive advantage over its rivals. This is done by responding to five primary forces: the threat of new entrants, rivalry among existing firms within an industry, the threat of substitute products or services, the bargaining power of suppliers, and the bargaining power of buyers (Figure 1). The threats of new entrants become a competitive force when they are new and render the same products and services. The easier it is for new companies to enter the industry, the more cutthroat competition there will be.Power of suppliers is the pressure suppliers can place on a business. If one supplier has a large enough impact to affect another company's offerings, definitely it becomes a competitive force to reckon and then it holds substantial power. On the other hand, power of buyers is manifested by the pressure customers can place on a business. Businesses have to adopt strategies so that they provide requirements and demands of customers as they have impact to the success sustainability and profitability of the business.Availability of substitutes is a pressure as buyers will have the tendency to switch to another supplier with a competitive product or service. These forces help analyze the intensity of competition to the profitability and attractiveness of an industry. Figure 1 shows the interaction among the different competitive forces.In the context of Porter’s Five Competitive Forces, the study presupposed that these could also be adopted as assessment factors in determining the competitiveness of educational institutions. Along this end, the forces were aligned so that they may appropriately be useful on the educational field. Supplier in the educational sector referred to faculty and curriculum.

Novel Analysis: Love in the Time of Cholera

Gabriel Garcia Marquez is one of the greatest authors in world literature.   This Nobel Laureate came from Latin America, but his novels have been acclaimed all over the world.   One of those novels is Love in the Time of Cholera.   Love in the Time of Cholera by Gabriel Garcia Marquez is a remarkable novel that renders love as an illness.   In addition, the story reaffirms the presence of love through romanticism, and declares its absence through a rational point of view. Love in the Time of Cholera is about the enduring love story between Florentino Ariza and Fermina Daza.   Florentino first encountered Fermina when he delivered a telegram to Lorenzo Daza, Fermina’s father (Trainor).   Florentino fell in love with her and soon the young lovers were exchanging love letters (Trainor).   However, the discovery of their relationship brought the couple apart.   Fermina was expelled from school because she was found writing love letters, and her father also saw love letters in her room that prompted him to take Fermina on a long trip to forget about Florentino (Trainor). After a long absence, Fermina returns as a beautiful, full-grown woman.   She has forgotten about Florentino, and at their encounter upon her arrival, she asks him to â€Å"forget it† (qtd. in Couteau).   In turn, he tries to win her back, but his efforts were futile (Trainor).   In time, Fermina marries renowned Dr. Juvenal Urbino.   This deeply affected Florentino, and he vowed to win Fermina back no matter how long it takes. Indeed, after fifty-one years, nine months and four days, Florentino got his opportunity (Couteau).   Dr. Urbino died when he fell from a ladder in an attempt to save his parrot (Trainor).   At the doctor's funeral, Florentino wasted no time in telling Fermina his feelings toward her (Trainor).   This angered Fermina, and she tells him to leave (Trainor).   The funeral incident was soon followed by the exchange of letters, and the two lovers resume their romantic relationship (Trainor).   In the end, Florentino and Fermina go on a river voyage (Trainor). Cholera may be the implied disease in the title, but the story presents love as the real illness.   The manifestation of love as a sickness is best embodied by the character of Florentino.   He is so engrossed with his love for Fermina that it eventually proves detrimental to his health.   In the second chapter of the novel, Florentino's homeopath godfather mistakenly assessed his sickness as cholera, when he was merely exhibiting symptoms of love sickness (Trainor). In the same chapter, Florentino also consumed flowers and cologne which made him vomit (Trainor).   The emotional anguish he feels over his unrequited love for Fermina is translated into physical suffering (Trainor).   Therefore, love is an illness because its effects prove to be harmful to one's physical and emotional state, as exemplified by Florentino. The story also shows the presence and absence of love, as personified by the two men in Fermina's life: Florentino and Dr. Urbino.   Florentino is the romantic, as he is possessed with so much love for Fermina that he spends his entire life in winning her affection.   On the other hand, Dr. Urbino, is the rational.   He may be Fermina's husband, but their relationship was founded on respect, instead of love. Florentino fell in love with Fermina at a young age, and remained preoccupied with that love throughout his life.   The extremity of his love for her even left him unable to write a decent business letter; this is because all he could write were letters for her (Trainor).   Moreover, when he is sent to jail because of his violin serenade, he feels a sense of martyrdom (Trainor).   Lastly, when Lorenzo attempts to kill him, Florentino declares that it is a noble thing to die for love. Despite his claim that he had saved his virginity for her, Florentino had 622 sexual relations with numerous women (Couteau).   However, sex was only a means to deal with his longing for Fermina (Trainor).   He may have been physically disloyal, but he was emotionally faithful to her. In contrast, Dr. Juvenal Urbino is the rational.   He is not overcome with emotions like Florentino, and everything he does follows logic.   He marries Fermina, even though he acknowledges the absurdity of such union (Penguin Group).   His notion of love is logical, and rejects love as â€Å"unruly passion† (qtd. in Penguin Group).  Ã‚   For him, love is a mere â€Å"invention,† a feeling that one can evoke on purpose (Penguin Group).   It is therefore no surprise that theirs was not happy marriage, which Dr. Urbino did not mind at all.   This is because instead of happiness, he values stability in marriage (Penguin Group). As opposed to the affectionate and emotional character of Florentino, Dr. Urbino is rigid and passionless.   The two men may be extremely different in terms of characteristics, but both were disloyal to Fermina.   Dr. Urbino had an affair with a woman named Barbara Lynch during his marriage to Fermina (Trainor). Fermina strikes the balance between the two men.   As a young lady, she reciprocates Florentino's affections with equal enthusiasm.   However, after the trip, she assumed a more mature stance in life which made her reject him.   Her marriage to Dr. Urbino is a logical step, since she married for convenience instead of love (Couteau).   After her husband dies, she again honors her emotions and embarks on a river cruise with Florentino. Gabriel Garcia Marquez artfully depicted love as an illness in his novel.   He described how love's intensity can affect one's own physical and mental state.   Moreover, he renders love through romanticism, and shows how rationality is devoid of it.   Indeed, Love in the Time of Cholera is a great novel, as it reveals love and its many aspects. Works Cited Couteau, Rob. â€Å"Love in the Time of Cholera by Gabriel Garcia Marquez.† Arete December 1988. Penguin Group USA. 19 February 2008 . Trainor, Katherine. Sparknote on Love in the Time of Cholera. 19 February 2008 .

Health Insurance Matrix Essay

Origin: When was the model first used? What kind of payment system is used, such as prospective, retrospective, or concurrent? Who pays for care? What is the access structure, such as gatekeeper, open-access, and so forth? How does the model affect patients? Include pros and cons. How does the model affect providers? Include pros and cons. Indemnity In 1932 the American Medical Association (AMA) adopted a strong position against prepaid group practices, favoring instead indemnity-type insurance that protects the policyholder from expenses by reimbursement (Jones & Bartlett, 2007). As one of the first health policies in the U.S., indemnity plans are considered traditional health plans. Indemnity insurance plans have three options. Two of them are reimbursement plans (Howell, R., 2014). One typically covers 80 percent while the patient covers 20. The other option covers 100 percent. The third option pays the insured a certain amount each day for a maximum number of days. Indemnity plans are fee-for-service plans (retrospective). With an indemnity plan the patient pays for care. Afterwards the patient must submit a claim in order to be reimbursed. Indemnity plans are non-network based plans with open-access. This gives insured individuals flexibility when choosing doctors, hospitals, and health care facilities. No primary care physician (PCP) is necessary. No referrals are needed. Indemnity plans provide patients with flexibility and control over their medical care. No PCP must be selected. No referrals are needed to obtain services. The drawback however, is that patients must submit claims in order to receive reimbursement for services. This can take time. Indemnity plans  only reimburse services covered by the insurer. Services not covered will require full payment from the patient. Providers can require the costs for services up front to guarantee they are getting what they charge. Providers are not required to help patients with the necessary paperwork needed for reimbursement. This potentially saves providers time and resources if they decide to ask for funds in full before service. The drawback to indemnity plans is that patients may not have all the funds required to front the bill. Expensive services can detour patients from seeking care. Consumer-directed health plan Consumer-directed health plans (CDHP) were the result of public backlash against managed care and the rise in health care expenditures (Bundorf,K. M., 2012). CDHP’s were first introduced in the late 1990s. CDHP’s aim to control costs by putting responsibility for health care decisions into the hands of patients. Patients with a CDHP are required to pay for medical services in a fee-for-service type payment plan (retrospective). Patients pay for costs out of pocket until a maximum out-of-pocket limit is met. The insurance company covers additional costs after the maximum limit is reached. The insurer fully reimburses the medical provider. Unless a claim is submitted (AET), in which case only a portion is reimbursed. With a CDHP the patient is required to pay 100 percent of the pharmaceutical and medical expenses. Once the yearly deductible is met, the patient will is only required to cover a certain percentage of costs. The percentage varies depending on the provider. Of course, there are plans that cover 100 percent of their in-network costs. Patients with a CDHP gain access to a network of providers that their insurance company contracts with. The patient is not required to choose a primary care physician, and is not required to obtain a referral to see a specialist for medical care (Aetna, 2012). CDHP’s offer increased consumer control over health care dollars (Furlow, E., n.d.). Patients have better support tools (online, phone). They also have more power to make decisions. Alternatively, increased decision making  ability allows patients to forgo care. This can delay diagnosis and treatment. Ultimately, reducing the effectiveness of the plan altogether. Potential for higher payment amounts at time of service. Alternatively, there is a potential for greater debt amounts. Larger debts will make it necessary for health care providers to be more aggressive for collections. Providers will also encounter increased staff costs in order to follow-up with patients in advance of treatment, as well as in subsequent collection efforts (Fifth Third Bank, 2008). Point-of-service HealthPartners of Minneapolis pioneered point-of-service (POS) plans in 1961, but the concept took 25 years to get off the starting blocks (Dimmit, B., 1996). In 1986 CIGNA Healthcare launched Flexcare, the first POS plan. By 1995 forty percent of employers with at least 200 employees offered POS plans. Providers within a point-of-service network are usually paid a capitated fee. The fee is fixed and does not alter regardless of services rendered. POS plans operate using a prospective payment system. Insurance companies reimburse providers an agreed amount that is decided before a patient receives services. Patients are responsible for paying a co-payment when visiting a doctor. After the patient is seen, the provider submits claim forms to the insurer for the services rendered. Once the claims are processed the insurer will reimburse the provider (Austin & Wetle, 2012). If a patient goes out-of-network, they are required to pay the provider in full. Afterwards the patient can submit a claim for reimbursement. Point-of-service insurance plans utilize gatekeepers. This is the primary care physician for the insured individual. Patients are not required to obtain referrals from their primary care physician to seek medical care services from an out-of-network provider. Although it is recommended. If a patient goes out-of-network they’ll typically have to pay the majority of costs. Unless the primary care provider makes a referral to an out-of-network provider, in which case, the medical plan will pick up the tab (Small Business Majority, n.d.). Patients can easily go out of network. They have geographic flexibility that allows them to access doctors virtually anywhere. Compared to an HMO, patients have more choices. On the other hand, deductibles can be costly (Gustke, C., 2013). Provider’s in-network require a small copay. Out-of-network providers require patients to appease a high deductible. POS’s might not be worth it if you never use out-of-network providers. Out-of-network care requires patients to submit their own claims. Reimbursement can takes months to recover. POS’s are very similar to HMO’s and PPO’s. POS plans may have restrictive guidelines for health care providers. Some POS plans require the use of a primary care physician (PCP). PCP’s are responsible for routine care, all referrals, obtaining precertification for in-network services, and filling out paperwork for in-network care. Preferred provider organizations Preferred provider organizations (PPO) originated in the 1970’s. PPO’s were created from the rules of fee-for-service care. PPO’s steer employees to cooperating doctors and hospitals that have agreed to a predetermined plan for keeping costs down (Kiplinger, 2014). PPO’s negotiate a contract with providers, specialists, hospitals, and pharmacies to create a unified network. The providers within the network agree on a set rate to provide health care services at a lower rate than they normally charge for services (Kiplinger, 2014). PPO’s use a prospective and retrospective system. This is to ensure that the provider is only doing medically necessary tests and treatments for the injury being claimed, rather than trying to gain a larger reimbursement. With a PPO the insured pay a deductible to the insurer. After the deductible is paid, the insurer then covers any additional medical expenses incurred. Preventative care services are not subject to the deductible (Kiplinger, 2014). Some patients are required to make co-payments for certain services, or are required to cover a percentage of the total cost for medical services  rendered. PPOs are open-access plans. PPOs allow patients to seek medical care with any provider, whether in-network or out-of-network. Patients are not required to obtain a referral, they are also not required to select a primary care physician. Patients with a PPO plan have the freedom to choose almost any medical provider or facility they want for their medical services. If a patient seeks medical care within their network, their costs will be relatively low. Patients are not required to choose a primary care physician. They are also not required to go through their primary care physician to see a specialist if said specialist is in the PPO network. On the other hand, when a patient receives care from a provider outside of their PPO network, costs can be higher and sometimes not covered at all. For in-network providers, PPO’s guarantee a large amount of patients. Most patients would rather receive care in-network opposed to paying more for out-of-network. The prospect of a larger amount of patients enrolled in the PPO can generate more income for the provider. On the other hand a provider can lose money if they are not fully reimbursed for medical services rendered, because they are not paid a capitated fee. Health savings account Health savings accounts (HSA) were signed into law in December 2003. HSA’s were created by a provision of the Medicare Prescription Drug Improvement and Modernization Act (Stevens, S., 2005). HSA’s are used in conjunction with high-deductible insurance plans to help offset the costs of medical expenses. Health savings accounts use a fee-for-service type payment plan (retrospective). When a patient receives medical care they are responsible for paying for the medical services. Once their high deductible insurance maximum is met, the insurance company will then cover any additional medical expenses. With a HSA the patient is responsible for medical expenses. Since the patient is required to have a high-deductible insurance plan in order to qualify for a health savings account, their own personal money is used to pay for the coverage. On average a high deductible begins around $1,100 for individuals  and $2,200 for family plans. Money inside of an HSA is used to pay for expenses. This money is tax free and can be used to cover many other additional qualified medical services. Health savings account plans are open-access. The patient has the freedom to choose their medical provider and facilities are their own discretion. Referrals are not required and there are no networks from which a patient must choose from. Patients with a HSA have the freedom to manage their accounts and finances themselves. Patients control how money is spent, and have the freedom to choose their place of care. Any money deposited into a HSA is theirs, even if an employer contributes to it. The patient is not required to pay taxes on any money that is in their HSA, or any money used on qualified medical expenses. Potential disadvantages for patients include unpredictability of illness and budget. If money withdrawn from the HSA is used for nonmedical expenses it will be taxed. Fines can also occur. A high deductible can be difficult for some to afford. Providers benefit from direct payments received from patients. Eliminating the middle man saves time and resources. On the other han d, this makes patients more consciousness about the services they use. Some patients may opt out of treatment to avoid expense. References Austin, A. & Wetle. V. (2012) The United States Health Care System, Combining Business, Health, and Delivery. (2nd ed.) Upper Saddle River, NJ: Pearson Education Barsukiewicz, C.K., Raffel, M.W., & Raffel, N. K. (2010) The U.S. Health System: Origins and Functions. (6th ed.) Mason, OH: Cengage Learning Bundorf, K. M. (2012) Consumer-Directed Health Plans: Do They Deliver? Retrieved from http://www.rwjf.org/content/dam/farm/reports/reports/2012/rwjf402405 Aetna. (2012). Summary of Benefits and Coverage. Retrieved from http://www.aetna.com/health-reform-connection/documents/SBC-Plansponsorflyer-Self-funded.pdf Furlow, E. (n.d.) Exploring Consumer-Directed Health Care. Retrieved from https://www.ciab.com/WorkArea/DownloadAsset.aspx?id=318 Fifth Third Bank. (2008). The Impact of Consumer-Directed Health Care on Providers. Retrieved from https://www.53.com/doc/cm/rc-cdh-provider-impact-10012008.pdf Stevens, S. (2005). Pros and Cons of Health Savings Accounts. Retrieved from http://www.forbes.com/feeds/mstar/2004/04/08/mstar1_11_14978_132.html Kiplinger. (2014) What to Know About Preferred-Provider Organizations. Retrieved from http://www.kiplinger.com/article/insurance/T027-C000-S001-preferred-provider-organizations.html Dimmitt, B. (1996). Can Point-of-Service Go The Distance? Retrieved from http://av4kc7fg4g.search.serialssolutions.com.ezproxy.apollolibrary.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Can+point-of-service+go+the+distance%3F&rft.jtitle=Business+and+Health&rft.au=Dimmitt%2C+Barbara&rft.date=1996-08-01&rft.pub=Medical+Economics+Inc&rft.issn=0739-9413&rft.volume=14&rft.issue=8&rft.spage=42&rft.externalDocID=10005483 ¶mdict=en-US Small Business Majority. (n.d.) Group Coverage Options. Retrieved from http://healthcoverageguide.org/part-one/group-coverage-options/#Point-of-Service+Plans+%28POS%29 Gutske, C. (2013) Pros and Cons of Health Insurance POS Plans. Retrieved from http://www.bankrate.com/finance/insurance/pros-cons-health-insurance-pos-plans.aspx

Individual and Group Dynamics Essay Example | Topics and Well Written Essays - 750 words

Individual and Group Dynamics - Essay Example Side conversion can be considered as an example of individual and group dynamics within a work team. Side conversions can significantly contribute to positive group dynamics. Team members supporting their colleagues’ efforts may also be a good example. A good group dynamics is characterized with individual helping their team members improves their performance. It is essential for a leader to assess individual and group dynamics within his team to improve the overall group dynamics and to enhance productivity and performance efficiency of the whole team. In order to assess individual and group dynamics, a leader must maintain strong personal relationships with his team members. When the leader is in close touch with his followers, he can clearly evaluate their individual behavioral traits and attitudes towards the work. In addition, the leader must try to spend more time with his subordinates to understand their needs and wants and to identify the factors influencing the individual as well as group dynamics. The leader may also use other analytical methods and behavioral strategies to obtain a clear view of the individual and group dynamics within a team. Today using surveillance cameras could be an effective technique to analyze the group dynamics because a leader cannot spend his whole time with the team members. Promoting interpersonal relationship among team members is also an advisable strategy because such a policy can assist the leader to understand the individual dynamics of a worker from his/her colleagues. One of the major aspects of the group dynamics within a work team is how individuals interact with their teammates and the group. Therefore understanding the nature of relationships within a team is particularly relevant to analyze the overall group dynamics. It is specifically recommendable for the leader to ensure that team members obtain the

Deng Xiaoping's foreign policy Essay Example | Topics and Well Written Essays - 3250 words

Deng Xiaoping's foreign policy - Essay Example Though Korea and Japan are trade partners for US in Asia, the policies of US regarding China even dominated election manifesto of that Country. When discussing about the foreign policy of Deng Xiao Ping, it is reasonable to mention about US. The underlying reason is that in post cold war period, US emerged as a single super power and any country's foreign policy was compelled to keep US in consideration if it wants to be a major partner in world trade. Deng's policy was matter of discussion because China developed links with US despite confrontation in past and present (Taiwan). The significant feature in the Deng's foreign policy is recognising the US as a sole super power in post cold war period. The growth of China compelled US to treat human rights and economic benefits separately. Development of Sino US relations: From the date of sworn in of George Bush in 1989 till the end of two term presidency of Bill Clinton Sino American relations took a dramatic changes. Bush even visited China before visiting Europe to state the new priorities and China reciprocated in the same way US responses.1 The communication gap between China and Soviet Union, the down ward trend of Soviet Union's economy, George Bush's diplomacy in meeting China's leadership before Gorbachev met them made this foreign policy a successful thing for PRC (people's Republic of China). In the aftermath of Tiananmen Square incident China's top leadership recognised that US have its own compulsions regarding the moral and human values. From that point of time both the countries started responding cautiously to each other's acts and deeds. The opening of China's market and the opportunities to establish industries there by US companies made Bill Clinton to treat human rights and economic issues separat ely to avoid sanctions on China. After 1994 gesture of Clinton there was even military confrontation between US and China regarding Taiwan Strait. But within one year China recognised the compulsions of US regarding Taiwan and summits were held between the two countries in 1997 and 1998, which resulted a strategic partnership between the two countries. After that though a failure, US supported to include China in WTO. A saying was developed in diplomatic circles in between 1989-2000. It was "the American elections start with criticising China and the elected president term ends with developing relations with China". This gives the intentions of the leaders of both the countries to develop relations in spite of opposition in the home country. The reason is that the populations of the two countries interacted very less till then. The interaction is possible when the relations develop. So instead of stepping into precipice, the leaders of both the countries tried to refrain themselves from criticising each other in the case of domestic and international developments. Though the per capita income of China is less than number of western countries, the vastness of its economy and number of customers in its 1.2 billion population made West and US to develop strategic relations with China. So if Deng's foreign policy was termed as a success, the credit goes to the economic development of China. Though there are disparities in distribution of wealth in China, the size of the economy compels any

Evolution Essay Example | Topics and Well Written Essays - 1250 words

Evolution - Essay Example There is an overwhelming body of evidence which supports the theory that life on this planet started from a single living microorganism which evolved and adapted into the multitude of living creatures that inhabit the earth. Furthermore, other than the fact that there is strong evidence to conclude that the theory of evolution is sound and valid, the author does not feel that there is similar empirical support for other existential theories. This paper will begin by presenting an introduction into the topic of evolution, including pertinent definitions and a brief history on the issue. Then, the paper will move on to presenting necessary and sufficient evidence that backs up the author’s position on evolution. This paper will also include the presentation of an objection to the author’s position and a corresponding refutal of this objection. Evolution: Definition and History Evolution is the change in the form and behavior of organisms between generations. According to Ridley’s book entitled Evolution, evolutionary changes in living things do not proceed in a predictable manner; instead, the details of evolution depend on the environment that a population happens to live in and the genetic variants that happen to arise by almost random processes in that population (2004). A great majority attributes the evolution theory to Charles Darwin, who, in the 1800s, was the first to present a convincing explanation of how evolution works in his classic work, On the Origin of Species. However, it was the ancient Greeks who had the first known discussions about some concepts that later became part of evolutionary theory. In particular a Greek scientist named Anaximander who lived during the sixth century BC said all life began in the sea. Later on, sea creatures crawled onto dry land and over time, their bodies slowly changed, evolving into reptiles, mammals, and even people (Nardo, 2009). Evolution may be biological or organic, but the key point is t hat there is a modification in the descendants of organisms over generations. It has to be noted that the unit of evolutionary change is the population, not the individual, which is why changes are manifested in a widespread manner. Evolution: Supporting Evidence Science requires the testing of explanations of the natural world against nature itself, and discarding those explanations that do not work. What distinguishes science from other ways of knowing is its reliance upon the natural world itself as the arbiter of truth. It is for this reason that the theory of evolution presents such a strong argument --- because it is deeply rooted in scientific foundations. Thus, its reliability has been proven time and again by a number of empirical studies, done by a number of respected personalities in the field of science. There are main pieces of evidence that support the theory of evolution. The first is concerned with similarities between organisms that one would not expect if they had independent origins. These similarities are found on all levels, from the molecular to the anatomical. Second, organisms can be classified in a hierarchical fashion in a nested pattern of groups within groups, as predicted by evolutionary theory. Third, biogeography plays a great role in defense of the theory of evolution. Biogeography is the study of the distribution of organisms across the world. The observation that the most closely related species are found close together geographically, regardless of their habitat or their

Family Cultural Heritage Essay Example | Topics and Well Written Essays - 1000 words

Family Cultural Heritage - Essay Example As Lowenfield observed, play involves application of all necessary activities in a child’s self-generated and spontaneous activities that are an end in themselves; implying that such development is best realized when a child initiates an activity out of their own interests, and leads to knowledge and development explained above. In such development process through paly, children are limited by their cultural expectations and roles; society encourages each child to play a game that is in line with their general expectations or the parent has to ensure the security of children during such games. During my childhood days, the park behind our house was always my favorite spot to play. I was a little different from other girls in my hometown because most of them played indoors due to a hostile weather. My parents knew that I was born with great energy; therefore they introduced me to playing with equipment such as a bicycle and basketball. This is in accordance with the cultural theory in play, which explains the family influence of play aimed at instilling more meaningful social interactions that individuals adopt in their social groups. With only one sibling in my family, my brother was always my best friend; I believe the interaction in our playing crated a unique configuration of individuality, leading to the strong bonds between us. He was always the one that I played with in my childhood days because we had the same interest in sport. Every afternoon after pre-school, I would go cycling around my house area and after my brother got back from school, he would ask me to pl ay basketball together. The first thing he would ask before we played was to get the rebounds after the shots that he was practicing. I was pretty frustrated as he would not let me play with him, but he made excuses such as asking me how to learn to catch and pass before I could play with him. This

Paraphrase Essay Example | Topics and Well Written Essays - 1500 words - 1

Paraphrase - Essay Example sured the memories that we create and never once thought to think of them as mortal, meaning I never thought that I would ever have to face losing one of them to death. My nucleus family has always been complete. As far back as I could remember, we had always been composed of my complete set of parents, my sister, and my brother. At least that was how our family existed until 2002. My brother suffered a debilitating illness that took his life a couple of months ago. He had a heart attack that left him crippled and in need of heart surgery within the week of his attack. I witnessed my brother in constant pain and requiring drugs to fight off the agonizing pain. He often kept his eyes shut, not wanting us to see inside of him where he was battling even greater pain. We spent our time by his bedside. Consoling him by holding his hands and wiping the sweat of his pain from his brow as he lay in confinement at the hospital. Eventually, he worked up the strength to try and speak to us during our visits. He would often ask me how I was doing and if I had any new plans for the week. He also asked my sister the same thing. We could tell that he was truly interested in learning about our activities but the pain was preventing him from totally involving himself in our stories. My sister tried to entertain him by telling him about her latest handicraft projects. Anything from loom bands to bags that she created from recycled paper helped her connect with him. While he was also interested in my activities, he had always considered my sister special, oftentimes calling her his â€Å"lovely blessed messenger†. I knew that he cherished his moments with her more than those he spent with me. As I watched him agonizing in bed though, I wondered how he could still consider her a blessed messenger. To me, that meant she was supposed to bring him peace, not pain. Yet, every time we asked him if he was in pain he would respond â€Å"No, I am fine.† and then turn his head away,

Ancient chinese civilization Essay Example | Topics and Well Written Essays - 1500 words

Ancient chinese civilization - Essay Example Ancient China had given the world a lot of useful inventions too, such as the use of paper, the introduction of currency and coinage, its discovery of gunpowder, a cultural heritage like the Great Wall of China built by the emperor Shih Huang Ti whose fairly-recent discovery of his impressive funerary arrangements in a big burial compound containing an impressive array of a terra-cotta army consisting of an 8,000+ life-sized warriors, 400 horses and 100 chariots had astounded archaeologists and historians alike, and the first use of a bureaucracy in the form of civil service to administer an empire. It is said Shih Huang Ti searched for an elixir of youth to attain immortality but failed. The main concern of Confucius was to attain social order and political stability. This is because the period in which he lived was marked by chaos and constant warfare among the various states and people were displaced and inconvenienced as innocent victims of ambitions of various warlords. The key to a peaceful existence, according to the analysis of Confucius, was a return to the virtues of humanity and benevolence in social relations by reciprocity. Confucius asserted that the younger generations must profess filial obedience as a form of duty, one that is forced or emphasized on them as dutiful sons and daughters, because children brought up this way will also end up as benevolent citizens when they turn into adulthood. This is what Confucius meant when he said, â€Å"a young mans duty is to be filial to his parents at home, and respectful to his elders abroad, to be circumspect and truthful . . .† [I:6] because young people who exercise filial piety also are expected to care for their parents when these parents grow old. Filial piety and benevolence translate into kindness for parents and all old people, caring for them always and sensitive to their needs, while benevolence in the larger social sphere will reduce

The Juror Term Paper Example | Topics and Well Written Essays - 2250 words

The Juror - Term Paper Example The jury should decide the facts in the case and then apply the facts to the law. For all the Americans, trial by a jury is a basic constitutional right. The paper underscores the importance of getting a fair juror, who are capable of listening to the evidence presented and deciding the case based on facts rather than emotion. One may be summoned for one of the three core kinds of jury service, namely: a Grand juror, a State Grand Juror, or a Petit Juror. Juries are mainly comprised of people from all walks of life (intended to mirror the community) and does not require educational or skill requirements. Jurors are expected to remain impartial throughout the trial, weigh the evidence presented to them, and apply the law in an attempt to reach a verdict. Some people dislike the civic duty of being a juror and find all manner of excuses to disqualify themselves from this duty. In most case, requests to be excused are rarely granted, especially those based on religious beliefs, status, moral beliefs, and professional status (Sunstein, 2002). Most people cite inconvenience to a prospective trial juror; nevertheless, this not a legal reason to be excused from jury service though this may warrant postponement. Potential jurors are essentially picked from various sources such as voter registration list, identification cardholders, and lists of licensed drivers. Hence, some people do not understand the difference between â€Å"evidence† highlighted in the media and evidence presented during the trial. This presents difficulties especially when such people are selected to be jurors during a trial (Waldrep, 2010). In the first episode, the prosecutor (Gerald Lewis) presents his version of event where he depicts Singh as a psychopath. The victim’s family threatens the accused on his arrival in court, and later opts to influence the jurors. In the course of the second episode (The Jury (ITV1)), Marcia receives a phone call directing her that, for the sake of her family, it would be advisable for her to vote "guilty." In episode 3, Marcia continues to receive threats and informs the judge on the unfortunate developments; nevertheless, she agrees to stay on; the judge indicates that if any other juror is adversely influenced, he will call for a retrial. These scenes demonstrate the challenges associated with being a juror. Discussion Surveys conducted by American Bar Association have demonstrated that, three out of four Americans are confident in the jury system as the fairest way of determining whether the defendant is guilty or innocent in criminal cases. Jurors should weigh lawyers’ arguments, evidence, as well a witness testimonies presented to reach a decision; nevertheless, this does not prevent the possibility of being impacted by their life experiences, which may create a bias towards either side. The trial judge presides over the trial and outlines what laws apply. The judge instructs the jury as the proper law in every ca se. Although, there are claims that a jury can â€Å"nullify† the law, such a perception come out as legally inaccurate and severely prejudices the application of justice. Jurors who may disregard the trial judge’s instructions have contravened their oath. Once the jury has arrived at its verdict, the presiding juror fills in and signs the verdict form. The U.S. Court of Appeals for the District of Columbia held that the jury possesses an â€Å"unreviewable and irreversible power†

Accounting Case Study Essay Example | Topics and Well Written Essays - 500 words - 1

Accounting Case Study - Essay Example There is a belief that poor branding identity is the root cause of declining market fortunes. In addition, its recent methods of retailing have been overcome by recent market shifts. Looking at the giant entrants as if the Wal-Mart and Canadian Tire depicts a total shift in retailing strategies. Perhaps the failure of the manufacturer to respond to market trends has largely caused the problem that is being currently mitigated. More importantly, the larger manufacturers have adopted the use of modern information technology and sophisticated inventory management systems. It is certain that deliberate steps need to be undertaken immediately. Apart from a shift of the marketing trends towards information technology, the company has failed to build a strong brand as the marketing forces become fierce. Today, the category suppliers have grown significantly that they command specific designs for manufacturers to produce. Evidently, the recent times has seen category supply, demand particular sizes and colors of goods being supplied. While Clearwater remains stagnant in the traditional retail systems, the market forces have overwhelmingly become unbearable. Besides, the problem has arisen because of untimely management decisions. In business, the management team should be vibrant and creative. Acting timely to respond to changing market patterns is critical in ensuring that a company is not forced out of the market. With a timely and a continuous product adjustment, the company would not be experiencing the current marketing doldrums. In addition, it is certain that the problem is solely a marketing and strategic step. One of the problem would have been solved before it became evident was branding, as a business grows that need to maintain a highly competitive manageable is crucial, management decisions should explore product and study market patterns with a view of making necessary

Soviet Participation Essay Example for Free

Soviet Participation Essay When the games were reinstated in 1920 and again in 1948, [9]the Soviets initially declined to take part. The primary goal of â€Å"Socialist sports† was to benefit the masses, not the elite athletes. Marxist-Leninist ideology intended all citizens to participate to enhance their own strength as well as the strength of the state. They believed that recreation and the training of the body allowed workers to remain strong and healthy as well as productive. Health and productivity would also lead to building moral character and social responsibility. Since sports were intended for the masses, rather than for an athletic elite, the Soviet rulers saw no use for participation in the Olympic games. Soon after the 1917 revolution ended, Bolshevik leaders established a state-run sports system, which consisted of hundreds of sports clubs as well as two large sports societies run by the secret police and the Army (Rosellini n.pag.). Unfortunately, as quickly as these well- intended clubs were formed, their original purpose began to disintegrate. As early as 1926, the sports clubs were accused of ignoring â€Å"the vast mass of young people† and focusing on the athletic elite, because the sports facilities were straying from their initial goal of supporting the masses and focusing on the athletically gifted (Rosselini n.pag.). Between the World Wars the Soviets remained separate from the games. But away from the rest of the world, they were devising a plan to make their athletes rank among the best in the world. Finally, in 1948, the Soviets and their Satellites decided to challenge the West in the 1952 Olympics. The ruling Soviet party demanded that government officials â€Å"raise the level of skill, so that Soviet sportsmen might win the world supremacy in the major sports in the immediate future† (Rosellini n.pag.). To do this children were evaluated and if found suitable, were taken to live in â€Å"sports factories.† There, children were trained many hours a day and were secretly dosed with steroids. Child athletes were usually between the ages of six and eighteen in these training facilities and could have been taken from their parents as early as the age of three. Each athlete had his or her own trainer, doctor, masseuse, physiologist, and sports conceptualizer to plan an individual program. The outside world remained unaware of the Soviet design for sports dominance. Not until members of the Soviet Union entered Olympic competition did steroid use affect athletic achievement. The Soviet factories greatly threatened the ideals of the International Olympic Committee. Competitive fair play and international cooperation were jeopardized by the Soviet’s desire for political superiority. The factories were a symptom of one of the greatest threats to the Olympic ideals: countries seeking political influence and international recognition. The Soviets used these â€Å"factories† as a way to improve the international standing of their country. If they came out on top in sports they believed they would appear to validate the communist political system to the rest of the world. But, Soviet athletes physically looked different. When swimmer Raik Hannemann was seventeen, his trainer approached him and said, Were going to try something secret, keep it to yourself. It will add two percent to your time and bring you to that extra level of excellence (Rosselini n.pag). Hannemann knew the blue tablets had to do something with steroids, but he didn’t know what the side effects were and trusted his trainer. He was even told to keep the tablets a secret from his parents. Once he took the performance-enhancing drugs his speed immediately increased by six seconds (Rosselini n.pag). Athletes competing in a variety of sports were treated with performance-enhancing drugs, but the swimmers especially boasted abnormal musculature. The judges and spectators demanded explanations, of how these athletes grew so grotesquely strong. Although no medical tests for sports enhancing drugs existed yet, in 1976, performance-enhancing drugs were placed on the International Olympic Committee’s banned substances list in response to the unproven Soviet’s steroid use in the recent Olympic games (Chidlovski n.pag.).[10] A decade later the Olympic committee introduced newly designed doping tests to detect if athletes used the drugs in their training period rather than during competition. Some Olympic events, such as the Hungarian defeat of the Soviet water polo team in 1956 took a large symbolism significance (Sterngass pg. 37).  Drug Use by Other Countries  Of course, the U.S.S.R. was not the only country to seek international recognition through Olympic success. Many other countries have defied the Olympic code by using performance-enhancing drugs as well. â€Å"Sports became a propaganda tool and athletic success was closely tied to nationalism and patriotism† (Sterngass pg.37). [11] As medal counts became more important, the use of performance-enhancing drugs also became more prevalent. Steroids first threatened the Olympic ideals by countries seeking political superiority. Suspicion of steroid use began as early as 1968, but the drugs did not become common until the 1972 Olympic games (â€Å"Steroid Abuse in Sports-Steroid Abuse.com† n.pag.)[12] The East German’s joined in the use of performance-enhancing drugs early on as well. â€Å"In 1968 East Germany’s chief medical officer submitted a report to the government recommending the total and collective administration of steroids to all East German athletes† (â€Å"Steroid Abuse in Sports- Steroid Abuse.com† n.pag.). In the twenty years preceding this recommendation, Eastern Germany dominated nearly every international sporting competition. The East German drug use was yet another effort to prove their own superiority over the West, just as the Soviets had done just a few years earlier. Many East-German athletes were told that they were taking vitamins, rather than steroids. So, not only was the East German government practicing the use of unfair drugs, but they were also lying to their own athletes and jeopardizing the long-term health of the individuals. Since then, as more drugs have been developed, drug tests and methods for testing have also expanded (Benagh n.pag.).[13] In recent years, many American athletes have been accused and have tested positively for drug use. This kind of cheating is highly unethical and defies the Olympic code of fair play and good sportsmanship. Performance-enhancing drugs add a more political aspect to the games, causing less focus on the actual competitive athletics. As more and more athletes defy the Olympic ideals, rules must be regulated even more closely. These changes in rules also affect the spirit of the Olympics, which fosters an international feeling of community and competition. As more athletes break the rules, more stringent oversight ensues. This strict regulation takes much of the integrity out of the games, diminishing the Olympic spirit. In the 2008 Beijing games alone, 4,500 athletes were tested; only eight of those tested positive and were banned from competing (â€Å"OLYMPIC GAMESà ¢â‚¬  n.pag.).[14] But, many more athletes also may have been guilty, perhaps they were not caught because the tests were not rigorous enough. Canadian sprinter, Ben Johnson, was just one athlete who was found guilty after winning an Olympic medal. In 1988, Johnson won the gold medal in the one hundred meter final in the Seoul games, setting a world record and was considered the best one hundred meter runner of his time. However, just three days after winning Olympic gold, Johnson’s urine sample tested positive for performance-enhancing drugs and his medal and records were stripped. Johnson was suspended from competition until 1991, but re-entered the indoor track scene and qualified for the 1992 games, where he placed last. Just one year later, Johnson came close to a fifty-meter record, but again failed a drug test (Whooley n.pag). [15]Marion Jones, a former track star who won five medals in the 2000 Sydney games, was convicted of steroid usage and all of her medals were stripped. Years later, evidence and testimony supported a conviction, sentencing Jones to six months in prison (Mulero n. pag.).[16]

Autism is a developmental disorder of the brain

Autism is a developmental disorder of the brain What is Autism? Autism is a developmental disorder of the brain. People with autism have problems communicating or interacting socially with society. They also may have unusual patterns of behavior, interests and activities. There are five kinds of autism, which is why doctors use the term autism spectrum disorder (ASD). The three main types of autism include: Classic autism, Aspergers syndrome, Nonspecific pervasive developmental disorder (PDD-NOS) A group of children who dont quite fit the criteria for the other types. There are also two rare autism disorders: Rett syndrome a neurodevelopment disorder that affects mostly girls; it includes problems with movement and speech, along with autistic features. Childhood disintegrative disorder a severe type in which the child loses more physical, language and social skills than in classic autism. Autism used to be the term used for anyone with that particular condition. Today, there are several different sub categories for different levels of disability or function. No two children diagnosed will be the same, but there will be many things that they do have in common. With some high functioning autistics most people may not even be aware that they have autism, while others need assistance in almost any part of life, and they are obviously living a very different life than other children. More is being discovered about each of these different autism types as time goes on (Evans). Aspergers Disorder is a type of autism that you hear more and more about. These children are often misdiagnosed at first, and are thought to have Obsessive-Compulsive Disorder, or perhaps Attention Deficit Disorder. These children are very unskilled with social interactions and have problems with communicating. They have repetitive motions, and are fixated on patterns of all types. They can have above average language skills, though they dont use them well in social situations. They are often clumsy, as motor skills are under developed. Those with Aspergers are thought to have a talent that they focus on almost exclusively, and are considered to be highly intelligent. Recent findings indicate that Albert Einstein may have had this condition (Evans). Kanners Syndrome is a particular type of autism that was named after Dr. Kanner. He described and studied it in the 1930s and into the 1940s. This is the well-known type of this condition that is very common. Those with Kanners have very limited emotional connection with anyone, and they are very into their own little world. They want everything to be the same all of the time, and this includes routine (sometimes down to the exact minute) clothing, food, and television shows or movies. They can be deeply affected by noises, bright lights and smells. They are generally considered to be low functioning, but how well their mind works is largely unknown because of extremely poor social and communication skills (Evans). Pervasive Developmental DisorderNot Otherwise Specified (PDD-NOS) is used to describe children who have most of the same symptoms as classic autism. They will need the same interventions and help that autistic children require. The differences between PDD-NOS and autism are minor and usually only obvious to researchers and doctors (Evans). Retts Syndrome is a rare and relatively little-known type of autism, and it seems to only happen in girls. This branch of autism was first described by Dr. Rett. These patients often have problems with muscle atrophy, and tend to do repetitive hand motions. They are almost always mentally retarded to some degree. These girls are very low functioning and will need care for most of their lives. This particular type of autism has been diagnosed since the sixties, but in the late 1990s a gene that might cause this condition was found (Evans). Childhood Disintegrative Disorder is also rare and something that strikes children who appear to have normal development from birth. Usually between two and four years of age this changes. These children begin to regress, and often do not potty train. They will lose the will and the ability to interact with other children, and will lose an interest in playing. They will also have problem with the motor skills that were something they at one time had mastered. They will stop talking, or their communication skills will regress to some degree (Evans). Signs of autism spectrum disorder (ASD) are typically first seen in toddlers before the age of three, but only half of the children with it are diagnosed before kindergarten. Rett syndrome is caused by a mutation on a gene, while the cause of the other types of autism remain unknown. Some studies suggest that other forms of autism may be inherited (genetic), while other evidence points to infection or the effects of an environmental toxin (poison). Some doctors believe autism may result from a brain injury or brain abnormality that occurred during development in the womb or in early infancy. Others have reported evidence that the disorder is a result of abnormal levels of chemicals called neurotransmitters, such as dopamine and serotonin, which send messages between cells in the brain and nerves. ASD affects about 2 to 6 out of 1,000 children, from all racial, ethnic and social backgrounds. It is three to four times more common in boys than in girls, with Rett syndrome being the exce ption (Wiki). Some of the diagnostic tests performed to see whether a child is autistic or not are: Behavioral assessments. Various guidelines and questionnaires are used to help a doctor determine the specific type of developmental delay a child has. These include: Medical history. During the medical history interview, a doctor asks general questions about a childs development, such as whether a child shows parents things by pointing to objects. Young children with autism often point to items they want, but do not point to show parents an item and then check to see if parents are looking at the item being pointed out. Diagnostic guidelines for autism. The American Association of Childhood and Adolescent Psychiatry (AACAP) has established guidelines for diagnosing autism.2 The criteria are designed so a doctor can assess a childs behavior relating to core symptoms of autism. The criteria are designed for children age 3 and older. Other behavioral questionnaires. Additional diagnostic tests focus on children younger than age 3. Clinical observations. A doctor may want to observe the developmentally delayed child in different situations. The parents may be asked to interpret whether certain behaviors are usual for the child in those circumstances. Developmental and intelligence tests. The AACAP also recommends that tests be given to evaluate whether a childs developmental delays affect his or her ability to think and make decisions (WebMD). Some parents believe that the MMR vaccine (an immunization shot against measles, mumps, and rubella) children receive may cause autism. This theory was based on two facts. First, the incidence of autism has increased steadily since around the same time the MMR vaccine was introduced. Second, children with the regressive form of autism (a type of autism that develops after a period of normal development) tend to start to show symptoms around the time the MMR vaccine is given. Several major studies have found no connection between the vaccine and autism. The American Academy of Pediatrics and the Center for Disease Control and Prevention report that there is no proven link between autism and the MMR vaccine, or any other vaccine. Some doctors believe the increased incidence in autism is due to newer definitions of autism. The term autism now includes a wider spectrum of children. For example, a child who is diagnosed with high-functioning autism today may have been thought to simply be odd or strange 30 years ago (Oasis). An early, intensive, appropriate treatment program will greatly improve the outlook for most young children with autism. Most programs will build on the interests of the child in a highly structured schedule of constructive activities. Visual aids are often helpful. Treatment is most successful when it is geared toward the childs particular needs. An experienced specialist or team should design the program for the individual child. A variety of therapies are available, including: applied behavior analysis (ABA), medications, occupational therapy, physical therapy, and speech-language therapy. Sensory integration and vision therapy are also common, but there is little research supporting their effectiveness. The best treatment plan may use a combination of techniques (Oasis). Autism remains a challenging condition for children and their families, but the outlook today is much better than it was a generation ago. At that time, most people with autism were placed in institutions. Today, with the right therapy, many of the symptoms of autism can be improved, though most people will have some symptoms throughout their lives. Most people with autism are able to live with their families or in the community. The outlook depends on the severity of the autism and the level of therapy the person receives.

World Trade Organizations or developed Countries Organization? :: Essays Papers

Organizations or Developed Countries Organization? World Trade Organizations or developed Countries Organization? In the 16th century, England had a lot of colonies, which were located in Africa. At that time, the primary function of colonies were to supply raw materials to England, and England can sold all the finished products to the colonies in order to make profits. This story is the beginning of international trade. In the 21st century, international trade is more busy than ever. According to comparative advantage theory, each country should specialize and produce those products if the country has a comparative advantage on those products, and use those products to trade with other countries in order to achieve specialization and exchange theory. However, during the trade process, it may have a lot of problems coming out, so a world organization were established in order to solve those problems and try to make trade into a smooth process. The World Trade Organization (WTO), was established in 1st, January, 1995, which was created during the Uruguay Round Negotiations. There are 146 countries as a member in the WTO. The main functions of a WTO are administering WTO trade agreements, as a forum for trade negotiations, handling trade disputes and monitoring national trade policies. One of the main function of the WTO are to enforce GATS (General Agreement on Trade in Services) and TRIPS (Trade-Related Intellectual Property). But what is TRIPS? It is agreements, which protect invent innovation and design around the world. In other words TRIPS is used to protect copyrights, trademarks which developed countries already, owns most of the shares on these. According to WTO, although TRIPS will bring a short term cost to developing countries, and only short term benefits for developed countries. In the long term it can encourage innovation, discovery in the developing countries. Once the developing country reaches certain levels on protection copyrights or trademark, this TRIPS agreement will benefits to every single person. To explain the short-term benefits to the developed countries, as I have mentioned before, most of the patents, copyrights owned by developed countries, if developing countries want to produce a product that have patents on it, the develop ing countries need to pay a royalty to developed countries or the corporation owns the right. In this TRIPS’ agreement, my argument is this agreement really helps the developing countries to become more innovation, discover, or is just the industrial countries want more money from the poor countries.

McMurphy as Christ in Ken Keseys One Flew Over the Cuckoos Nest :: One Flew Over Cuckoos Nest

McMurphy as Christ in One Flew Over The Cuckoo's Nest In "One Flew Over The Cuckoo's Nest," McMurphy is successfully perceived as a heroic Christ figure. Kesey uses foreshadowing and images, the fishing trip, actions and feelings of other characters to develop this character. Foreshadowing clues and images are used to contribute to McMurphy as a figure of Christ. In the beginning of the novel McMurphy is baptized with a shower before entering the ward. The reader is also introduced to Ellis, a character who spends the entire novel in a cross position "nailed against the wall, arms out," (page 20). Another clue to McMurphy's developing character is presented during the electroshock therapy. McMurphy willingly lies down on a cross shaped table, ending up in the same position Ellis foreshadowed. McMurphy also asks for his crown of thorns. Before the therapy a schizophrenic patient approaches him and says "I wash my hands of the whole deal", as Pontius Pilate said to Jesus before sentencing him to death. Jesus was also friends with a prostitute named Mary, just like McMurphy was friends with prostitutes. The development of McMurphy as a Christ figure deepends, when he leads the patients on a fishing trip. McMurphy takes the "twelve of us [patients] towards the ocean," (page 203) just like Jesus' 12 disciples, to test and strengthen their faith in him and empower them. Fish have also been an important religious Christian symbol, as the fishing trip is an important symbol of the novel. When the trip is over, the Chief describes the sense of change that most of the patients had and even claims that they "weren't the same bunch of weak-knees from a nuthouse anymore." (Page 215). This really shows the way McMurphy is starting to guide and lead the patients, just as Jesus lead his disciples. Finally the actions and feelings of the other characters successfully shows the development of McMurphy as a Christ figure and hero. Clearly smiliarities can be drawn between McMurphy and Jesus' healing. Jesus, made blind men see and mute men speak. McMurphy is the one who prompted the Chief to speak for the first time in years, when he says "Thank-you." (Page 184) and eventually, McMurphy "heals" Chief of his `deafness' and `dumbness'.

Act II Analysis & Character Development :: English Literature

Act II Analysis & Character Development At the start of Act II, John Proctor returns from the fields and sits down to dinner with his wife, Elizabeth. She has cooked up a rabbit, which apparently walked into the house and sat itself in the corner. Proctor seems out to please Elizabeth throughout this scene, kissing her and complimenting her on her cooking. Their small talk continues for a page or so, until the atmosphere abruptly changes, as Proctor enquires, â€Å"I think you’re sad again aren’t you?† Elizabeth responds by saying that he had returned so late that she thought he had gone to Salem. When Elizabeth mentions that Mary Warren is currently in Salem, Proctor becomes angered, demanding why Elizabeth did not stop her. Elizabeth suggests that he himself, go to Salem to testify that the accusations of witchcraft are false. Proctor says that he cannot prove his allegation because Abigail told him this information while they were alone at Parris’ house. Elizabeth is greatly dismayed upon learning that he and Abigail were alone together. Proctor demands that she stop judging him. He says that he feels as though his home is a courtroom, but Elizabeth responds that the real court is in his own heart. This is implied by the line: â€Å"I do not judge you. The magistrate sits in your heart that judges you.† This also suggests that regardless of whether Elizabeth forgives Proctor, he still cannot forgive himself. When Mary Warren returns home, the mood of the scene changes dramatically. As soon as Mary enters the room, Proctor goes directly to her and grabs her by the cloak, furious. â€Å"How do you go to Salem when I forbid it? Do you mock me? [shaking her.] I’ll whip you if you dare leave this house again! Mary responds by saying she is sick and gives Elizabeth a doll that she sewed in court, saying that it is a gift. She reports that thirty-nine people now stand accused. John and Mary argue over whether Mary can continue attending the trials. Elizabeth’s name was apparently mentioned in the accusations (Mary will not name the accuser), but Mary spoke out in Elizabeth’s defense. Proctor instructs Mary to go to bed, but she demands that he stop ordering her around. Elizabeth, meanwhile, is convinced that it was Abigail who accused her of witchcraft, in order to take her place in the Proctor household. Overall, this is a very important Act in terms of the relationship between Proctor and Elizabeth. It brings to light a number of crucial issues such as deceit, dishonesty, unfaithfulness and a growing sense of mistrust. Throughout the scene, Proctor seems motivated by feelings

Patterns Within Systems of Linear Equations

Jasmine Chai Grade 10 196298501 Patterns within systems of linear equations Systems of linear equations are a collection of linear equations that are related by having one solution, no solution or many solutions. A solution is the point of intersection between the two or more lines that are described by the linear equation. Consider the following equations: x + 2y = 3 and 2x – y = -4. These equations are an example of a 2Ãâ€"2 system due to the two unknown variables (x and y) it has. In one of the patterns, by multiplying the coefficient of the y variable by 2 then subtract the coefficient of x from it you will be given the constant.As a word equation it can be written like so with the coefficient of x as A and coefficient of y as B and the constant as C, 2B – Ax = C. This can be applied to the first equation (x + 2y = 3) as 2(2) – 1 = 3. To the second equation (2x – y = -4), it is -1(2) – 2 = -4. By using matrices or graphs, we can solve this syst em. Regarding other systems that also has such as pattern, it should also have the same solution as the two examples displayed. For instance, 3x + 4y = 5 and x -2y = -5, another system, also displays the same pattern as the first set and has a solution of (-1, 2).Essentially, this pattern is indicating an arithmetic progression sequence. Arithmetic progression is described as common difference between sequences of numbers. In a specific sequence, each number accordingly is labelled as an. the subscript n is referring to the term number, for instance the 3rd term is known as a3. The formula, an = a1 + (n – 1) d, can be used to find an, the unknown number in the sequence. The variable d represents the common difference between the numbers in the sequence. In the first equation (x + 2y = 3) given, the common differences between the constants c – B and B – A is 1.Variable A is the coefficient of x and variable b represents the coefficient of y, lastly, c represents the constant. The common difference of the second equation (2x – y = -4) is -3 because each number is decreasing by 3. In order to solve for the values x and y, you could isolate a certain variable in one of the equations and substitute it into the other equation. x + 2y = 3 2x – y = -4 x + 2y = 3 * x = 3 – 2y * 2(3 – 2y) – y = -4 * 6 – 4y – y = -4 * 6 – 5y = -4 * -5y = -10 * y = 2 Now that the value of y is found, you can substitute 2 in as y in any of the equations to solve for x. x + 2y = 3 x + 2(2) = 3 * x + 4 = 3 * x = 3 – 4 * x = -1 Solution: (-1, 2) Even though the solution has already been found, there are many different ways to solve it, such as graphically solving it. By graphing the two linear lines, you can interpolate or extrapolate if necessary to find the point where the two lines intersect. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Graph 1 Graph 1 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Just from the equations given, it is not in a format where it can be easily graphed. By changing it into y=mx + b form, the first equation will result as y = – (1/2) x + 3/2 or y = -0. 5x + 1. 5 and the second equation will result as y = 2x + 4. The significance of the solution is that it is equal to the point of intersection as shown on Graph 1. This can then allow the conclusion that the solution of the two linear equations is also the point of intersection when graphed. According to this arithmetic progression sequence, it could be applied to other similar systems.For instance, the examples below demonstrates how alike 2Ãâ€"2 systems to the previous one will display a similarity. Example 1: In the first equation the common difference between (3, 4 and 5) is 1. In the second equation, the common differen ce is -3. The common differences in these equations are exact to the previous example. 3x + 4y = 5 x – 2y = -5 x – 2y = -5 * x = 2y – 5 (Substitution) 3x + 4y = 5 * 3(2y – 5) + 4y = 5 * 6y – 15 + 4y = 5 * 10y – 15 = 5 * 10y = 20 * y = 2 (Substituting y) x – 2y = -5 * x – 2(2) = -5 * x – 4 = -5 * x = -5 +4 * x = -1 Solution: (-1, 2)Example 2: In the first equation below, it has a common difference of 18 for (2, 20 and 38). For the second equation, in (15, -5 and -25), it has a common difference of -20. In this example, the system is solved graphically. 2x + 20y = 38 15x – 5 y = -25 Solution: (-1, 2) | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Graph 2 Graph 2 | | |From the examples given above that are very similar to the first system, we can conclude that there is something common between them, that is the point of intersection or the values of x and y. That would imply that the x and y values and the point of intersection will always be (-1, 2) for all systems that follow arithmetic progression sequences. Due to that similarity, an equation that can be applied to these types of equations can be made. If the first coefficient of the first equation is identified as A and the common difference is c, an equation such as, Ax + (A + c) y = A + 2c, is made.This equation is so, because it is describes an arithmetic sequence, where the coefficients and constant are increasing by one in response to the coefficient before. In the second equation of the system, another equation can be made relatively the same to the first, with exceptions of different variables used. If B is used to represent the first coefficient of the second equation and d is used as the common difference, the equation, Bx + (B + d) y = B + 2d is created. With 2 equations, we have now created a system; to solve the system we can use the elimination method.This method is used to eliminate certain variables in order to find the value of another variable. After doing so, you could substitute in the value for the found variable and solve for the other(s). Ax + (A + c) y = A + 2c Bx + (B + d) y = B + 2d In order to use the elimination method, you must make the coefficient of x or y the same depending on which one you would like to eliminate. In this case, we will start by eliminating x. To proceed to do so, we must first multiply the first equation by B and the second equation by A: ABx + (AB + Bc) y = AB + 2Bc ABx + (AB + Bd) y = AB + 2BdAfter we have made the coefficient of x the same for both equations, we can now subtract the equations from one another: ABx + ABy + Bcy = AB + 2Bc ABx + ABy + Bdy = AB + 2Bd * Bcy – Bdy = 2Bc – 2Bd To find the val ue of y, we must isolate the variable y. Bcy – Bdy = 2Bc – 2Bd * y(Bc – Bd) = 2(Bc – Bd) * y = 2 Now that the value of y is found, to find the value of x is to substitute the value of y, which is 2, into any equation that includes that variable x and y. Bx + (B + d) y = B + 2d * Bx + (B + d) 2 = B + 2d * Bx + 2B + 2d = B + 2d * Bx + 2B – B = 2d – 2d * Bx + B = 0 * Bx = -B * x = -1To conclude the results of the equations above, it is making thee statement that all 2Ãâ€"2 systems that display an arithmetic progression sequence, which has a common difference between the coefficients and constant, it will have a result, point of intersection, of (-1, 2). To confirm that this is correct, the example systems below will demonstrate this property: Equation 1 (common difference of 8): 2x + 10y = 18 Equation 2 (common difference of 3): x + 4y = 7 Substitution Method x + 4y = 7 * x = 7 – 4y Substitute 2x + 10y = 18 * 2 (7 – 4y) + 10y = 1 8 * 14 – 8y +10y = 18 * 14 + 2y = 18 2y = 18 – 14 * 2y = 4 * y = 2 Substitute x + 4y = 7 * x + 4(2) = 7 * x + 8 = 7 * x = 7 – 8 * x = -1 Solution: (-1, 2) Once again from the example above, it displays that the solution or the point of intersection is identified as (-1, 2). From previous examples, all have a common difference that is different from the other equation involved in that system. In the following example, it will experiment whether having the same common difference will make a difference in the result. Equation 1 (common difference of 3): 2x + 5y = 8 Equation 2 (common difference of 3): x + 3y = 6 Graph 3 Graph 3As you can see on the graph, it shows that the two lines do not intersect at (-1, 2) even though it is a 2Ãâ€"2 system that has a common difference in both equations, meaning that the intersection at (-1, 2) can only be applied to systems that has 2 different common differences. To conclude, all 2Ãâ€"2 systems that follow arithmetic progres sion sequence with different common difference have a solution of (-1, 2). Furthermore, now that it is known that there is a certain pattern for a specific type of system, if this property is applied to a 3Ãâ€"3 system, with 3 different variables can it still work?Consider the following 3Ãâ€"3 system, (x + 2y + 3z = 4), (5x + 7y + 9z = 11) and (2x + 5y + 8z = 11). In this system, it has similar patterns to the 2Ãâ€"2 systems above due to its arithmetic progression. In the first equation, it has a common difference of 1 and the second equation has a common difference of 2 and lastly, the third equation has a common difference of 3. To solve this system, we can solve it using the method of elimination or matrices. Equation 1 (common difference: 1): x + 2y + 3z = 4 Equation 2 (common difference: 2): 5x + 7y + 9z = 11Equation 3 (common difference: 3): 2x + 5y + 8z = 11 Elimination Method To eliminate the variable x, we must first start by making the coefficients of x in two equations the same. We can do so by finding the lowest common multiple of the two coefficients and multiplying the whole equation by it. Equation 1: x + 2y + 3z = 4 * 2(x + 2y + 3z = 4) * 2x + 4y + 6z = 8 We can eliminate the variable x now that the coefficients of x in both equations are the same. To eliminate x, we can subtract equation 3 from equation 1. Equation 1 and 3: 2x + 4y + 6z = 8 2x + 5y + 8z = 11 -y -2z = -3 After eliminating x from two equations to form another equation that does not involve x (-y -2z = -3), another equation that does not involve x must be made to further eliminate another variable such as y or z. Equation 1: x + 2y + 3z = 4 * 5(x + 2y + 3z = 4) * 5x + 10y + 15z = 20 We can eliminate the variable x now that the coefficients of x in both equations are the same. To eliminate x, we can subtract equation 2 from equation 1. Equation 1 and 2: 5x + 10y + 15z = 20 – 5x + 7y + 9z = 11 3y + 6z = 9Now that two different equations that do not involve x ((-y -2z = -3 ) and (3y + 6z = 9)) are created, we can find the common coefficient of y and eliminate it to find the value of the variable z. Let (-y -2z = -3) to be known as equation A and (3y + 6z = 9) will be known as equation B. Equation A: -y -2z = -3 * 3(-y -2z = -3) * -3y -6z = -9 Equation A and B: -3y -6z = -9 + 3y + 6z = 9 0 = 0 As you can see from the result, 0 = 0, this is indicating that the system either has many solutions, meaning a collinear line or no solution, where all the lines do not intersect together at a specific point.Even if you attempt to isolate a different variable it will still have the same result. For instance, using the same equations above, you eliminate the variable y first as displayed below. Equation 1 (common difference: 1): x + 2y + 3z = 4 Equation 2 (common difference: 2): 5x + 7y + 9z = 11 Equation 3 (common difference: 3): 2x + 5y + 8z = 11 Elimination Method Equation 1: x + 2y + 3z = 4 * 7(x + 2y + 3z = 4) * 7x +14y + 21z = 28 Equation 2: 5x + 7y + 9z = 1 1 * 2(5x + 7y + 9z = 11) * 10x + 14y + 18z = 22 Equation 1 and 2: 7x +14y + 21z = 28 – 10x + 14y + 18z = 22 3x + 3z = 6 Equation 1: x + 2y + 3z = 4 * 5(x + 2y + 3z = 4) * 5x +10y + 15z = 20 Equation 3: 2x + 5y + 8z = 11 * 2(2x + 5y + 8z = 11) * 4x + 10y +16z = 22 Equation 1 and 3: 5x +10y + 15z = 20 – 4x + 10y +16z = 22 x – z = -2 Two equations have been made that has already eliminated the variable y. Let (-3x + 3z = 6) be equation A and let (x – z = -2) be equation B. Doing this, is in attempt to solve for variable x. Equation A: -3x + 3z = 6 Equation B: x – z = -2 * 3(x – z = -2) * 3x – 3z = -6 Equation A and B: -3x + 3z = 6 + 3x – 3z = -6 0 = 0As you can see the result, it is the same even if you try to solve another variable, from that we can confirm that this system has either no solution or infinite solutions, meaning that they are collinear lines. Furthermore, because this is a 3Ãâ€"3 system, meaning that it has three different variables, such as x, y and z, graphing it will also be very different from a graph of a 2Ãâ€"2 system. In a 3Ãâ€"3 system, the graph would be a surface chart, where the variable z allows the graph to become 3D. From this, we can conclude 3Ãâ€"3 systems that follow an arithmetic progression will always have either no solution or infinite solutions.This is saying that all linear equations do not intersect together in one point or they do not intersect. A way to prove this is through finding the determinant. The determinant is a single number that describes the solvability of the system. To find the determinant of all 3Ãâ€"3 systems that possesses arithmetic progression, we can start by creating a formula. Allow the first coefficient of the first equation be A and the second equation’s first coefficient be B and lastly, the first coefficient of the third equation be C.The common difference of equation one will be c, the common difference of equation two will be d, and the common difference of equation e will be e. This can be described through the following equations: 1. Ax + (A + c) y + (A + 2c) z = (A + 3c) 2. Bx + (B + d) y + (B + 2d) z = (B + 3d) 3. Cx + (C + e) y + (C + 2e) z = (C + 3e) When developing a matrix to find the determinant, you must have a square matrix. In this case, we do not have a square matrix. A square matrix is where the number of rows and columns are equal, for example, it could be a 2Ãâ€"2, 3Ãâ€"3, or 4Ãâ€"4. Looking at the equations, it is a 3Ãâ€"4 matrix; as a result it must be rearranged.Below is the rearranged matrix of the equations above. x A (A + c) (A + 2c) (A + 3c) y B (B + d) (B + 2d) = (B + 3d) z C (C + e) (C + 2e) (C + 3e) To find the determinant, you must find 4 values from the 3Ãâ€"3 matrix that helps find the determinant of A, B and C. In this case, if you were to find the values for A, you would cover the values that are in the same row and column as A, like so, A (A + c) (A + 2c) B (B + d) (B + 2d)C (C + e) (C + 2e) You would be left with four separate values that can be labelled as A, B, C and D. Respectively to the model below: a b c d In order to find the determinant you must find the four values for A, (A + c) and (A +2c). To find the determinant the equation ad – cb is used. The equation in this situation would be like the one below: A[(B + d)(C + 2e) – (C + e)(B + 2d)] – (A + c)[B(C + 2e) – C(B + 2d)] + (A +2c)[B(C + 2e) – C(B + 2d)] Expand * = A(BC – BC + Cd – 2Cd + 2Be – Be + 2de – 2de) – (A + c)(BC – BC + 2Be – 2Cd) + (A + 2c)(BC – BC + 2Be – 2Cd) Simplify 2ABe – 2ABe + 2ACd – 2ACd + 2Ccd – 2Ccd + 2Bce – 2Bce * = 2ABe – 2ABe + 2ACd – 2ACd + 2Ccd – 2Ccd + 2Bce – 2Bce * = 0 As it is visible, above it shows that the determinant found in this type of matrix is zero. If it is zero, it means that there are infinite an swers or no answer at all. Using technology, a graphing calculator, once entering a 3Ãâ€"3 matrix that exhibits arithmetic progression, it states that it is an error and states that it is a singular matrix. This may mean that there is no solution. To conclude, there is no solution or infinite solution to 3Ãâ€"3 systems that exhibit the pattern of arithmetic sequencing.This can be proved when the sample 3Ãâ€"3 system is graphed and results as a 3D collinear segment. As well as the results from above when a determinant is found to be zero proves that 3Ãâ€"3 systems that pertains an arithmetic sequence. Arithmetic sequences within systems of linear equations are one pattern of systems. Regarding other patterns, it is questionable if geometric sequences can be applied to systems of linear equations. Consider the following equations, x + 2y = 4 and 5x – y = 1/5. It is clear that the coefficients and constants have a certain relation through multiplication.In the first equation (x + 2y = 4), it has the relation where it has a common ratio of 2 between numbers 1, 2 and 4. For the second equation (5x – y = 1/5), it has a common ratio of -1/5 between 5, -1 and 1/5. The common ratio is determined through the multiplicative succession from the previous number in the order of the numbers. When the equations are rearranged into the form y=mx+b, as y = – ? x + 2 and y = 5x – 1/5, there is a visible pattern. Between the two equations they both possess the pattern of the constant, where constant a is the negative inverse of constant b and vice versa.This would infer that if they are multiplied together, as follows (-1/2 x 2 = -1 and 5 x -1/5 = -1), it will result as -1. With equations that are also similar to these, such as the following, y = 2x – 1/2, y = -2x + 1/2, y = 1/5x – 5 or y = -1/5x +5. Displayed below, is a linear graph that shows linear equations that are very similar to the ones above. Graph 4 Graph 4 From the graph a bove, you can see that the equations that are the same with exceptions of negatives and positives, they reflect over the axis and displays the same slope.For instance, the linear equations y = 2x -1/2 and y=-2x +1/2 are essentially the same but reflected as it shows in the graph below. Also, all equations have geometric sequencing, which means that they are multiplied by a common ratio. Secondly, the points of intersection between similar lines are always on the x-axis. Graph 5 Graph 5 Point of intersection: (0. 25, 0) Point of intersection: (0. 25, 0) To solve a general 2Ãâ€"2 system that incorporates this pattern, a formula must be developed. In order to do so, something that should be kept in mind is that it must contain geometric sequencing in regards to the coefficients and constants.An equation such as, Ax + (Ar) y = Ar2 with A representing the coefficients and r representing the common ratio. The second equation of the system could be as follows, Bx + (Bs) y = Bs2 with B as the coefficient and s as the common ratio. As a general formula of these systems, they can be simplified through the method of elimination to find the values of x and y. Ax + (Ar) y = Ar2 Bx + (Bs) y = Bs2 Elimination Method B (Ax + (Ar) y = Ar2) * BAx + BAry = BAr2 A (Bx + (Bs) y = Bs2) * ABx + ABsy = ABs2 Eliminate BAx + BAry = BAr2 – ABx + ABsy = ABs2 BAry – ABsy = BAr2 – ABs2 ABy (r – s) = AB (r2 – s2) * y = (r + s) Finding value of x by inputting y into an equation ABx + ABsy = ABs2 * ABx + ABs(r + s) = ABs2 * ABx = ABs2 – ABs(r +s) * x = s2 – s(r +s) * x = s2 – s2 – rs * x = rs To confirm that the formula is correct, we can apply the equation into the formula and solve for x and y and compare it to the results of graph 4. The equations that we will be comparing will be y = 5x – 1/5 and y = -1/5x + 5. The point of intersection, (1, 4. 8) of these equations is shown graphically on graph 4 and 6. The common rat io (r) of the first equation is -0. and the common ratio, also known as s in the equation of the second equation is 5. X = – (-0. 2 x 5) = 1 Y = (-0. 2 + 5) = 4. 8 As you can see, above, the equations are correctly matching the point of intersection as shown on the graphs. Due to such as result, it is known that it can now be applied to any equations that display geometric sequencing. Graph 6 Graph 6 Resources: 1. Wolfram MathWorld. Singular Matrix. Retrieved N/A, from http://mathworld. wolfram. com/SingularMatrix. html 2. Math Words. Noninvertible Matrix. Retrieved March 24, 2011 from, http://www. mathwords. com/s/singular_matrix. htm