Menara Mesiniaga by Ken Yeang Essay Sample free essay sample

Menara Mesiniaga. prevalently known as the IBM tower. is in Kuala Lumpur. It is alluded to as the bio-climatic structure and is considered as a delineation of its ain sort when examples and rules of bio-climatic high rises are thought of. The entire building is in joining with current twenty-four hours workplaces alongside going to given to ecological issues providing the structure with normal lighting and airing. The bing natural commissariats of that nation are spent into the activity of the building. The main build behind this structure was non to use up the vitality of the earth yet next to give some vitality back to it. Menara Mesiniaga is a 15storied structure and its nation is 12. 345. 69 square meters with wide floors furthermore stipulation for farther amplifications. Economical Sites The building is encircled by impromptu every piece great as extremely rich and luxurious topographic focuses. The normal scene planting is simply incredible and with respect to network advancem ent there is feasible entirety of developing in that nation. We will compose a custom article test on Menara Mesiniaga by Ken Yeang Essay Sample or on the other hand any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page The structure controls the disintegrating and store in that nation. The site decision is only great and has simple course to celebrated and of import neighborhood topographic focuses and at a similar clasp is arranged in such a topographic point where there are no tall structures to strap the bio-climatic qualities to work. Page: 2 As tall structures are presented generally to warm. temperature and conditions. the fashioner has exploited every single thing while at the same time planing the building. The building has power over natural air and the movement of air. full strength for common airing. gets common daylight. has bio-climatic working all through the structure. The general structure direction has been founded on vitality protection feature. It has simple dish to open travel in light of the government primary street and the structure has a supportable situation from it. The stopping limit of the building is in the basement where there is unending for bicycle stockpiling and mo difying suites. The building alluringly secures and reestablishes the loosened endless fitting to the situation and fortunes. As Menara Mesiniaga is arranged in such a topographic point, that is non much packed which encourages the building to hold total dish to ecological qualities. It is considered as the footmark in the improvement of bio-climatic high rises. The H2O bearing is other than done actually unambiguously and reliably and the water gets put away in the opposition and a similar H2O is spent for arranged purposes and this framework assists with keeping up the structure cool too much. The gushing is other than spent quickly like the H2O that is emptied subsequent to flushing clothes or out of the sink of the kitchen gets spent in toilets for becoming flushed. This sort of arrangement of profluent building assists with reusing the H2O and hence decreases the H2O ingestion up to at any rate 50 % . The revolving opposite scene alongside the framework holds the water and sore it in the subterranean oilers. which other than fill in as air current screens and keeps the structure cool. Page: 3 Energy an d climate The screen like exterior. which is natural and has irregular articulations. permits or diminishes the sun based expansion. which implies the daylight can be permitted to come in the building if necessary or can be confined exorbitantly. The cardinal building frameworks dispatching are fixated on the idea of rescuing vitality and environment each piece great as providing more than adequate boundless in the structure. The green winding is masterminded in such a way, that it begins from the base and goes up to the top in a coursing mode and appears as a nursery in the sky. The vitality open introduction is limited rather the point of convergence is that a portion of the vitality is precluded on the other hand of devoured. The estate assists let with going of O. which causes in ozone exhaustion somewhat and the green force that is discharged through the workss helps in additional authorizing of sustainable power source. The milieus of Minara Mesiniaga other than help to forefront the outcome of the way and climatic open introduction. The quiet substantialness of the structure is great facilitated with the contact from the outside of Mesiniaga. The workplace understanding is separated from everyone else and methodical wi th upper course in the middle encompassed by bearing and the general staff is situated at the fringes. Ordinarily the looping position is given to the upper bearing somewhere else however here the case is inverse. Fake lighting is diminished because of characteristic lighting and airing exorbitantly. which improve vitality open introduction. In Rethinking the Skyscraper. by Robert Powell. pundit Charles Jencks examines. another amalgamation for advanced engineering that is dependable to the clime of a curious topographic point and discovers motivation for another building semantic correspondence from powers that are at last inestimable. Page: 4 Materials and assets The auxiliary framework is reinforced with additional solid and the steel development. which is utilized in the overhangs and the main gallery. Brickwork is utilized for interior fire assurance. coated boards for outer covering from overflow of daylight and for inner breakdown gypsum board is utilized. The capacity and conglomeration of reclaimable H2O is given in the basement of the building where there are oilers that oth er than go about as air current draughtss. The structure squander heading redirect from 50 % to 75 % and the predetermined asset that are reused are from 5 % to 10 % . The central development of Menara mesiniaga that is uncovered is the steel tubings and the workplace interminable is obviously ventilated. The building robotized framework controls vitality attributes and can other than be utilized to chop down the vitality ingestion. The wood utilized is other than ensured 1s so that there is no injury done to the earth for the finish of this endeavor. Indoor ecological quality The full structure is given normal lighting and airing. Frameworks like C dioxide checking helps in keeping up the history proportion of vitality devoured to vitality discharged. natural baccy smoke control assists cut with bringing down the impacts of smoking on the earth. Development IAQ heading program was considered subsequent to building and before occupancy. Low breathing stuffs like glues and sealers. shades. carpet and composite wood are utilized with the goal that the warmth is diminished farther. Lasting checking framework is connected for thermic solace and it agrees to ASHREE 55-1992. Because of normal illuming daytime is 75 % and positions is 90 % . Page: 5 Innovation and plan methodology The specific association of the building is fairly solid office and the flight of stairs and yard are associated with one another in a parti cular way. Material life mood costing is given rather significance by Ken Yeang in Menara Mesiniaga. The water collection is on the top and the oilers are in the basement of the structure. Yeang’s configuration rules include ‘holistic thought. of the manageable utilization of vitality and stuffs over the existence cadence of a structure â€Å"system† . from start of stuffs to their inescapable removal or potentially ensuing reusing. Plants Cited 1. hypertext move convention:/archnet. organization/library/locales/one-site. jsp? site_id=1231 2. hypertext move convention:/web. utk. edu/~archinfo/a489_f02/PDF/menara_mesiniaga. pdf 3. hypertext move convention:/sd-metroinfo. organization/Sustainable_Skyscrapers. htm

The Atmosphere and its Layers Free Essays

How does the air influence conditions on Earth? What is Earth’s environment made out of? How weight and thickness change with height? What are the qualities of the significant layers of the air? Significant Terms air caution pressure gauge troposphere climate stratosphere ozone layer mesosphere troposphere Ionosphere aurora At 8848 meters (29,030 feet) above ocean level, Mount Everest Is the most noteworthy mountain on the planet. In 1952 Edmund Hillary, a New Zealand mountain dweller, and Tenting Norway, a mountain control from Nepal, turned into the primary people to arrive at the top. The ascension was hazardous for a few reasons, including the incredibly low temperature and low degree of oxygen at the highest point. We will compose a custom paper test on The Atmosphere and its Layers or on the other hand any comparative subject just for you Request Now At the point when they at last made it to the top, the two men cheered and grasped. At that point Hillary planned something for demonstrate a point ?he removed his breathing apparatus. He needed to show that an individual could remain alive while breathing normally at that high elevation. Be that as it may, following a couple of moments, his vision started to fall flat. At the point when Hillary supplanted his cover, his vision improved. At that point the two men began down the mountain. For what reason did Hillary and Tenting need to convey oxygen to the highest point of Mount Everest? Furthermore, for what reason was It so cold there? The responses to these inquiries rely upon how the caution around Earth changes with height. Earth’s Protective Layer What you regularly call air, researchers call the climate. The environment (at mum more secure) is the layer of gases that encompasses Earth. The climate shapes a defensive limit among Earth and space and gives conditions that are appropriate to life. The environment shields Earth’s surface from ceaseless beating by meteoroids, lumps of rock and metal from space. The air likewise shields Earth from much f the high-vitality radiation from space. The environment holds in warmth and assists with directing Earth’s temperatures. Without the environment, Earth’s surface would be like the moon’s, bubbling hot during the day and freezing cold around evening time. Earth’s moderately steady temperatures permit life to thrive. The environment additionally gives the gases that are fundamental forever. Carbon dioxide In the environment Is basic for plants and some different life forms to complete photosynthesis. Photosynthesis Is the way toward catching the sun’s vitality to make food. Oxygen Is created during photosynthesis and discharged into the environment. Your body utilizes oxygen to convey The climate is a blend of various gases. The sythesis of the environment is genuinely uniform up to a height of around 80 kilometers. Earth’s climate is a blend of nitrogen, oxygen, water fume, and numerous different gases, wherein small strong and fluid particles are suspended. As Figure 2 shows, two gases?nitrogen and oxygen?make up in excess of 99 percent of spotless, dry air. The measure of water fume in air shifts from 0. 02 percent in chilly, dry air to more than 4. Percent in warm, wet air. Different measures of water beads and strong particles are suspended in the climate. Some strong particles can be viewed as drifting residue, yet most particles are tiny. These strong particles originate from different sources, including smoke from flames, debris and residue from volcanic ejections, and salt from sea splash. Pneumatic stress The air has weight as a result of Earth’s gravity. Because of this weight, the air applies pressure. Review that weight is the power applied on a surface separated by the region over which the power is applied. Pneumatic stress is the power applied by the heaviness of a section of air on a surface. Adrift level, pneumatic force is around 101 ,325 Newton’s per square meter, all the more usually communicated as 1013. 5 milliners. One Millard rises to 100 Newton’s per square meter. Impact of Altitude. Gaseous tension changes with elevation. The climate is densest close Earth’s surface and turns out to be less thick as elevation increments, as appeared in Figure 3. Why would that be? Air can be compacted, as it is the point at which you siphon air into a tire or a ball. Close Earth’s surface, the segment of air incorporates the whole profundity of the air, so the weight and thickness are high. As height expands, the profundity of the section of air above reductions, so the weight diminishes. At high heights there is next to no air in the section above, so pneumatic stress is lower. As height builds, pneumatic force and thickness decline. About portion of the all out mass of the climate is found beneath a height of 5. 6 kilometers. At the point when Hillary and Tenting climbed Mount Everest, they worked out in a good way over this midpoint. As they climbed, the air turned out to be less thick. Hillary experienced difficulty breathing without a breathing device in light of the fact that there were less oxygen particles per cubic meter of air at the culmination than adrift level. Estimating Air Pressure. Researchers measure pneumatic stress with an instrument called an indicator. The main indicator was developed in 1643 by the Italian researcher Evangelists Torricelli’s. Torricelli’s created a mercury indicator, like the one appeared in Figure 4. As gaseous tension expands, the section of mercury in the gauge rises. As gaseous tension reductions, the segment of mercury falls. In this way, an estimation of the stature of a section of mercury is an estimation of pneumatic force. Adrift level, the normal pneumatic stress is around 760 millimeters of mercury or, all the more usually, 29. 2 crawls of mercury. An aneroid (an uh rood) gauge is a littler, progressively convenient sort of indicator. The word aneroid methods â€Å"not utilizing fluid. † Aneroid gauges utilize a metal chamber that extends and contracts with changes in pneumatic stress. Temperature changes drastically as you climb from Earth’s surface high into the climate. Re searchers use varieties in temperature to isolate the environment into four vertical layers. The four layers of the air are the troposphere, the stratosphere, the mesosphere, and the troposphere. The Troposphere. You, alongside numerous other living things, live in the layer of the environment called the troposphere. The troposphere (troth little guy more secure) is the most reduced layer of Earth’s climate. This layer contains practically the entirety of the atmosphere’s water fume and suspended particles, which are significant in the arrangement of mists and response. Most climate happens in the troposphere. Climate is the state of the air in a specific spot at a specific time. The stature of the troposphere ranges from around 9 kilometers over the shafts to 16 kilometers over the tropics. The normal tallness of the troposphere is around 12 kilometers. In the troposphere, temperature by and large abatements as height increments. In spite of the fact that it differs to some degree, the pace of abatement midpoints around 6. 5 Celsius degrees for every kilometer. For instance, on the off chance that it is ICC where you are on Earth’s surface, at that point it is most likely about ICC at a height of 2 kilometers above you. This attribute of the troposphere represents the incredibly low temperatures that Hillary and Tenting needed to withstand when they scaled Mount Everest. The Stratosphere. Over the troposphere, as appeared in Figure 5, is the stratosphere. The stratosphere (layers uh more secure) stretches out from a height of around 12 kilometers to around 50 kilometers. The temperature of the stratosphere remains almost the equivalent from the limit with the troposphere to a height of around 20 kilometers. Over that stature, temperature increments as height increments. The temperature in the lower stratosphere stays about - ICC. Over 20 kilometers, the temperature ascends to about COCO. The upper stratosphere is hotter than the lower stratosphere on account of the nearness of the ozone layer, a locale of high ozone focus. Review that ozone is an exceptionally responsive gas whose particles are made out of three oxygen iotas (03). The vast majority of the oxygen particles you inhale are made out of two oxygen iotas (02). In the stratosphere, the vitality of daylight is incredible enough to part 02 particles into single oxygen iotas (O). At the point when an oxygen iota (O) slams into a particle of oxygen (02), ozone (03) is shaped. Ozone ingests bright (XIV) radiation in daylight and sift such of it through before such radiation can reach Earth’s surface. The vitality retained from UP radiation is changed over into warm vitality, warming the upper stratosphere. Since UP radiation can be hurtful to living things, the nearness of the ozone layer is critical to life on Earth. In people, I-JP radiation can cause a destructive type of skin disease. Certain synthetic toxins have been exhausting ozone in the stratosphere, allowing more UP radiation to reach Earth’s surface. Notwithstanding, the arrival of such synthetic concoctions was restricted by global understandings and national approaches embraced in the backtalk. Thus, ozone levels in the stratosphere seem to have balanced out. The Mesosphere. The layer over the stratosphere is the 50 kilometers and reaches out to around 80 kilometers. In the mesosphere, temperature diminishes as elevation increments. At the highest point of the mesosphere, the temperature draws near - ICC. The air is meager in the mesosphere. Studies in the backtalk found that air in this layer may move at velocities of in excess of 320 kilometers for each hour. Most meteoroids that enter the environment wreck in the mesosphere. The Troposphere. The peripheral layer of the air, the troposphere (through mother more liberated), starts at a height of around 80 kilometers and expands outward into space. No limit denotes the finish of the air. Rather, the slight demeanor of the troposphere steadily converges with space. In the troposphere, temperature increments quickly with elevation, from about - ICC to more than 10000C. Review from material science that temperature is a proportion of the normal active vitality of atoms. Be

Build awesome

Build awesome I like to build things. What can I do to show my stuff? I get this question from time to time. Many students know that math students can do things like the American Mathematics Competitions, and science students can enter the Intel Science Talent Search, but if you really like building stuff, if youre a budding engineer or inventor, what can you do? Its a little-known fact that we in admissions get as excited about cool projects as we do about the big awards. Its true. Students who send in supplemental materials describing their interesting, imaginative, from-scratch inventions and creations get our attention in the same way that many of those national honors do. Why? Look at MITs motto, Mens et Manus Mind and Hand. These hands-on projects tie in directly with MITs core principles. And look around MIT for lots of examples of cool projects, like: Disco Dance Floor MIDAS and the party button The laundry bathroom servers The Simmons LED Display The carboat couchamaran Hacks So, lets say you like making things. Maybe youve already tried the intro material trebuchets, computers, etc. Whats next? Where to look for inspiration? Let me introduce you to a few really wonderful resources. I think youll like these; I know I do. MAKE: It all starts with MAKE Magazine and MAKE blog. Both the zine and the blog highlight many of the coolest projects out there, and how you can make these projects yourself. You certainly should add MAKEblog to your RSS reader, and MAKE magazine makes a great birthday/holiday gift. Example project: Batometer Instructables: A project of the MIT-alumni company Squid Labs (who make a lot of stuff, for business, and for pleasure), Instructables is kind of an open-source DIY site, meaning you can contribute, too. Example project: LED Dot-Matrix Display HowStuffWorks: While (IMHO) not quite as cool as MAKE and Instructables, I have to mention howstuffworks.com, since it is another favorite. For example: How LCDs Work These are wonderful inspirational sites that can provide lots of great ideas. I hope that if youre interested in building things, youll check them out. And to the folks behind MAKE and Instructables: thank you! If youve done some projects like these tell us about them! Use the optional essay (Question 13: show us and/or tell us about something you have created) or attach supplemental materials (its best as 8.5x11 paper attachments with labeled photos) to tell us more. I love seeing photos, schematics, and descriptions of your creations.

Compare and Contrast Different Approaches to Social Change

The objective of this essay is to compare and contrast the differences of the liberal and radical approaches to social change and also able to anlyse which ones offers a plausible explanation to Zambia’s prevailing circumstances. I would first like to define the major terms in the essay, social change may be define as movement of human beings or societies from simple way of life to a more complex kind of life and its study involves the understanding the process of change, the forces of its change and the challenges that might hold to it to achieve development. The study of social change can be approached in tow major opposing groups. These are the Liberal and Radical approaches (Colon, 1992). Though there are so many perception to social†¦show more content†¦With the radicals hard a very different view on education to social change, they felt education especially that of the western countries was just a source of dependence because its contents and syllabus where of the western word, it is the education that promote one option of capitalism. Therefore, their argument is that education should be a tool for everyone to make them participate, be empower in the social change and be able to adapt, unlike Socrates who advocated for the educated to a small group who should be the reliable guardians while other go to carry society duties (Debeer, 200) The other contrast was democratic consideration, the liberals in the past considered it to be unhealthy because of its mass participation in politics, but now since it has become identified with social change order through democracy extension. There the distinction between the two is that liberals believe social change is gradual, flexible and adaptable while the radicals still social change as fundamental and based on new principles of authority (Gay, 2009). Another contrast is concerning the economic crisis one branch of liberals philosopher developed a so called classical economic the contrast is mercantilist restriction on economic activity and thinkers like British states men John Bright argued against legislation laws that they infringed on the liberals and society. Particularly the economy will flourish when regulated least as the radicalsShow MoreRelatedCompare and Contrast Different Structure of Organisation and Culture964 Words   |  4 Pagesbusinessballs.com Section 1 Understanding the relationship between organisational structure and culture You will need to: ï‚ · compare and contrast different organisational structures and culture Here you need to briefly describe the different types of organisational structure, and what different types/formats of culture can be found in organisations, and then compare and contrast them – what causes/creates each type, and positive factors / negative factors of each. ï‚ · explain how the relationship betweenRead MoreReaction Paper675 Words   |  3 Pagestopics in a different manner. Not everyone is going to have the exact same view on a particular subject. There are however, three major categories in which people might choose to approach topics. 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Profit generating and control may be the main reasons of these approaches, but they also carry an important characteristic in how society understands â€Å"the relationships between culture, society and economy.† (Hesmondhalgh, 2007, p.6) Many compare and contrast on whetherRead MorePersonal Statement On Family Therapy1246 Words   |  5 PagesFamily Therapy can be implemented in a different ways in a program that provides a facet of services, but it’s imperative that the approaches used are appropriate for the individual or families utilizing services. Functional Family Therapy is used to help deal wi th substance abuse in families but can also be used to assist with behavioral issues in children. A well rounded family service program can not only use this one approach but utilize other approaches to meet the needs of the population beingRead MoreThe Sociological Theory Of Weber And Emile Durkheim1520 Words   |  7 Pages‘division of labour’. 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Ordering is all the time practised by people andRead MoreAssess the Individual in a Health and Social Care Setting Essay662 Words   |  3 Pageshealth and social care setting Compare and contrast the range and purpose of different forms of assessment The assessment process is the back bone to any package of care and it is vital that it is personal and appropriate to the individual concerned. Although studies have found that there is no singular theory or understanding as to what the purpose of assessment is, there are different approaches and forms of assessment carried out in health and social care. These different approaches can sometimesRead MoreSociology WA11747 Words   |  7 Pagesï » ¿A) Compare and contrast the functionalist, conflict, and interactionist theoretical approaches to the study of society. How does each approach view society, the individual, social order, and social change? Your textbook analyzes sports in terms of various perspectives. Using the analysis of sports as a model, analyze the role of television from the functional, conflict, and interactionist approaches. The approach one takes to study a particular subject is called a perspective. There are many subjectsRead MoreComparison with Community Psychology and Public Health1055 Words   |  5 Pagesmonitoring of environmental hazards (website two, 2007).† Both approaches have its own merits that set it apart from the other and similarities that provide common ground from which both can work in tandem. It is the aim of this assignment to compare and contrast CP to PH approach in terms of social problems. Firstly, by providing the premise from which each operates. Secondly, by providing the differences and similarities between these two approaches it is my objective that the strengths and weaknesses of

Dr Martin Luther King Jrs Influence on the Social and...

Few Americans have had as tremendous an influence on the social and political culture of the country as Dr. Martin Luther King, Jr. Kings most formative writings and sermons dated from when he was just a teenager in seminary school (Kuruvila, 2007). Kings character was formed within the forge of the Christian faith. It was from a firm bedrock in Christianity that Kings concepts of morality and spiritual justice sprouted. However, Kings political and social activism also bore roots in the rich soil of philosophy. As Blakely (2001) points out, As Martin moved on to the seminary, he began to pass countless hours studying social philosophers, including Plato, Aristotle, Rousseau, Hobbes, Bentham, Mill, and Locke. Next, Thoreau, Hegel and Marx grabbed Kings attention, as did Reinhold Niebuhr and of course Mohandas K. Gandhi (Blakely, 2001). It was Gandhi who perhaps had the strongest influence on Kings methodologies of civil disobedience. Therefore, Kings theories and methods did not evol ve in a vacuum of American backwardness. King was fighting against the current of racism that gripped the American South, but he did so in an educated and thoughtful manner. Moreover, King drew from the strength of the burgeoning black empowerment and black nationalism movements of leaders as diverse as Marcus Garvey and W.E.B. Du Bois. Martin Luther King, Jr. would synthesize this complex and powerful array of formidable philosophical influences. King is a Christian herald because heShow MoreRelatedEssay His 135 Week 9 Final Project3576 Words   |  15 Pagesmostly the bad times like the wars, the civil rights movements, President Kennedy’s and M. L. King Jr’s associations, just to name a few. In this paper I will discuss those and more going into the start of the 21st century. The previous five decades consisting of the 1950s into the millennium happened during the U.S. History equally turbulent, but exciting. There also were numerous transformations within social, governmental, plus technological sections, but the WWII era currently seems rather prehistoricRead MoreThe Role Of Music Festivals On The Inner City Muslim Action Network ( Iman ) Essay2375 Words   |  10 PagesIn Iranian jails, artists, musicians and filmmakers are held as prisoners on charges of â€Å"insulting Islamic sanctities† through their work. Coordinated by Amnesty International, the #FreeArtists social media campaign was recently launched to secure artists’ release. Considered the â€Å"nail in the coffin for freedom of expression in Iran,† the imprisonment of these artists was an attempt by Iranian authorities to silence what was considered sacrilegious rhetoric in their works. For most Americans, the

Quadratic Equation and Marks Free Essays

Tak Nga Secondary School 2010-2011 Mid-year Exam Form 4 Mathematics (Paper I) Time allowed: 1 hour 15 minutes Class:________ Name:__________________( ) Marks: ________/ 60 Instructions: 1. Write your name, class and class number in the spaces provided on this cover. 2. We will write a custom essay sample on Quadratic Equation and Marks or any similar topic only for you Order Now This paper consists of THREE sections, A(1), A(2) and B. Each section carries 20 marks. 3. Attempt ALL questions in this paper. Write your answers in the spaces provided. Supplementary answer sheets will be supplied on request. Write your name and class number on each sheet. 4. Unless otherwise specified, all working must be clearly shown. . Unless otherwise specified, numerical answers should either be exact or correct to 3 significant figures. 6. The diagrams in this paper are not necessarily drawn to scale. Page 1 of 9 Section A(1) (20 marks) 3n ? 5m =4. 2 1. Make n the subject of the formula (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ___________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ 2. Calculate (? 3 + 5i ) ? (2 + 7i ) . 4 + 8i (6 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ___ _________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _____________________________ _______________________________ ___________________ Factorize (a) 2r 2 + 20r + 50 , (b) r 2 + 10r + 25 ? s 2 . (4 marks) ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ _______ ____________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ Page 2 of 9 3. 4. If f ( x) = x 2 ? 1 and g ( x) = 3 x + 2 , find the value of 2 f (0) + 3 g (1) . (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ _________________ ___________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ 5. Solve the equation 1 2 x ? = 3 by the quadratic formula. (Give the answer in surd form. ) 2 (4 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ __________________ __________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _____________________________________________ _______________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ Page 3 of 9 Section A(2) (20 marks) 6. In the figure, the straight line passing through A and B is perpendicular to the straight line passing through A and C, where C is a point lying on the x-axis. (a) Find the equation of the straight line passing through A and B. (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ______________________________________ ______________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ (b) Find the coordinates of C. 3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _________________ ___________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ Page 4 of 9 (c) Find the area of ? ABC. (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ______________ _____ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ 7. Consider the function f ( x) = x 2 + bx ? 20 , where b is a constant. It is given that the graph of y = f (x) passes through the point (5, 10). (a) Find b. 2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _____________ _______________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ (b) Let k be a constant. If the equation f ( x) = k has two distinct real roots, find the range of values of k. (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ________________ ____________________________________________ ___________________ ____________________________________________________________ __________________ Page 5 of 9 8. Suppose P(x) = 2 x 3 ? (h ? 1) x 2 ? 18 x + k . P(x) is divisible by (2x + 1). When P(x) is divided by (x – 2), the remainder is – 40. (a) Find the values of h and k. (4 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _________________________ ___________________________________ __________________ ____________________________________________________________ ___________________ (b) Factorize P(x) completely. (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ___________ _________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ Page 6 of 9 Section B (20 marks) 9. It is given that ? and ? are the two roots of the equation 2Ãâ€"2 + 8x ? = 0, where ? ?. (a) Write down the values of ? + ? and . (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ (b) Find the value of each of the following expressions without solving the equation. (i) ? 2 + ? 2 (ii) ? ? ? (iii) ? 2 ? 2 (6 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________ ________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ __________________ __________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ (c) Form a quadratic equation with roots ? 2 + ? 2 and ? 2 ? ? 2 . (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ________________________________________________ ____________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ Page 7 of 9 10. It is given that f ( x) = ? 2 x 2 ? 6 x + c . The graph of y = f ( x) cuts the x-axis at A and B and also cuts the y-axis at C(0, 20). (a) Find the value of c. (1 mark) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ (b) Find the coordinates of A and B. (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ___________________________ _________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ (c) Find the area of ? ABC . (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ______________ ______________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ Page 8 of 9 (d) By the method of completing square rewrite the equation y = f ( x) in the form y = a( x ? h) 2 + k . Find the vertex of the graph and axis of symmetry of the graph. (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________ ________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ______________________________________ ______________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ (e) Find the domain and co-domain of f(x). 2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________ ________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ END OF PAPER Page 9 of 9 How to cite Quadratic Equation and Marks, Papers

Annotated Bibliography Sudhir Venkatesh Essay Example For Students

Annotated Bibliography Sudhir Venkatesh Essay English 102 March 23, 2010 Annotated Bibliography Introduction: In Gang Leader for a Day, the author Sudhir Venkatesh has introduced himself to the culture of the Robert Taylor Homes of Chicago. In this experience Venkatesh meets his primary informant J. T. who shows Sudhir how the community operates. Sudhir is an ethnographer who is conducting qualitative research on the community that makes up the Robert Taylor Homes. J. T. is one of the many primary leaders for the Black Kings who has taken in Sudhir knowing his purpose for hanging around a treacherous community as an outsider. Venkatesh has spent several years in conducting research of the community and interviews of the residents. The process in which the ethnographer collects their information can be done in numerous ways. Some concerns do arise when looking at the how the researcher does interact with the subjects of the study. A particular concern that does come to mind is; how close is to close for the ethnographer? At what extent has the researcher gone beyond the legal limits of obtaining information? For example with Venkatesh in Gang Leader for a Day is it to far when Sudhir rides along while his key informant is conducting gang activity? Currently in Ethnography it is hard to define the way an ethnographer is supposed to interact with their subjects in their fieldwork process. Many ethnographers are expanding on the way they interact with individuals in who can provide information on the subject at hand. Currently ethnography’s primary means of collecting information is still done through participant observation and conducting key informant interviews. Which still gives a generous deal of information to the researcher but another way to become informed of a culture is becoming immersed into their world. For an ethnographer to do this they may need to feel like they fit in, start doing activities that the ones being researched take part in. Also the researcher may change the way they look to be accepted into a foreign lifestyle to gain access to key information. The sources included provide multiple outlooks on the way ethnography is conducted. Some ethnographers like Katherine Irwin and Karen Lumsden took the approach of trying to get in deep with their sources to uncover the information they are looking for. While other professionals in the field of ethnography take a more stand back approach to see what takes place in there setting to reveal an understanding for the society they are observing. Blackman, Shane J. Hidden Ethnography: Crossing Emotional Borders in Qualitative Accounts of Young Peoples Lives. Sociology 41. 4 (2007): 699-716. Shane Blackman was a scholarship student at the Institute of Education, University of London where he received his PhD in 1990. Shane has conducted research into sociological and ethnographic aspects of young people’s culture. Blackman has written several books, his latest titled Chilling Out: the cultural politics of substance consumption, youth and drug policy. A major part of ethnography is hidden ethnography, which is empirical data that is not released because it may be considered to controversial. This article explores the aspect of how an ethnographer explores the environment of his subjects to reveal the truth of their lifestyles to gain a better understanding. In Blackman’s fieldwork he explores low-income areas to understand what lead people to live in the conditions they currently do. He also studied a group of young woman named the new wave girls, who are aged between 16 to 17. Blackman’s social skills allowed him to connect with his participants on an intimate level, which proved to be beneficial in his work. Professor Blackman used his own subjectivity, through cultural identity to create bonds with people, which allowed his participants to open up and expose themselves to his research. From this approach Blackman is able to ask questions for what he is looking for in his fieldwork. This approach by Blackman is a good approach to gain access to the information the researcher is looking for. But also goes against guidelines established by the British Sociological Association, which state to the researcher that the subject should be reminded that they are taking place in a study and are the subjects of the material. Blackman states in his article to be against this guideline saying it can limit the about of information the ethnographer can receive. This method goes against Julia Davidson’s approach saying the subject can forget that they are objects to a study and that it is professional to ask for consent several time throughout the research and fieldwork. Davidson, Julia OConnell. If no means no, does yes mean yes? Consenting to research intimacies. History of the Human Sciences 21. 4 (2008): 49-67. In the article â€Å"If no means no, does yes mean yes? † by Julia Davidson she discusses the argument of people being studied by ethnographers are tuned in to objects and consumed by the readers. Julia Davidson is a Professor in Sociology at the University of Nottingham in the United Kingdom. Over the past 15 years she focused her attention at prostitution and the different aspects that surrounds this culture. In this article by Professor Davidson she was introduced to a lady Desiree that runs a brothel in the UK where the prostitution is not illegal. Over the period of nine months Professor Davidson spent one day a week at the brothel as a receptionist where she was able to interact with the customers and with Desiree the owner. The brothel is where her fieldwork was done, where she conducted interviews and interacted with clients. Professor Davidson focused on the aspect of the relationship she developed with her informant. Consent with the people being researched was very important to Davidson because she wanted the subjects to understand that being researched can change your life after it is published. With the complete understand from Desiree that she is now the subject of her study they formed an intimate relationship that lasted for several years. This qualitative research relates with Lumsden’s fieldwork by addressing how to relate with the subjects. Both ethnographers were introduced in the their subjects culture from another person that was already linked to them. Over time they established themselves in the society to break past the fronts the subjects put up. This allowed for in-depth experience for the researcher to move in close to their subjects. The difference between Lumsden and Davidson’s work is Davidson established consent with the subject over and over again while Lumsden was trying to fit in with the crowd. This allowed Davidson to obtain information easily from the source while Lumsden was struggling to get the information she was looking for. Emerson, Robert M. Ethnography, interaction and ordinary trouble. Ethnography 10. 4 (2009): 535-548. In â€Å"Ethnography, interaction and ordinary trouble†, the author Robert Emerson questions if macro-issues can cause interference of the quality of fieldwork in ethnographic research. Robert Emerson is a Professor Emeritus of sociology at the University of California, Los Angeles. His primary focus is in the study of ethnography and field research methods. Emerson has written his own book titled Contemporary Field Research: Perspectives and Formulations (2001) also co-authored Writing Ethnographic Fieldnotes (1995). In this article Emerson looks at the relationship between two roommates in college and analyzes the ordinary issues that arise. According to Emerson students tend to focus on the big factors of the research and do not pay enough attention to detail on ordinary occurrences. Trifles EssayLumsden was curious about this culture and wanted to see what it was like for the woman involved with these car races and how woman interacted in a male dominate atmosphere. After spending over a year on the inside Karen has had multiple situations where because she was a woman she was discriminated against. One instance that stood out the most for Karen was when she was trying to park her car in a line for a photograph the group was trying to take. When she was backing into her spot for the photo she could not properly position her car. Another woman came to Karen asking if she would like some help parking. While others on the side started to comment on the situation one person said loud enough for Karen to overhear: don’t ask a woman to do another woman’s job. Lumsden discovers that since she is a woman she is open to opportunities of mistreatment from the males. The other female members of the group who were active participants in the culture also adopted the male traits and were no longer the subjects to scrutiny. It could be argued that ethnographers should not be worried about fitting in with the culture or the group being studied. However, conducting participant observation would be much more difficult for the researcher who could not build positive relationships with the subject or the group. Karen Lumsden study of boy racers relates strongly with Katherine Irwin’s study in the tattoo culture. Both cultures seem to be male dominant and being a woman studying the culture creates a more challenging situation for the researchers. Women have to be accepted into the group before others open up to the researcher. Being a female ethnographer can have many limitations placed on them in terms of behavior. A woman who engages in a culture in such ways could be seen as stepping out of line and could create socially uncomfortable situations. James F. Short, Jr, and Hughes Lorine A. Urban ethnography and research integrity: Empirical and theoretical dimensions. Ethnography 10. 4 (2009): 397-415 James Short is a professor at Washington State University and is currently Instructor to Professor Emeritus of Sociology, from 1951-present. Professor Short has held several academic positions to date after graduating from the University of Chicago with a PhD in 1951. In this article by Short and Hughes it is argued that quantitative data is more important then qualitative data because it has a more developed system of keeping accurate records then qualitative research. Professor Short looks at the work of others in the social science field of ethnography and the integrity of the work. Integrity is critical to the ethnographer in recording information from fieldwork because if a researcher only sees a bias view the work is more focused on interactions about an individual and not observing the culture and how they operate in society. Short and Hughes conducted a study with several gangs including adults and children also with non-gang members to view the integrity of quantitative research verses qualitative research. The three-year study included fieldwork of participant observation to interviews of the study group. The study concludes that ethnographic data integrity is critical to the development of social sciences. Both quantitative and qualitative research is important to ethnographers, but quantitative research when done properly is more universally recognized in the field. It has been recognized that ethnography is a very contentious field and that integrity to research is critical. When related to Katherine Irwin’s Into the Dark Heart of Ethnography† she conducts qualitative research with her subjects. During the course of her study she was confronted with many situations that she did not know how to handle. Because of that she lost her marriage with her husband that she truly fell in love with during the course of the research. Qualitative and quantitative research are effective ways to conduct research and with both done correctly and professionally ethnography can reveal interesting aspects of society. Conclusion On one occasion J. T. lets Mr. Venkatesh get a taste of power and the problems that come with being a gang leader. He allows him to make the daily rounds of the platoons under his command, six-man crews that deal in crack cocaine and try to sort out the petty squabbles and mistakes endemic in a criminal enterprise comprising 250 underpaid, uneducated and violent soldiers. Without question, Venkatesh is dazzled by J. T. and seduced by the gang life. He maintains enough distance, however, to appraise the information he is given and to build up, through careful observation, a detailed picture of life at the projects. Venkatesh used participant observation to compile most of his information also conducting interviews with many of the residents. His proper use of observation gained him key interviews with informants that explained the story of the Robert Taylor Homes and the community that surrounds the homes. When comparing Sudhir’s style of ethnography to others in the field like Karen Lumsden, Sudhir’s approach was done well. Every so often he and J. T. would talk about his research project and J. T. understood that he was under observation for Sudhir’s school project. When Venkatesh introduced himself into the community he did not try to fit in like Lumsden. Sudhir kept his same personality and did not state that he changed his style of clothing to fit in with the gang. Lumsden did do this and it created a barier between her and her subjects limiting the amount of interaction that focused on her research. A valid point that Mr. Gans brings up is when a researcher becomes immersed into the fieldwork; some researchers try to turn the subjects of their study into friends. An example of this is when Katherine Irwin marries her key informant. She states that she truly loved him for who he was, Irwin still did not allow herself distance from her informant which caused problems while she was trying to conduct her research. When researchers fail to distance themselves from their informants the rules of qualitative reliability and validity are sidestepped, It becomes much harder for sociologists and the readers to trust their work that was completed. Works Cited Blackman, Shane J. Hidden Ethnography: Crossing Emotional Borders in Qualitative Accounts of Young Peoples Lives. Sociology 41. 4 (2007): 699-716. Academic Search Premier. EBSCO. Web. 4 Mar. 2010. Davidson, Julia OConnell. If no means no, does yes mean yes? Consenting to research intimacies. History of the Human Sciences 21. 4 (2008): 49-67. SocINDEX with Full Text. EBSCO. Web. 1 Mar. 2010. Emerson, Robert M. Ethnography, interaction and ordinary trouble. Ethnography 10. 4 (2009): 535-548. SocINDEX with Full Text. EBSCO. Web. 1 Mar. 2010. Gans, Herbert J. Participant Observation in the Era of `Ethnography. Journal of Contemporary Ethnography 28. 5 (1999): 540. Academic Search Premier. EBSCO. Web. 17 Mar. 2010. Irwin, Katherine. Into the Dark Heart of Ethnography: The Lived Ethics and Inequality of Intimate Field Relationships. Qualitative Sociology 29. 2 (2006): 155-175. SocINDEX with Full Text. EBSCO. Web. 16 Feb. 2010. Lumsden, Karen. Dont Ask a Woman to Do Another Womans Job: Gendered Interactions and the Emotional Ethnographer. Sociology 43. 3 (2009): 497-513. SocINDEX with Full Text. EBSCO. Web. 1 Mar. 2010. Short, James F. Jr, and Hughes Lor ine A. Urban ethnography and research integrity: Empirical and theoretical dimensions. Ethnography 10. 4 (2009): 397-415. SocINDEX with Full Text. EBSCO. Web. 1 Mar. 2010.