The Case of the Off-Rhythm Bongo Player Essay Example | Topics and Well Written Essays - 2000 words

The Case of the Off-Rhythm Bongo Player - Essay Example As clarified by Jason Bardi reports from the Scripps Institute, calcium is a subsequent envoy and controls a wide range of intracellular procedures, including quality articulation inside cells. (Bardi, 2004) and the exchange or spread of this edginess to a neuronal system, showed as electro-realistic and clinical seizures, happens through synaptic transmission. (Wellmer J, Su H, Beck H, Yaari Y and Eur J Neurosci, 2002) The impact on particle channels and impact on edge are unmistakable as in local calcium channels have been ordered by both their electrophysiological and pharmacological properties and are commonly separated into low-limit (T-types) and high edge (L-, N-, P/Q-and R-types). The L-, N-, P/Q-and R-type channels commonly initiate at layer possibilities close - 30 mV and show different motor, voltage-needy and pharmacological properties.1 The accessibility of explicit pharmacological specialists focusing on the high edge channels has allowed explanation of a large number o f their physiological capacities. The T-type calcium channels depict a class of atoms that momentarily initiate at moderately negative possibilities (- 60 mV) and for which a general absence of high-fondness specific blockers has made their precise physiological commitments fall behind those of the high-voltage actuated isoforms (Snutch, 2005) The impact on Bado's muscles including the hurting, jerking and shivering fingers depends on how the calcium intercedes choking and unwinding of veins. This incorporates those edgy cells which controls the nerve driving forces like those happening in his jerking fingers. All the more conclusively clarified by Jane Higdon of the Linus Pauling Institute at Oregon University, calcium assumes a job in interceding the narrowing and unwinding of veins (vasoconstriction and vasodilation), nerve motivation transmission, muscle compression, and the emission of hormones, for example, insulin. Volatile cells, for example, skeletal muscle and nerve cells, contain voltage-subordinate calcium diverts in their cell films that take into account quick changes in calcium fixations. For instance, when a muscle fiber gets a nerve drive that invigorates it to contract, calcium diverts in the cell layer open to permit a couple of calcium particles into the muscle cell. These calcium particles tie to activator proteins inside the cell that discharge a surge of calcium particles from capacity vesicles inside the cell. The official of calcium to the protein, troponin-c, starts a progression of steps that lead to muscle withdrawal. The authoritative of calcium to the protein, calmodulin, enacts compounds that breakdown muscle glycogen to give vitality to muscle compression. (Higdon, 20 03) As clarified in the accompanying pains, cell edginess and consequences for the skeletal muscle are examined: a) Hyperkalemia: In intense hyperkalemia, the proportion of intracellular to extracellular K+ is diminished. The hole between the resting layer potential to the edginess limit is diminished and the nerve conduction is started all the more without any problem. On the off chance that this proceeds with it advances to shortcoming of muscles. Continuous hyperkalemia, as in

Law Sample Essay - Personal Statement

All candidates must present an individual articulation with the application structure. This is your chance to introduce yourself, your experience, your encounters, and your plans to the Admissions Committee. You might need to expound on your scholarly advantages, your profession objectives, your accomplishments, your family foundation, or your contribution in your community.The TransitionOnce in some time I am drawn closer by past research partners who heard that I got out, as a few of them put it, and who need to know how I took care of the switch. Some of them have no clue that individuals with science foundations have alternatives other than research and educating, and many are disheartened by the idea that they would need to leave their dearest science in other to participate in those exercises. A few of them have called me from home to pose these inquiries, inspired by a paranoid fear of being caught at the laboratory.The first thing I let them know is that there is unquestionab ly more to science than the seat. I myself entered the science field as an undergrad, when I decided to contemplate veterinary microbial hereditary qualities. I worked in the research center of Dr. William Sischo, a disease transmission expert who represented considerable authority in calculating however who required specialized help with field examining and research center work to create the information. Dr. Sischo imparted in me a powerful urge to learn and try in hereditary qualities. I was intrigued by the numerous ways hereditary qualities can be utilized to help see how or why certain organic capacities happen, and I thought about how I could utilize my insight into hereditary qualities to profit society.After I got my four year certification in scientific studies qualification, I proceeded to graduate school acquiring an ace of science qualification low maintenance while working all day occupations in a few well-build up inquire about organizations. I delighted in both doctor al level college and working in the lab. I additionally took in the right vocation way †a scholarly situation at a decent research college †was what we should deeply desire. All the more explicitly, scholastic labs were worthy, yet working in industry, even to do inquire about, was for the most part viewed as selling out. I accept this disposition has loose to some degree from that point forward, since awards and occupations have gotten more earnestly to make sure about and tenured positions do not have the security they once possessed.It was during my alumni contemplates that I started to scrutinize my objectives and the presumptions they depended on. I was getting progressively discontent with the bearing my profession was going, and I started to scrutinize my capacities and inspiration. At long last, when I heard myself mumble for all to hear I dont need to accomplish seat work perpetually, I sat up and paid heed. I concluded that notwithstanding my preparation, and des pite the fact that I despite everything cherished science, inquire about was not directly for me.I needed a profession, or if nothing else a vocation first of all, that esteemed my advanced education and preparing, and that was a superior fit for my aptitudes and future aspirations. I concluded I would do best with an occupation that was remotely determined either by cutoff times or by the requirements of others; what's more, I needed to talk, compose, and additionally assess science all in all instead of spotlight on one specific part of an examination project.As a sub-atomic geneticist, I had infrequently associated with the patent office at SmithKline Beecham Pharmaceuticals on the side of my managers patent applications. They took a shot at an assortment of licensed innovation issues in various logical orders that were important to the organization. I understood then that I could utilize my science foundation as a patent attorney.Earlier this year, I acknowledged a proposal to f ill in as a patent operator in the Corporate Intellectual Properties Department at SmithKline Beecham. The activity includes composing and indicting patent applications, which thus requires expansive information on both science and law. I before long understood that, so as to turn into a viable patent specialist, I should turn out to be personally familiar with U.S. patent law. Since SmithKline Beecham is a global organization, I have likewise taken in a lot about universal patent law with the goal that I can aid outside arraignment of SmithKline Beechams licenses. At the point when I previously began the activity, it happened to me that my expectation to absorb information was a bluff with a shade, and I was at the base looking up.I was incredibly fortunate to get a new line of work very quickly following graduation last January. Be that as it may, this open door was not inconvenience free, there were extra dangers to consider at the time I settled on the choice to change. Our orga nization was in dealings to converge with another universal pharmaceutical organization, GlaxoWellcome Pharmaceuticals. As subtleties of the merger were discharged, we were educated that the greater part regarding the cash spared in the merger would have been put once again into research and revelation. At the end of the day, due to the patent applications that I draft and arraign, my activity as a patent specialist will assume a fundamental job in the creative procedure in the new organization. Day by day association with innovators stays up with the latest with forefront innovation in the biotechnology field. As my work advanced, I realized I had settled on the correct choice, and I have never looked back.In October, I took the perplexing patent bar assessment. My assurance to remove the assessment straight was to turn into an enlisted patent specialist under the watchful eye of entering graduate school, with the goal that my scholastic examinations won't endure while I endeavor t o adjust a profession and my training. I am currently wanting to finish the vocation change throughout the following four years by going to graduate school at Villanova University and turning into a patent lawyer. Half a month prior, I was offered the chance to move to our new research office in North Carolina, however declined the proposal in order to attend Villanovas law program, which is all around regarded among the different pharmaceutical organizations on the East Coast for its licensed innovation education.Intellectual property is an essential advantage for our organization, and I take producing and ensuring these benefits truly. A significant an aspect of my responsibilities includes interpreting science for lawyers and patent law for researchers. I likewise must have the option to comprehend another outcome rapidly enough to get a handle on what the particular creation is and pose further inquiries which permit me to distil the innovation down to its exposed pith. Associat ion is likewise key †this is something I learned as an issue of self-conservation, since this is a cutoff time driven, and now and then emergency driven, job.I now accept that my activity as a patent operator isn't a break with the past; rather, it is an energizing, elective continuation of my profession as a researcher. The patent applications that I draft and arraign make me a basic piece of the innovative procedure at SmithKline Beecham. Moreover, my cooperations with creators consistently stay up with the latest with the most recent innovation. Not very far in the past, when I started inquire about as an undergrad, I thought about what sway I would have on the advancement of new logical information. Through my work as a patent operator, I realize that I am a key member in the advancement of logical progress.I still run into colleagues from my examination days who ask me for what reason I left science. I am snappy to sort them out. I may not get my hands wet, however I use u nquestionably a greater amount of my instruction and preparing than I could possibly do at the seat, and I am a lot of still in science. I solidly accept my encounters in science and patent indictment will permit me to be an innovative and contributing individual from Villanova University, both as an understudy and as a future lawyer speaking to accomplishment.

Program Assistant Introduction Niara Valerio COLUMBIA UNIVERSITY - SIPA Admissions Blog

Program Assistant Introduction Niara Valerio COLUMBIA UNIVERSITY - SIPA Admissions Blog Niara Valerio, 2nd year MPA IFEP GPP student Class has officially started for the 2018-2019 academic year! With this semester, we have a brand new group of program assistants who will be assisting the SIPA Office of Admissions. Well be featuring our new PAs over the next couple of weeks. For todays post, lets give a warm welcome to Niara Valerio! Niara is a current graduate student at Columbia University studying International Finance and Economic Policy with a specialization in Gender and Public Policy. Niara grew up in New York City and completed her undergraduate degree at Harvard University where she studied Economics and Government. Prior to enrolling at SIPA, Niara worked as an Investment Intern at Women’s World Banking Capital Partners and served as Economic Affairs Adviser to the Permanent Observer Mission of the African Union. Niara has a strong interest in women’s economic empowerment and hopes to work for either a venture capital or private equity fund after graduation. She recently started her own ed-tech company, Purpose Tutors, which provides test prep and mentorship to underserved students in the South Bronx. Her hope is to gain the experience to one day start her own fund to invest in female and minority led companies. What were you doing before you came to SIPA? I was working as an Economic Affairs Advisor at the Permanent Observer Mission of the African Union to the United Nations. What attracted you to SIPA and Columbia University? I wanted to come to SIPA because I was attracted to all the different course offerings and how international the school is. I was especially interested in the Gender and Public Policy Specialization. My focus is on Women’s Economic Empowerment and I wanted to attend a school that allowed me to pursue my interests in both finance and gender. Have you taken classes at other Columbia Schools? Yes, I’ve taken several courses outside of SIPA, I took a class at the Mailman School of Public Health “Public Health and Abortion Policy” and one at the Institute for Research in African-American Studies (IRAAS), “Gender, Sexuality and Labor in the Caribbean.” I really valued the opportunity to get to know other students and professors within the Columbia community and outside of SIPA. Did you choose to attend SIPA to change careers, or to gain experience in a career path you already had experience in? A little bit of both, I already had some exposure to finance and economics prior to attending SIPA but I wanted to get more experience in Gender and Public Policy. I think SIPA is a great place to blend different interest areas because the course offerings are so diverse. You can really tailor your coursework to suit your own interests. How did you obtain your internship? My internship last year was with Accion EAST in their SBA Lending division, I actually applied via SIPA Link and heard back pretty quickly, I was offered the position on the spot, but I think I was very lucky in that regard, that doesn’t usually happen. What has been the best part of your SIPA experience? The people I’ve met for sure! I think SIPA attracts a really dynamic, interesting group of people with unique perspectives; you have the opportunity to be exposed to so many different cultures and backgrounds. I definitely appreciate how much I’ve learned from my classmates. [Photo courtesy of Niara Valerio]

Essay about A Freudian Reading of Oedipus Rex and Antigone

A Freudian Reading of Oedipus Rex and Antigone In Civilization and Its Discontents, Freud postulates that the chief source of conflict within the human psyche is between the id, ego, and superego. The id contains all of the primal urges of a person, such as rage, sex, or violence, and these drives are projected onto the ego, which is the source of rational thought. Hence, many of our conscious thoughts are affected by these urges. Since in a civilized society, many of these compulsions, such as the tendency towards violence and casual mating, are unacceptable, a mechanism is needed to keep these thoughts in check. The superego serves this function by restraining the ego, and it accomplishes this by reversing these primal drives†¦show more content†¦The third cause is the least recognized but contributes the most to human unhappiness. Here we see a parallel to the belief in Sophocles that a single cause of injustice - Oedipus being a murderer - can pollute the whole city. In modern times, this is reflected by the demands of society in straitjacketing humans, who have nowhere for their animal urges to exist peacefully and must therefore feed on their own psyche. Freud formulated a theory he called the pleasure principle, in which humans strive after happiness; they want to become happy and remain so. Later, Freud revised this principle into the reality principle, which states that humans must accept some unhappiness as it is their due. This principle is in force when a man thinks himself happy merely to have escaped unhappiness, and so he has no time for happy experiences because he is too busy trying to avoid suffering. This leads Freud to conclude that there must be a Death instinct in humans, as a way of achieving the most happiness possible - that is, by not existing at all, humans are in fact happier than they would be alive. This is Freuds explanation for the process of overcoming the ancient problem of humans having no control over their thoughts - even when one does happen to have a smidgen of control, most of the time it turns out to be illusory.

CMNS 301 Final Essay Studying Media In The Context of...

CMNS 301 Tuesday, November 26th 2013 Final Essay After reading â€Å"Adolescent Room Culture: Studying Media in the Context of Everyday Life† by Jeanne Steele and Jane Brown, study the uses and gratifications of literature. Have a look at your life. Where do practice and theory seem to match up, and where do they pass like ships in the night? Keep a â€Å"media uses and gratifications† diary for you and your family or friends for a week. Use the diary as raw material for your study. Organize the diary to deliver information about questions you want answered. †¨Ã¢â‚¬ ¨Can you apply Steele and Brown to what you have observed, or do you need to modify their model? Can you think of a better representation? How will you construct your model? Which†¦show more content†¦co-construction of meaning). These theories will be useful in determining my underlying motivations behind my choice of media and content and how my experiences help shape the meaning I provide to the former. Although I have a very active lifestyle, media does consume the largest portion of my time. For the sake of this analysis, the table above simply refers to the television shows and movies I watched throughout a week, however it is important to note that in addition, all time spent of the phone, computer, reading and listening to radio also comprise of media consumption. Steele and Brown Model This proposes the following assumptions: Individuals are selective in their media choices Individuals are creative in their interpretations of media content Individuals are active users of media material2 In order to test these suppositions, the researchers undertook several room cultures studies to examine, monitor and evaluate adolescent media consumption habits. This resulted in the following model, which conceptualizes the three most significant dimensions of mass media uses and effects.3 This model serves to illustrate that media â€Å"is an integral part of the continuous process of cultural production and reproduction that characterizes everyday life.† (Steele, 556) This means that the media serves to shape values, as well as reinforce existing values and meaning that individuals attribute to their everydayShow MoreRelatedBenchmarking1075 Words   |  5 PagesChapter 1 – Mass Communications: A Critical Approach Culture and the Evolution of Mass Communication * Culture * can be narrowly associated with art – forms of expression such as music or painting that provide enlightenment or insight * can also be viewed as a broader category that includes the entire spectrum of ways that people express themselves at particular historical times * including art, beliefs, customs, games, technologies, traditions, and institutions Read Moreculture and socialization Essay1533 Words   |  7 Pages Socialization can be defined as the process by which people learn to become members of a society (Tepperman Curtis, 2011, p.58). Thus, the socialization process of an individual starts from birth and continues throughout life. The period of socialization helps an individual to develop feelings, perceptions, learn the basics of social interaction and also learn to recognize and respond socially to parents and other important people in their lives (Tepperman Curtis, 2011, p.58). AccordingRead MoreEssay studying media1100 Words   |  5 Pagesexperience, comes to us through the media. Media studies gives us the tools to respond thoughtfully and critically to media content, and recognise media productions as deliberate constructions rather than windows on reality. The ‘mediated’ society in which we live, is heavily shaped by the transfer of information. Many of our values, our ideas, and our knowledge of the world come from beyond our individual daily or immediate experience, usually via the media. 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Revolution in Communication Free Essays

As a technology, it is called multimedia. As a revolution, it is the sum of many revolutions wrapped into one: A revolution in communication that combines the audio visual power of television, the publishing power of the printing press, and the interactive power of the computer. Multimedia is the convergence of these different professions, once thought independent of one another, coming together to form a new technological approach to the way information and ideas are shared. We will write a custom essay sample on Revolution in Communication or any similar topic only for you Order Now What will society look like under the evolving institutions of interactive multimedia technologies? Well, if the 1980†³s were a time for media tycoons, the 1990†³s will be for the self-styled visionaries. These gurus see a dawning digital age in which the humble television will mutate into a two-way medium for a vast amount of information and entertainment. We can expect to see: movies-on-demand, video games, databases, educational programming, home shopping, telephone services, telebanking, teleconferencing, even the complex simulations of virtual reality. This souped-up television will itself be a powerful computer. This, many believe, will be the world†s biggest media group, letting consumers tune into anything, anywhere, anytime. The most extraordinary thing about the multimedia boom, is that so many moguls are spending such vast sums to develop digital technologies, for the delivering of programs and services which are still largely hypothetical. So what is behind such grand prophecies? Primarily, two technological advances known as digitization (including digital compression), and fibre optics. Both are indispensable to the high-speed networks that will deliver dynamic new services to homes and offices. Digitization means translating information, either video, audio, or text, into ones and zeros, which make it easier to send, store, and manipulate. Compression squeezes this information so that more of it can be sent using a given amount of transmission capacity or bandwidth. Fibre-optic cables are producing a vast increase in the amount of bandwidth available. Made of glass so pure that a sheet of it 70 miles thick would be as clear as a window-pane, and the solitary strand of optical fibre the width of a human hair can carry 1,000 times as much information as all radio frequencies put together. This expansion of bandwidth is what is making two-way communication, or interactivity, possible. Neither digitization nor fibre optics is new. But it was only this year that America†s two biggest cable-TV owners, TCI and Time Warner , said they would spend $2 billion and $5 billion respectively to deploy both technologies in their systems, which together serve a third of America†s 60m cable homes. Soon, some TCI subscriptions will be wired to receive 500 channels rather than the customary 50; Time Warner will launch a trail full-service network in Florida with a range of interactive services. These two announcements signaled the start of a mad multimedia scramble in America, home market to many of the world†s biggest media, publishing, telecoms and computer companies, almost all of which have entered the fray. The reasons are simple: greed and fear: greed for new sources of revenue; fear that profits from current businesses may fall as a result of reregulation or cut-throat competition. Multimedia has already had a profound affect on how these businesses interact with one another. Mergers such as Time Warner, Turner Broadcasting, and Paramount have set the stage. These companies continue the race to be the first to lay solid infrastructure, and set new industry standards. Following in the shadows will be mergers between: software, film, television, publishing, and telephone industries, each trying to gain market share in the emerging market. So far, most firms have rejected the hostile takeovers that marked the media business in the 1980s. Instead, they have favored an array of alliances and joint ventures akin to Japan†s loose-knit Keiretsu business groupings. TCI†s boss, John Malone, evokes â€Å"octopuses with their hands in each other†s pockets-where one starts and the other stops will be hard to decide.† These alliances represent a model of corporate structure which many see as mere marriages of convenience, in which none wants to miss out on any futuristic markets. One may wonder how this race for market share and the merging of these corporations will affect them personally. Well, at this point and time, it is hard to say. However, there is some thought in the direction we are headed. The home market, which was stated earlier, has its origins based around early pioneers such as Atari, Nintindo, and Sega. These companies started with simple games, but as technology increased, it began to open up new doors. The games themselves are becoming more sophisticated and intelligent and are now offering some of the first genres capable of attracting and holding an adult audience. Just around the corner looms the promise of interactive television, which threatens to turn the standard American couch potato into the newly rejuvenated couch commando. Through interactive television, which will actually be a combination of the telephone, computer, and television, you will have access to shopping, movies, and other types of information on demand. As this technology increases, it will give way to a form that is known as virtual reality. Imagine, with the use of headgear, goggles, and sensory gloves, being able to actually feel and think you are in another place. For instance, going shopping at a mall could be done in the privacy of your own living room, by just strapping on your headgear. Another break through in the home market is video telephony. These are telephone systems that also broadcast video images. Imagine being able to communicate instantly with voice, picture, and text with a business colleague or a loved one thousands of miles away. Interactive multimedia systems promise to revolutionize education. In a complex world of constant change, where knowledge becomes obsolete every few years, education can no longer be something that one aquires during youth to serve for an entire lifetime. Rather, education must focus on instilling the ability to continue learning throughout life. Fortunately, the information-technology revolution is creating a new form of electronic, interactive education that should blossom into a lifelong learning system that allows almost anyone to learn almost anything from anywhere, at anytime. The key technology in future education is interactive multimedia. The purpose of multimedia in education as in so many other multimedia applications, is to: enhance the transfer of information, encourage participation, stimulate the senses and enhance information retention. Multimedia uses a powerful combination of earlier technologies that constitutes an extraordinary advance in the capability of machines to assist the educational process. Interactive multimedia combines computer hardware, software, and peripheral equipment to provide a rich mixture of text, graphics, sound, animation, full-motion video, data, and other information. Although multimedia has been technically feasible for many years, only recently has it become a major focus for commercial development. Interactive multimedia systems can serve a variety of purposes but their great power resides in highly sophisticated software that employs scientifically based educational methods to guide the student through a path of instruction individually tailored to suit the special needs of each person. As instruction progresses and intelligent systems are used, the system learns about the student†s strengths and weaknesses and then uses this knowledge to make the learning experience fit the need of that particular student. Interactive multimedia has several key advantages. First, students receive training when and where they need it. An instructor does not have to be present, so students can select the time best suited to their personal schedules. Second, students can adjourn training at any point in the lesson and return to it later. Third, the training is highly effective because it is based on the most powerful principles of individualized learning. Students find the program interesting, so they stick with it. Retention of the material learned is excellent. Fourth, the same videodisk equipment can be used to support a variety of training paths. Last, both the training and the testing are objectively and efficiently measured and tracked. Educational systems of this type, offered by IBM under the product labeled Ultimedia, engage students in an interactive learning experience that mixes color movie, bold graphics, music, voice narration, and text; for instance, the program Columbus allows students to relive the great navigator†s voyages and explore the New World as it looked when Columbus first saw it. The ability to control the learning experience makes the student an active rather than a passive learner. Other common systems include Sim City, Carmen San Diego, and a variety of popular multimedia games created by Broderbound Softwarek, one of the biggest companies in this new field. Rather than old drill and kill forms of computerized instruction that bore students, this new entertaining form of education is far more effective precisely because kids get totally immersed in an exciting experience. Classroom computers with multimedia capabilities seem to have sky-rocketed in every faucet of the education arena. From pre-schoolers to college students, learning adapting to this multimedia craze was not hard to do. Teachers and Professors alike share in this technology to plan out their curricular schedules and school calendar. Most will agree that classroom computers seem to have a positive effect on students of the 90†³s. As schools and universities become more technology driven, there will be an even bigger plea for more multimedia enhancements. The 1980†³s witnessed the introduction and widespread use of personal computers at all levels of schooling. During the decade the number of computers used in U.S. elementary and secondary schools increased from under 100,000 to over 2.5 million. A majority of students now use computers and computer software sometime during the school-year, either to learn about computers or as a tool for learning other subjects. By the end of the decade, the typical school had 1 computer per 20 students, a ration that computer educators feel is still not high enough to affect classroom learning as much as books and classroom conversion do. How to cite Revolution in Communication, Papers

Financial Analysis Jiajiafu Modern Agriculture Ltd †Free Samples

Question: Discuss about the Financial Analysis Jiajiafu Modern Agriculture Ltd. Answer: Understanding Financial Statement 1.Jiajiafu Modern Agriculture Ltd is a holding company involved in production and supply of organic vegetables in the China market along with its subsidiary Qingzhou Jiajiafu Modern Agriculture Group Co Ltd. The company is involved in undertaking new innovation in agricultural field through the use of latest technology products in fruit and vegetable farming, harvesting, packing, marketing, supply and distribution. The major products of the company such as tomatoes, chilies, radish etch are sold to wholesale retailers and supermarkets. The company was established in the year 2011 and is headquartered in New South Wales, Australia (pp.09-11). The total share capital of the company is $ 20,823 and its share price is 0.18 AUD $ (Jiajiafu Modern Agriculture Limited, 2016, pp. 56) 2.The name of the auditing firm is BDO Corporate Finance (Jiajiafu Modern Agriculture Limited, 2016, pp.68). 3.As stated in the notes to the financial section of the annual report of the company, its financial statements are prepared on the basis of Australian Accounting Standards Board (AASB) accounting policies and conventions. It has also been declared that the financial information disclosed in the annual report also complies with International Financial Reporting Standards developed by International Accounting Standards Board (IASB). The company has adopted historical cost convention in developing the financial statements as per AASB rules and is measured at fair value at each balance date (Jiajiafu Modern Agriculture Limited, 2016, pp.61). 4.The financial information of the company for the latest two years is stated as follows: FY 2015 FY2016 Total revenue 28,100 17,539 Gross Income 4,051 2,453 Profit before tax 1,094 718 Net Profit after tax 1,094 718 (All financial figures in Australian Dollar) (Jiajiafu Modern Agriculture Limited, 2016, pp.54) 5.The amount of assets for the latest two years is stated as follows: FY 2015 FY2016 Total assets 28,000 42,392 Current assets 11,000 18,914 Non-current assets 17,000 23,478 (All financial figures in Australian Dollar) (Jiajiafu Modern Agriculture Limited, 2016, pp.56) 6.The amount of liabilities for the latest two years is stated as follows: FY 2015 FY2016 Total liabilities 4,770 5,308 Current liabilities 4,070 5,041 Non-current liabilities 0.70 267 (All financial figures in Australian Dollar) (Jiajiafu Modern Agriculture Limited, 2016, pp.56) 7.The inventory is measured at lower cost or at net releasable value as per AASB standards (Jiajiafu Modern Agriculture Limited, 2016, pp.53). 8.The property, plant, equipment is stated at historical cost less accumulated depreciation and impairment. The depreciation is calculated through the use of straight-line basis that involved writing off the net cost of properly, plant and equipment as per their expected useful lives. The reported estimated lives of each of the non-current assets are as follows: (Jiajiafu Modern Agriculture Limited, 2016, pp.63). Buildings and plant facilities 5-50 years Green house 5-20 years Office and other equipment 3-10 years Leasehold improvement over the lease term Motor vehicles 8-10 years 9.The intangible assets reported in the balance sheet include goodwill and intellectual property. The estimated useful life of intangible assets is calculated at cost less amortization and impairment and is reviewed annually (Jiajiafu Modern Agriculture Limited, 2016, pp.63). 10.Ratios Current Ratio: Current Assets /Current Liabilities Year 2015: 2.70 times Year 2016: 3.76 times (Page 54 to 56 of annual report) Debt Ratio: Debt/Total Assets Year 2015: 0.17 times Year 2016: 0.006 times (Page 54 to 56 of annual report) Inventory Turnover Ratios: Cost of Goods Sold/ Average Inventory Year 2015: 40.67 times Year 2016: 150.06 times (Page 54 to 56 of annual report) Days in Inventory: 365 /Inventory Turnover ratio Year 2015: 8.97 times Year 2016: 2.43 times (Page 54 to 56 of annual report) Acid test Ratio: Quick Assets/Current Liabilites Year 2015: 2.557 times Year 2016: 3.75 times (Page 54 to 56 of annual report) Reference Jiajiafu Modern Agriculture Limited. 2016. [Online]. Available at: https://www.jjfma.com/image/zg/JJF%20-%20Replacement%20Prospectus%20(Typeset%20version)-3120109-v1-SYDDMS.PDF [Accessed on: 12 May 2017].

Anne Truitt, Sculptor of Minimalist Form and Color

Anne Truitt, Sculptor of Minimalist Form and Color Anne Truitt was an American artist and writer, known for her work as a minimalist sculptor and, to a lesser extent, painter. She is perhaps most widely regarded for Daybook, a volume of the artist’s diaries, reflecting on the life of an artist and mother. Fast Facts: Anne Truitt Occupation: Artist and writerBorn: March 16, 1921 in Baltimore, MarylandDied: December 23, 2004 in Washington, DC, USAKey Accomplishments: Early contributions to minimalist sculpture and the publication of Daybook, which reflected on her life as both artist and mother Early Life Anne Truitt was born Anne Dean in Baltimore in 1921 and grew up in the town of Easton, on the Eastern shore of Maryland. The stark coastal style- rectangles of colored doors against white clapboard facades- influenced her later work as a minimalist. Her family life was comfortable, as her parents were well-to-do (her mother came from a family of Boston ship owners). She lived happily and freely as a child, though she was not unaffected by the poverty of which she caught glimpses in her town. Later in life, she would inherit a modest sum of money from her family, which financed her art practice- though not so much as to keep finances from being a constant worry for the artist. Truitt’s mother, to whom she was very close, died while Truitt was still in her twenties. Her father suffered from alcoholism, and though she pitied him, she wrote that she â€Å"decided† to love him despite his faults. This strength of will is characteristic of the artist and is seen in her staunch determination to continue in her work, even at times when her money dwindled and her pieces did not sell. After her first year at Bryn Mawr College, Truitt came down with a case of appendicitis, which her doctors handled poorly. The result, Truitt was told, was infertility. Though this prognosis ultimately proved to be false, and Truitt was able to have three children later in life, she attributes her career as an artist to this temporary sterility, largely because her focus was on her art at the time in her life when most women were expected to raise children. Early Career in Medicine After returning to Bryn Mawr to finish her undergraduate degree, Truitt decided to begin a career in psychiatric medicine. She felt a duty to help those who struggled in their lives. Though she was admitted to Yale to begin a Master’s in psychology, she turned down her scholarship and instead began work as a researcher at the Massachusetts General Hospital. Already successful by the age of twenty-four, Truitt had a revelation one afternoon and immediately quit her position. She turned her back on a career in medicine, recounting later that something within her knew she had to be an artist. An Artist's Calling Anne married James Truitt, a journalist, in 1948. The two traveled often, following James work. While living in Cambridge, Massachusetts, Truitt began to take art classes, and excelled in sculpture. When the couple moved to Washington, D.C., Truitt continued her art practice by enrolling in classes at the Institute of Contemporary Art. On a trip to New York in 1961 with her good friend Mary Meyer, Truitt visited the â€Å"American Abstractionists and Imagists† show at the Guggenheim. The experience would ultimately change her career. As she was rounding one of the museum’s famed curved ramps, she came upon a Barnett Newman â€Å"zip† painting and was stunned by its size. â€Å"I had never realized you could do that in art. Have enough space. Enough color, she later wrote. The visit to New York marked a change in her practice, as she transitioned into sculpture which relied on pared-down painted wooden surfaces to convey their subtle impact. The family moved to Japan in 1964, where they stayed for 3 years. Truitt never felt comfortable in Japan, and ended up destroying all her work from this period. Anne Truitts column sculptures.   annetruitt.org The Truitts divorced in 1969. After the divorce, Truitt lived in Washington, D.C. for the remainder of her life. Her separation from the art world of New York perhaps accounts for her lack of critical acclaim compared to her minimalist contemporaries, but that is not to say she existed outside of New York completely. She befriended artist Kenneth Noland and later took over his studio near Dupont Circle when he moved to New York. Through Noland, Truitt was introduced to Andrà © Emmerich, Noland’s New York gallerist, who eventually became Truitt’s gallerist. Work Truitt is known for her stark minimalist sculptures set directly on the floor of the gallery space, which mimic in verticality and proportion the shape of a human body. Unlike many of her fellow minimalist artists like Walter de Maria and Robert Morris, she did not shy away from color, but in fact made it the central point of interest in her work. The subtlety of color is applied precisely to the sculptures, often painstakingly and in as many as forty layers. Truitt was also notable in her studio practice, as she sanded, prepped, and painted each of her works without the help of a studio assistant. The structures themselves she sent out to a lumber yard close to her home to be made to her specifications. Daybook and Diaries Following retrospectives at the Whitney Museum of American Art in New York in 1973 and the Corcoran Museum of Art in Washington, D.C. in 1974, Truitt began to write a diary, seeking to make sense of the increased publicity her previously quietly shown art began to receive. How was she to understand herself as an artist now that her work was consumed and criticized by so many eyes other than her own? The result was Daybook, later published in 1982, which begins as an exploration of this newfound critical regard for her work, but ends up being an exploration of an artist’s day-to-day, as she struggles to find the money to continue her practice, all the while supporting her children. Due to Daybook’s critical success, Truitt would publish two more volumes of diaries. The language of the diaries is often poetic with frequent forays into Truitt’s past. Though she gave up a career in psychology, it is clearly still present in her thinking, as her analysis of her life and career relies heavily on the interpretation of her psychological motivations and the impact of her youth on her personality. Legacy Anne Truitt died in Washington, D.C. in 2004 at the age of 83. She was honored posthumously by the Hirshhorn Museum and Sculpture Garden in Washington in 2009 with a major retrospective. Her estate is managed by her daughter Alexandra Truitt, and her work is represented by Matthew Marks Gallery in New York City. Sources Munro, E. (2000). Originals: American Women Artists. New York: Da Capo Press.Truitt, A. (1982). Daybook. New York, Scribner.

Scuss about current cultural shift in contemporary Japanese essays

Scuss about current cultural shift in contemporary Japanese essays Japan's brutal colonial rule over the Korean peninsula during the first half of the 20th Century left many Koreans distrustful of their larger neighbor. Therefore South Korean government banned importing Japanese cultures including music and films after the liberation. It was only in 1998 that South Korea's government began to relax a ban on distributing and selling Japanese pop music and films. This had a great impact in Korea, but more in Japan as Korean marketers decided to occupy Japanese market. While ethnic Koreans make up the largest minority in Japan, they have often faced discrimination and been treated as second-class citizens. Second class citizen includes an aboriginal Japanese people in Japanese society and they have alien registration card which foreigners obtain. Even in APU there are few Korean-Japanese, known as ethnic Korean, who can not speak Korean at all. There nationality is stated as Japanese but still treated with discrimination. Fortunately, these attitudes are changing. 2002 jointly-hosted World Cup was successful in both the result and in better understanding of each nation, when Korea was firmly in Japan's media spotlight. Korean pop star BoA now tops the Japanese charts and Brotherhood, which is a Korean movie about Korean War, took the Japanese box office by storm this summer. But much of the current boom has been fuelled by a Korean TV series drama called A Winter Sonata, and its leading man Bae Yong-joon, or Yon-sama as he is affectionately known in Japan. Today, Yon-sama is well known celebrity in Japan, and he has lighted up Korean boom in Japan result many people to learn Korean. Yon-sama is so popular that even Japanese Prime Minister Junichiro Koizumi recently joked, "Yon-sama is more popular than me." Korean cultural storm is also happening in South East Asia including China and Taiwan. But Yon-sama is not the case of the boom. This is not the first time that J...

What makes a Food Organic Article Example | Topics and Well Written Essays - 750 words

What makes a Food Organic - Article Example If a product is labeled â€Å"organic†, it means that a government-approved certifier has approved the food. This certifier has inspected where the food came from to ensure that the food is in fact organic. Organic foods are foods that are produced without pesticides, bacteria, fertilizers containing synthetic ingredients or chemicals, herbicides, antibiotics, bioengineering, hormones, and ionizing radiation. This paper intends to discuss how food is made organic. The most important thing is to convert the agricultural land to organic status. This is done on a much larger scale. Land conversion may take two to three years to convert the status of the land from infertile to fertile. â€Å"They will also look to ensure that the entire surrounding areas and systems maintain its biodiversity and sustainability† (BiofuelsWatch.com, 2012, para.3). The crop or produce that shows up in the first year is not organic, and that produced in the second year is still in the conversio n phase (Foerstel Design, 2012). Fully organic food is produced in the third year, when the land has fully turned into its organic status. So, the nature completes its course while producing organic food. Organic farming not only reduced the production costs but also helps sustain the environment. The produce, which includes vegetables, fruits, and livestock, is very much closer to the natural organic state. Hence, the most important step in making the food organic is organic farming, whose important factors are soil and natural fertility of the land. At small level, pots can also be used with potting soil, to produce a wide variety of vegetables and fruits (BiofuelsWatch.com, 2012). Potting soil is free of fertilizers and is handled very simply. Personal compost heaps can be used in the potting soil for the plants, which may include banana peels, which act as a very good fertilizer due to high content of potassium. Crushed mint leaves and camphor can be used as insect repellents fo r home grown plants, because these things expel pungent vapors that repel the insects, thus saving the plants. In order to save water, rain water can be conserved and saved in specially designed devices. Farmers can repot the plants with nutrient rich organic soil. Repotting is beneficial because it helps the plants to develop useful soil microorganisms and sustaining roots. Hence, home grown food is organic in nature since it is grown in soil which is free of fertilizers, and is grown in the most natural environment and by the most natural means ever possible. After production, there are manifold steps that producers go through to make sure that the organic food meets the standards of the consumers and is of high quality. Organic farmers make sure that the production is never sprayed with chemicals, insect repellents, synthetic hormones, and other synthetic sprays, so that the quality remains at its highest level. The livestock food chain is saved from synthetic hormones and antibi otic injections. Organic farmers use renewable sources to conserve soil and water, thus maintaining the organic state of the land and environment. This helps ensure that the quality of the organic food remains high year after year. Cover crops keep insects away, saving the organic produce from harmful effects of the environment. Animal manure and compost are used to feed the soil and the produce, which ensures the renewability of resources. However, according to Insel, Turner, and Ross (2009, p.609), it is important for the organic farmers to properly manage the animal manure while feeding the soil, so that it does not contaminate the water, soil and crops to affect the overall quality. Hence, organic farming needs proper management

Week 12 - reflection paper Essay Example | Topics and Well Written Essays - 250 words

Week 12 - reflection paper - Essay Example Another lesson I learnt is the need of engaging all the stakeholders of an organization into the management of its affairs. This is because it is important to collaborate in order to ensure that the policies of the organization are met. These stakeholders are the investors, the employees, partners of the organization, and regular clients of the organization. Due to this, I managed to acquire skills that gave me the capability to open a decorative company. For instance, my role in the formation of the company was to conduct market research, and identify the various needs of customers in relation to decorating their homes. In the formation of this company, I realized the need of consultations with my fellow investors for purposes of developing a policy that would effectively address the needs of the customers that I interviewed. On this basis therefore, I would give myself grade A. This is because I managed to apply the lessons I learnt from class, by forming a

Working Memory Capacity in Generalized Social Phobia

Working Memory Capacity in Generalized Social Phobia Nader Amir and Jessica Bomyea INTRODUCTION According to DSM-5TM (2013), Social Anxiety Disorder (Social Phobia) is a †Marked fear of one or more social situations in which the individual is exposed to possible scrutiny by others.† Also they fear they will be judged negatively which might result being humiliated or face rejection to one (Comer, 2010). According to the report on working memory capacity the availability of cognitive resources depend on social cues and these cognitive abilities have a significant impact on people with social phobia. However, very few studies have been conducted so far regarding working memory and social phobia (Amir, Bomyea, 2011). It has been found in many studies that people suffering from social anxiety disorder has maladaptive cognitive assumptions which presumably results of worsening the symptoms associated with this disorder. This cognitive process can be without conscious effort and the availability of the cognitive resources can prevent the illogical thought processes which might arise if the mental resources are low. These executive control processes is referred as processes that are related to cognitive functions (Amir, Bomyea, 2011). It has been also found that people with social anxiety disorder has problems with attention thus it can hurt the performance of cognitive tasks. This has been proven in verbal reasoning, spatial reasoning and many other studies which were done on the purpose of proving that anxiety has an impact on the central processes. This is due to the fact that the anxious person has to focus on many other tasks rather than the main purpose and waste its mental resources without b eing effectively used. For instance, as the client has social phobia will evaluate oneself negatively on something that was stored on autobiographic memory. This wasting of cognitive resources in perceiving oneself in negative situations like this can affect the performance of working memory of an anxious person compared to a non-anxious person thus doing poor on tasks that requires cognition. (Amir, Bomyea, 2011). This research was done in order to assess the impact on working memory capacity performance with neutral and social threat stimuli, among clients who have been clinically labeled with generalized social phobia. This was the first study done to compare WMC with neutral and threat stimuli on anxious individuals and these individuals use bottom-up information processing which enables them to be caught up in threat related stimuli. (Amir, Bomyea, 2011). Therefore, they proposed the hypothesis as; Ho: individuals with generalized social phobia show a greater WMC performance when exposed to a threat related stimuli than a neutral stimuli. H1: individuals who are non-anxious shows a greater WMC performance when exposed to a neutral stimuli than a threat related stimuli Method Participants There were 36 individuals in experimental group and 35 in the control group. In the experimental group patients are chosen with regard to the criteria mentioned in Diagnostic Statistical Manual ( DSM-IV) which includes taking a Structured Clinical Interview(SCID) as well as getting a score above 60 on Liebowitz Social Anxiety Scale. Those who met the criterion were also in an ongoing treatment by the Center for Understanding and Treating Anxiety at San Diego state university. Among the 36 interviews which was videotaped, 20% percent was randomly rated by an independent clinician and got an interrater score of k=0.89 which increases the reliability of the selection procedure. As for the control group with non- anxious 35 individuals selected from the community had to undergo SCID screening aided by a clinic staff to check whether they met any past or present criteria’s of the disorder. Moreover they had to have a score that didn’t exceed beyond 29 on self-report version of LSIS. In this experiment all participants $20 for their collaboration. (Amir, Bomyea, 2011). Materials and Procedure This experiment was conducted empirically and the data was collected for a quantitative study although it was done by means of electronic media. This assessment was done by a computer based OSPAN (Amir, Bomyea, 2011). In which Operations Span paradigm (OSPAN) the members are supposed to recall words in a succession at the same time performing simple math problems. While keeping each participant in about a distance of 30cm from the computer screen, a fixation (+) at the center was shown for 500ms and then shows a blank screen for 500ms and finally shows a solved mathematics problem preceded by a word for 800ms.the math equation can be for example 2+3=4, which are researched to be used in WMC tasks. Once the decision is made the participant presses the right key on the mouse and then continues this same procedure for 2-6 times. Once this is done for2- 6 times the participants has to recall the order of the words which are shown on a screen and which were shown during the process. Words like â€Å"chair† which is neutral and â€Å"stupid† which is socially threatening were shows to study the effect of neutral and threat words on WMC span. Along with the words extra words are used as distractions on the screen during the 20 trials each participant finished. (Amir, Bomyea, 2011). Before the start of the experiment each participant was allowed to sign a consent form and do a LSAS( by the anxious) and LSAS-SR(by the non-anxious) tests with similar psychometric value. The participants were given a trial round before the real experiment and advised to remember the words and do as fast as possible while doing the math problems at the same time. The words used during the practice rounds were not included in the experimental sessions as part of accuracy. (Amir, Bomyea, 2011). Results Self-Report Measures At the end of the 20 sessions the group with generalized social phobia was reduced to 32 participants with the elimination of 3 participants due to lack of math accuracy below 85% and one participant having a math solving capacity three times higher than the mean standard deviation. Also the non-anxious group was reduced to 30 after elimination of 5 due to low math scores. However, the groups didn’t differ that much in age and education. (Amir, Bomyea, 2011). Math Reaction Times In this study participants were removed due to low math performance or too high performance which is consistent with other studies done earlier. The reaction times was calculated as a median value which shows that bot the generalized anxiety group and non-anxious group had close results when solving problems with social threat, t(60)=1.10,p=.28 or neutral words, t=(60)=1.60,p=.11. (Amir, Bomyea, 2011). Working Memory Span Scores WMC scores were calculated by the partial-credit load scoring where each participant gets one point for a word in its correct order in the list. The figure 1 below shows the comparison of means and standard error bars in both groups. The results obtained are consistent with the results from prior research. The results were also put into mixed design analysis of ANOVA with anxious, non-anxious, social threat and neutral as 2Ãâ€"2 designs. This test showed the interaction among the Group and Word type was significant. To add more value t tests was done which showed the worst WMC in GSP and NAC when neutral words are compared. Comparing non-anxious with two word types it doesn’t show much difference unlike the generalized social phobia group who recalled threat words by, t(31) = 2.30, p=.028. (Amir, Bomyea, 2011). Figure 1. Working memory capacity scores for generalized social phobia(GSP) and non-anxious control(NAC) groups. Discussion Results prove that non-anxious group did great when remembering neutral information. Also the generalized social phobia group was better at remembering threat related than neutral stimuli. This support the idea that anxious people are worse at recalling neutral information and thus support that their inability to maintain attention on one task leads to wasting of cognitive resources thus, doing bad at tasks. (Amir, Bomyea, 2011). Limitations This study itself has its own limitations including the idea the participants in GSP were more depressed than anxious, this hinders the understanding of anxiety on the results. This may be why they GSP group did much better on recalling social threats. Furthermore, they are unable to compare people with different levels of anxiety with the type of stimulus. The study also was not able to represent an entire population of people suffering generalized social phobia as the sample size is not representative plus the elimination of members from each group reduced its population size. . (Amir, Bomyea, 2011). Suggestion for future research In future they could compare patients suffering from various stages of generalized social phobia to explain the extent of anxious nature can impact on the working memory performance (Amir, Bomyea, 2011). Also they could select a sample that represents the population and has equal number of participants in both groups to improve accuracy. Moreover, in this study 72% of GSP and 50% NAC group represent female population which makes it unable to compare among the genders. So if the experiments can be conducted on genders we could understand how this anxious nature can have an impact on women and men that are equivalent in severity of the disorder to understand how powerful cognitive resources in both genders. This can also enable to assess the amount of damage that generalized social phobia can act on the cognitive resources in both genders WMC when a stimulus is a neutral one. This may in turn help to give proper attention to the people suffering from generalized social phobia and may recover easier with proper care for the individuals. Moreover, they could conduct experiment again with the DSM-5 criteria since it’s a recent version compared to DSM-IV text revised edition. References Amir, N., Bomyea, J. (2011). Working memory capacity in generalized social phobia.Journal Of Abnormal Psychology,120(2), 504-509. doi:10.1037/a0022849 APA (2013). Diagnostic and Statistical Manual of Mental Disorders (5th Edition; DSM-5). Comer, R. J. (2010). Abnormal Psychology (7th Edition). New York: Worth Publishers.

Baz Lurhman Essay

In 1594 William Shakespeare wrote the play Romeo and Juliet, probably one of his most famous plays. This play was directed at an Elizabethan audience. Since then it has been shown at most theatres and cinemas for the middle-aged, educated people, a good example of this was Franco Zefferellis film in 1968. This version was a tradition Shakespeare format, it was filmed in an Italian city, Verona, in the 16th century with all the traditional clothing and language. However, Baz Luhrmann’s 1996 movie ‘William Shakespeare’s Romeo and Juliet’ is a very accessible version of the play. His adaptation of Shakespeare’s classic story has been mixed with a modern day society with guns and drugs but still using the Elizabethan English. He updated almost everything in his film to attract the younger audience. He was trying to achieve a box-office success and in my opinion, and many others he did succeed in his attempt in many ways. In the opening sequence the audience would immediately know that the film was directed at the younger audience and had been updated to the 21st century, as it starts off with a blank television, this immediately shows the audience it is an updated version as the television is a 20th century invention. The camera zooms towards the TV and as it does a female news reader gives a vivid account of what is happening and what to expect in the plot, yet to unfold. She is a middle aged woman of Caribbean culture and has the ability to present her narrative in a clear diction. This also shows the audience the film has been updated because up until 25 years ago the black race were a 2nd class race across countries and in Shakespeare’s time the black race would not have been in one of his plays. The soundtrack starts to play, and as it does it tells the audience that the film is action packed. It starts to play after the prologue has finished being read by the news reader and whilst it is playing the camera zooms into the TV it becomes distorted. There are then quick flashes of the scenes to come in the film, flashes of police helicopters, police, high rised buildings for the modern audience, they would immediately be familiar with the city and shows an older audience it not their type of film. The music becomes louder to give the film a dramatic effect, this makes the film intense. The audience is then shown skyscrapers that are topped by the trade names, Capulet and Montague, this reinforces the conflict between the two families. The audiences now know that this not fair Verona in Italy but fictionalised Verona Beach in America. The camera then pans out on the city. Pete Postlewaite, an English Shakespearian actor starts to read the prologue this shows that Baz Lurhanne chose his cast very carefully, he chose Pete Postlewaite to give the film more of a ‘Shakespeare’ effect, as he does there’s flashes of newspaper articles, intersperse of pictures and newspaper headlines of families’ arguments. He then introduces the families as they would in an American ‘cop’ series, it shows a family member with their names below their picture, this shows the audience that the families aren’t noblemen from the 16th century but 21st century business/gangster/mafia men. Some characters had been updated as well as their names, for example, the Prince is now Captain Prince of Verona Beach police department. The cast were chosen to attract younger audiences; Leonardo DiCaprio and Claire Danes play the â€Å"star-crossed lovers† Romeo and Juliet, the rest of the players consist of an all star cast. Then the audience are introduced to the Montague boys as they are driving in a top muscle American car down a typical American highway. They have modern haircuts and tattoos; this also shows the audiences this is a more modernised film. The audience then see them go into a gas station; the audience is then introduced to the Capulets as they pull into the gas station also, the whole scene is turned into a spaghetti western spoof; this gives the film a comedy effect. As the Capulets get out from their car there are close ups of the Cuban heeled boots and when the fight starts between the Montague’s and Capulets this is when the western effect starts. The close ups of one of the Capulets golden teeth, this is also typical Clint Eastwood effect. The slow motion dives and even the swinging sign at the gas station is also the spaghetti western effect. However the film has more updates through out the play such as the party that the Capulets have, the drug taking, car chases, alcohol and the famous balcony scene of Romeo and Juliet is moved to a swimming pool. These are all modernised updates and would not have been in a Shakespeare play. In my opinion Baz Luhrmann shows a good adaptation of William Shakespeare’s well-known love story. He successfully keeps the impact and the meaning of the plot while still portraying the traditional and original style. Despite Romeo and Juliet being a traditional play, Luhrmann makes his version stylised to attract younger audiences, making Shakespeare appeal to a wider range of people. It is clear that Baz Luhrmann’s intentions were to make the film as if Shakespeare was directing and focusing it on people in the 20th century. By using modern music and sound effects as well as incorporating young modern actors, Baz Luhrmann portrays this in the film very well. Luhrmann set out to achieve a successful block-buster and I personally think he did achieve this and in many other peoples opinion also. However many people may diagree because it is not traditonal enough for a Shakespeare play.

Notes for Driving

When you become a driver you are part of the â€Å"system†. This â€Å"system† is the Highway Transportation System (HTS) 3 parts to the HTS: 1- People 2- Vehicles – all types 3- Roadways The goal of the HTS is to move people and cargo from one place to another in a safe, efficient, and economical manner. How is the HTS regulated? By local, state, and federal government agencies. The federal government established the National Highway Safety Act. All agencies enforce the following guidelines set forth in this act. 1- Vehicle code – the laws that have been passed – Assure that these laws are obeyed 3- Motor vehicle departments set the rules to assure that driver and vehicle standards are met 4- Rules for the courts to go by for guilty or innocent 5- Engineers plan, build, and maintain roadways The driving task This involves all of the social, physical and mental skills required to drive. You MUST develop habits to perform these tasks with low-risks r esults. Habits you MUST develop: 1- Using knowledge and visual skills 2- Obey all traffic laws 3- Judging time and space – Anticipating how your car will react under normal and emergency situations SOCIAL SKILLS – You must be able to drive while interacting with other people – Courtesy and cooperation make low-risk driving possible PHYSICAL SKILLS You need to practice and develop the skills needed to drive, until they become a habit. MENTAL SKILLS Decision-making is a mental skill you need to develop in order to be a safe, low-risk driver. Developing the IPDE System into your driving. I – identify important information in the oncoming scene. P – predict when and where possible points of conflict will develop.Compare and Contrast Driving in the Winter and Driving in the SummerD – decide when, where, and how to communicate, adjust speed, and/or change position to avoid conflict. E – execute the right action to prevent conflict. There ar e two other systems that can help you in the IPDE system: 1- The Smith System – helps develop seeing habits 2- The Zone Control System – helps you manage the space around your car. You need to develop the system approach to become a defensive driver. This will help you lower your risks and keep you and others from dangerous situations. Your Driving Responsibilities DRIVING IS A PRIVILEGE – NOT A RIGHTThe privilege is based on the assumption that you will be a responsible traffic citizen and obey the traffic laws. ATTITUDE Your attitude toward driving as well as life affects your willingness to develop the habits needed to be a safe driver. ROAD RAGE What is it and what causes it Breakdowns in the HTS. These occur when any part of the HTS does not work well. Collision – occurs when a vehicle has a problem and hits another object. Which is more correct? Collision or Accident? An accident is something that happens by chance†¦ a collision is something th at has a predictable cause. The most common cause for a collision is†¦DRIVER ERROR (P. 9) Causes of deaths: A major cause of vehicle deaths is†¦ LACK OF EXPERENCE Social and Economical Loss Collisions cause social and economical loss by: – property damages (p10) – time away from work or school – medical fees – insurance premiums Your financial responsibilities. – vehicle related costs: fuel, maintaince, and insurance. – Any damage that you cause while driving. Your environmental responsibilities. – air and water pollution – chemical spills – land pollution What you need to do: 1- maintain your vehicle – buy fuel efficient vehicles 3- use fuel efficient driving practices 4- recycle materials you can 5- car pool or use public transportation when you can 6- work with the government to encourage use of energy-efficient driving DRIVERS LICENSE Most of the time young drivers simply make mistakes from inexperie nce. 41% of young people killed in collisions died in single car collisions. GETTING YOUR LICENSE IN SC The Graduated Licensing System 1- Permit – can drive with an adult licensed driver – must have permit for 6 months (180 days) must log at least 40 hours of driving at night 2- Intermediate (restricted) – must have had a permit for 180 days and completed a driver’s education course – can drive from dawn ‘til dusk by yourself – drive at night with a licensed adult – limited number of passengers – must not get into a collision or have any violation for 180 days. Violators turn the clock back to zero. – Repeated violations could land you in traffic school. 3- Full License – unrestricted driving – as related to time of day you can drive alone.Organ Donor Program You may indicate on your license that you wish to be an organ donor. IMPLIED CONSENT PROGRAM (LAW) When you sign your license in SC you give an officer the right to test your blood alcohol content (BAC). If you refuse the test you will lose your driving privilege. WHY DO YOU TAKE A DRIVER’S EDUCATION COURSE Chapter 2 Signs, Signals, and Roadway Markings Traffic Signs There are three types 1- Regulatory – control traffic flow 2- Warning – alerts of a possible hazard or road condition 3- Guide – give direction Stop Signs This is the only red, octagon sign we have.You must come to a COMPLETE(full) stop at this sign. Four-way stops – rules you need to follow 1- The first one stopped gets to go first 2- If 2 cars get there at the same time, the car on the right gets to go first 3- If 2 cars get there together and are across from each other, the car traveling straight goes first 4- If 3 or 4 cars get there together, one needs to enter the intersection to show intent, but with caution 5- ALWAYS CHECK THE INTERSECTION BEFORE ENTERING IT Yield Signs This is the upside down triangle – red and whiteYou must allow others in the intersection or approaching the intersection to go first before you. This is called giving the right of way. Right of way is given, not taken. p. 2 Speed Limit Signs These are white, mostly rectangles, with black writing. They indicate what the safest maximum speed for that roadway in IDEAL conditions. Basic Speed Laws state that when conditions are not IDEAL you must not travel faster than what is safe for the conditions. Advisory Speed Limits are set for certain sections of the roadway. Once you have cleared that section you may resume the posted speed limit.Warning Signs These are yellow signs that warn you of upcoming conditions in the roadway. Most are diamond shaped with black symbols. School Signs indicate where school zones and crossings are. They are shaped like a house (pentagon). No Passing Signs are placed before where the roadway begins to narrow. Construction Signs indicate where construction zones are. They are orange signs with blac k symbols and letters. Railroad Signs – There are two types of railroad signs; a yellow circle with a black â€Å"X† and two â€Å"R†s also black and a white cross with black railroad crossing letters.The yellow sign indicates you are approaching a railroad crossing and the white â€Å"X† indicates where the railroad tracks begin. p. 3 Guide Signs These signs mark routes, intersections, service areas, and other points of interest. Route signs are local, state, U. S. and interstate markers. US = white shield on a black sign with black #s State = white square with black #s and letters Interstate = red and blue shield with white letters and #s Even #s = east and west Odd #s = north and south 3 numbered route that begins with an odd # goes into a city 3 numbered route that begins with an even # goes round a city (beltway) Other guide signs are: Green = give information on destinations and distances Blue = roadway service information (hospital â€Å"H†) Brown = recreation areas and points of interest TRAFFIC SIGNALS Include traffic lights, arrows, flashing signals, lane signals, and pedestrian signals. Traffic lights are red, green, and yellow. Red = stop Green = proceed through the intersection if it is clear to do so. Yellow = slow and stop if you can do so safely. Right turn on red and left turn on red. When can you do it. p. 4 Flashing signals: Red – treat it as a stop signYellow – treat it as a yield sign Arrows tell you the direction in which your lane must travel. Green = proceed if it is clear to do so Yellow = yield and stop if possible Red = Stop only in that direction Lane Signals – these lights will switch the direction of traffic in a certain lane to control the need for traffic flow. Pedestrian Signals – allow walkers to cross at an intersection safely. â€Å"walk† â€Å"don’t walk† When a police officer is standing in the intersection, their directions overrule any si gnal. Roadway markings These are yellow or white lines as well as arrows, stop lines and crossings.Broken Yellow Line = separates two-way traffic and you may pass when it is clear to do so. Solid Yellow Lines = separate two-way traffic and you are not allowed to pass. Shared Turn Lanes = you may enter and wait until it is clear before you turn left across traffic. Broken White Line = separates traffic traveling the same direction. You may pass if it is clear to do so. Solid White Line = indicates the right side of the road and should not be crossed. White Arrows = indicate which direction you are allowed to travel in that particular lane. Rumble Strips — Lane Reflectors – Yellow Curb Markings Chapter 3 Basic Vehicle ControlsINSTRUMENT PANEL Speedometer – tells you how fast you are going Tachometer – tells you how many revolutions your engine makes in one minute Odometer – tells you how far your car has traveled in its lifetime Fuel Gauge – t ells you how much gas is in your gas tank Temperature gauge or light – warns you when the coolant in your engine is too hot Oil pressure warning light or gauge – warns you when the oil is not circulating at the proper pressure Alternator warning light or gauge – tells you there is a problem with your electrical system, the alternator is not generating enough electricity to keep the engine runningBrake system warning light – tells you 1st that your parking brake is engaged and 2nd that there is a problem in your braking system Antilock braking system light – tells you that your ABS is working properly Safety belt light – reminds you to fasten your safety belt Air bag warning light – tells you that your air bags are working properly Turn signal indicators – tells you which direction that you have indicated you are going to turn. Most are small green arrows. High beam indicator – tells you that your high beam head lights ar e on, blue light. VEHICLE CONTROLS Steering wheel – controls the direction of the front wheels.Turn right to go right and turn left to go left. Steering wheel adjustment lever – can tilt the wheel up and down Selector lever – lets you put the car in a gear. Either on the steering column or in the center console. Gear shift lever – lets you put a manual transmission car into a gear. Ignition Starter switch – you start the engine by putting the key into the ignition switch. Page 42 – picture or positions Cruise control – lets you set and maintain a certain speed. Parking brake – keeps the car in place when it is parked. Locations? Clutch pedal – is in a manual transmission car, is located to the left of the foot brake and s pushed down (in) to change gears. Foot brake pedal – push the pedal down to slow and stop the car. Also makes the brake light on the back of your car light up. Accelerator pedal – Located to the right of the brake pedal, push it down to get the car to go faster, release the pedal to get the car to slow down. SAFETY, COMMUNICATION & COMFORT DEVICES Safety belts – always wear you seat belt when your car is in motion. It will help protect you from injury in a collision. Head restraints – padded devices that help prevent head injuries in collisions. Inside and outside rearview mirrors – these mirrors help you see what is behind your car ithout turning around and looking. Blind spots are the areas that your mirrors do not show you. Horn – located on the steering wheel. Hazard flasher control – located on the steering wheel or control panel. Turns on both sets of turn signals when engaged. Windshield wipers and washers – one switch for both usually, it turns on your wipers and squirts water onto your windshield to clean off the dirt. Light switch – controls the headlights, taillights, side marker lights, instrument panel, li cense plate and dome light. Hood release lever – located on the left side under the instrument panel, pull to release he hood, then go out and open by releasing the front latch. Heater, air conditioner, and defroster – heating and air conditioner warm and cool the car passenger area and the defroster keeps the windows clear of moisture. Sun visors – located above the windshield, pull down to block the sun. Seat adjustment lever – usually at eh lower front or left side of the seat. GETTING READY TO DRIVE Outside Checks 1- Walk around the car looking for obstructions and spills. 2- Glance at the tires. 3- Where are the front wheels pointed. 4- Make sure that the windows are clean and clear. Lights also. – Check back window ledge for sight obstructions. 6- Look inside for any unwanted passengers. Getting into the car 1- Have your keys ready, especially if you enter from the road side. 2- Walk around the front of your car and back to the door facing tr affic. 3- Get in quickly, lock the doors and put the key in the ignation. Inside Checks 1- Lock the doors 2- Adjust your seat and steering wheel so that you are about 10 inches from the wheel 3- Your hands should be able to reach the steering wheel with your elbows slightly bent and you should be able to reach the pedals with your knees slightly bent. – Your head restraint should be adjusted to hit the middle of your head. 5- Adjust your rear view mirror and side mirrors 6- Fasten seat belts. DRIVING AN AUTOMATIC VEHICLE Gear selector lever positions: P = park – transmission is locked in this position. R = reverse – used for backing up (backup lights) N = neutral – allows the wheels to roll without engine power D = drive – moves your car forward (overdrive) Low (L1, L2 or 1,2) = allow you to put more power to the wheels at lower speeds Starting the Engine 1- make sure that the parking brake is set 2- gear selector is in park – don’t p ress the accelerator (fuel injection) 4- Turn the key to ON and then START. Release the key when the engine starts 5- Check your gauges, lights and fuel level CHAPTER 4 Managing Risks with the IPDE Process The IPDE Process Every driver uses some kind of process to help them drive. Those who don’t, have a higher risk of collisions. The IPDE process helps reduce these risks. Risk can cause collisions. Factors that contribute to this risk are the driver, the vehicle, the roadway and the environment. Driver-contributed factors: – adjusting the radio – being angry or upset – blurred vision grooming – driving while drinking – cell phones If you are doing one or more of these and the driver you meet is doing one or more of these then you are increasing your risk. You can control what you do but you can’t be sure about what the other driver is doing. Vehicle-contributed factors: – bald tires – bad brakes – dirty windshiel d – broken or burnt out headlights – worn out wiper blades Roadway and environment-contributed factors: – bright sun – construction – dark shadows – snow or ice – sharp curvesGood drivers make an effort to lower these risks if at all possible. Taking care of your vehicle and practicing a process, such as the IPDE, you can lessen your risks while you drive. The IPDE process Safe driving depends of your ability to see and analyze traffic situations correctly. The driving task is mostly a thinking task. When you are not thinking about your task of driving you increase your risk of a collision. By using the IPDE process you can develop the habits that allow you to drive more effectively while thinking of other things. The four parts of the IPDE, identify, predict, decide and execute.The IPDE process can be enhanced with the aid of The Smith System: – Aim High – Get the big picture – Keep your eyes moving – Leav e yourself a way out – Make sure they can see you As well as the Zone Control System: – See a zone change – Check other zones – Create time and space by getting the best speed control, lane position, and communication Identify – you must know when to look, where to look, how to look and what to look for. The sooner you can learn to identify the correct things the more time you will have to react.The Zone Control System aids you in this. You have six zones around your car, each zone is about the width of a lane and extend as far as the driver can see. (pic. 65) An open zone is a space you can drive without a restriction to your line of sight or your intended path of travel. Your target area is the section of the road that is the center of your intended path. Far out there, up the road. A closed zone would be an area that your car can not go into without conflict. Book example is a red traffic light. You have to react to the light. The sooner you ide ntify the closed zones the more time you have to respond.You should develop searching habits in three ranges: 1- your target area range – as far as you can see 2- 12-15 second range – 12 to 15 sec. in front of you 3- 4-6 second range – where your car will be in 4-6 seconds How to develop an Orderly Visual Search Pattern: steps on page 67 Your Field of Vision affects how you search. Most people have a field of vision which covers about 90 degrees to each side or 180 degrees total. Central Vision is what you are focusing on, it’s about 10 degrees. Peripheral Vision is the rest of your field of vision that is not in focus.When you are scanning the scene you need to Aim High in Steering. This means to look down the road, into your target area, and not just in front of your car. You also need to keep your eyes moving, this helps you scan the scene. If you put all of these scanning methods together you will Get the Big Picture. What do you need to look for? Loo k for open zones – you want to look for things that could cause the open zone to close. Look for other users – look for anyone who could affect your path of travel. Ground viewing – look at the vehicle approaching for clues that they will come into your path.Look for roadway features and conditions – intersections, hills, curves, width of the road (multilane to single lane, change in width of lane, surface & hazards) Look for traffic controls – know where controls are located at different times and places. Predict – once you have identified, you need to predict how the hazard might affect your path of travel. How you go through the predicting process will help determine how the hazard may affect you. Learning how to look at a situation is important. You must identify all possible hazards to determine what each one may do. Knowledge of driving laws and this class will help you predict.You know what the driver is supposed to do and how they ar e supposed to react to certain traffic situations. You must however make yourself prepare ahead of time for situations that could occur. Play the head games at times. The main thing that makes you a better predictor is EXPERENCE. You can’t get it if you don’t experience it. The two things that you must be able to predict are the actions of other vehicle users and the way your car is going to react in situations. When predicting the actions of others you need to look at their path of travel, the actions they may make, do I have an open zone? , and where might the point of conflict be?Predicting the reactions of your vehicle is the easiest of this process. You should know what condition your car is in, how are the tires, how soon can I stop, etc. Decide – Once you have identified and predicted what may happen, you now need to decide what you need to do. Maintain, swerve, brake, speed up, or just communicate with my lights or horn. You may decide to change your spe ed. You can avoid conflicts by maintaining, slowing down, or speeding up. To make a change in direction you need to look at your zones. Try to leave yourself a way out or cushion so you are able to move into that area without conflict.You may also avoid conflict by changing you position in your lane. You may need to be centered, slightly left or slightly right in your lane. If you decide that all you need to do is communicate with the other driver you may do this by your lights, horn, car position or eye contact. You want to try to minimize your number of hazards by separating the hazards. Sometimes you are going to have to pick the hazard that will possibly do the least amount of damage. This is compromising space. Give way to the big truck swerving into your lane. Execute- Once you make your decision you need to execute it. Remember, DON†T second guess yourself.The three areas that you have execution control over are speed control, steering, and communication. The hardest th ing when driving is how so I handle multiple conflicts that occur? Being able to use the IPDE process effectively takes practice and time. You are not as good at using it today as you will be next week. You will learn how to use the IPDE process selectively. This means that you start one process and something else will come up that makes you begin the process all over again. Remember this: You used the IPDE Process getting to this class today and you will use it again going to every class you take today.Chapter 5 Natural Laws and Car Control In this chapter you will learn about gravity and energy of motion, friction and traction, stopping distance and controlling the force of impact. Gravity – Gravity is the force that pulls you to the earth. Going up and down hills in a car you can feel the pull of gravity. You need to be able to adjust your driving to accommodate for this pull. The point at which your car’s weight is evenly distributed is called the center of gravity . The lower the center of gravity, the better the handling of the car. Energy of Motion – Energy of motion is called kinetic energy.What you must understand about this energy is the way it will affect your driving. The faster your vehicle is moving, the more energy you have, the heavier it weighs, the more energy of motion it has. Two important facts to know† 1- Your energy of motion doubles when the weight doubles 2- Your energy of motion increases by the square when your speed increases by a certain amount. ( speed doubles – energy quadruples) If your energy of motion increases your stopping distance will also go up that amount. Friction and Traction Friction is the force that keeps your tires from sliding on the road.Traction makes it possible for your vehicle to grip the road for you to change speed and direction. The grooved surface of the tire is called the tread. This tread cuts through the water on the road allowing your tire to grip the road. As the amou nt of tread decreases, the amount of traction also decreases. If the tire tread gets worn almost completely off (bald tire) the possibility of a blowout becomes great. A blowout is when the tire loses all pressure at once. The way your tire is inflated also determines how much of the tire tread is touching the road. An under inflated tire causes the tread to gap in the middle.An over inflated tire causes the tire tread to only touch in the middle (like a balloon) Things that could reduce the traction you have are: 1- bad tires 2- bad shocks 3- faulty steering system 4- road surfaces Checking for traction while you are driving can be done but must be done carefully. – check rear zone – brake gently for response – if you don’t slow down reduce speed Driving on curves can be very tricky. The energy of motion tries to keep your car in a straight line but the traction from the tires pulls you around the curve. Driving around curves: – Speed – red uce your speed to avoid skids 2- Sharpness – the sharper the curve the more traction you will need to go around it. 3- Banked – most curves are banked, this helps prevent your car from wanting to stay in a straight line. 4- Load – The heaver the load or weight of your vehicle the more friction it is going to take to get through the curve. Stopping Distance Total Stopping Distance – the distance your car travels while you are making a stop. Total stopping distance is made up of three parts: 1- perception distance 2- reaction distance 3- braking distance Look at the chart on page 98.To estimate the distance you need to stop you can use the four second rule. – pick a spot in the road, a sign or driveway – When the car in front of you reaches that point begin counting, one-thousand one, one-thousand two†¦ – If your car gets to that same point after you reach one-thousand four you have enough space to stop if you need to. Factors that affect you’re stopping distance: – Speed – the higher the speed the longer the distance – Car condition – worn out tires, etc need more distance – Surface – rain, snow, ice, dirt, leaves & gravel increase the distance Driver ability – if distracted or impaired you increase the distance – ABS – helps when stopping while turning – Hills – up or down hills shortens or lengthens the distance – Loads – the weight of your vehicle, heavier takes longer. Force of Impact The force at which a moving object hits another object is force of impact. Force of impact is determined by: 1- Speed 2- Weight 3- Distance between impact and stopping Safety Belts When you are in a collision, three collisions actually take place. First the car hits an object and stops.Second, you hit the inside of the car or a restraining device (seat belt) Third, your body organs slam against your skeleton or each other. Ther e are two types of restraining devices: 1- restraining devices – seat belts 2- passive restraining devices – air bags (automatic) Air Bags Air bags deploy automatically. They are there to protect your life. When an air bag deploys it comes out at a speed over 200 mph. Air bags are designed to work with the seat belts. Just relying on the air bag will not save your life. To avoid the air bag injuring your arms or shoulders you need to keep your hands about 9 and 3 or a little below.You don’t want to sit too close to the air bag, @ 10 away is good. Tilt your steering wheel to deploy the bag at your chest and not your face. Of course, child seats need to be in the rear seat or facing away from the air bags. Some air bags now have a feature that senses the weight of the person in the seat and will deploy in two stages. Some vehicles have switches for you to turn the passenger air bag off. Other protective devices in vehicles today: n Automatic seat belts n Front and rear crush areas n Energy absorbing bumpers n Side door beams n Reinforced windshields Energy absorbing steering wheel and column n Padded dash n Child seats built in n Head restraints Chapter 6 Performing Basic Vehicle Maneuvers STEERING Straight forward: hands should be at a comfortable spot, look ahead and avoid looking at your feet and hands. You need to pay attention to what is approaching you. Try to avoid over or under-steering: over-steering is when you make too sharp of a turn and you weave from side to side; under-steering is when you don’t turn the wheel enough to keep it on its intended path. When you are trying to back a straight line (driving test skill) you need to: – keep the brake pressed and put the car in reverse 2- turn your body to the right, put your right arm over the back of the passenger seat and look out of the back window. 3- Place your left hand at 12 o’clock on the steering wheel 4- Release your pressure on the brake enough to get m oving 5- Adjust your position by turning the wheel in the direction that you wish to go 6- Keep you foot over the brake (covering) and take quick glances to the front and sides checking for traffic. When you wish to stop keep looking out of the back window until you have come to a complete stop. SIGNALINGMake it a habit to signal your intent every time you plan to turn or stop. You must use your turn signals when you are making a left or right turn, changing lanes, & pulling over to the side of the road. Make sure that you know the hand signals for when you are driving. Left arm out and angled up = right turn Left arm out and pointing straight out = left turn Left arm out and angled down = braking You need to remember to signal early but not too early. CHANGING LANES You must be able to make the lane change smoothly and safely each and every time. Try to get the steering down. You don’t want to over or understeer. Steps for a lane change: – Check traffic in front and t o the side in which you are going to move into 2- Signal your intent and check your blind spot 3- Increase your speed slightly as you steer into the next lane; if it is clear to do so 4- Cancel your signal, if it did not do so automatically, and adjust your speed and steering. MAKING TURNS AND TURNABOUTS Two methods for steering your car: 1- Hand over hand 2- Push – pull Left and Right Hand Turns You should make a turn only after you have checked traffic. 1- Look for pedestrians and oncoming vehicles; check your rear zone for cars getting ready to pass you. – Plan well in advance. Put yourself in the correct lane well before the turn. 3- Obey all traffic signals and controls plus roadway markings. When turning left you MUST yield to oncoming traffic. Procedures for turning: (page 114) 1- Get in the proper lane 2- Brake early and get to the proper speed 3- Do a visual search 4- Before the crosswalk you should be at about 10 mph 5- Turning right you need to check left th en right and begin your turn when your front bumper reaches the curve of the curb line. 6- For a left turn check left then right and then left again.Begin your turn when your front bumper gets to the center of the intersection. 7- As you begin your turn check your blind spot and turn into the first lane you come to. When you are backing to your left you want to look more over your left shoulder to where you are trying to back. If backing right you want to look over your right shoulder. You will use hand over hand steering and do the visual search before you begin the maneuver. Turnabouts Precautions when you are planning to do a turnabout: †¢Be sure that local laws permit it †¢Need at least 500 feet of visibility Don’t do on hills or curves or within 200 feet of an intersection †¢Should not be done where high-speed traffic or any traffic would be †¢Check all zones while doing the turnabout U-Turn Select your spot and signal right to move over and stop. Whe n the way is clear, turn on your left signal and move into the lane Check your front and left rear zones and your blind spot. Turn the wheel hard left and move through the turn until you have completely turned around. Driveway turnabouts Backing into on the right Pull in on the left Pull in on the right Which of these is the safest? Three point turnabout (driving test skill)Check your zones, signal right and pull to the curb (or side of road) and stop Signal left, turn the wheel hard left and pull across the road as far as you can Signal right, put the car in reverse, turn the wheel hard right and back as far as you need to back Signal left, put the car in Drive, turn the wheel hard right and pull forward finishing the turnabout. Parking When you are trying to park you need to have speed control, steering control and accurate judgment. Before parking you need to find a space big enough for your car to get into. Avoid end spaces or beside large trucks or poorly parked vehicles.You ne ed to learn some reference points for parking. You will be exposed to standard reference points, these are for a typical vehicle and driver, and you will learn your personal reference points, ones that you like to use. Angle parking: This parking is done diagonally to the curb. Mostly in shopping center parking lots. 1- Check for peds. Position your car about 6 feet from the parked cars. Signal right and begin braking. 2- Check your right blind spot and continue braking. 3- Move forward until you can see the middle of the space without obstructions. Turn your wheels hard right and ease into the space. – Straighten your wheels when you are in the center of the space and pull forward as far into the space as you can. Perpendicular parking: This parking is when your car is at a right angle to the curb. 1- Set up about 8 feet from the line of parked cars or as far over as you can. Signal right, check your blind spot, and begin braking. 2- Check traffic to the rear and continue br aking. 3- Turn hard right when your front bumper passes the back bumper of the car to the left of the parking space. Slowly enter the space and check your rear right to make sure that you have missed the car. – Straighten the wheels when you are centered in the space and pull forward. Leaving both of these spaces (angle and perpendicular) 1- Ease straight back with your foot covering the brake. 2- When your front bumper is even with the rear bumper of the car to your left turn hard right. 3- Back into the nearest lane and straighten your wheels. Put the car in drive and pull away. Parallel parking (driving test skill) This is parking your car parallel to the curb. Select your space that is 5 – 6 feet longer than your car. 1- While approaching the space, signal right and brake.Stop with your car 2-3 feet away from the car on the right and your back bumper even with the back bumper of the car to the right. Put the car into reverse and check traffic. Turn the wheel hard r ight and ease into the space. 2- When the back of your seat is even with the back bumper of the car to the right straighten the wheels. Ease straight back into the space. 3- When your front bumper is even with the rear bumper of the car to your right turn the wheels hard left. Ease back looking out of your rear window. 4- When your car is parallel to the curb straighten the wheels and stop.Pull forward and center your car in the space. Put the car in park. My cues when we do this in the car: Wheels – hard right, straight, hard left Reference points – back bumpers even, rear of seat even with bumper, front bumper even with the rear bumper, don’t hit the barrier. Parking on hills: Up hill with a curb – turn the wheels left, ease back to touch the curb, engage parking brake, put car in park, turn the car off. Up hill without a curb, Downhill with or without a curb – turn the wheels to the right, ease until you touch the curb (if there is a curb), enga ge the parking brake, turn the car off.Chapter 7 Negotiating Intersections Searching the Intersection When you are approaching any intersection there are things that you need to look for. The main cause of collisions in intersections is the driver's failure to identity a safe path of travel. Clue you need to look for: Signs and lights Roadway markings Crossing traffic Park car on the cross street Turning traffic Rows of fences and mailboxes Traffic stopping Power lines Most intersections are + or X, but some are Y or T When you are approaching an intersection you need to check your front zones to make sure that your path of travel in open.Look for anything that may cause your path to close and cause you to change your plans. The closer you get to the intersection the more you need to search your side zones for obstructions. Scan and focus on what may cause you a problem, don't just keep your eyes in constant motion. Once you approach your point of no return you need to continue thro ugh the intersection but still scan your zones. Your point of no return is the point at which you can no longer make a safe stop outside of the intersection. Sometimes when you get close to the intersection your path of travel closes causing you to need to change lanes.Do this at an intersection only if there is no other option. You are not allowed to legally change lanes within the intersection. If your decision at the intersection is to stop, for what ever reason, you now need to do the full 180 degree scan before you inter the intersection. Controlled Intersections A controlled intersection is one that has signs or lights that determine the right of way. With signs – The two signs that control an intersection are Stop and Yield. At a stop sign you MUST come to a complete stop and at a yield sign you need to slow down and give the right of way to any vehicle in the intersection.At stop signs you need to begin your search of the intersection well back of the stop sign. As yo u approach you need to scan front, as well as 45 degrees to the right and left for anything that may interfere with your path of travel. Crossing Traffic with a blocked view†¢ Search your front and rear zones, look for pedestrians and prepare to make your legal stop at the sign, ease up to the intersection and stop again, scan for obstructions and inter the intersection only when it is clear for you to go through the intersection without conflict. (7 sec gap) Joining traffic – right turns Go through the same checks as above. When you get stopped at the sign and can't see, ease up until you can without going into the intersection and stop again. Look for a gap of at least 7 seconds. When you have a clear path make your turn and accelerate keeping the car about 4 feet from the side of the road. Joining traffic – left turns †¢ Do your scans as with the other approaches. Stop at the sign and pull forward and stop again before entering the intersection. When the w ay is clear (7 sec gap) move forward and recheck your zones. Accelerate into the proper lane and adjust your steering.Light Controlled Intersections When you are approaching an intersection controlled by lights you need to use your IPDE process to determine what the intersection will be like when you reach it. How may the lights change your path of travel? Stale Green Light – this Is a light that has been green for a while, expect It to change Fresh Green Light – this is a light that has Just turned green, you may still not have a safe path of travel. Check your intended path for obstacles. Yellow Light – this is a light that is telling you that the intersection is closing to your traffic lane.If you have reached the â€Å"point of no return† you have to determine whether to proceed through or try to stop, hat can influence this decision? Red Light – at this light you MUST stop. You need to check your rear zones as you apply the brakes. An unprotec ted left turn is a left turn done at an intersection that does not have a left turn green arrow. You MUST be sure that you can complete the turn before beginning it Protected Left Turns At these turns you will have three things apparent 1- Left turn light, this is an entire light sequence (R,Y,G) to guide you at your left turn. – Green arrow – appears with the normal light system, when the arrow goes off you simply do not have a protected left turn. 3- Delayed green light – at these lights you light is green and the opposing traffic light is still red. Turning on Red Light Right on red means that you are allowed to make a right hand turn at a red light AFTER you have made a complete stop and have scanned the intersection. When it is safe to proceed you can make the turn. Left on red is allowed in most states when you are turning left from a one-way street onto a on-way street going to your left.Some states allow this if you are in a left turn only lane (two way traffic) and are turning onto a one way street. A controlled railroad crossing has lights and/or a stop arm. You must come to a complete stop and stay until the lights have stopped flashing and the arm has come up. DO NOT EVER go around the stop arm to cross. Uncontrolled Intersections An uncontrolled intersection is one in which there are no traffic controls. As you approach one of these intersections you MUST expect traffic problems. NEVER assume that the other driver will give you the right of way. You must really use your IPDE process as you approach these intersections.It is best to treat these intersections as yield signs. There are also uncontrolled railroad crossings. Simply slow down, scanning the tracks for trains and do not cross if you see or hear one coming. Determining Right of Way Right of way describes the privilege of having immediate use of a certain part of the roadway. Right of way is GIVEN not taken. You may have to YIELD and allows others to go first in order t o be safe. Judging Gaps A gap is the distance between two vehicles. When you are at an intersection you have to make sure that you can successfully get through the intersection. Chapter8 Sharing The RoadwayWith Motorcycles: About 2000 people a year are killed on motorcycles. The primary reason is there are so many body parts not protected when riding a motorcycle. You MUST use the IPDE process when motorcycles are around. They can hide in spots, they spend longer times in your blind spots and many cyclist take more chances that car drivers do. ‘†¢Ã¢â‚¬ ¢Ã¢â‚¬ ¢Ã¢â‚¬ ¢Ã¢â‚¬ ¢ †¢ ‘†¢Ã¢â‚¬ ¢Ã¢â‚¬ ¢Ã¢â‚¬ ¢ †¢ †¢Ã¢â‚¬ ¢- †¢Ã¢â‚¬ ¢Ã¢â‚¬ ¢ †¢ ‘ ‘ -i -†¢Ã¢â‚¬ ¢ ‘†¢ -‘- ;†¢Ã¢â‚¬ ¢; †¢;†¢ Problem areas in which you need to really look for motorcyclist: a vehicle turning left in front of a motorcycle a vehicle turning right at an intersection or into a driveway a motorcycle turning left inblindspots a tailgating motorcyclist one passing you on the right or left – meeting an oncoming motorcycle When you are going to pass a motorcycle you need to stay well back to avoid shocking the cyclist, use the entire lane to make the pass and wait until you can see them in your rearview mirror to move back over. It is just like passing a vehicle. With Bicycles, Mopeds and Motor Scooters: Bicyclist need to remember that when they are on the road they have the responsibility to follow ALL of the traffic laws just as the other vehicles do. They need to wear a helmet, know the rules for riding on roads as well as idewalks, and wear light colored clothing (especially at night), keep from wearing headphones, and keep their bike in good condition. When you encounter a bike you need to increase your scanning to avoid serious conflict. If you pass a bike you need to follow the same rules as passing a car. Remember that some bicyclist do not have great control over their bike and may swerve o r fall into your path. Mopeds and scooters create the same types of problems as bikes do. They are low powered and very small. They are hard to see and the people riding them may not be able to handle them properly.People on mopeds and scooters do not have to have a drivers license but they do have to follow the rules of the road, just as bicyclist and drivers do. Pedestrians Pedestrians are the most vulnerable users of the HTS. It is the drivers responsibility to protect the pedestrians. Children and old people are at most risk. Children do not know about consequences and old people may not hear or see well. When you drive in an area with pedestrians you need to heighten you IPDE usage. Look for pedestrians in areas where you expect to see them. Playgrounds, sidewalks, residential areas, parks, and parking lots.Sharing the roadway with emergency vehicles is a common thing in populated areas. You should yield the right of way to the emergency vehicles when they are traveling with th eir light and/or sirens on. Simply move to the right side of the road if you can and or to the lane as far to the right as possible. If you have to you can stop but make sure that you are as little a hazard as possible. With Trucks: The type of truck you need to really worry about when driving are the big semis (18 wheelers, tractor trailer, transfer). The main reason is that they are sooo big and can do a whole lot of damage to your car in a very little amount of time.These larger trucks make wide right turns. When you are near one and they put on their right turn signal you have to make sure that you are not to their right because the trailer of the truck will turn into your lane when they turn. You need to avoid following these trucks because they have big blind spots which make you hard to see. If you can not see their face in the mirror, they can not see your car. Use caution when passing a truck. Because their blind spots are larger you have to make sure that they see you duri ng your pass as well as before your pass.When you meet a large truck on a two lane roadway you need to prepare for the after wave when they go by. The air that they push to the right and left will make your car jump of vibrate. Also on wet roads the trucks will throw up water that will cover your windshield. Simply grasp the steering wheel tightly and steer through the problem. Chapter 9 Driving in Urban Traffic Adjusting to Urban Traffic Two of the main factors that make urban driving difficult: 1- Traffic is more dense – there are more cars, buses, trucks and pedestrians per mile than on rural roads – City hazards are closer to you – more things are closer to your car than in the country. Mile per mile, city roads have the highest number and variety of hazards. It takes time to do the IPDE process and in cities you don't have as much time to process the information as in the country. When you are on urban streets you have to pay attention and try to identify h azards as early as possible. Following Traffic on City Streets Space cushion refers to the space between your car and the car in front of you. If you have a good space cushion you have some advantages: 1- You can see further ahead and get the â€Å"big picture† – You can be seen better 3- You have more time to do the IPDE process 4- You are in better position to avoid the car in front of you if they stop suddenly. The 3-second following distance. When you are 3 seconds behind you have enough cushion to avoid most collisions in most normal driving situations. 1- Pick out a spot on the road ahead 2- When the car in front gets to that spot begin counting; 1001,1002,1003 3- If your car has not gotten to the spot by 1003 you have enough cushion to avoid a collision. If you reach the spot before you get to 1003, you need to back off a little.The faster you are traveling the bigger your space cushion will be. Being Followed on City Streets A tailgater is a vehicle that is fol lowing you too closely. The main hazard of a tailgater is that if you have to do a sudden stop they will hit you in the rear. They think that they are saving time by going so fast and getting close to you. If you have a tailgater behind you, you need to increase your following distance so you will not have to react as quickly when a car in front of you makes a sudden stop or move. When you are meeting cars in the city you have to really look ahead for your front zone to close.Oncoming drivers may cross the center line and block your path. Reasons that people cross the center line are: 1- driver impairment 2- poor judgment 3- poor visibility 4- reduced space 5- sudden moves for others 6- vehicle failure 7- turning car, buses or trucks 8- double parked vehicles Managing Space on Urban Streets Look ahead – try to see at least one block ahead but if you can see farther, look as far as you can but IDENTIFY possible problems. , When you are approaching a traffic light and you first see the light green you need to expect it to change.If you see a green light but the crosswalk light is flashing â€Å"don't walk† you need to anticipate that the light is getting ready to change. NEVER speed through an intersection trying to beat the light. Covering you brake means that you have taken your foot off of the accelerator pedal and have it in front of the brake pedal, but not pushing it down. You are anticipating that you are going to need to brake. This takes away your reaction distance/time if you need to brake suddenly. Riding your brake means that you have your foot on the brake pedal and you are pushing it down slightly.Most people that two foot drive end up riding their brakes. On city streets that have parked cars on your right you need to anticipate that a car door may open when you get to it. To help avoid hitting the door you need to drive about the width of a car door away from parked cars. Chapter 10 Driving in Rural Areas Characteristics of Rural Tr affic 82% of all of the roadway miles in the US are considered rural roads. When you approach a curve on a rural road with an advisory speed limit, you should be at that posted speed before you enter the curve.Advisory speeds are posted to help keep cars from having a collision on a curve because they entered the curve at too great a speed to control the car. Speed kills on rural roads. Twice as many deaths occur on rural roads as opposed to urban roads. On rural roads in normal (ideal) conditions the 3 second rule for following is sufficient. If you are following another car using the 3 second rule and a car cuts in between you and the other car you need to reestablish your 3 second rule with the new car. The basic speed rule states that you should not drive faster than the road or traffic conditions allow you to.It is more difficult to maintain control of your car at higher speeds. When you are driving on rural roads you are going to encounter slow moving vehicles, animals in the road and oncoming traffic that is close to you. Roadside hazards that you will come across are narrow shoulders, bridges, ditches, guardrails, and trees. You are not going to have as many tailgaters here because of the type of driving you are doing plus there are not as many cars on the road. In rural areas your speed is going to be faster so your IPDE process is affected. At higher speeds you decrease your time to make a decision using the process.So the faster you are driving, the farther you need to look ahead so you can perform the IPDE process. When driving on these roads you may see mailboxes, reflectors on posts, or small utility lines. These are all clues that you are approaching a driveway. When you are driving in the mountains you are going to come to sections of the road that have sharper curves and steeper hills. When you are going down a steep hill you should NEVER shift your car into neutral. If you change gears you need to shift to a lower gear to avoid burning your b rakes. Passing in rural areas is done generally on two lane/two way roads.If you are passing another car you must make sure that you can complete the pass safely and before the passing area ends. When you think that you need to pass another car you need to think before you pass. One main question that you need to ask is, is it safe to pass here? When driving at night on rural roads you are going to encounter car light that pop up from around curves or hills. To avoid being temporarily blinded you need to look to the right side of the road, white line. Chapter 11 Driving on Expressways An expressway is defined as a roadway that has limited-access or controlled-access.Driving on expressways is more dangerous because of the higher speeds and the number of cars. For this reason, collisions on expressways are generally more serious. Expressways have minimum speed limits posted. If you are going below this minimum speed then you are a hazard on the roadway. To drive effectively on express ways you must be willing to cooperate with other drivers. They also have multiple lanes which means that when you change lanes you need to do so one lane at a time. You are driving on an expressway and you need to exit; the ramp you need to get off on is totally Mocked by traffic, preventing you from getting over.Wiat should you do? Go to the next exit and come back up the expressway. If you get onto the wrong entrance ramp you should go ahead and get on the expressway and travel to the next exit, get off and turn around. It is NEVER permissible to back up an entrance ramp. The entrance lane has three parts; the ramp, the acceleration lane and the merging lane. When you are coming down the ramp you need to check for a gap to merge into by looking over your left shoulder as well as into your left mirror. If you are entering an expressway on the entrance ramp and your way is blocked so that you can not merge onto the road you should avoid stopping.Stopping on the ramp in the accelerat ion lane can cause a rear end collision. If you are driving in a group of car on an expressway you are driving in a â€Å"wolf pack†. You are driving in the center lane of the expressway and you keep getting passed on the right and left, you should move into the right lane to avoid being a hazard. Highway hypnosis happens when you get lulled into staring while driving. If you stare for long enough you will put yourself to sleep. If you are taking a long trip on expressway you need to plan ahead for food, fuel and rest This will make your trip more enjoyable and safe.