The Leadership Needs of the Great Tunes Music Company

The Very Old Man With Enormous Wings Essays - Fiction, Angel

The Very Old Man With Enormous Wings Essays - Fiction, Angel The Very Old Man With Enormous Wings Response to essay on The Very Old Man With Enormous Wings What does this piece reveal about people's attitudes towards religion? Why do the townspeople treat the old man in the way that they do? Do they respond differently to the spider girl than to the old man? Is there evidence that he is really an angel? Does that make a difference? Why is the subtitle of the piece A Tale for Children? Why would children be the intended audience for this piece? Is it intended to be educational? If so, in what way? Explain the ending a bit more. What does this piece have to do with life after death as you bring up in your essay? Is an angel the same as a ghost? What is an angel? What purpose are they thought to serve in human life? Does this angel serve that purpose? If not, does he serve any purpose? Does he fail at his objective? Explain. Why is the piece called A Very Old Man With Enormous Wings rather than An Angel? Any suggestions? Do the people exploit him? Explain. Any connection between the old man's arrival and the child's recovery? Is it simply coincidence? How do you respond to the parents' displaying the old man to make money off of him? What does that say about them, about their attitudes towards religion, towards God's work.

MREmpanada Research Paper Example | Topics and Well Written Essays - 1500 words

MREmpanada - Research Paper Example I. Fragmentation and/or Concentration As a player in the United States restaurant industry, Mr. Empanada is a fast casual industry and not a fast food company as most people take it. The U.S restaurant industry is characterized by countless actors. The industry has already entered the mature stage of the industry life cycle, as growth of the industry slows own. The united states restaurant industry is fragmented into various subsets, the most popular being the fast food, full service restaurants and the fast casual segments. In a fast food setting, food is prepared before being ordered while in a casual setting, food is prepared after the customer has ordered it. There are hundreds of fast food and fast casual joints in United States that offer products that are intractably similar in almost all aspects. Panera Bread Company is the renowned leader in the casual food subset while McDonald’s is the overall industry leader operating in the fast food segment. The yearly anticipate d growth for the restaurant industry is 1.9% from 2013 through 2018 (The University of Tampa, 2). The slow growth rate is attributable to reduction in consumer disposable income due to prolonged recession period in United States. Consumers opt to consume home cooked means or consumer lower priced items when eating out. This is hurting the growth in the various fragments of the restaurant industry. United States restaurant industry sales ($ billions) (Source: The University of Tampa, 1) II. Switching costs Switching costs are the negative costs that buyers incur due to changing products, brands or suppliers. Switching costs are mostly evaluated in terms of money value, but they may also be time-based, effort based and psychological switching costs. Switching costs may be associated to learning, finding alternatives, ambiguity costs, contractual costs and transaction costs. Switching costs is a control mechanism that exists in most markets (Sundelin, para 1). In the case of Mr. Empana da, there are little or no switching costs as substitutes are readily available. Providers of casual foods are such as the chipotle Mexican grill, Panera bread, Skyline Chili, Donatos Pizza, Freebirds among others, which are easy to locate. Customers who wish to change from Mr. Empanada products and consumer rival products do not incur significant costs. For illustration, learning and compatibility cost is almost zero since the Mr. Empanada and its rival’s products are undifferentiated. Therefore, customers do not have to look and learn new information with regard to rival products. As such, consumers easily change from one Mr. Empanada products to its rivals due to insignificant switching costs or no cost at all. III. Buyer inclination to substitute In the United States restaurant industry, competition is so rife and fierce. As stated earlier, most of the industry’s products are undifferentiated. Customers hardly notice the difference between competitors’ produ cts and this extremely heightens buyers’ inclination to substitute (Porter, 28). In regard to Mr. Empanada, buyer inclination to substitutes is indispensably high. The reason is that Mr. Empanada is not known to many people outside its headquarters in Tampa, Florida. In addition to limited popularity, Mr. Empanada offers few types of salads, beverages, sandwiches that

A Critique on the Kyoto Protocols Research Paper

A Critique on the Kyoto Protocols - Research Paper Example In the discourse, global warming was specifically defined as â€Å"climate change that causes an increase in the average temperature of the lower atmosphere.   Global warming can have many different causes, but it is most commonly associated with human interference, specifically the release of excessive amounts of greenhouse gases† (ibid.). With the alarming levels of greenhouse gases continuing to increase at an unprecedented pace, scientists all over the world drastically made efforts to inform the international organizations in charge of environmental protection. An international treaty, the United Nations Framework Convention on Climate Change (UNFCCC) deemed it of primary importance to address global warming issues through its governance and with the assistance of another international agreement, the Kyoto Protocol. According to the official website of UNFCCC, the Kyoto Protocol â€Å"sets binding targets for 37 industrialized countries and the European community for reducing greenhouse gas (GHG) emissions. These amount to an average of five percent against 1990 levels over the five-year period 2008-2012† (UNFCCC, 2010, par. 1). In this regard, the essay aims to proffer one’s personal opinion as to  what world leaders and the Intergovernmental Panel on Climate Change (IPCC) should agree on. Likewise, the essay seeks to address the following concerns, to wit: (1) is there a solution that they should commit to? If so, what is it? If not, then what should they do? (2) Why haven't the Kyoto Protocols worked? What has not worked and why? What has worked and why? (3) What should be the role of the US? And (4) what should be the role of China?   Diverse articles and publications on UNFCCC and Kyoto Protocol reveal that their primary thrust is â€Å"to stabilize greenhouse gas concentrations in the atmosphere at a level that will  prevent dangerous human interference with the climate system.  

Visual culture of cosmetics Essay Example | Topics and Well Written Essays - 1000 words

Visual culture of cosmetics - Essay Example In life,a woman is both a generation of red roses which passes its genetics properly to the following off-springs and the rose in the hair of a baby child when attending another womans wedding:a symbol of the cycle of life(a child comes from love,grows in love and embarks on the ship of love to the next home that it will nourish in the following family.)this is the cycle of womanhood in life as properly as possible the more the woman is more intellectual and thoughtful and caring and loving and unbalanced in her life. Women are schools of thoughts,the better they are raised,the better the off-springs of following generations there are. Photo one is about intellect:the woman in her early years of understanding life through reading and becoming the next Jane Austen of her age and what she admires most in life is loving intellect and for women to be empowered to be the most well bred beings which are the pride of the fathers and families instead of the pride in men because of gender preferentials. Photo two is about family:when a woman is intellectual there is a greater chance of her becoming a better mother for the family. The best civilization that could portray women is the Ancient Egyptian. This civilization shows women to be the reason why such civilization flourished:because women knew where to stand in society and raised men who lead an empire to its eternity. Photo three is about maternal love:with a well nourished and fearless child surrounded by motherly love he or she could rise in life and be a soaring eagle when in the upper parts of the atmosphere and still breathe the fresh air and not choke or suffocate of any kind of fumes as it will be able to flourish and nurture its ambitions under all conditions having the base of such ambition strong and well bred through the main source of it:the mother. Photo four is about the future in the eyes of the child:the mother works for the child and is best seen as someone who loves to be

Stability and Control of Nonlinear Systems

Stability and Control of Nonlinear Systems The following system was provided to study about passivity, asymptotic stability, and input to state stability properties at conditions. The given system of differential equation for analysis is given below Also, The state space representation of the system is as follows. Let, Similarly Hence Based on the system equation is given by Similarly, based on the state space representation The state of system , where n=4, where m=2 and where p=2. Hence p=m.   A dissipative system with respect to supply rate is said to be passive, if The Lyapunov function for the system is given as Hence with respect to definition of state variables, it can be rewritten as Hence, Also, based on the definition of S, For the given system , hence the lossless system, is passive from u to y. The PD feedback controller of the system with and is represented as Hence the state space representation of the system, is given by The modified Lyapunov function with potential energy is given by It can be observed that V(x) is differentiable (V: R4 → R and a C1 function). Based on the equation of V(x) it can be observed that, The term and all other terms are quadratic in nature.   Hence where Hence V(x) is positive definite. Let V(x) is bounded by V(x)≠¤M, where M à Ã‚ µ R, then it implies that ⇒ ⇒ and ⇒ ⇒ and ⇒ ⇒ and ⇒ ⇒ and ⇒ ⇒ Hence V(x) is radially unbounded. The derivative of V(x) can be obtained as follows Upon substitution and solving the equations, At It can be observed that Based on the above equation, it can be observed that It can be observed that , has only quadratic terms with a negative sign prefixed hence where Hence is negative definite. The equilibrium point of the system at is given by Hence origin is the only equilibrium point of the system. Based on the above observations, it can be concluded that the system is globally asymptotically stable at the origin. The given systems were simulated for different values of   and , modified one at a time with other disturbance set to zero and the initial condition set at origin. The following observations can be found from subplots of and Hence the disturbance in both the coordinates of the system are additive in nature. It can be observed that, whenever initial state of the system set to origin and disturbance is induced in one of the coordinate ( or ), the other coordinate of the system is not disturbed. Figure 1 State of System with disturbance at origin with rd=0 Figure 2 State of System with disturbance at origin with thd=0 The Figure 3 indicates the state of the system, when is modified from -5 to 5 with , with the initial condition as x = {7,3,5,1}.   The settling time of the system varies with the magnitude of disturbance and the initial condition.   Also, it can be observed from the plot of that the system settles to a point which is offset from the origin (equilibrium) by the value of disturbance.   Also, the settling time of the system is more for d=-c, when compared to d=c. Also, disturbance in one of the coordinate (), has its effect in another coordinate. Figure 3 State of System with rd=0 at x = [7,3,5,1] The observations of disturbance induced in when , is applicable for the disturbance induced in with    Also, it can be observed from Figure 4 that the settling time of the system is higher when a disturbance is induced in r-coordinate, when compared to -coordinate. Figure 4 State of System with thd = 0 at x = [7,3,5,1] The effect of having both and was observed by simulating the system response for and . Also, it can be observed that settling time of the system is similar to disturbance induced only in the r-coordinate. Figure 5 State of System with thd = -5, rd=5 at x = [7,3,5,1] In all the above plots, it can be observed from the subplot of that the settling point of state as t→, and , indicating that the state of the system tracks the input in the respective coordinate. It can also be observed from the previous plots for d=0, system exhibits the property of global asymptotic stability to the origin (equilibrium point).   Also, , the state implies the Bounded Input Bounded State property of the system. The input to state stability of the closed loop system with respect to and for the system was validated by adding a destabilizing feedback with and . The function k(x) of the disturbance is selected, such that the power transferred to the system is maximized, which can be performed when   . From the above equation, it can be observed that the power transferred to the system can be maximized by choosing same sign of with c≠¥0.   The nature of system response for different range of c is listed in the Table 1 below. Table 1 System Response for Variation in c at initial condition of [7,3,5,1]] Value of c Observation c ≠¤ 1.99 The energy of the system decreases initially, indicated by the plot of Lyapunov function shown in Figure 6 and the same result can be observed on the plot of r and ÃŽ ¸, where the magnitude decreases initially and oscillates with the bounded magnitude, for the bounded input indicated in plot of theta-d. c>1.99 For c=5, the energy of the system increases, indicated by the plot of Lyapunov function shown in Figure 7 and the plot of r and ÃŽ ¸ indicates that the magnitude continues to increases resulting in unbounded state for the bounded input indicated in plot of theta-d.   Also, it can be observed that the rate of increase in energy of the system, decreases with time. Figure 6 State of System at c=1.75 The system is not Input to state stable (ISS) for c>1.99 and Figure 7 indicates a system which is not ISS for c=5.   The value of transition from bounded state to unbounded state was observed at c=1.93 for an initial point of [1,2,1,2].   Based on the above observation, the transition value of c is dependent of initial condition (energy) of the system. Figure 7 State of System at c=5 The PD control used in the r-coordinate is modified as The simulations were carried out, to identify the properties of ISS satisfied by the system, with respect to and as inputs.   All the simulations were carried out with respect to the initial condition x0 = (7,3,5,1) Condition 1: The system is evaluated with zero disturbance and , the result is indicated in Figure 8. Figure 8 System with Zero Disturbance For the no disturbance conditions, it can be observed that the system is asymptotically stable about the origin (equilibrium), indicating the Global asymptotic stability of the system about the origin.   Also from the plot of Lyapunov function, it can be observed that the energy of the system settles down to zero. Condition 2: The destabilizing feedback input used in question 5 for the system was fed to the system and it its response is indicated in figure Figure 9 State of System at c=5 with modified PD Control The following observations can be made with respect to figure For an input , the state , indicating bounded input bounded state property of the system. It can be observed that, though the energy of the system increases initially, but upper bounded over a period.   The energy and the state of the system gets bounded over period of simulation.   Hence for the bounded input, state of the system is bounded. Also, the system exhibits property of asymptotic gain, since the state of the system is upper bounded by disturbance with gain of the system. Also, it was observed that though the system is ISS for the c=5, as the value of c increases energy of the system increases (example for c=10, v(x) is upper bounded to 10,000).   Hence modifying the PD control, makes the system ISS for a larger range of disturbances, when compared to earlier control. Condition 3: The system was fed with the input Figure 10 State of system rd=0 and theta d=5*exp(t) It can be observed from the plot that d(t)→ 0 as , also aysmptotically.   Hence the system indicates the property of converging input, converging state. The response of the system was evaluated with different possible inputs for , such as , the state of the system x1, x3 was chosen based on observations made in earlier simulations (q5) where predominantly these states grew out of bound Similarly, the above input conditions were simulated with =0 and defined as one of the input, few combinations of the above input disturbances and few possible system interconnections such as positive feedback interconnection, negative feedback interconnection, series interconnection. System response for various types of disturbance Constant Disturbance The disturbance of the system is set to constant values, as indicated in Figure 5 Figure 11 State of system at theta d=-5 rd=5 It can be observed from the plot of Figure 11 and Figure 5 that the settling time of system in r-coordinate has reduced almost by half, when compared to previous control. Positive Feedback Interconnection The disturbance input condition is mentioned below and the system response is shown in Figure 12 Figure 12 System Response for Positive Feedback Interconnection The state of the system indicates the converging nature, also it can be observed that after the transient period system follows the input. Series Interconnection The system is connected in series, with the following disturbance input configuration for each of the subsystem and the plot for the same is shown in Figure 13. Figure 13 System Response for Series Interconnection It can be observed that the behavior of the system is similar with respect to condition 2, but the energy of the system settles down at a higher level when compared to the similar condition with System with different disturbances acting simultaneously The type of disturbance added to the system is given below and the response of the system is shown in figure Figure 14 System response of simultaneous time varying disturbance It can be observed that the system exhibit the property of bounded input bounded state, even if the disturbance is of time varying. In all the above simulation conditions, it was observed that the system exhibits bounded state nature for a wider range of inputs with higher magnitude, when compared to the PD control implemented earlier.   This phenomenon can be attributed to the cubic terms with the negative sign, as it can reduce the rate at which energy of the system increases, before it goes out of bound. APPENDIX Code Used for Generation of Plots Contents Q4 Constant Value of Theta-d and r-d Q5 for ISS Q6 for ISS with new u2 Q4 Constant Value of Theta-d and r-d clc clear all close all global x1d; global x3d; ts=500;   %Duration for solving ip=[7,3,5,1]; options=odeset(AbsTol,1e-7,RelTol,1e-5); thd=[-5]; rd=[5]; for i=1:size(thd,2)   Ã‚  Ã‚   for j=1:size(rd,2)%-29:30:31   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   x1d=thd(i);  Ã‚   %x1d is Theta-d   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   x3d=rd(j);  Ã‚   %x3d is r-d   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   [t,x]=ode23(@deeqn,[0 ts],ip,options);   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   figure(1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   subplot(2,2,1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hold on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   plot(t,x(:,1))   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   title(Plot of Theta)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xlabel(Time)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ylabel(Theta)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid minor   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   subplot(2,2,2)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hold on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   plot(t,x(:,2))   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   title(Plot of Theta-dot)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xlabel(Time)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ylabel(Theta-dot)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid minor   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   subplot(2,2,3)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hold on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   plot(t,x(:,3))   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   title(Plot of r)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xlabel(Time)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ylabel(r)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid minor   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   subplot(2,2,4)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hold on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   plot(t,x(:,4))   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   title(Plot of r-dot)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xlabel(Time)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ylabel(r-dot)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid minor   Ã‚  Ã‚   end end Q5 for ISS clc close all global x1d; global x3d; ts=10000;   %Duration for solving ip=[7,3,5,1]; options=odeset(AbsTol,1e-7,RelTol,1e-5); x1=ip;    global c;    cval=[1.92]   %1.993 is transition point    for i=1:size(cval,2)    c=cval(i);   %4.0125   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   x1d=0;  Ã‚   %x1d is Theta-d   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   x3d=0;  Ã‚   %x3d is r-d   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   [t,x]=ode23(@deeqnvx,[0 ts],ip,options);   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   figure(2)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   subplot(2,3,1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hold on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   plot(t,x(:,1))   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   title(Plot of Theta)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xlabel(Time)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ylabel(Theta)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid minor   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   subplot(2,3,2)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hold on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   plot(t,x(:,2))   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   title(Plot of Theta-dot)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xlabel(Time)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ylabel(Theta-dot)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid minor   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   subplot(2,3,4)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hold on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   plot(t,x(:,3))   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   title(Plot of r)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xlabel(Time)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ylabel(r)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid minor   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   subplot(2,3,5)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hold on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   plot(t,x(:,4))   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   title(Plot of r-dot)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xlabel(Time)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ylabel(r-dot)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid minor   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   subplot(2,3,3)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hold on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   thdin=c.*sign(x(:,2));   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   plot(t,thdin)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   title(Plot of theta-d)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xlabel(Time)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ylabel(theta-dot)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid minor   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   subplot(2,3,6)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hold on  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   vxfn=(1/2).*(((x(:,3).^2)+1).*(x(:,2).^2)+(x(:,4).^2)+(x(:,1).^2)+(x(:,3).^2));   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   plot(t,vxfn)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   title(Plot Lyapunov Function)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xlabel(Time)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ylabel(v(x))   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid minor    end Q6 for ISS with new u2 clc close all global x1d; global x3d; ts=100;   %Duration for solving ip=[7,3,5,1]; options=odeset(AbsTol,1e-7,RelTol,1e-5); x1=ip;    global c;    cval=[5]   %1.993 is transition point    for i=1:size(cval,2)    c=cval(i);   %4.0125   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   x1d=0;  Ã‚   %x1d is Theta-d   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   x3d=0;  Ã‚   %x3d is r-d   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   [t,x]=ode23(@deeqnr,[0 ts],ip,options);   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   figure(3)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   subplot(2,3,1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hold on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   plot(t,x(:,1))   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   title(Plot of Theta)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xlabel(Time)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ylabel(Theta)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid minor   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   subplot(2,3,2)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hold on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   plot(t,x(:,2))   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   title(Plot of Theta-dot)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xlabel(Time)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ylabel(Theta-dot)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   grid minor   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   subplot(2,3,4)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hold on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   plot(t,x(:,3))   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   title(Plot of r) Function for constant disturbance function dx = deeqn(t,x) % Function for system model %  Ã‚   Argument function for ODE Solver global x1d; global x3d; dx=[x(2); (-2*x(3)*x(4)*x(2)-x(2)-x(1)+x1d)/((x(3).^2)+1);x(4);x(3)*(x(2).^2)-x(4)-x(3)+x3d]; end System with Destabilizing Feedback function dx = deeqnvx(t,x) % Function for system model %  Ã‚   Argument function for ODE Solver global x1d; global x3d; global c; x1d=c.*sign((+1).*x(2));; dx=[x(2); (-2*x(3)*x(4)*x(2)-x(2)-x(1)+x1d)/((x(3).^2)+1); x(4); x(3)*(x(2).^2)-x(4)-x(3)+x3d]; end Function with new u2 and old u1 function dx = deeqnr(t,x) % Function for system model %  Ã‚   Argument function for ODE Solver global x1d; global x3d; global c; x1d=x(4);%c.*sign((+1).*x(2));; x3d=x(2); dx=[x(2); (-2*x(3)*x(4)*x(2)-x(2)-x(1)+x1d)/((x(3).^2)+1);x(4);x(3)*(x(2).^2)-x(4)-x(3)+x3d-(x(3).^3)+(x3d.^3)]; end Published with MATLAB ® R2016b

The Self-confidence of Jane in Charlotte Brontes Jane Eyre Essay

In the Webster's online dictionary, self-confidence is defined as confidence in oneself and in one's powers and abilities. A famous quote by Jim Loehr says, "With confidence, you can reach truly amazing heights; Without confidence, even the simplest accomplishments are beyond your grasp." Confidence in yourself does not come without effort. One must believe in themselves, and not let someone change their beliefs. In the novel Jane Eyre by Charlotte Bronte, Jane shows self-confidence throughout the novel, by possessing a sense of self-worth, dignity, and a trust in God. At the beginning of the novel while Jane is living under her aunt, Mrs. Reed, she is treated disrespectfully and cruelly. She accuses Jane of being deceitful and a troublesome girl in front of Mr. Brocklehurst, the master of Lowood School. Jane is so hurt by this accusation that she cannot stop herself from defending her well being, and she stands up to her aunt. She knows she is being treated disrespectful and has much more self-worth than ...

Peer Evaluation

BARS Instructions For Evaluator: ? Circle a score of 1 through 5 in each category based on the team member’s performance below. ? Average the scores provided by your team members by adding them together and dividing by 4 and place it in the space below. Evaluator’s Total: 20 Final Grade for BARS: __ Evaluation Ratings Scale Please indicate your views on each individual member by scoring them on the scale provided. We understand that some of the descriptions of the member may coincide with one another; but, from the descriptions listed below, we will put best possible number that best fits the efforts of the member.Contributing To Team Success: Actively participating as a member of a team to move the team toward the completion of goals. 1 = No Effort Given No effort was put into helping the team at all, let others volunteer their time and efforts No effort or ideas given Puts down other members ideas 2 = A Little More Than Nothing Completed one assignment give Gave just enough effort to slide by Gave 1 idea, while shutting down others ideas 3 = Needs Help †¢ Tasks assigned though some completed were usually left for other members to ick up †¢ Ignores team and organizational goals expected of them such as: completing tasks, researching, giving the ideas, and so forth. †¢ Does not give input in meetings; avoids sharing thoughts/input. Says just enough to get in and out as soon as possible. 4 = Meets Expectations Completes fair share of responsibilities by doing just the required amount of work instead of going above and beyond to help others and their tasks. Helps others perform tasks and reach goals only if it doesn’t inconvenience them.Subordinates own personal goals for the good of the team. 5 = High Performing Always comes ready with ideas and the initiative to get the job done for the group. Helps other achieve without expectation of recognition and does the work at hand without waiting on others to ask for help. Assists fe llow team members and takes on added responsibility without being asked. Communication: Clearly conveying and receiving information and ideas through a variety of outlets to group members. 1 = No Effort GivenDid not come prepared for discussions, never gave ideas, just sat there and gave no effort No participation in class was reached, whether in sending in question or answering them for the class assignments Did not inform members of their absence or being late to class 2 = A Little More Than Nothing Responded to at least 2 to 3 emails, text, or other forms of communication but was always late Gave at least 2 ideas during the entire course’s group meetings and gave at least two discussions points for projects Informed only one member of their absence or tardiness at least once. 3 = Needs ImprovementResponded to at least half of all emails, text, or other forms of communication but was usually late Gave 3 ideas during the entire course’s group meetings and at gave at l east 4 discussion points for projects. Informed all members of their absence or tardiness at least once 4 = Meets Expectations Responded to a majority of the emails, text, or other forms of communication in a descent time manner. Effort was put forth in communicating ideas for group meetings, gave at least 4 ideas during the entire course’s group meetings, and gave at least 4 discussions points for projects.Informed all members of their absence and tardiness 5 = High Performing Responded to every email, text, or other form of communication on time. Came prepared for every group discussion, gave others their chance to speak, gave at least 6 ideas during the entire course’s group meetings, and gave at least 6 discussion points as well. Informed all members of their absence and tardiness. Initiating Action: Taking prompt action to accomplish team assignments; taking action to achieve goals beyond what is required; being proactive. 1 = No Effort GivenNo action or effort in achieving a goal as a group was met. Always waited for others to step up and volunteer for work. If a project was given to them another member had to come behind and clean up their work or do the work 2 = A Little More Than Nothing Accomplished one task given to them Waits for others to tell he or she what to do All work given was appeared to be done right before class with minimal effort in citing, grammar, spelling, and so forth. 3 = Needs Improvement Does not take appropriate action to accomplish tasks.Completes 7 out of 10 assignments. Is not proactive; but reactive; avoids work. Fails to follow through on projects/processes. Always waits for others to review his or her work. 4 = Meets Expectations Takes appropriate action to accomplish tasks. Completes 9 out of 10 assignments Takes action when appropriate; does not wait for others to take action. This member is more of a pusher for the group instead of one that has to be pulled. Always completes projects in a timely manner to complete objectives and achieve goals for the team 5 = High PerformingAction is taken to achieve goals ahead of schedule; anxious to complete high-quality, professional work in a timely manner. Anticipates setting new goals as experience and knowledge increases. Encourages others to do their part in performing and helping the group achieve their goal of getting an A. Managing Work: Effectively managing one’s time and resources to ensure that work is completed efficiently; makes timely notice of not being in class/meeting or tardiness. 1 = No Effort Given Work was never turned in Never completed his or her own work but left it for other to do Without other group members they would be lost. = A Little More than Nothing Work came in late every time, that is if it made it Would complete half of the work given to him or her but another member would have to come behind their work and clean it up or redo the work for it to be expectable. Highly dependable on others. 3 = Needs Improv ement Work is not completed in a timely manner or completed Completed all the work given to them but other members had to help polish the work before it could be turned Depended on others after their share of work was completed in order to reach a polished project = Meets Expectations †¢ Work completed in a timely manner †¢ Completed all work given on time and without the need of others help †¢ Only depended on other members when other members were required to help complete the project. 5 = High Performing Work is always completed on time or ahead of schedule and needs no help from others, unless required Encourages others to do their part in performing and helping the group achieve their goal of getting an A.Only depended on other member when other members were required to help complete the project We understand the course credit is earned at each meeting. Meetings and preparation may be changed with majority agreement – if the change is possible for all parti es. Report changes to the instructor. Signed and Dated Team Members 1. _______________________________________ 2. _________________________________________ 3. ________________________________________ 4. __________________________________________

Free Essays on Society Acceptance

Society acceptance J. D. Salinger’s The Catcher in the Rye focuses on societies acceptance. Holden Caufield attends Pencey, a prestigious school with very high expectations. At Pencey, Holden is excluded by classmates, and frowned upon by the faculty. He sometimes separates himself from his peer group by not becoming involved in school activities. Although Holden participates on the fencing team as the equipment manager, he makes a point to not fit in by losing the equipment. Holden shows that he does not fit in, and does not want to. At the very beginning of the story Holden is expelled from Pencey for not meeting their academic expectations. As he reflects on his final day at Pencey, he says â€Å"They kicked me out... I was flunking four subjects and was not applying myself at all. They gave me frequent warnings to start applying myself but I didn’t do it.† (4) New York City is where Holden ends up after Pencey. Even in New York, Holden feels singled out and ostracized. In a hotel he was staying at, he ran into a pimp who offered him a prostitute for five dollars. Holden accepts, but the next morning the pimp confronts him and tells him he did not pay enough. After a scuffle, in which Holden is injured he leaves the hotel. He feels as if he cannot go to another hotel for fear the same thing will happen. He says â€Å"I had no place to go. It as only Sunday and I couldn’t go home till Wednesday-or Tuesday at the soonest. And I certainly didn’t feel like going to another hotel and getting my brains beat out† (106-107) This shows how very vulnerable Holden is. He does not want to go back home, because he does not belong there at the moment, so he stays in New York. Holden needs the support of the world around him. He came from a generation that could not find their identity, and a society that left people with so little choice that they became bitter and angry much like Holden. Holden’s lack of guidance by hi... Free Essays on Society Acceptance Free Essays on Society Acceptance Society acceptance J. D. Salinger’s The Catcher in the Rye focuses on societies acceptance. Holden Caufield attends Pencey, a prestigious school with very high expectations. At Pencey, Holden is excluded by classmates, and frowned upon by the faculty. He sometimes separates himself from his peer group by not becoming involved in school activities. Although Holden participates on the fencing team as the equipment manager, he makes a point to not fit in by losing the equipment. Holden shows that he does not fit in, and does not want to. At the very beginning of the story Holden is expelled from Pencey for not meeting their academic expectations. As he reflects on his final day at Pencey, he says â€Å"They kicked me out... I was flunking four subjects and was not applying myself at all. They gave me frequent warnings to start applying myself but I didn’t do it.† (4) New York City is where Holden ends up after Pencey. Even in New York, Holden feels singled out and ostracized. In a hotel he was staying at, he ran into a pimp who offered him a prostitute for five dollars. Holden accepts, but the next morning the pimp confronts him and tells him he did not pay enough. After a scuffle, in which Holden is injured he leaves the hotel. He feels as if he cannot go to another hotel for fear the same thing will happen. He says â€Å"I had no place to go. It as only Sunday and I couldn’t go home till Wednesday-or Tuesday at the soonest. And I certainly didn’t feel like going to another hotel and getting my brains beat out† (106-107) This shows how very vulnerable Holden is. He does not want to go back home, because he does not belong there at the moment, so he stays in New York. Holden needs the support of the world around him. He came from a generation that could not find their identity, and a society that left people with so little choice that they became bitter and angry much like Holden. Holden’s lack of guidance by hi...

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Through the Eyes of a Child One would think that it is impossible to read this story without being ashamed of White America especially in the third paragraph page 746. â€Å"Of my ancestry I know almost nothing.† Booker T. Washington was a man of such extensive good will and generous spirit, that he could write about his mother being purchased like a barnyard animal and, on the other hand, could forgive the purchaser as one of slavery's victims too. Up From Slavery tells his story and provides his vision of America's racial future without express hate, in a childlike manner. Through the eyes of a child, Washington depicts how unfortunate he was as an adolescent yet grew to become one of the nation's leading educators and the recognized spokesman for his race at the turn of the Century. â€Å"I had no schooling whatever while I was a slave, though I remember on several occasions I went as far as the schoolhouse door with one of my young mistresses to carry her books. The picture of several dozen boys and girls in a schoolroom engaged in study made a deep impression upon me, and I had the feeling that to get into a schoolhouse and study in this way would be about the same as getting into paradise.†(pp.748) Washington had a brilliant observation. Education was in fact a major issue to which would help people like himself reach freedom. Small things like family gatherings and the clothes for him to wear was something else Washington brought up in his story. Things that we know take for granted was a dream to him. The clothes he was allowed to wear were not fit for anyone to bear. â€Å"It is almost equal to the feeling that one would experience if he had a dozen or more chestnut burrs, or a hundred small pin-points, in contact with his flesh.† (pp.750) This story of dreadful conditions is truly disturbing and should serve to silence those who pretend that slavery was a benevolent system. But even after recounting these hardships Washingto... Free Essays on Through The Eyes Of A Child Free Essays on Through The Eyes Of A Child Through the Eyes of a Child One would think that it is impossible to read this story without being ashamed of White America especially in the third paragraph page 746. â€Å"Of my ancestry I know almost nothing.† Booker T. Washington was a man of such extensive good will and generous spirit, that he could write about his mother being purchased like a barnyard animal and, on the other hand, could forgive the purchaser as one of slavery's victims too. Up From Slavery tells his story and provides his vision of America's racial future without express hate, in a childlike manner. Through the eyes of a child, Washington depicts how unfortunate he was as an adolescent yet grew to become one of the nation's leading educators and the recognized spokesman for his race at the turn of the Century. â€Å"I had no schooling whatever while I was a slave, though I remember on several occasions I went as far as the schoolhouse door with one of my young mistresses to carry her books. The picture of several dozen boys and girls in a schoolroom engaged in study made a deep impression upon me, and I had the feeling that to get into a schoolhouse and study in this way would be about the same as getting into paradise.†(pp.748) Washington had a brilliant observation. Education was in fact a major issue to which would help people like himself reach freedom. Small things like family gatherings and the clothes for him to wear was something else Washington brought up in his story. Things that we know take for granted was a dream to him. The clothes he was allowed to wear were not fit for anyone to bear. â€Å"It is almost equal to the feeling that one would experience if he had a dozen or more chestnut burrs, or a hundred small pin-points, in contact with his flesh.† (pp.750) This story of dreadful conditions is truly disturbing and should serve to silence those who pretend that slavery was a benevolent system. But even after recounting these hardships Washingto...

Meanings of Intelligence and Adaptive Behavior Essay

Meanings of Intelligence and Adaptive Behavior - Essay Example Shapiro, E. S. (2011) pointed out that, in assessing the students, the teacher requires combining, intelligence and adaptive behavior that causes them fall behind in their school achievement. This cannot be caused by a sensory impairment, a specific learning disability or a behavioral disorder and the onset must be prior to being school aged. For those with milder cognitive impairment, this would look like a broad form of a learning disability that is not specific to any one area. Those with specific learning disabilities and many with autism will have performance valleys and spikes, where they may be proficient in one area while being very weak in another. Cognitive impairment cuts across all learning, which is intelligence and adaptive behavior together, are important. Shapiro, E. S. (2011) asked a question on how one would assess a student with a cognitive disability fairly and accurately. The answer to that is that it will take more than one tool to do it and over some span of time. It will not be easy or cheap. First, you can use standardized intelligence tests provided they do not floor out. You can also use adaptive behavior assessments and questionnaires. The questionnaires should be given to parents as well as teachers. Next, do some real-time observations of the student in the actual environment. Then look at actual work products and compare them with same-aged peers. All of these last measures should be done in several settings and across time in order to assess the rate of progress. Assessment should always inform instruction, but in practice most of what passes as â€Å"accountability† and â€Å"performance† nowadays does not (Shaw, 2008). Shapiro, E. S. (2011) added that, eligibility for special education services requires two findings: first, the student must meet the criteria for at least one of the thirteen disabilities recognized in the federal Individuals with Disabilities Education Act (IDEA) or the counterparts thereof in state law, 1, 2. Second, special education and/or related services must be required for the student to receive an appropriate education 2, 3. It is true that some students are eligible for

Reflection of Stock Market Project Essay Example | Topics and Well Written Essays - 250 words

Reflection of Stock Market Project - Essay Example Mostly in the stock market, human psychology gets reflected by either greed or fear. During the period when the share prices of the MSFT was considerably decreasing, fear lead me to sell the shares immediately the prices reached the original price. The Cognizant Technology Solutions Corp shares prices decreased, but for the past four days the prices have exceed the $47 price margin I had anticipated selling the shares. Greed to profit from the increasing prices led more people to buy these shares by the close of the stock market on 10th December 2014(Graham 189-98). I sold least Apple Inc. shares because the company intends to launch its new iPhone models in 2015. The entry of the new iPhones will increase the earnings of the company considerably, and the shares will as well increase. Therefore, in anticipation of the increase, I will keep the shares and sell them when the new iPhones premiers in the market. From the experience in the stock market, I learned to rely mostly on the more scientific and economic factors. Human psychology slightly affects the stock as compared to the scientifically and economically conscious factors (Graham