Essay --

Makeup Essay 2 The only reason that I missed my lab quiz was because I own a company named Loan Modification Relief Center. What we specialize in is saving clients from loosing their homes to foreclosure, sale dates and help put them in a better situation. On the day of the 2nd lab quiz, I had 3 clients that were about to loose their homes and I don’t pass that job on to anyone else simply because I have that old school mentality that if I don’t do it myself it wont get done right. Since my name is on the line with it being my company I am not willing to tarnish my name so I had to be there to make sure it happen correctly. I’m pleased to say that the time I missed away from school was not wasted on a lazy day or a personal day or just a day off. I was able to postpone the sale dates for all three clients homes. In all honesty I have straight For future reference I assure you that I will not be missing anymore classes, I have done my best to implement an alternative solutions to prevent this situation form occurring again in the future. A’s and I take my schooling very seri...

Reflecting on the Sarel Marais Homestead

REFLECTING ON THE SAREL MARAIS HOMESTEADWHO PUT IT UP? By the early 1800’s, there were 1000s of Boer husbandmans who had settled on the eastern frontier of the Cape Colony. They became progressively dissatisfied with the British Colonial Government. The Boers were displeased, among other things, with the continual intervention in their personal businesss by the Colonial Government, the on-going foraies on their farms by the Xhosa and the long hold in being granted self-determination ( Britz, 2012 ) . This resulted an organized out-migration of 1000s of Afrikaner frontier husbandmans and their laborers from the Crown Colony of the Cape to the northern and north-eastern sectors of southern Africa order to get away the Imperial subjugation and the accordingly colony of the country North of the Vaal River, subsequently to go the Zuid-Afrikaansche Republiek ( ZAR ) ( Fraser, 1986 ) . Sarel Marais and his household were one the first households who settled in the Transvaal. Sarel bought the western part of the farm Rietvlei where he constructed the household homestead ( Britz, 2012 ) . WHAT WERE THEY CONCERNED ABOUT? When emigres relocate themselves they have three beginnings for their edifice civilization, viz. tradition, invention and adoption. The Voortrekkers, born on African dirt, trekked from the Eastern Cape, an country with a peculiar edifice civilization, into the backwoods occupied by autochthonal pastoralists with their ain traditions. Although the Trekkers maintained trade links with the South, the terrain was rugged and transport hard. They hence resorted in utilizing locally available stuffs wherever possible. This in bend influenced the techniques of building ( Fisher, et al. , 1998 ) . WHAT MATERIAL FACTORS INFLUENCED IT ( AVAILABILITY/PRESTIGE/ECONOMY ) ? The part of the Rietvlei farm where the Marais’ settled had ample graze, fertile dirt, plentifulness of H2O and an copiousness of game. Sarel constructed the farm house from bricks made from clay that was found locally, on the Bankss of the Bloubosspruit, which is one of basic edifice stuffs Transvaal ( Britz, 2012 ) . The clay was prepared by wetting, kneading, ( where droppings and husk might be added ) and adding limestone. The clay mixture was so moulded and dried to organize clay bricks ( Fisher, et al. , 1998 ) . The window gaps were constructed with wooden headers and were ab initio covered with a piece of cheesecloth dipped in lubricating oil to maintain out dust and to give a grade of privateness to the occupant. This was a consequence of the unobtainability of glass as it broke on the journey by waggon inland from the seashore. Shutters were subsequently added when the abode became more lasting. The floor made from clay mixed with cow blood with a thin bed of cow droppings to protect it. Such a floor was besides frequently adorned with Prunus persica cavities that were laid in the wet clay is pressed and polished with aloe juice or wax ( Fisher, et al. , 1998 ) . The roof was thatched which so as now was tied in packages with the grass seeds topmost. Once fixed by sewing with rawhide lashs to the laths beneath, the packages would be beaten parallel to the pitch of the roof with a â€Å"dekspaan† or thatching spade or jostle. This technique has later became prevailing and is known amongst some black people as â€Å" Boer † ( or sometimes â€Å"Afrikaner † ) thatching ( Fisher, et al. , 1998 ) . The thatch was supported by yellowwood beams and balks. This was an indicant that the Marais’ were comparatively affluent as the yellow had to be ordered and delivered from Cape Town by waggon. WHAT SORT OF DESIGN MERIT YOU THINK IT HAS ( INNOVATION/BEAUTY/UTILITY ) ? What are of import about these colonies is to retrieve that prior to populating in proper â€Å" homes † or â€Å" houses † , the Trekkers lived in ox waggons that truly merely protected their most intimate properties and offered privateness for kiping and none for life indoors. These edifices were stripped of all extravagancy reflecting the innovator settler’s existent demands for shelter and protection ( Meiring, 1985 ) . We should non try to construe the common edifice traditions of the seminomadic and first stage innovator colonist from a modem position. Besides that these persons had a vision of a big home or â€Å" house † and that they pursued this vision every bit shortly as they settled on a piece of land. In many cases it is clear that constructing a â€Å" house † with many suites functioning all or at least the majority of the demands of the household at one time was non a precedence. Needs were served as they arose, depending on the blessing of the male parent or patriarch of the house ( Fisher, et al. , 1998 ) . WHAT THE IMPORTANT FEATURES DOES THE Building HAVE? What can be farther deducted from the above observations is that to the innovator colonists, â€Å" unfastened infinite † was more of import than â€Å" closed infinite † . Distance between activities and closed infinites were more of import than constellating and the economic linking of infinites. These spacial constructs lie at the bosom of the early common architecture in rural Transvaal ( Fisher, et al. , 1998 ) . WHAT OTHER BUILDINGS AND SYSTEMS IT RELATES TO? In the Transvaal land term of office was to follow the same system of issue as in the Cape. Every original Trekker of 16 old ages of age and older could choose a vacant piece of land and petition that it be surveyed and registered in his name. A fixed quitrent was so paid on every farm ( Fraser, 1986 ) . Prior to 1852 fledglings to the part were entitled to two farms: one either residential or harvest farm and the other a bushveld farm for winter graze. Surveying of farming area besides followed the tested and trusted old Cape system. A horseback drive of halt-an-hour would be taken at a walk from a cardinal point ( normally a perennial H2O beginning where the farmstead would be located ) in each of the four central waies. Such a farm was non to transcend 3000 morgen* although larger farms could buy extra land ( Fisher, et al. , 1998 ) . * A South African unit of country ( now archaic in the Nederlands ) , equal to approximately two estates or 0.8 hectare. From the Dutch morgen ( forenoon ) therefore the land which could be ploughed by a span of cattle in a forenoon ( Fisher, et al. , 1998 ) WHAT SORT OF CONDITION IT IS IN TODAY? The homestead’s ruins can be found in the southern portion of Klipriviersberg Nature Reserve.BibliographyBritz, R. , 2012.Klipriviersberg Nature Reserve Assosiation.[ Online ] Available at: hypertext transfer protocol: //www.klipriviersberg.org.za/index.php/history-overview/sarel-marais-story [ Accessed 14 March 2014 ] . Fisher, R. , lupus erythematosus Roux, S. & A ; Mare , E. , 1998.Architecture of the Transvaal.Capital of south africas: UNISA. Fraser, M. , 1986.Johannesburg Pioneer Journals 1888-1909.Cape Town: Van Riebeeck Society. Giliomee, H. , 2003.The Afrikaners: Biography of a People.Cape Town: Tafleburg Publishers Limited. Meiring, H. , 1985.Early Johannesburg ; Its Buildings and its Peoples.Cape Town: Human & A ; Rousseau. Montgomery, C. , 2013.Heritage Treasures of the South.[ Online ] Available at: hypertext transfer protocol: //www.heritageportal.co.za/article/heritage-treasures-south [ Accessed 15 March 2014 ] .

How do the brain and eyes jointly process information?

Introduction The intricacies of the human eye enable us to interpret light and distinguish colour to produce vision. It is, however, the complexity of the processing in the visual pathway from eye to brain along which this information is interpreted and manifested that allows us to create a representation of the surrounding world, otherwise known as visual perception (Gibson, 1950). Whilst vision begins with the eye and ends with the brain, the way these organs work together and the relative influence each has on our perception is fundamental to producing what we see. Light is first refracted onto the cornea of the eye before passing to the pupil and lens. An image is then projected onto the retina, resulting in the production of ganglion cells specialised to describe depth, colour, shape, motion, and light intensity (Nelson, 2007). Nerve spikes from the ganglion cells containing this information transmit to the brain’s optic nerve, by which visual information is passed for interpretation in the visual cortex. The right and left visual cortices comprise part of the occipital lobe of the brain, both receiving information from the opposite hemisphere’s visual field. The estimated 140 million neurons in the primary visual cortex (V1) (Lueba & Kraftsik, 1994) fire when visual stimuli appear within their receptive field, and these fields are tuned to receive stimuli of specific orientations and colours (Kandal et al., 2000). The receptive fields of neurons in more complex visual processing areas are able to detect more intricate stimuli such as faces (Kanwisher, McDermott & Chun, 1997) or direction (Allman et al. 1984). The five identified visual areas (V1-V5) are interconnected with varying strengths, allowing information to be projected forward from one to another and feedback to be given. As the visual information passes through this hierarchy, it is proposed that is processed by two pathways of neural representation. These pathways, named the dorsal and ventral streams, are hypothesi sed to deal with spatial attention and the recognition and perception of visual stimuli respectively, and involve the passing of visual information and representation further into the brain integrating it with awareness, attention, and memory functions (Ungerleider & Mishkin, 1982). The process of visual perception, as the eye’s sensory input is interpreted throughout the brain enables us to perceive and construct our own visual world. Gibson (1966) proposed a direct theory of perception, affording the richness of the sensory input with the construction of the perceived visual outcome. He claimed that a variety of environmental cues, or affordances, aid the interpretation of the visual scene. These include brightness, texture gradient, relative size, and superimposition (where one object blocks another). Gibson believed that when combined with invariants (constancies within the environment ie. parallel lines appearing to converge toward a horizon) and optic flow (the pattern of light movement within a visual scene) this was enough to enable the perceiver to orient themselves and the surrounding environment. There are, however, complexities to Gibson’s bottom-up theory of visual processing. It may be overly simplistic to underestimate the role of a top-down influence from the brain. Gibson’s theory does not account for times when the visual system is fooled, or becomes subject to an illusion. Rubin’s Vase (Rubin, 1915) is a classic example of how the human visual system is subject to ambiguity, where one single visual stimulus can be perceived as two distinct images. If the visual system directly processes light into an image, it would follow that a single visual input would lead to a universal and singular output. However, the existence of ambiguity in the perception of a visual stimulus suggests there may be times when the brain cannot decide as to what representation to assign to the visual input. Further questions are raised when looking at the influence of context, and how this can lead us to misinterpret visual stimuli. The Ebbinghaus Illusion, demonstrates perceptual distortion, highlighting the role of contextual cues, where a circle surrounded by large circles is judged as smaller than the same circle surrounded by small circles (Obonai, 1954). This is suggestive of a higher-level process in which the brain applies context relevant logic to the interpretation of a visual stimuli. Additionally, experience provides strong influence over the processing of visual information. ‘Impossible illusions‘ such as Escher’s Waterfall, and the Hollow Face Illusion (Gregory, 1997) exploit concepts of experiential perceptual learning, such as knowledge that adjacent edges must join, and human faces are always convex. These illusions demonstrate how the brain aims to perceive coherence in 3D objects to make sense out of its visual environment, creating a captivating paradox between what we know and what we are actually seeing. Visual perception can be ambiguous, distorted, paradoxical, and even fictitious (Gregory, 1980). It appears to be influenced by context, experience, and expectation, a concept asserted by Richard Gregory (1970) who theorised perception as a top-down process. Deduced from observations of when the human visual system makes errors, Gregory proposed that the brain constructs a visual hypothesis from information processed by the eye based on former experience and knowledge. If the top-down, constructivist theory holds true, there are implications for the constancy of percepts between individuals. We all have idiosynchratic knowledge and experience. Do differences in internal representation lead individuals to perceive visual stimuli differently from each otherAdditionally, what is to be said for the perception of those that have no knowledge or experienceDoherty et al. (2010) observed an absence of suceptibility to the Ebbinghaus illusion in a number of children under seven years of age, perhaps suggestive that experience and knowledge does have an influence on visual information processing. Without the knowledge base, the children were not affected by the contextual cues. MacLeod (2007) proposes that top-down theories are based on times when visual conditions are poor, and bottom-up theories are founded in ideal viewing conditions; neither of which is an all encompassing explanation of perception. Recent research highlights the interaction of both constructivist and direct processes (MacLeod, 2007), with the proposal that when bottom-up, sensory information is abundant there is less input from contextual hypotheses, and when there is an absence of stimulus information, the brain draws on its prior knowledge and experience to comprehend the input (Ramachandran, 1994). It becomes apparent that the study of human perception and how it is influenced by not only the anatomical structure of the visual pathway, but also psychological components such as experience and knowledge will enable us to further understand how the eyes and the brain interact to process visual information. References: Allman, J., Miezin, F., McGuinness, E. (1985) ‘Direction- and velocity-specific responses from beyond the classical receptive field in the middle temporal visual area (MT)† Perception, 14(2), pp. 105 – 126. Doherty, M., Campbell, N., Hiromi, T., and Phillips, W. (2010) ‘The Ebbinghaus illusion deceives adults but not young children’, Developmental Science, 13(5), pp. 714-721. Gibson, J. (1950). The perception of the visual world. Oxford: Houghton Mifflin. Gibson, J. (1966). The senses considered as perceptual systems. Oxford: Houghton Mifflin. Gregory, R. (1970). The Intelligent Eye. London: Weidenfeld and Nicolson. Gregory RL. (1980) ‘Perceptions as hypotheses’. Philosophical Transactions of the Royal Society of London, vol. 290(B), pp. 181-197. Gregory, R. (1997) ‘Knowledge in perception and illusion’, Philosophical Transactions of the Royal Society of London B, vol. 352, pp. 1121–1128. Kandal, E., Schwartz,J., and Jessell, T. (2000). Principles of Neural Science. 4th Ed. New York: McGraw-Hill, Health Professions Division. Kanwisher, N., McDermott, J., and Chun, M. (1997) ‘The fusiform face area: a module in human extrastriate cortex specialized for face perception’, Journal of Neuroscience, 17, pp. 4302-4311. Leuba, G., and Kraftsik, R. (1994) ‘Changes in volume, surface estimate, three-dimensional shape and total number of neurons of the human primary visual cortex from midgestation until old age’, Anatomy of Embryology, 190, pp.351-366. McLeod, S. (2007). Simply Psychology. [online] Available at: [Accessed 22 February 2012]. Nelson, R. (2007) Visual responses of ganglion cells. In: H. Kolb, E. Fernandez, and R. Nelson (eds.), The Organisation of the Retina and Visual System. Salt Lake City (UT): University of Utah Health Sciences Centre. Obonai, T., (1954) ‘Induction effects in estimates of extent’, Journal of Experimental Psychology, 47, pp. 57-60. Ramachandran, V. (1994). In: R. Gregory, and J. Harris, (eds.) The Artful Eye. Oxford: Oxford University Press. pp. 249–267. Rubin, E. (1915). Synsoplevede Figurer: Studier i psykologisk Analyse. Forste Del’ [Visually experienced figures: Studies in psychological analysis. Part one]. Copenhagen and Christiania: Gyldendalske Boghandel, Nordisk Forlag. Ungerleider, L., and Mishkin, M. (1982). Two cortical visual systems. In: D. Ingle, M. Goodale, and R. Mansfield, (eds). Analysis of Visual Behavior. Cambridge, MA: MIT Press. pp. 549–586.

11 Things You Should Put in a College Roommate Agreement

11 Things You Should Put in a College Roommate Agreement When you first move in with your college roommate (either in an apartment or in the residence halls), you may want- or have- to set up a roommate agreement or roommate contract. While not usually legally binding, roommate agreements are an excellent way to make sure that you and your college roommate are on the same page about the everyday details of living with someone else. And while they may seem like a pain to put together, roommate agreements are a smart idea. There are a variety of ways you can approach a roommate agreement. Many agreements come as a template and can provide you with general areas and suggested rules. In general, though, you should cover the following topics: 1. Sharing Is it okay to use each others stuff? If so, are some things off limits? What happens if something breaks? If both people are using the same printer, for example, who pays to replace the paper? The ink cartridges? The batteries? What happens if something gets broken or stolen on somebody elses watch? 2. Schedules What are your schedules like? Is one person a night owl? An early bird? And whats the process for someones schedule, especially in the morning and late at night? Do you want some quiet time when you get done with class after lunch? Or time to hang out with friends in the room? 3. Study Time When does each person study? How do they study? (Quietly? With music? With the TV on?) Alone? With headphones? With people in the room? What does each person need from the other to make sure they get adequate study time and can keep up in their classes? 4. Private Time Its college. You and/or your roommate might very well be dating someone - and want time alone with him or her. Whats the deal with getting time alone in the room? How much is OK? How much advance notice do you need to give a roommate? Are there times when its not OK (like finals week)? How will you let each other know when not to come in? 5. Borrowing, Taking or Replacing Something   Borrowing or taking something from your roommate is practically inevitable over the course of the year. So who pays for it? Are there rules about borrowing/taking? For example, its OK to eat some of my food as long as you leave some for me.   6. Space This may sound silly, but think - and talk - about space. Do you want your roommates friends hanging out on your bed while youre gone? At your desk? Do you like your space neat? Clean? Messy? How would you feel if your roommates clothes started sneaking over to your side of the room? 7. Visitors When is it OK to have people hanging out in the room? People staying over? How many people are OK? Think about when it would or wouldnt be all right to have others in your room. For example, is a quiet study group OK late at night, or should no one be allowed in the room after, say 1 a.m.? 8. Noise Do both of you like the default to be quiet in the room? Music? The TV on as background? What do you need to study? What do you need to sleep? Can someone use earplugs or headphones? How much noise is too much? 9. Food Can you eat each others food? Will you share? If so, who buys what? What happens if someone eats the last of an item? Who cleans it? What kinds of food are OK to keep in the room? 10. Alcohol   If youre under 21 and get caught with alcohol in the room, there can be problems. How do you feel about keeping alcohol in the room? If youre over 21, who buys the alcohol? When, if at all, is it OK to have people drinking in the room? 11. Clothes This ones a biggie for women. Can you borrow each others clothes? How much notice is needed? Who has to wash them? How often can you borrow things? What kinds of things cant be borrowed? If you and your roommate cant quite figure out where to get started or how to come to an agreement on many of these things, dont be afraid to talk to your RA or someone else to make sure things are clear from the beginning. Roommate relationships can be one of the highlights of college, so starting strongly from the beginning is a great way to eliminate problems in the future.

A Timeline of the Agricultural Revolution

A Timeline of the Agricultural Revolution Between the eighth century and the eighteenth, the tools of farming basically stayed the same and few advancements in technology were made. This meant that the farmers of George Washingtons day had no better tools than the farmers of Julius Caesars day.  In fact, early Roman plows were superior to those in general use in America eighteen centuries later. All that changed in the 18th century with the agricultural revolution, a period of agricultural development that  saw a massive and rapid increase in agricultural productivity and vast improvements in farm technology. Listed below are many of the inventions that were created or greatly improved during the agricultural revolution. Plow and Moldboard By definition, a plow (also spelled plough) is a farm tool with one or more heavy blades that breaks the soil and cut a furrow or small ditch for sowing seeds. A moldboard is a wedge formed by the curved part of a steel plow blade that turns the furrow. Seed Drills Before drills were invented, seeding was done by hand. The basic idea of drills for seeding small grains was successfully developed in Great Britain, and many British drills were sold in the United States before one was manufactured in the States. American manufacture of these drills began about 1840. Seed planters for corn came somewhat later, as machines to plant wheat successfully were unsuited for corn planting. In 1701, Jethro Tull invented his seed drill and is perhaps the best-known inventor of a mechanical planter. Machines That Harvest By definition, a sickle is a curved, hand-held agricultural tool used for harvesting grain crops. Horse-drawn mechanical reapers later replaced sickles for harvesting grains. Reapers  were then replaced by the reaper-binder (cuts the grain and binds it in sheaves) and in turn, was replaced by the swather before being replaced by the combine harvester. A combine harvester is a machine that heads, threshes and cleans grain while moving across the field. The Rise of the Textile Industry The  cotton gin  had turned the whole South toward the cultivation of cotton. While the South was not manufacturing any considerable proportion of the cotton it grew, the textile industry was flourishing in the North. A whole series of machines similar to those used in Great Britain had been invented in America and mills paid higher wages than in Britain. Production was also far ahead of the British mills  in proportion to hands employed, which meant the U.S. was ahead of the rest of the world. Wages in America Take-home pay, measured by the world standard, was high. Additionally, there was a good supply of free land or land that was practically free. Wages were high enough that many could save enough to buy their own land. Workers in textile mills often worked only a few years to save money, buy a farm or to enter some business or profession. Advances in Transportation Lines The  steamboat and the  railroad  enabled transportation to the West. While steamboats traveled all the larger rivers and the lakes, the railroad was growing rapidly. Its lines had extended to more than 30 thousand miles. Construction also went on during the war, and the transcontinental railway was in sight. The locomotive had approached standardization and the American railway was now comfortable for passengers with the invention of  Pullman sleeping cars, the dining cars, and the automatic air brake developed by  George Westinghouse.

Reflective Paper Essay Example | Topics and Well Written Essays - 2000 words - 4

Reflective Paper - Essay Example lves the ability of the management to oversee the culture and organizational leadership of the institution, and ensure that the institution complies with the labor and employment laws of a given state. This paper is a reflection of my studies on human resource management. This paper takes a stand that human resource management is an important process that helps in improving the effectiveness and efficiency of an organizations work force. In addressing the objectives of this paper, this reflection will identify the main issue in this field of HR, and thereafter demonstrate the learning that has taken place. This paper will also contain the various incidents that facilitate my processing of learning and understanding of these issues, and it will thereafter identify the future and current implications of the practice of HR in an organization. It also contains a reflection on how skills gained from this class will have an impact on my future career plans. One of the major issues learnt in this class is on the roles of the human resource management in the recruitment, planning, and selection process of the employees of an organization. The human resource department is responsible for recruiting new employees of an organization. From this class, it was in my understanding that the department of human resource management identifies the various skills needed by an organization, after which it develops a plan on how to fill in the skills that the organization does not have. It is important to denote that the major skills and knowledge leant from this section is the process of recruiting and selecting new employees within an organization. From this class, it came to my knowledge that different organizations have different methods of recruiting new employees, and this depends on the size and structure of the organization under consideration. However, there are major elements of the recruitment process that are universal to all organizations, and this includes, profiling

THE NATURE OF MANGERIAL WORK Case Study Example | Topics and Well Written Essays - 500 words

THE NATURE OF MANGERIAL WORK - Case Study Example Beynon and Nicholas (1977) give an analysis of ideological tools employed by managers in resolving conflicts and contradictions within an organizational set up. Yukl, (2010), studied the contradictions of management between rationalization of organizational employment and planning to leave a job, individual performance ideology and cliques reality and concluded that circumstances that managers encounter in their managerial work are â€Å"schizoid† and hence, management is not a science, an art or skill. This is because, there is usually nothing to do at the base, a manager is hired to do what other firms do, what he thinks he can do, and what his superiors tell him to do. Prolonged highly political decision processes is likely when decisions involve important and complex problems for which no ready-made good solutions are available, when many affected parties have conflicting interest and when a diffusion of power exists among the parties. Such circumstances present the manage r in a contradicting situation between the demands of his role and the pressures of the situation that confront him as the organizational manager (Yukl, 2010), In this case, a good manager can get the best solution by understanding the demands of his role, what the organization and employees in the organization expects from him.