Cesare Lombroso :: criminology

Cesare Lombroso was an Italian university professor and criminologist, born in Nov. 6, 1835, in Verona, who became worldwide renowned for his studies and theories in the field of characterology, or the relation between mental and physical characteristics. Lombroso tried to relate certain physical characteristics, such as jaw size, to criminal psychopathology, or the innate tendency of individuals toward sociopathy and criminal behavior. As such, Lombroso's approach is a direct descendant of phrenology, created by the German physician Franz Joseph Gall in the beginning of the nineteenth century, and closely related to other fields of characterology, such as craniology and physiognomy. His theory has been scientically discredited, but Lombroso had the merit of bringing up the importance of the scientific studies of the criminal mind, a field which became known as criminal anthropology. Lombroso studied at the universities of Padua, Vienna, and Paris, and was later (1862-1876) a professor of psychiatry at the University of Pavia and of forensic medicine and hygiene (1876), psychiatry (1896) and criminal anthropology (1906) at the University of Turin. He was also the director of a mental asylum in Pesaro, Italy. Lombroso's main idea was partly inspired by the evolutionary and genetical studies at the end of the nineteenth century, and proposed that certain criminals had physical evidence of an "atavistic" (reappearance of characteristics which were present only in distant ascendants) or hereditary sort, reminiscent of earlier, more primitive stages of human evolution. These anomalies, named as stigmata by Lombroso, could be expressed in terms of abnormal forms or dimensions of the skull and jaw, assymmetries in the face, etc, but also of other parts of the body. These associations were later shown to be highly inconsistent or plainly inexistent, and theories based on the environmental causation of criminality became dominant.

Malachi Stacks in the Matchmaker Essay

In the world of business there are always those men and women who are not recognized for the contributions they make to certain products, projects, or works even though without them the result would never exist. Nonetheless, these people go on with their daily lives working hard, knowing that all their dedication is going to benefit others and not them. Yet, they can’t blame the big companies for not being recognized, because these men and women do this willingly. They are fully aware that their actions serve a purpose to the greater rather than a personal one, and for them that is enough. Such people do not need the recognition of others because they themselves know the importance of their actions. One example of such a human being is portrayed in Thornton Wilder’s The Matchmaker. His name is Malachi Stacks, and though he only shows up on stage two or three times, he is the one who gives the entire production meaning. Malachi is the person who sets into motion a series of events that completely change not only the characters, but also their lives. With this character, Thornton Wilder takes what used to be just a regular farce comedy and gives it meaning which makes all the difference, Malachi Stacks makes all the difference. Thornton carefully crafted the role of Stacks in such a way that made him distinct from the rest of the characters. Even with being in his fifties, sadness and depression are entirely absent from his life. Every line spoken by him has a joyful feeling to, and almost puts a smile on the reader’s face. Even at times when he is being put down by Mr. Vandergelder, joy is felt in his words. Wilder makes Malachi seem like a little adolescent, who has not yet been exposed to reality, and still thinks the world is perfect. However, all this is just an image that Malachi establishes for his own purposes. He makes people believe he can be trusted by pretending to be respectful and following orders. Malachi creates a relationship between himself and the others, especially Mr. Vandergelder, which makes him seem gullible and easy to control when in fact it is he who controls them. This sort of maneuver is portrayed very well in his first scene with Mr. Vandergelder, in which he says â€Å"You’ll never regret it, Mr. Vandergelder. You’ll never regret it.† It is such a simple line, and yet there is so much there. Malachi makes it seem like he is just another man who is happy about getting a job, when in reality he is masking his true intentions behind these innocent words. The real reason Malachi is happy to have gotten the job, is because he now has the ability to fix the inequality which exists between Vandergelder and the others. Truth be told, Malachi is actually the only individual who see this flaw amongst the characters, and he knows it should not be there. Therefore, by formulating this sort of innocent personality, Malachi Stacks gives himself the perfect opportunity to finally bring equality into the lives of the characters. It all happens in Act III when Mr. Vandelgelder is having his coat taken off as his purse filled with money falls to the ground. Malachi, knowing that the primary reason for such inequality amongst the characters is their financial situations, takes his chance to balance the scale. However, he does not make a big deal out of it. Malachi simply takes the purse, asks Vandelgelder if it’s his, and since the response is no he gives it to Cornelius. It’s very quick, subtle, and seems like the right thing to do. Yet, even though what he did was so simple, it was enough to bring equality into their lives and he knew that. By asking Vandergelder whether or not the purse was his, Malachi tested him to check if he deserves the money. For in his short little monologue that he has right after picking up the purse, Mr. Stacks says â€Å"The law is there to protect property, but- sure the law doesn’t care whether a property owner deserves his property or not, and the law has to be corrected†. Therefore when he asked Vandelgelder â€Å"Did you drop something† the real question was â€Å"Are you worthy of all this money that you have†. Vandelgelder responding quickly said no, and that was enough for Malachi to know that the money deserved to be in the hands of someone else, Cornelius. It is also at this point that inequality begins to slowly disappear between the characters. First, Cornelius and Barnaby are able to pay for their expensive dinner and truly impress Mrs. Malloy along with Minnie. Then Mrs. Levi finally tells Mr. Vandergelder what she thinks of him when he cannot pay the bill, and that is when he finally realizes what kind of man he is. Slowly through scenes like these, the balance between the characters begins to even out and by the end, everyone is happy, joyful, and most of all the inequality amongst them completely vanishes all thanks to Malachi Stacks. Though Thornton chose Malachi to be the tool for equilibrium amongst the characters by having him â€Å"redistribute the superfluities†, the part also is important when it comes to the moral of the story. Of course, after reading The Matchmaker it safe to say that there are multiple lessons to be learned from this play, but one of the main ones shows up in Malachi’s monologue. Right after discussing the entire matter of redistributing property, Thornton has the character talk about how one man should not have more than one vice. In fact, he ends his line with the words â€Å"One vice at a time†. Now this entire concept might seem abstract, because after all even in today’s world vices are looked down upon. However, Thornton shows what two vices can do to a man by having Malachi use Vandergelder’s wrongs against him. His first true frailty is that in his own world Mr. Vandergelder sees himself a king, where no one can stop him because he has so much money. The second is his passion for money. In fact, his first vice comes from this one, because to him a person who has more money has more authority. So instead of merely having Vandergelder destroy himself through his vices, Thornton uses Malachi to show how having more than one vice is recipe for destruction. First, he uses Vandergelder’s attitude towards himself to gain his trust, by pretending to be loyal to him. Next, once Vandergelder thinks he has him under his control, Malachi uses the second frailty against him taking that which is most precious, his money, and giving it away. By using both of these flaws in his master’s character, Mr. Stacks brings Vandergelder into a state of despair where he has lost everything that made him, a King in his own mind. One man. Three Scenes. Yet without him, The Matchmaker would never be the same. Thornton Wilder made a smart decision in imgaging such a character, because he is developed in such a way that his importance to the whole play is not realized until the conclusion. For with just a simple action of handing off a purse to Cornelius, Malachi made a ripple effect which changed the course of the entire production and made all the difference. Malachi Stacks made all the difference.

Museum Experience

In trying to understand the museum experience one must be able to create a holistic approach.   This means creating an experience not based on a certain aspect alone but an encounter with someone or something with the full awareness of the impact it brings to an individual.   This paper seeks to discover the museum experience.   It seeks to answer questions that revolve around individuals with regards to how to experience the whole value a museum can offer.The first part of the paper seeks to explain the concept of museum experience. In appreciating the impact of experience a museum has to offer, one must first be able to understand its nature and concept.   One way of grasping the concept of museum experience is creating a model that will be used as a guideline of experience. The model is called Interactive Experience Model. We have found this model to be a useful framework within which to organize and interpret the wealth of research and information that make up the museum visitor literature, as well as relevant research from psychology, anthropology, and sociology.[1] The structure of the model are based on three sections; personal, social and physical. In the personal context, â€Å"each museum visitor's personal context is unique; it incorporates a variety of experiences and knowledge, including varying degrees of experience in and knowledge of the content and design of the museum.†[2]   The next context involves the social context.   Understanding the social context of the visit allows us to make sense of variations in behavior between, for example, adults in family groups and adults in adult groups, or children on school field trips and children visiting with their families.[3]   Lastly, â€Å"the museum is a physical setting that visitors, usually freely, choose to enter. The physical context includes the architecture and â€Å"feel† of the building, as well as the objects and artifacts contained within.[4] The Interactive E xperience Model suggests that all three contexts should contribute significantly to the museum experience, though not necessarily in equal proportion in all cases.[5] The model clearly attempts to have a holistic approach in determining the value of museum experience felt by an individual. Thus in museum experience, awareness must occur in the process of overall grasping of ideas and experiences felt.The next part of the paper seeks the idea of how museums communicate to an individual or groups. In the recent and changing times, the museums’ challenge is to be an institution that can showcase an effective way of exhibiting and showcasing ideas that can create a memorable and valuable experience. Another challenge for museum educators is that of giving proper scope to cultural diversity while acknowledging the impossibility of presenting a collection that is all-inclusive.[6] Creating museum communication means preparing a scenario will create a lasting effect to individuals. Learning is influenced by motivation and attitudes, by prior experience, by culture and background, and – especially in museums – by design and presentation and the physical setting. [7] Museum educators must be aware that individuals and groups learn in different ways.   Thus, it is important for a dynamic approach that will cater not to certain individuals but majority of the visitors.Each museum must develop its own philosophic commitment, its own pattern of effective education in a specific community.[8] Therefore museums communicate by means of its capabilities to foster effective communication and information needed by individuals or groups.   This is accomplished by giving emphasis to the way each exhibit is effectively arranged to suit the needs of every visitor.The next part seeks to describe the way museums connect to other people. In this process, the paper will look into the way a museums can create memories based from experiences. The idea of creating experiences in a museum can vary based on the perspectives that a visitor might use. Museums can use different strategies to catch the attention of visitors and create memories of the certain exhibit or object displayed.However, it must be pointed out that these situations vary since people regard an exhibit or display’s significance because of previous experience. Thus, the capability of a museum educator to create new ideas and schemes to attract, connect and impart knowledge among individuals and groups.Story-telling in galleries using paintings, drama using characters related to the collections, artmaking and scientific experimental workshops, writing poetry as a response to objects and reviewing classification systems, developing fashion shows based on costume collections, measuring and recording buildings inside and outside, mapping sites and grounds, talking and listening to museum staff, visiting the museum stores or laboratories – there is much good practice t o draw upon.[9] Other ideas and strategies might be explored in creating memories for visitors.Other museum educators say they seek to promote conversations with visitors, share understanding through personal interactions, promote fun and playful activity rather than a catalogue of facts, help visitors become responsible for their own learning and stimulate creativity and opportunities to learn through play.[10]The last part of the paper seeks to view the way museums take part in the learning process of individuals or group.   In determining this, one must first look into the way an object in a museum impart knowledge to the visitor thus facilitating the creation of learning.Objects can be particularly stimulating in relation to learning processes when handled and studied closely.[11] Another thing that a museum educator can do is to facilitate learning by means of letting the object be interpreted by the visitor itself. One important role of the education staff within the museum is to help visitors feel empowered to see and choose, to relate the works of art to their own search for meaning.[12] Thus it is important for the museum educator to arrange the objects in such a way that it will be conducive to learning and at the same time letting the visitor experience the object independently. Educational experience should experiences stimulate curiosity and imagination, while allowing the sheer pleasure and delight in looking.[13] In addition, the museum must be an environment conducive for learning.In order to facilitate learning, not only do the distracting characteristics of unfamiliar settings need to be overcome (both by making the environment friendly and inviting and by recognizing that visitors need time to orient themselves and need as much assistance as possible in doing so), but exhibitions also need to provide intellectual and cultural â€Å"hooks† that permit visitors to connect with the exhibitions.[14]To conclude, the paper highlighted the way museums interact with individuals and groups to facilitate learning and on the other hand create experiences to visitors. The paper also elaborated on the methods and strategies museums use to attract attention among visitors.   The ability of a museum as an institution to create avenue’s for learning among individuals and groups remain to be seen.   However, the amount of experience that a person absorbs still remains to be subjective. It is still left to the individual to create a holistic understanding and experience in a museum visit.BibliographyFalk, J.H. and L.D. Dierking. The Museum Experience. (Washington, D.C.:.WhalesbackBooks. 1992)Hein, George. Learning in the Museum (Museum Meanings). (New York: Routledge. 2001)Hooper-Greenhill, E. The Educational Role of the Museum, edited by E. Hooper-Greenhill,London: Routledge, 1994.Walsh-Piper, Kathleen. â€Å"Museum Education and Aesthetic Experience†. [online journal]Journal of Aesthetic Experience, vol. 28 no. 3 (Autumn 1994) accessed September 29,2007; available from http://links.jstor.org/sici?sici=0021-8510%28199423%2928%3A3%3C105%3AMEATAE%3E2.0.CO%3B2-TWittman, Otto. The Museum and its Role in Art Eucation. [online journal] Art Education,vol.19 no.2 (Feb. 1996) accessed September 29, 2007; available from http://links.jstor.org/sici?sici=0004-3125%28196602%2919%3A2%3C3%3ATMAIRI%3E2.0.CO%3B2-EZeller, Terry. Museum Education and School Art: Different Ends and Different Means.[online journal] Art Education, vol. 38 no. 3 (May 1985) accessed September 29,2007; available from http://links.jstor.org/sici?sici=0004-3125%28198505%2938%3A3%3C6%3AMEASAD%3E2.0.CO%3B2-U[1] Falk, J.H. and L.D. Dierking. The Museum Experience. (Washington, D.C.:.Whalesback   Books. 1992) p. 2[2] Ibid. [3] Ibid p. 3 [4] Ibid. [5] Ibid. p.7 [6] Walsh-Piper, Kathleen. â€Å"Museum Education and Aesthetic Experience†. [online journal]   Journal of Aesthetic Experience, vol. 28 no. 3 (Autumn 1994) p.109 [7 ] Hooper-Greenhill, E. The Educational Role of the Museum, edited by E. Hooper-Greenhill,   London: Routledge, 1994.) p.21 [8] Wittman, Otto. The Museum and its Role in Art Eucation. [online journal] Art Education, vol.19 no.2 (Feb. 1996) p. 6 [9] Hooper-Greenhill, E. The Educational Role of the Museum, edited by E. Hooper-Greenhill,   London: Routledge, 1994 p. 21 [10] Zeller, Terry. Museum Education and School Art: Different Ends and Different Means. [online journal] Art Education, vol. 38 no. 3 (May 1985) p. 8 [11] Hooper-Greenhill, E. The Educational Role of the Museum, edited by E. Hooper-Greenhill,   London: Routledge, 1994.) p.21 [12] Walsh-Piper, Kathleen. â€Å"Museum Education and Aesthetic Experience†. [online journal]   Journal of Aesthetic Experience, vol. 28 no. 3 (Autumn 1994) p. 109 [13] Ibid. p. 109 [14] Hein, George Learning in the Museum. New York: Routledge 2001 p.152

In cold Blood Essay Example

In cold Blood Essay Example In cold Blood Paper In cold Blood Paper Essay Topic: In Cold Blood Although the novel, In Cold Blood, by Truman Capote, shocked the nation in its description of a heinous murder of an entire family, the initial crime theory Included a murder-seclude since the husband and wife slept In separate bedrooms. However, through careful, descriptive analysis of the crime scene, the actual culprits of the cold, blooded killing were found and determined to have serious mental illness of schizophrenia and other brain injuries leading to a series of events that ended in a brutal crime. The state of Kansas lacked money to examine Dick and Perry, but Doctor W. Mitchell Johns volunteered his services, as a specialist in criminal psychology and determining criminally sane and Insane. However, Perry felt they know they Just want to be entertained and hear the killers own terrible lips (268). Dry. Mitchell worked with twenty-five murder cases and he ran a series of test on Perry and Dick. He found that Dick was not mentally ill, but Perry on the other hand, had mild type of Schizophrenia. Finally, the Judge said, we will find out if they are insane, imbeciles or idiots, unable to comprehend their positions and aid in their defense (266). Once Dick and Perry were In court, Perry decided to give a part of his life story saying l was very severely beaten by the cottage mistress, who had called me names and made fun of me in front of all the boys for wetting the bed at night (275). In 1948, Perry joined the Army got in fights and pushed a Japanese police officer off of a bridge into the watt « (276). It seems Perry become upset whenever he remembers events of the past because of his alcoholic mother and a father that never spent time him. Whenever his father was stationed in Alaska, he made sure Perry went to school and never missed a day. Yet, the only person he loved and cared about was his brother, but he committed seclude shooting himself with the same type of rifle used to kill the Clutter family. Seems, when the killings occurred, Perry was destroying a key figure in some post traumatic configuration (302). As Perry told the Judge they never hurt me, like people have all my life. Maybe its just that the Clutters were the ones that had to for pay it (290). Am I sorry? If thats what you mean I am not. I dont feel anything about it (291). Its easy to kill, a lot easier than passing bad checks, said Perry (291). The Clutter family would of suffered severe traumas to brain and vital cranial structures inflicted by a shotgun, if they were still alive According to Dry. Mitchell, during the trial, the Clutters family lawyer showed pictures of the brutal death of the family members (298). Yet, Mr Fleming the lawyer said The sole reason the pictures are being introduced is to prejudice and inflame the minds of the Jurors ( 281 ). However, Smith related that he did not yet mention, the reason he broke into the house was to rape Nancy and the other was to kill the entire family (288). Mr Hickory talked in rout by saying my son suffered head Injuries In a car accident In July 1950, and since then he has never been the same (292). Yet, the judge orders a doctor specializing in physician, whom he found Dry. Jones that worked criminally insane. Within the usual definitions of sane and insane, Mr Hickory did know from wrong (294). Upon, Hickory had an average in intelligence, grasps new ideas easily and he is alert to whats happening around him, and shows no sign of mental confusion or damage, or concrete concept formation, yet, Hickory does show signs of emotional abnormality (294). Since his uncomfortable in his relationships to other people, and has a pathological inability to form and hold enduring personal attachments (295). Later, Perry talked in court saying was a likable kid, well liked around the neighborhood, he never done one thing out to acknowledge (296). Perry Smith shows definite signs of severe mental illness. His prison records, was marked by brutality and lack of concern on the part of both parents (296). Dry. Jones said, Perry has a paranoid orientation toward the world and distrustful of others and thinks that other people discriminate against and has a type of paranoid schizophrenic (294). At the time of the murder, Perry was at a stage of Schizophrenia, where he was not himself and was unable to control himself. Yet, the Judge found the crime it to be murder without apparent motive. Perry killed Mr Clutter, but he didnt want to leave any witnesses, so he killed the entire family. Attempting to Assess the criminal responsibility of murders, the law tries to divide them into two groups, the sane or insane, which sane is murderer is thought of sane acting upon rational motives that can be understood, though condemned, and the insane one as being driven by irrational senseless motives (298). Yet, the Judge was doing as many things possible to give the death penalty. Half of the men DRY. Johns studied had suffered severe physical violence or were rejected by the parents as children. Dry. Staten said the circumstances of the crime seem to fix exactly the concept of Murder without apparent motive, because three of the murders were logically motivate (301). The mother and her three children were because Smith killed Mr Clutter. Smith was under a mental eclipse, deep inside a schizophrenic darkness, for it was not entirely a flesh and blood man he suddenly discovered, but a key figure in some past aromatic configuration (302). Yet, Smith replied by saying l didnt want to harm the man, her was a very nice gentlemen. I thought so right to the moment I cut his throat, but the Clutters never hurt me like people have all my live. Maybe it Clutter were the ones who had to pay for it (302). Still, Judge Tate wanted to prosecute both of them, regardless who pulled the trigger Smith or Hickory them both were found guilty. Mr Fleming was Smiths and Hassocks lawyer he talked in trail and said Man is not an animal. He has a body and a soul that lives forever (303). Yet, Perry told the judge all we ask is for mercy; surely live imprisonment is small mercy (303). Yet, one of the Juror told Perry you have Just heard two energetic pleas of mercy in behalf of the defendants, but Mr Fleming and Mr Smith, were not at the Clutters house that fateful night very fortunate for them that they were not present to plead mercy for the doomed family (303). Still, Mr Green didnt take their plea and he threatened them the killers by saying our state provide death or by hanging for those who commit a murder in the first degree (304). Judge Tate turned and looked at the killers by saying they went armed with a hooting and a dagger, but they went to rob and kill (305). Their voices crumbled, when they heard these words coming out of the Judges mouth. One of the Jurors said what are we going to do with these men then bind a mans hands, feet, and cut his throat and blew out him brain (305). Yet, the Judge replied give them the minimum penalty and thats only one of four counts (305). The other counts were from guilty of Mrs Meier the prison cook over heard Dick crying like a baby and praying to god. They were both sent to the same Federal Prison at Fort Leavenworth, their cells were ext to each other. Yet, Dick became depressed and tried to end his life, by starving himself, and he didnt talk to anybody. Still, Perry Smith was taken out of the prison and sent to the hospital for nine weeks, and then he started to take law classes to appeal his charges; moreover, Dick wrote several letters to the Chairman of the Legal Aid Committee of the Kansas State Bar Association to ask for an appeal (326). Inexplicably, they rejected his as time passed, Richard Eugene Hickory and Perry Edward Smith, partners in crime, died on the gallows at the state prison on June 22, 965, for one of the bloodiest murders in Kansas criminal annals (337). In this novel, In Cold Blood, a heinous murder took place in the small town of Holcomb in Kansas. Were the entire family died in cold blood, due to the fact they had money. Yet, the town thought it was murder suicide because husband and wife slept in separate rooms. However, through the bloody foot print left behind, the killers found and determined to have serious mental illness of schizophrenia and other brain injuries leading to a series of events that ended in a brutal crime. It was a murder that shocked the nation and brought attention from several states.

How to Calculate Mass Percent Composition of a Compound

How to Calculate Mass Percent Composition of a Compound Mass percent composition of a molecule shows the amount each element in a molecule contributes to the total molecular mass. Each elements contribution is expressed as a percentage of the whole. This step by step tutorial will show the method to determine the mass percent composition of a molecule. An ExampleWith Potassium Ferricyanide Calculate the mass percent composition of each element in a potassium ferricyanide, K3Fe(CN)6 molecule. The Solution Step 1: Find the atomic mass of each element in the molecule. The first step to finding mass percent is to find the atomic mass of each element in the molecule.K3Fe(CN)6 is made up of potassium (K), iron (Fe), carbon (C) and nitrogen (N).Using the periodic table:Atomic mass of K: 39.10 g/molAtomic mass of Fe: 55.85 g/molAtomic mass of C: 12.01 g/molAtomic mass of N: 14.01 g/mol​​ Step 2: Find the mass combination of each element. The second step is to determine the total mass combination of each element. Each molecule of KFe(CN)6 contains 3 K, 1 Fe, 6 C and 6 N atoms. Multiply these numbers by the atomic mass to get each elements mass contribution.Mass contribution of K 3 x 39.10 117.30 g/molMass contribution of Fe 1 x 55.85 55.85 g/molMass contribution of C 6 x 12.01 72.06 g/molMass contribution of N 6 x 14.01 84.06 g/mol​ Step 3: Find the total molecular mass of the molecule. The molecular mass is the sum of the mass contributions of each element. Simply add each mass contribution together to find the total.Molecular mass of K3Fe(CN)6 117.30 g/mol 55.85 g/mol 72.06 g/mol 84.06 g/molMolecular mass of K3Fe(CN)6 329.27 g/mol​ Step 4: Find the mass percent composition of each element. To find the mass percent composition of an element, divide the mass contribution of the element by the total molecular mass. This number must then be multiplied by 100% to be expressed as a percent.Mass percent composition of K mass contribution of K/molecular mass of K3Fe(CN)6 x 100%Mass percent composition of K 117.30 g/mol/329.27 g/mol x 100%Mass percent composition of K 0.3562 x 100%Mass percent composition of K 35.62%Mass percent composition of Fe mass contribution of Fe/molecular mass of K3Fe(CN)6 x 100%Mass percent composition of Fe 55.85 g/mol/329.27 g/mol x 100%Mass percent composition of Fe 0.1696 x 100%Mass percent composition of Fe 16.96%Mass percent composition of C mass contribution of C/molecular mass of K3Fe(CN)6 x 100%Mass percent composition of C 72.06 g/mol/329.27 g/mol x 100%Mass percent composition of C 0.2188 x 100%Mass percent composition of C 21.88%Mass percent composition of N mass contribution of N/molecular mass of K3Fe(CN)6 x 100%Mass percent composition of N 84.06 g/mol/329.27 g/mol x 100%Mass percent composition of N 0.2553 x 100%Mass percent composition of N 25.53%​ The Answer K3Fe(CN)6 is 35.62% potassium, 16.96% iron, 21.88% carbon and 25.53% nitrogen.It is always a good idea to check your work. If you add up all the mass percent compositions, you should get 100%.35.62% 16.96% 21.88% 25.53% 99.99%Where is the other .01%? This example illustrates the effects of significant figures and rounding errors. This example used two significant figures past the decimal point. This allows for an error on the order of  ±0.01. This examples answer is within these tolerances.

Compare and Contrast Essay Example | Topics and Well Written Essays - 1000 words - 1

Compare and Contrast - Essay Example Information about Model 1 The best feature of this model is the compact size of its central processing unit; it looks more or less similar to a large hard-cover book with USB ports, as well as an optical drive, rather than a personal computer. Its design and small shape are deceiving, as within this small machine there is an adequate amount of power to keep up with other regular-sized systems. It offers a solid, â€Å"low-noise solution† (White & Downs, 2007) with an adequate amount of effectiveness, as well as speed to get the work completed. Another exclusive feature is that it can be laid flat or on its side by the stand supplied with it. The major constraint of its size is the lack of upgrading capacity. Nonetheless, it should be remembered that the ability for upgrading is not generally crucial for business PCs. It has all the necessary elements, together with â€Å"Intel's Core 2 Duo E6300 1.83GHz CPU, 1GB of DDR2 RAM, an 80GB hard drive and a slot loading DVD burnerâ⠂¬  (White & Downs, 2007). The essential pre-installed Intel graphics chip will not be able to go well with games, but it is satisfactory for standard workplace chores. It also incorporates Intel's V-Pro technology, a distant administration tool to handle business task forces. This is intended to let information technology staff have an easy access to the computer, regardless of what its state of fitness and in spite of whether it is on or off. This technology is still new, and despite the fact that it is great in speculation, it has yet to achieve any serious momentum. Its casing never becomes very warm and it is much quieter as compared to the majority of PCs. Fan noise is negligible and the hot air produced gets blow out from the rear side, away from the user. The manufacturer believes that this PC is an environmentally friendly acquisition. Information about Model 2 This model uses the latest â€Å"Intel H57 chipset along with the Intel Core i7-860 processor† (Shelly & V ermaat, 2008) to offer a desktop system with a high quality performance, although at a more practical cost. This system in conjunction with the â€Å"4 GB of DDR3 memory† (Shelly & Vermaat, 2008) should let the PC to perform excellently in just about any sort of application together with the challenging desktop movie editing. The system has a comparatively small 500 gigabytes hard drive, as compared to the one terabyte sized in the majority of similarly grouped personal computers. It as well includes a â€Å"dual layer DVD burner which is not uncommon for many desktops† (Shelly & Vermaat, 2008). The manufacturer creates this by presenting an extensive choice of customization preferences where users can put in drives with more capacity or add additional drives in either â€Å"RAID 0 or 1 arrays for performance or redundancy. Blue-ray drives are also available. All of these options do increase the cost, of course† (Shelly & Vermaat, 2008). Graphics is, possibly, o ne of the weakest points of this model. The major cause for this is the comparatively tiny â€Å"350 watt power supply† (Shelly & Vermaat, 2008) that does not have a good deal of the performance considered necessary for the â€Å"high end 3D graphics cards†. â€Å"The default NVIDIA GeForce GTS 240 graphics card provides a mediocre experience with support up to 1650x1080 resolutions. Those wanting higher graphics

Esaay 1 Essay Example | Topics and Well Written Essays - 1250 words

Esaay 1 - Essay Example Intelligence and Analysis are, thus, horses of different colors that serve in a symbiotic relationship to broaden the meaning and functionality of ideas that so important to every nation the world over. This paper endeavors to dig deep into this very important relationship, explaining the dynamics involved in creating suitable solutions adopted in policy making, how analysis infiltrates intelligence reports as a corrective agent, the effect of analysis in driving home accuracy levels in intelligence reports, and the very impact of intelligent analysis in policy legislation successes and/or failure. In their piece titled â€Å"Intelligence: The Secret World of Spies: An Anthology,† Johnson and Wirtz defines Intelligence Cycle as â€Å"the process by which information is gathered, analyzed, and converted into usable intelligence data to affect policy changes† (5). Intelligence Cycle, therefore, runs through several processing processes that incorporate planning, data collection, analysis and subsequent breakdown, and lastly, the production and dissemination of information into usable forms or rather to be acted upon. Noteworthy, Intelligence Cycles, as the two scholars argues, is fitted with analytical mechanics right from the initiation processes of pooling/assemblage of information to the presentation of final reports for policymaking; a clear indication of the complementarity functioning of Intelligence cycle and the analysis cycle tasks. The accuracy of intelligence reports always serves as a critical element to inform whether such should be acted upon or not right from the beginning. Accordingly, it takes critical analysis to collect data, visual or otherwise, by intelligence officers, translate those that so requires, in order to tighten any loose ends and/or provide accurate report/description of a case under investigation. In