Monday, January 27, 2020
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  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)    for j=1:size(rd,2)%-29:30:31        x1d=thd(i);  %x1d is Theta-d        x3d=rd(j);  %x3d is r-d        [t,x]=ode23(@deeqn,[0 ts],ip,options);        figure(1)        subplot(2,2,1)        hold on        plot(t,x(:,1))        title(Plot of Theta)        xlabel(Time)        ylabel(Theta)        grid on        grid minor        subplot(2,2,2)        hold on        plot(t,x(:,2))        title(Plot of Theta-dot)        xlabel(Time)        ylabel(Theta-dot)        grid on        grid minor        subplot(2,2,3)        hold on        plot(t,x(:,3))        title(Plot of r)        xlabel(Time)        ylabel(r)        grid on        grid minor        subplot(2,2,4)        hold on        plot(t,x(:,4))        title(Plot of r-dot)        xlabel(Time)        ylabel(r-dot)        grid on        grid minor    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        x1d=0;  %x1d is Theta-d        x3d=0;  %x3d is r-d        [t,x]=ode23(@deeqnvx,[0 ts],ip,options);        figure(2)        subplot(2,3,1)        hold on        plot(t,x(:,1))        title(Plot of Theta)        xlabel(Time)        ylabel(Theta)        grid on        grid minor        subplot(2,3,2)        hold on        plot(t,x(:,2))        title(Plot of Theta-dot)        xlabel(Time)        ylabel(Theta-dot)        grid on        grid minor        subplot(2,3,4)        hold on        plot(t,x(:,3))        title(Plot of r)        xlabel(Time)        ylabel(r)        grid on        grid minor        subplot(2,3,5)        hold on        plot(t,x(:,4))        title(Plot of r-dot)        xlabel(Time)        ylabel(r-dot)        grid on        grid minor        subplot(2,3,3)        hold on        thdin=c.*sign(x(:,2));        plot(t,thdin)        title(Plot of theta-d)        xlabel(Time)        ylabel(theta-dot)        grid on        grid minor        subplot(2,3,6)        hold on       vxfn=(1/2).*(((x(:,3).^2)+1).*(x(:,2).^2)+(x(:,4).^2)+(x(:,1).^2)+(x(:,3).^2));        plot(t,vxfn)        title(Plot Lyapunov Function)        xlabel(Time)        ylabel(v(x))        grid on        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        x1d=0;  %x1d is Theta-d        x3d=0;  %x3d is r-d        [t,x]=ode23(@deeqnr,[0 ts],ip,options);        figure(3)        subplot(2,3,1)        hold on        plot(t,x(:,1))        title(Plot of Theta)        xlabel(Time)        ylabel(Theta)        grid on        grid minor        subplot(2,3,2)        hold on        plot(t,x(:,2))        title(Plot of Theta-dot)        xlabel(Time)        ylabel(Theta-dot)        grid on        grid minor        subplot(2,3,4)        hold on        plot(t,x(:,3))        title(Plot of r) Function for constant disturbance function dx = deeqn(t,x) % Function for system model %  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 %  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 %  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
Sunday, January 19, 2020
James Joyces Araby - Lack of Insight in Araby :: Joyce Dubliners Araby Essays
Araby – Lack of Insight  Readers of "Araby" often focus on the final scene as the key to the story. They assume the boy experi ences some profound insight about himself when he gazes "up into the darkness." I believe, however, that the boy sees nothing and learns nothing--either about himself or others. He's not self- reflective; he's merely self-absorbed. The evidence supporting this interpretation is the imagery of blindness and the ironic point of view of the narrator. There can seem to be a profound insight at the end of the story only if we empathize with the boy and adopt his point of view. In other words, we must assume that the young boy is narrating his own story. But if the real narrator is the grown man looking back at his early adolescence, then it becomes pos sible to read the narrative as ironic and to see the boy as confused and blind. The story opens and closes with images of blindness. The street is "blind" with an "uninhabited house†¦ at the blind end." As he spies on Mangan's sister, from his own house, the boy intentionally limits what he is able to see by lowering the "blind" until it is only an inch from the window sash. At the bazaar in the closing scene, the "light was out," and the upper part of the hall was "completely dark." The boy is left "gazing up into the darkness," seeing nothing but an inner torment that burns his eyes. This pattern of imagery includes images of reading, and reading stands for the boy's inability to understand what is before his eyes. When he tries to read at night, for exam ple, the girl's "image [comes] between him and the page," in effect blinding him. In fact, he seems blind to everything except this "image" of the "brown-clad figure cast by [his] imagination." The girl's "brown-clad figure" is also associated with the houses on "blind" North Richmond Street, with their "brown imperturbable faces." The houses stare back at the boy, unaffected by his presence and gaze. The most important face he tries and fails to read belongs to Mangan's sister. His description of her and interpretation of the few words she says to him can be seen as fur ther evidence of his blindness. He sees only what he wants to see, the "image" he has in his mind's eye.
Saturday, January 11, 2020
The Qualities that Bullies Share
Bullies have always been a threat to every kid in school, in a neighborhood and even to grown-ups in the workplace. A great number of films, most especially teen flicks, have stereotyped bullies as the students who are largely built to physically abuse much smaller students, football jocks who are very popular that every girl adores them and nerds fear them, and attractive girls who are as popular as the jocks who would pick on not-so attractive girls. However, these are merely stereotypes which are used for cinematic drama but they pose a good reflection of real life bullies.Nonetheless, we cannot simply identify them by race, gender, age or the way they look yet they seem to share certain qualties which are common to bullies. These qualities may be seen in their physical looks, built, family background, and emotional stability. The Qualities that Bullies Share Bullying is defined as a â€Å"behaviour which consistently undemrines another's confidence, reducing feelings of self-wor th and self-esteem†(Field, 51). This definition of the term already gives away an image of a bully.A bully cannot regularly be determined by simply judging his or her physical built but rather the person's emotional and psychological stability. One of the few qualities that bullies have in common is their immaturity in handling responsibilities. They try to be destructively critical of others to justify their inability to handle the situation themselves. For example, in school, a bully student could blame all the faults on his or her laboratory partner once their experiment fails. The bully's inability to accept his or her failure shows how irresponsible and immature the person is.They try to cover up some personal vulnerabilities by picking and finding fault on others. They are always full of complaints without first analysing what their supposed role is. In relation to their immaturity and irresponsibility, another quality which can be present in a bully's personality are t heir insecurities in life. They always seem to have a vision that they are above others. They can be considered to be self-absorbed at some point as they would always target people who they think they can manipulate. They try to degrade other people's self-esteem thinking that they could boost theirs.â€Å"He also injects his own insecurity which is then transferred to the victim†(Field, 52). They try to exhaust their insecurities to their victims to avoid having to face their emotional misery on their own. This behaviour in bullies shows how undeveloped their emotional stability is. They cannot handle emotionally-degrading situations so they they try to deal with it by turning them over to their victims. Their immaturity and insecurities are eating up what could have been an oppurtunity for their characters and skills to develop. ConclusionBullies do not have a particular face or look that one can easily pinpoint. They can be anyone in your surroundings who can produce a lo t of destructive criticisms in a snap of a finger. They may not even be aware that they are committing an act of bullying. A bully is not always the fat guy in school or the handsome jocks portrayed on film. They are people who have problems trying deal with their incapacities by degrading others. Work Cited Field, Tim. Bully in sight: how to predict, resist, challenge and combat workplace bullying : overcoming the silence and denial by which abuse thrives. United Kingdom: Success
Friday, January 3, 2020
A Study On A Cry For Health - 1746 Words
A Cry for Health Most people know the positive impact that a healthy lifestyle has in our lives. However, the majority don’t really care much about it. They don’t realize that an unbalanced diet can lead to severe consequences in the long run. Unhealthy eating is one of the fastest growing health risks today. Living longer is what most people strive for. Countless people, struggle to eat healthy. For others, this success comes naturally. The food our kids eat at school is evidence that what we think of as kid-friendly is more nurture, than nature. Does the pleasure of freely eating, really pays off the price of a healthy life in the future? Although, the solution for a healthy lifestyle presents significant challenges and requires great effort from ordinary citizens. Not doing anything it’s irresponsible. I propose that we implement a project to provide only healthy food at our local schools. Our kids in schools today, are the future Doctors, Lawyers and Business people of the World; ensuring their healthy growth and learning, is crucial for the future of all us. I want to emphasize the importance of healthy food being an option for all age kids in our schools, and teach others about this message. School is part of a child’s growth. If a child starts with healthy eating habits young, they are more likely to continue those habits through their lifetime. With these good habits, there are only positive outcomes. It is the school responsibility to teach. So, shouldn’t healthyShow MoreRelatedThe Psychoanalytic Instinct Theory1606 Words  | 6 Pagesis observable can be measured scientifically as well as objectively. The environment which one lives in defines their behavior. 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Evidence supports instant skin-to-skin care after the birth, vaginally and C-section, during and after cesarean surgery for all stable mothers and newborns will enhance limitless opportunities for care and breastfeeding. Skin-to-skin contact after delivery is golden opportunity. Many studies validate that mothers and babies shoul d be skin-to-skin promptly after birth. Not onlyRead MoreThe And Japanese Cultures Have A Very Unique Perspective Of How Children Should Be Raised1119 Words  | 5 Pagescultures have a very unique perspective of how children should be raised. With these unique perspectives come different techniques for reinforcing cultural roles and norms through the development and socialization process. In my paper, I will discuss and study the essential differences between the Japanese culture and the AKA culture as it relates to the nurturing and educating of children. 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Thursday, December 26, 2019
Summary of the Medea Tragedy by Euripides
The plot of the Greek poet Euripides Medea tragedy is convoluted and messy, rather like its antihero, Medea. It was first performed at the Dionysian Festival in 431 BCE, where it famously won third (last) prize against entries by Sophocles and Euphorion. In the opening scene, the nurse/narrator tells us that Medea and Jason have lived together for some time as husband and wife in Corinth, but theirs is a troubled union. Jason and Medea met at Colchis, where King Pelias had sent him to capture the magical golden fleece from Medeas father King Aaetes. Medea saw and fell in love with the handsome young hero, and so, despite her fathers desire to retain possession of the precious object, helped Jason to escape. The couple fled first Medeas Colchis, and then after Medea was instrumental in the death of King Pelias at Iolcos, fled that region, finally arriving at Corinth. Medea Is Out, Glauce Is In At the opening of the play, Medea and Jason are already the parents of two children during their life together, but their domestic arrangement is about to end. Jason and his father-in-law-to-be, Creon, tell Medea that she and her children must leave the country so that Jason may marry Creons daughter Glauce in peace. Medea is blamed for her own fate and told that if she hadnt behaved like a jealous, possessive woman, she could have remained in Corinth. Medea asks for and is granted one days reprieve, but King Creon is fearful, and rightly so. During that one days time, Medea confronts Jason. He retaliates, blaming Medeas banishment on her own temper. Medea reminds Jason of what she has sacrificed for him and what evil she has done on his behalf. She reminds him that since she is from Colchis and is, therefore, a foreigner in Greece and without a Greek mate, she will not be welcome anywhere else. Jason tells Medea that he has given her enough already, but that he will recommend her to the care of his friends (and he has many as witnessed by the gathering of the Argonauts). Jasons Friends and Medeas Family Jasons friends need not be bothered because as it turns out Aegeus of Athens arrives and agrees that Medea may find refuge with him. With her future assured, Medea turns to other matters. Medea is a witch. Jason knows this, as do Creon and Glauce, but Medea seems appeased. She presents a wedding gift to Glauce of a dress and crown, and Glauce accepts them. The theme of poisoned clothing should be familiar to those who know of the death of Hercules. When Glauce puts on the robe it burns her flesh. Unlike Hercules, she immediately dies. Creon dies, too, trying to help his daughter. Although thus far, Medeas motives and reactions seem at least understandable, then Medea does the unspeakable. She slaughters her own two children. Her revenge comes when she witnesses Jasons horror as she flies off to Athens in the chariot of the sun god Helios (Hyperion), her ancestor.
Tuesday, December 17, 2019
Teaching Myself Good Work Habits - 734 Words
For my experiment, I’m going to be training myself. I will be teaching myself how to work out without taking it lightly and without missing a day. I’m going to teach myself that with good habits I can do whatever I want. Normally, I’m lazy so I don’t like to go to the gym if it’s not mandatory but for this experiment I’m going to force myself. For this experiment, I will be using the positive reinforcement so after I go to the gym I’m going to get an award. I choose the positive reinforcement over the others because with this method it will help my behavior to be repeated. By using the negative reinforcement, I’m going to have to remove an unpleasant stimulus if I don’t go to the gym and I won’t be motivate. By putting a punishment it can decrease the frequency of my behavior. My reinforce after going to the gym will be my friend has to cook for me at night, because I’m always hungry at night, I don’t know how to cook and the cafeteria is close, so I got my friend helping me. My reinforce is going to be considering as a primary reinforce because it is a naturally reinforcing. My schedule of reinforcement will be the fixed interval. It will reinforce the first response after a fixed time period that will be every time I finish working out. I choose this schedule of reinforcement over the others because in the fixed-ratio schedules I didn’t like that fact that after a certain number I get my reinforce. In the variable ratio and the variable interval, I didn’t liked that it’sShow MoreRelatedThe Habits Of Being Proactive860 Words  | 4 Pageshand, but myself. One applicable thing that we went over in class was about good habits. One of the habits that I have been working on this past semester is Win-Win. Sean Covey described this as â€Å"The all you can eat buffet†(pg. 153) I try to think of the positive aspects of different situations, and try to h elp others achieve their â€Å"win†. Also, renewing your mind stood out to me, because I didn’t think that giving yourself relax and renewing time was considered a good habit. The habit about beingRead MoreWe re All Lying Liars948 Words  | 4 PagesIn we’re All Lying Liars, Ulrich Boser, discusses lying .Boser argues that everyone lies from an early age and beside some benefits, lying is a bad habit. First, he points out that people lie at least once a day. Second, he states that researchers found out that lying have some benefits. Then, Boser refers to some researchers, who, try to give some reasons why people usually lie. Later on, the author, emphasizes on the fact that lying can help to improve ourselves. Finally, he concludes that evenRead MoreThe Importance Of Learning And Retaining Material Is Through The Auditory, Visual And Tactile Learning Experience Essay924 Words  | 4 Pageslist of things I have learned I reflect on my time in nursing school . Therefore, I will use nursing school to display my preferred styles of learning. I have never had great study habits but always managed to earn good grades. In grade school I would find it difficult to concentrate while reading a book. My study habits included retyping hand written notes and creating flash cards. Unfortunately, I would become bored by my efforts and resort to a cramming session. After graduating from high schoolRead MoreTeaching English For Young Learner815 Words  | 4 PagesAfter going through the program of Teaching English to Young Learner (TEYL) course for one semester, I could realize that I have been acquiring positive inputs for my self-development. Those inputs are mostly obtained from the way the lecturer set up the learning activities and from the learning materials including journal articles and any reading materials, uncovering the concept and the issues on the practice of TEYL in Indonesia. Given those inputs during the course period, the improvement takesRead MoreWhy I Learned With Studying Linguistics1676 Words  | 7 Page s I was the child who never knew what she wanted to be when she grew up. I could see myself doing everything because I knew that I could do anything. Fascinated by their complexity and similarities, I slowly fell in love with languages. Nothing is quite as beautiful as their nuances and how they vary among people. With this novel fascination, I decided that I wanted to learn as many languages as I possibly could and everything about them and their connections to other languages. In addition, understandingRead MoreCarbohydrates747 Words  | 3 Pagesartificial flavor fruit juice to drink. Teaching the kid to eat vegetable when they were young will create their eating habit healthier. The results from the article stated, teaching the kid to eat more vegetable by â€Å"serving vegetables first, serving larger portions of vegetables and providing a choice of vegetables†will increase the children’s consumption of vegetable (Holley, 2017). That is why now; I only have a rtificial flavor juice in my refrigerator. My eating habit created since I was a child, soRead MorePerseverance : Teaching Habits And Attitudes For The 21st Century1527 Words  | 7 PagesPerseverance 1. Consider the habitude of perseverance as it is defined in the text, Classroom Habitudes: Teaching Habits and Attitudes for the 21st Century. Mentally identify times in your life when you experienced perseverance. Briefly describe one experience, which would be appropriate to share with the students in your placement. 1. One experience that I could describe to my students that showcased my ability to have perseverance was when I was in the fourth grade and wanted to hit a softballRead MoreThe 7 Habits of Highly Effective People Essay1001 Words  | 5 Pagesin that, I feel the need to be informed in an entertaining manner. This book has good information, but I had to continually check my focus. Those times when I was truly drawn in were the times when the writer was relating back to a story from his life or others and how it worked in to the particular habit he was teaching at that time. That being said, the following areas are where I believe I can use to make myself and my team better. One of the first things to come alive to me was the pictureRead MoreWhy I Would Be A Good Teaching Assistant874 Words  | 4 PagesThe reason I think I would be a good teaching assistant is because I have the fundamental of helping out the lead teacher. Recently I had to write a essay on why I wanted to be a teacher. So down below is my essay on why I want to become a teacher. The reason why I want to teach is because of the essential and noble profession. Next to parents, I think teacher are important foundational element in our society. Being a teacher would show me the value, knowledge, and character to be a figure for childrenRead MorePersonal Statement : My Goals993 Words  | 4 PagesReflective Essay My goals that I set for myself was to develop all the skills that I may need to be part in the education and life of children and be able to support them with high quality, knowledge and responsibility to assist them in learning and their development Domains. I am so glad to have the opportunity to do my practicum because is when my career started to flourish. Furthermore, I have been preparing all these past years, which have been hard work so now, is the time to put in practice all
Monday, December 9, 2019
Parking Problems
Question: Describe the source you found, the process you used to find it, and why you selected it. What makes this a reliable source? Does it support or refute your argument? Answer: Secondary Source Article With the aim of seeking solutions as to how the parking system could operate more efficiently by using new technologies and new methodologies, this paper discusses the application of geographic information system into the parking planning and management. The concentration of this paper includes the characteristics of parking demand and the causations of parking problems, especially the basic parking principle and strategies for solving parking problems. The disparity between the rapid increment of motor vehicle and limited new parking facilities results the parking difficulty directly. The lack of professional parking management is another issue in parking problems. During the period of commuting time, a large part of cars are driven out from garages and need parking lots afterwards, and thus, the accumulated time for parking is comparatively long, that is, demand for parking stays at specific time intervals in the morning and afternoon whereas parking supply is evenly distributed al l day. On parking planning, the need for new parking facilities should best be considered with due regard to the existing nearby parking facilities (Chiou Chen, 2014). Paraphrase Application of geographical information system aims in seeking solution in order to promote efficient technologies and methodologies related to the parking system. The paper primarily emphasizes on the basic parking policies and strategies that needs to be implemented in order to solve the rising demands of the parking problems. Limited parking facilities, increased demands for the use of modern motor vehicles are the prime cause, which results in parking difficulties. As a result, the older communities associated suffers the most because decades ago family used fewer and limited number of cars. As per the requirement of an individual, a large number of cars are driven out during the commutative period that required parking afterwards and thus the demands of parking persisted at specific interval of time while the parking supply remained equally distributed throughout the day (Rye Ison, 2012) Implementation of new parking facilities about the available nearby facilities needs to be considered in order to promote and encourage proper parking policies and management for all communities and groups. In accordance with the given topic, keywords used to find the relevant topics included. Parking problems associated with older communities Parking policies Management of parking problems in developing countries The given secondary source helps in focusing on the various problems associated in terms of parking. Therefore, this particular helps in implementation of proper management plans, techniques and policies, which will help in development of proper parking laws that will satisfy the basic parking needs of various associated communities taking into consideration the major problems faced in particular by the older communities in terms of availability of resources and parking space. The policies shall also put restrictions upon individuals, having more than one car to use a limited parking space for providing access to each people. The above article supports the argument as mentioned because proper management and parking policies will help in solving the mentioned problems that are a prime concern of a community. References Chiou, S. Y., Chen, Y. C. (2014). A Mobile, Dynamic, and Privacy-Preserving Matching System for Car and Taxi Pools.Mathematical Problems in Engineering,2014. Rye, T., Ison, S. (Eds.). (2012).The implementation and effectiveness of transport demand management measures: an international perspective. Ashgate Publishing, Ltd..
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