Get help from the best in academic writing.

Music Art: “La Cathédrale Engloutie” by Claude Debussy Essay

Music Art: “La Cathédrale Engloutie” by Claude Debussy Essay. La Cathédrale Engloutie, by Claude Debussy, written between 1909 and 1910, evokes an ancient church that has sunk below the waves (Thiollier). The listener might imagine that this occurred as a result of an earthquake, perhaps as punishment for human arrogance, or perhaps as a result of enchantment. It mysteriously reappears from time to time, with its tower bells ringing out loudly. Like some sort of ecclesiastical Brigadoon, frozen in time, the drowned cathedral comes alive again, with all its music and grandeur. It then disappears beneath the waters. Written in Debussy’s mature years, La Cathédrale Engloutie is programmatic and reflects as well his willingness to experiment with chords that were not necessarily familiar to 19th and early 20th century listeners. In these respects, this work represents how much Debussy innovated in composition and how much later listeners owe to him. The piece begins quietly, suggesting that the church is becoming more visible, and the bells and other ecclesiastical music more audible. There is a motif that suggests a hymn, or the higher range of tower bells or perhaps a carillon. This disappears, to be replaced by low notes that may suggest the depths of the ocean. Then the sound of tower bells, being rung in ‘rounds,’ is quite distinct again. The listener then hears rising, major chords that may hint at the church appearing fully to the eye and ear. Majestic chords, like those on an organ, perhaps, sing out what could be a hymn tune, a song of praise and thanksgiving. This fades to near silence, along with a sound very much like a few last giant tower bells being rung down to rest. Another tune is heard, a gentle and pleading one that increases in intensity and fades likewise, with a few more chords evoking the sound of partially tuned bells clanging together. Then a rumbling in the lower registers may suggest that the cathedral is ponderously sinking back to the very bottom of the ocean. Claude Debussy (1862-1918), although a prize-winning student of the Paris Conservatory, was not shy about novel experimentation with chords, and instrumental effects (Encyclopedia Britannica). As such, his innovations have shaped subsequent classical music, movie scores, and popular songs in powerful ways. His great gift to subsequent generations of listeners is his ability to combine musical elements in previously unheard of fashion. He absorbed and then freely used non-European harmonies and rhythms. He had heard unfamiliar folk music while traveling through the Slavic countries and was later struck by Javanese gamelan music, performed at the Paris Exposition Universelle of 1889 (New World Encyclopedia). Both influenced his work. Debussy was also strongly affected by the work and thought of the Impressionists who were taking the art world, in France especially, by storm. They were overturning all previous constraints of academic art. Artists such as Cezanne, Monet, and Renoir wanted, instead, to paint what they saw – their impression of a scene. Although Debussy preferred to call himself a Symbolist, it seems clear that he was trying, as well, to paint, with music, what he perceived, rather than building an abstract and formal musical structure (New World Encyclopedia). Thus, music commentators usually term him an Impressionist. He used exotic harmonies and intriguing and unexpected techniques to draw from classical instruments striking evocations of mood, weather, location, and emotion, all created with sound. Listen, then, in La Cathédrale Engloutie, for chords that sound like bells, tunes that sound like hymns, and a way of vibrating the lowest keys of the piano that we take for granted these days as signaling activity in the bowels of the earth or the depths of the sea. These effects were quite radical for Debussy’s first audiences, but we hear their parallel in much of the music we listen to today – if nowhere else, then in the background music for endless TV shows and movies. Works Cited Encyclopedia Britannica. “Claude Debussy.” 2013. Encyclopedia Brittanica. Web. December 2013. . New World Encyclopedia. “Claude Debussy.” 2013. New World Encyclopedia. Web. 12 December 2013. . Thiollier, François-Joël. “La Cathedrale Engloutie.” By Claude Debussy. 1909-1910. Web. 28 January 2014. . Music Art: “La Cathédrale Engloutie” by Claude Debussy Essay
How the Social Class Shapes Organizational Thought, Actions and Culture. Table of Contents Introduction……………………………………………….2 Organizational relevance and focus………………………………….3 Key research findings and developments………………………………5 Your original perspective………………………………………..7 Conclusion………………………………………………..9 References Page……………………………………………10 INTRODUCTION Social class is defined as a group of people that placed into a hierarchical social group. This group can be categorized in terms of wealth, social status, culture, generation and profession to name a few. The term class, however, is derived from the Latin word classis which was used to categorized people wealth to determine one’s obligation to the military service. It was then used in the late 18th century to further categorize and distinguish ranks by importance. As these ranks started to decline, new social groups started developing in urban working class and were defined by the economic category you belonged to. Although, the term class can be applicable to numerous societal categories, such as city-state, feudal societies and early empires, the general definition of it never changes. It is a division based on societal preferences, culture, economic status and generation, there are some social classes you can choose to belong to and there are others you cannot. When referring to social class most people tend to associate it with an economic status, but social class is any social group you are a part of, or classified with. But what most people do not think about is how their social class affects the world around them, what impact are they having and is it a positive impact or a negative impact. Your social class can affect the schools you attend, the treatment you receive by the police, the jobs that will be available to you and numerous other reasons. But the focus of this paper is to explore the social classes that are present at organizations and show the impact they have, whether positive or negative, and the effects it has on the work culture and employees, the transformation that is occurring and what the lies ahead. The social classes that have the most effect on an organization are categorized in terms of education, generation, technical and cultural just to name a few. And the changes that we see within organizations are a fast growing trend that mainly stems from people wanting a chance and stepping away from what is considered the norm by creating a new definition for the social classes within an organization. ORGANIZATIONAL RELEVANCE AND FOCUS In recent years companies have been find ways to fuse their culture with the culture of its customers, employees and stakeholders. They are increasingly finding the ability to adapt and strategically transform to relate to more bases. In a Wall Street Journal article, the editor articulated that leaders need to openly discuss the change they envision throughout the company so that the employees can understand the opportunities as well as the challenges a cultural change can bring. He goes on to state, “As employees start to recognize that their leaders are talking about new business outcomes – innovation instead of quarterly earnings, for example – they will begin to behave differently themselves, creating a positive feedback loop.”(Wladawsky-Berger, 2018). This change also came about because of people wanting something more, wanting to close the social economic gap, wanting to feel like they are apart of something, wanting to promote diversity. Wladawsky-Berger goes on to ask, “But what happens if a company finds out that the culture that has helped guide it through years or decades of change is not quite suitable for the challenges that lie ahead? The cultures that developed within an organization are always reinforced with the strong elements that put the organization in a positive light. Theses social classes and cultures emerge and can only reflect the environment from which it came. Some of the ways companies are reinforcing these cultural changes are, as previously stated, using their own company opportunities, issues and challenges to educate the employees in understating why a change is needed. Also, the leaders are the ones who initiate the changes within a company, therefore it is important for the organization to choose a leader whose social classes fall within the image and direction the company has or would like to have. With the shift in power by generation, more and more millennia’s in leadership positions have been trying to adopt an inclusive environment in their organization. This is changing the organizational culture from working less but strict hours for low pay to working longer but flexible hours for moderate pay. And with the added expenses of families and student loans, more millennia are choosing to get married, live at home or room with friends to make ends meet. One of the ironies of modern Western societies, with their emphasis on meritocratic values that promote the notion that people can achieve what they want if they have enough talent and are prepared to work hard, is that the divisions between social classes are becoming wider, not narrower(Manstead, 2018). Manstead believes the materialistic way that we are growing is directly impacting and influencing the way we view the social environment, behavior and classes around us. We know that belonging to a certain social classes such as working-class , educated and demographic determines the way society see and treats you. Therefore the change comes from wanting to belong to a social class that receives respect and admiration from all other social classes. But as I have stated before, some social classes you can choose to belong to and others you cannot, so the leaders that we currently have determined that the tradition methods are not working. Great ideas stem from the dramatic decline that the working class, in the traditional sense, has had most people identify as working class because self-identification is what’s most important. KEY RESEARCH FINDINGS AND DEVELOPMENTS In recent years’ studies have shown that social classes are increasing in popularity when employers are searching for the ideal candidate for their company. Employers are using education, income, and other demographics to measure the social class of a potential employee. The results produced two types if thought used that can be examined, the realist and the nominalist. The realists believe that a social class does not exist unless the people that are categorized into such class are conscious of it, while the nominalist believe the social class is what the observer determine it to be, not taking into to account the thought and behavior of the people classified in that particular social class. This can be further broken down into three different methods that are used to measure and determine one’s social class; these methods are objective, reputational and subjective. Object, meaning that the individual has to identify with the social class that they are categorized into it uses objective criteria such as one’s income. Reputational method is based on the perception of other people that classify which social class they believe one belongs to. It is based on the reputation of the individual and shows how socially divided people within a community see themselves. The subjective method is where people are asked which social class they classify themselves as. It is the most inaccurate approach because may categorize themselves into to social class they dream/ hope that they belong to, and comes off as a bit egotistical as most may not actually belong to the group they classify themselves into. This then translates into the individual that consider themselves a part of social group to work towards actually belonging to such groups Throughout history, the class you belong to has been closely related to the treatment you receive amongst your peers and the rest of society. In today’s world, a lot of the changes in an organization are due to the increasing demand for higher qualified candidates, shifting the economic foundation. Belonging to an educational social group, in general, is seen as beneficial to a company because the levels of skills are increased. These skills include interpersonal skills, critical thinking and communicating; essential traits need to perform any job. The percentage of adults with a bachelor’s degree, or higher, rose from 17% in 1980 to 33% in 2015. Naturally, this number is expected to double in the next 25 years, prompting another shift in an organization’s societal definition. The number of educated people is on the rise thereby raising the level for qualified candidates for a job. With the number of employees with training and experience increasing from 49 million in 1980 to over 83 million in 2015. This rise in education is affected by and closely tied to other social classes observed in the workplace. Another social class that is shifting the work culture, the social classes associated by generation in recent class article it was found that for the first time in history 4-5 generations can be found working together in teams across all organization and across all departments. This, along with the technological changes most companies has had to endure, changes the way we interact with other team members and support staff whether locally or internationally. As the article stated, the change in the organizational culture, through generation, stems from each generation adding their personal values to the compSome characteristics that should be passed on are being taught to newer hires while other characteristics that are new are taught to the older hires. Processes that were used within the company for the past few decades have now been modernized to have the same effect and quality as it did before the existence of technology. Because of these technological changes, the skills required have also transformed changing the cultural views. YOUR ORIGINAL PERSPECTIVE I chose this topic because social classes are continuously evolving and the structure and dynamics of the core is continuously changing. The social classes mentioned in this paper, (educational, generational and economical) are changing the workplace and are having both a positive, as well as a negative impact on employees and potential candidates. All social classes are interrelated, they direct impact the next. As we have seen, more people are choosing to get an education in an effort to afford better living conditions for themselves and their families. The technological era grew, because of this increased knowledge in society, forcing people to again increase their existing knowledge to learn knew processes where millennia’s, (social class by generation) are now at the forefront of the increase of the processes and rules at organization changing the rules as they go. All of this is interpreted as a boost in the socioeconomic world, where although education is required, the job that you are qualified for will allow you to earn a decent living. I say a decent living because unfortunately the number of people over 65 that are still in the work force are on the rise, leading one to believe the wages are not increasing as fast as the skill sets are increasing. The need for education will continue to increase because the skills to maintain the technology that is ever growing. There are new jobs have been created through technology that didn’t exist before, and there will be new jobs in the future that will be created also off of the increased technological advances we as a society have made. The knowledge that we have gained as a society is continuously built upon generation after generation. Pretty soon, the educational institutes may need to create new degrees and new degree levels because the future generations will be more intelligent than we are. Due to this, the culture in organizations will again change to suit the needs and standards of the current social classes. To say the least, the shift in the economic status and the change in the generational workforce have a lot to do with the changes seen in organizations today. As a millennial, things are better for me when my parents were my age, granted they had 3, and I am without. Like most in my generation, I grew up with both parents working yet still struggling to make ends meet. For this reason, I believe my generation is determined to create a work environment that allows the flexibility to work while still being able to spend quality time with their families. This shift in power by generation has also sparked the increased need for diversity in the workplace, due to technology it has become much easier to learn about other cultures. Diversity is seen as the different cultural background the individual has experienced in their life. This diversity stems from numerous other socially classed groups by definition of religion, race/ethnicity and sexual preferences, amongst others. The views that society, American and internationally has had, has changed drastically. More and more people are learning to be more considerate and respectful of people from different social classes and backgrounds. Also, this has prompted the organizational leaders to place more power into the hands of the employee and to be more transparent about the issues that the upper management has to deal with. Leadership is changing the culture by opening up to employees about what is going on at the executive level within company can be beneficial because the solution may come from an average employee. For example, once a month the leaders of my company hold a mass conference call and encourage those who want to know what going on with the company to listen in on topics related to something they may have overheard. It puts to rest unnecessary rumors that may initiate from not knowing the truth and at the end they offer a QHow the Social Class Shapes Organizational Thought, Actions and Culture

Solving The Cubic Equations History Essay

Cubic equations were first studied In the 11th century by Omar Khayyam, a Persian mathematician and poet. Khayyam discovered that there were 14 different sorts of cubic equation, and remarkably gave geometric justifications for this. However, he did not know about negative numbers, as he believed that all of algebra is a representation of geometry, in which negative numbers do not feature. This means that he would have considered the equations and as of a different type. He also dismissed quartic equations for a similar reason, as he could find no representation of them in regular three-dimensional space. Although Khayyam was able to make progress, he was not able to completely solve the cubic. In 1258, the Mongols sacked Baghdad, destroying all the magnificent libraries, including the House of Wisdom. It is said that the river Tigris ran turned black for months from the ink from the millions of books and manuscripts thrown in the river. The solution of the cubic would have to wait 300 years after the death of Khayyam to be solved by Renaissance Italian mathematicians in the 16th century. Niccolò Fontana was slashed across the face by King Louis XII’s troops when they invaded his hometown in 1512. This left him with a speech impediment, and it was for this reason that he was known as Tartaglia – “the stammerer.” It was at the time thought that the cubic was insoluble, but Tartaglia was able to use cube roots to help him solve certain types of cubic. However, another Italian mathematician, Antonio Fior, was also claiming to be able to solve the cubic. A contest between the two mathematicians was arranged, where each contestant would set the other 30 cubic equations to solve, and after 40 days a winner would be announced. Just days before the contest was due to start, Tartaglia was able to develop a method that would solve the general cubic equation. Fior only knew how to solve one of the fourteen types of equation, knowledge of which was passed on to him by Scipione del Ferro on his deathbed. In just two hours Tartaglia was able to solve all 30 of Fior’s problems, and his reputation was immediately established. Girolamo Cardano, another Italian mathematician, heard of Tartaglia’s astonishing successes, and realised that this could only have been done with a formula to solve the general cubic. Cardano spent several years trying to find this formula by himself, but alas in vain. He wrote to Tartaglia asking for him to let him know the secret, on the condition that he would not publish it nor tell anyone else. Eventually, after much persuasion, Tartaglia encrypted the formula in rhyme form, and gave it to Cardano. Cardano was true to his word, except for letting his brightest pupil Lodovico Ferrari in on the secret. Later in the year the young prodigy had managed to adapt Tartaglia’s solution to solve the general quartic equation. Cardano was faced with the dilemma of either breaking his promise to Tartaglia or not allowing his student to receive the praise he deserved. Miraculously, after asking his colleague for advice, he was presented with an old notebook of Scipione del Ferro. Here Cardano found the formula that Tartaglia independently discovered later, and was thus able to justify publishing his Ars Magna in 1545, in which he presented the solutions of both the cubic and quartic, giving Tartaglia due credit. Needless to say, Tartaglia was furious. He published his account of what had happened, in which he attacked Cardano for what he had done. He then challenged Cardano to a mathematical contest, but Cardano refused to accept. However, it was taken up on his behalf by Ferrari. Letters containing mathematical problems flew between the two and eventually Tartaglia was drawn into open contest with Ferrari. Ferrari revealed his intricate knowledge of Tartaglia’s method, and Tartaglia was forced to flee to Venice, humiliated. Ferrari immediately became famous, and received numerous job offers, but died at the age of 43 of unknown cause. Tartaglia spent the rest of his days in Venice, jobless and penniless. Section 2 – Groundwork Complex numbers To facilitate understanding the solution of the cubic equation, one must naturally start off with the preparatory work of considering polynomials of lesser degree. So we shall now consider the solution to the quadratic equation; that is an equation of the form: . Knowledge of the solution to this equation dates to the mathematicians of Babylonia, as early as 2000BC, and the first explicit solution in terms of a formula was given by the Indian mathematician Brahmagupta in 628AD.It is well known that there are two solutions of the quadratic equation [1] , given by the formula . However, this equation raises further fundamental questions, as it leads one to question what happens when the term is negative. The square roots of negative numbers, or imaginary numbers, were unknown to the Greeks, and a comprehensive theory of them was only formulated in the 16th century by Rafael Bombelli, after the solution of the cubic [2] . Nevertheless, imaginary and complex numbers shall be fundamental to our understanding of the cubic equation and its solution, so I shall give a brief introduction of them here. We start off by defining the imaginary unit as the number with the property that. This clearly is not a real number, as the square of any real number is always greater than or equal to zero. Once we have made this definition, it is obvious how we can begin to use imaginary numbers. For example,. A complex number is a number that is formed of a real part and an imaginary part added together, for example. Complex numbers can be visualised as points on the Argand diagram. This is a two dimensional plane, with orthogonal real and imaginary axes, and complex numbers as Cartesian coordinates, so the complex numberwould be represented by a point reached by going two units along the real axis and one unit along the imaginary axis, both in the positive direction. The general complex number can be written in the form , where a and b are both real. Thus, both imaginary numbers (numbers of the form bi, and real numbers are complex numbers, as can be seen by setting either a or b as zero. We also define the complex conjugate, , as the number. It can be easily seen that this is just a reflection of in the real axis. Addition, subtraction and multiplication of complex numbers are obviously defined as follows: , and . Division of complex numbers is less obvious, and is done as follows: consider the number . By multiplying both numerator and denominator by the complex conjugate of the denominator, we obtain: , where the denominator is real, so the division is complete. We shall now consider two fundamental properties of complex numbers: the modulus and the argument. The modulus of a complex number, is defined as the distance of a complex number from the origin in the Argand diagram, which is clearly, so from our example the modulus ofis. The argument is the angle, measured in radians such that, between the line joining the complex number to the origin and the positive real axis. So for our example above, the argument of would be such that , so to 3sf. Complex numbers can be uniquely defined by a modulus and argument, much like polar coordinates, where a point is defined by distance from the origin and angle subtended with the positive x-axis. This leads to the polar form of a complex number. If , and , then we can see that and , so , the polar form of a complex number. A result that is of vital importance when considering complex numbers, and which it shall be necessary to utilise later in our solution of the cubic, is known as De Moivre’s Theorem. This states that ifare two complex numbers with polar forms and , then the product . This is equivalent to saying that when we multiply two complex numbers together, we multiply the moduli and add the arguments, as can be seen by comparing with the polar form of a complex number, given above. The proof of this is as follows: 3. I shall now introduce another notation for complex numbers, brought about by Leonhard Euler. This is the exponential form:, and is a direct consequence of Euler’s formula, described by Richard Feynman as ‘one of the most remarkable, almost astounding, formulas in all of mathematics.’ Using this notation, De Moivre’s Theorem becomes a triviality, as clearly. This notation is especially useful when considering the cube roots of unity. First we must note that .Note also that using the definition of the argument of a complex number, adding or to the argument of a complex number will have no effect. From this it follows that the three cube roots of unity are the numbers that satisfy, in other words. Polynomials How do I necessarily know that there will be three, and only three, cube roots of 1? This is a direct consequence of the Fundamental Theorem of Algebra, whose sheer importance is stressed by its name. In one form this theorem states that any non-zero polynomial in one variable with complex coefficients has as many complex roots as its degree [4] , including roots that have been repeated. Thus, the polynomial has exactly three roots, which correspond to the values of for which. And, more generally, any cubic equation of the form will have exactly three complex roots, including possible repeats [5] . Next I am going to consider real polynomial equations, that is polynomial equations with strictly real-valued coefficients. I wish to prove a result about the roots of such an equation, but to do so I shall first need to prove a complimentary result, that for all complex numbers z, , where * represents the complex conjugate: Consider two complex numbers: and. First I shall show that. Let us consider the left hand side of the equation and expand it:. And now the right hand side:. This shows that the initial equation is true. Setting w as z, we obtain the result: .And if we use the two complex numbers and, we obtain the result:. It is not hard to see that this easily extends to the general case:. Now let us consider the real polynomial equation. Let the complex number be a root of this equation, that is. Now we shall show that the complex conjugate is also a root. Note that for all the coefficients of the polynomial, as they are real: . This shows us that if a complex number is a root of a real polynomial, then its conjugate is also a root, and this result will be useful later when dealing with real cubics. Section 3 – A First Glance at the Cubic If the coefficients of a cubic are real, then we can use the Fundamental Theorem of Algebra and the result we proved in the last section to deduce four possible scenarios for the roots: There are three distinct real roots, There is one distinct and two repeated real roots, There are three repeated roots, There is one real root, and two complex conjugate non-real roots. Note that there must always be at least one real root of a real cubic, as if , then if a is positive, and the other way around if a is negative. Therefore, using continuity, the graph of y must cross the x-axis at some point, so there is at least one real root. If we differentiate the general cubic function given above:, we will be able to determine when the curve will have turning points, which will help in our understanding of the roots. So, differentiating, we get . At a turning point, the value of the derivative will be zero, so we wish to solve in general the equation. By the quadratic formula, this has solutions, which leaves us with three cases to distinguish between: If , then there are no turning points, so there is only one real root. If , then there is only one turning point, and so there is one real root which may be a triply repeated real root if the turning point is on the x-axis (see diagrams) If , then there are two turning points, which we shall denote 1() and 2. We shall now examine this third case further. Clearly the x-coordinates of the turning points are: ,. Thus, if a is positive, is to the left of, and vice versa. One could calculate the second derivative and plug in the values of andto determine for which values of x 1 and 2 are maxima and minima, but this would be a messy and long-winded approach. If instead we assume without loss of generality that is to the left of, we can consider and . This constitutes a much simpler approach. We need not trouble ourselves with calculating what they are; this would be very messy [6] . Now there are 10 different cases to consider: When, , we have a positive cubic with one real root. When, , we have a negative cubic with one real root. When, , we have a positive cubic with one distinct and two repeated roots. When, , we have a negative cubic with one distinct and two repeated roots. When, , we have a positive cubic with three distinct roots. When, , we have a negative cubic with three distinct roots. When, , we have a positive cubic with one distinct and two repeated roots. When, , we have a negative cubic with one distinct and two repeated roots. When, , we have a positive cubic with one real root. When, , we have a negative cubic with one real root. These 10 cases are illustrated in the diagram below: Section 4 – The Solution of the Cubic We start off by ensuring that our cubic equation is monic, that is the leading coefficient [7] is 1. This is easily done by dividing the equation by the leading coefficient, leaving us with the general cubic equation: (1). The first step to solving the cubic is to eliminate the term, which makes the calculations simpler, as the Italian mathematicians of the 16th century found out. This is done by letting . From this, we can deduce that: (2), so (3), for some constants A and B. We shall write this as (4), for some constants h and k which can easily be worked out. We have succeeded in eliminating the term, and now have a cubic equation in y. The solution from here is known as Cardano’s solution [8] . We write , so that . Therefore the equation (5) has as a root. Comparing this with (4) leads us to set and . From this we can deduce that, and hence that . Multiplying this out, we get (6), which is just a quadratic in . As (5) is symmetric in and , equation (6) is equally valid if we replace by. As and are the roots of (6), we can take either root of the quadratic as being equal to without any loss in generality. Thus, we take ,. Now we recall that is a root of (5), which gives us the following formula for the roots of the cubic: . Whilst it may at first appear that this formula can take nine different values, as there are three different cube roots of and , this is not the case, each value of uniquely determines the value of by given above. It is here that our work from Section 2 becomes vital. For there are three cube roots of , and to express these we require complex numbers. We saw above that the cube roots of 1 are , and so likewise the cube roots of are: , which can be verified by cubing them. We shall simply call , and thus the cube roots are: . Therefore we know that the solutions to the cubic equation (5) are , , , which can be written as ,, . The final step is to convert these solutions of (5) into solutions of (1) by the simple transformation . We have now solved the general cubic equation. Nature of the roots of the cubic I would like to now focus on , which is found in the formula for the roots of the cubic. I must remind the reader that we are only considering cubics whose coefficients are real. If , then the square root is real and we have no problem, we will end up with one real root, , and two complex roots. If , then our roots become ,, and thus the equation has a repeated root. If we call , then , where is this repeated root. Differentiating, we get: . Thus, the equation also has as a root. Therefore, is a root of the equation, which can very easily be solved, eliminating need for the method outlined above. It can be shown that in this case there are three real roots, two of which are the same. However, in the case when , something rather different occurs: Casus Irreducibilis When , its square root is imaginary, which results in and being complex. However, it is always the case that such cubics have three distinct real roots, but that these cannot be expressed in terms of radicals without using complex expressions at some point. This is known as casus irreducibilis. We could calculate the cube roots of complex numbers but this requires very messy calculations. However, although we cannot evaluate our answers exactly, we can numerically approximate the real solutions using a trigonometric method invented by Vieta: We are considering the equation . We know , so as k is real, then h must be negative. We set . This transforms our original cubic into the form , from which by the trigonometric identity . This enables us to numerically find three values of , so we can find the three roots of the equation. Notice again that all three roots of this equation will always be real. To illustrate this problem with an example, let us consider the cubic equation . We have and,thus . Using Cardano’s method, a solution to the equation is . However, with a little thought our original cubic equation can be factorised as , and so has solutions . Which then, of our solutions is equal to the rather ugly expression two lines up? A fair amount of work reveals it to actually be equal to 2, yet the expression involves complex numbers. The Italian mathematicians of the 16th century came up against this problem, and to a large extent this motivated the study of imaginary and complex numbers. Using Vieta’s method, we end up with , from which a solution is , leading to However, we cannot be sure that this root is exactly equal to 2 in this case, as Vieta’s method is purely numerical. Section 5 – Post-mortem and Extensions of the Problem Alternate numerical method using calculus This is a much faster way of numerically approximating the roots of any real cubic. Our first step is to numerically approximate a real root of the cubic [9] . To do this we shall use the Newton-Raphson method for numerically approximating the roots of an equation. I shall give a brief outline of this method. Graphically, this method can be though of as constructing a tangent to a curve, finding the point where this line crosses the x-axis, moving vertically up from that point back to the graph, and repeating the process. We shall develop this into a formula for the numerical approximation. Let us start off by calling the equation of the cubic [10] . The point on the curve that corresponds to our starting x-value, , is . Now, let us take a tangent from here, and let the point where this tangent crosses the x-axis be called , our next approximation to the root of the cubic. The gradient of this tangent is the value of the derivative of at , also known as . The gradient can also be calculated by , therefore . Setting these two as equal to each other gives, , and rearranging, we end up with . We can then define the iteration process , which enables us to calculate better and better approximations from our initial starting value. As long as our initial approximation is fairly accurate [11] , then the Newton-Raphson method converges extremely rapidly on the root, enabling us to calculate it to any level of accuracy we wish. Having used the Newton-Raphson method to numerically find one of the roots of the cubic, we can then factorise the cubic to leave us with a quadratic, which we can solve using the quadratic equation to give either two real roots, one repeated real root or two complex conjugate roots. If is a root of , then , so we can solve via the quadratic equation to find the other two roots. I shall now illustrate this method using the cubic equation . We shall use the initial approximation . , so we can calculate . Repeating this process, we have: In just 5 steps we have obtained ten significant figures of accuracy, and we could easily continue this process to obtain any level of accuracy we desired. We now know that is a root of to 3sf. Using this information, we can factorise , using one extra significant figure that we require for our end result. Finally, we solve by the quadratic formula to obtain the other two roots of the equation, to 3sf. Higher Degree Polynomials We have shown in Section 3 the method by which the general cubic can be converted to a depressed cubic of the form by a simple substitution. Similarly, Ferrari discovered in 1540 that by a suitable substitution the general quartic [12] equation can be converted to a depressed quartic of the form , which has no term [13] . Having depressed the quartic to this form, Ferrari managed through a series of very clever algebraic manipulations and adding identities to the depressed quartic to eliminate a root and convert it to a cubic equation. This is then solved as above, by again converting to its depressed form, then using Cardano’s method. Both the cubic and the quartic can be solved by radicals, that is an expression involving a sequence of arithmetic operations as well as the extraction of roots (square, cube, fourth…) which, when applied to the coefficients of the original equation, returns the roots of that equation. The cubic and the quartic were both solved in the same century, and it was only natural after that to turn one’s gaze to the quintic, the general fifth degree polynomial. However, several centuries passed without anyone being able to solve this equation in terms of radical expressions, and for good reason – no such formula exists! This was proved in 1824 by Abel and Ruffini, and is now known Abel-Ruffini theorem. This does not mean that all quintics are insoluble: consider for example , which can be factorised as , and thus has roots at . However there are some quintics equation for which the roots can not be expressed in terms of radicals, an example is . Five complex solutions to all quintics equations still exist, and these can be practically found by numerical methods. The technique mentioned above would also work; we can find a root by the Newton-Raphson iteration and then factorise to leave a quartic which can be solved. After the publication of the Abel-Ruffini theorem, Évariste Galois, a French prodigy in his teens, formulated a method that would enable him to determine whether any polynomial equation was soluble by radicals. Galois proved that not only does the general quintic not have a radical formula for its roots, but that there is also no formula for all general polynomials of a higher degree. His work would later be formalised into group theory and Galois theory. Galois lived until just 20 years old, when his died after being shot in a duel over a mysterious woman. Nevertheless, his ideas, formulated in the 19th century, are central to a very substantial portion of modern mathematics. I will now outline the basic ideas behind his proof of the insolubility of the quintic equation. The Group Axioms We define a group as a set G and an operation that satisfy four conditions: For any elements in G, is also in G. is associative, that is for any in G. There is an identity element in G such that for all in G. For any element in G there exists in G the inverse of , , such that . As an example, let G be the set of rotational symmetries of a triangle, and the composition of symmetries. Thus , where represents a rotation of clockwise, and represents a rotation of clockwise. Clearly the identity element leaves the triangle where it is. Also, the composition of any two rotations of the triangle is identical to another rotation, for example . Finally, each element has an inverse; notice that , so the inverse of isand vice versa, and the identity is its own inverse. Thus the set and the operation we have chosen truly do form a group. Galois then considered the group of permutations of the roots of an equation that maintain all true equations with rational roots in the original order of the roots, aptly called the Galois group of an equation So for example, consider and . These are indistinguishable using equations with rational coefficients, as , so and , so . Thus, if and were two of the roots of an equation, we would be able to permute them without affecting these true equations. Galois discovered that by examining the Galois group of an equation you can decide whether or not the equation is soluble by radicals. This is done by examining whether the Galois group contains a normal subgroup [14] . If the number of elements of the original group divided by the number of elements of the subgroup is prime, and if the subgroup contains another subgroup, and if the ratio of the numbers of elements is again prime, and so on until we reach a subgroup containing only one element of the original group, them the equation is soluble. Conclusion….?

Global Forces And The Western European Brewing Industry

cheap assignment writing service The PESTEL framework categorizes environmental influences into six main types: political, economic, social technological environmental and legal. Where by the politics highlight the role of government; economic refers to macroeconomic factor such as exchange rates, and differential economic growth rates around the world; social influences include changing culture and demographics; technological influences refer to innovations as the internet; environmental stands for issues such as pollution and waste; and finally legal embraces legislative constraints or changes such as health and safety legislation or restrictions on company mergers and acquisition. The Western European brewing industry is highly penetrated; too many companies due to which the competition is very steep which is causing consolidation through acquisition, alliances and closures within the industry. The PESTEL framework can be used to help identify the key forces that are driving the change in the market. Political Factors could be the active campaign of European government against drunken driving, binge drinking, and consequently the long term health and fitness problems. These campaigns have the potential to push for law changes surrounding what alcohol can be purchased in restaurants, pubs, bars and retail outlets in terms of both quantity and alcohol volume % There is an overall decline of consumption of beer in Europe as many traditional key markets have been made increasingly aware of the social problems associated with alcohol consumption. Restrictions on packaging such as the usage of cans in Denmark. Economic Economic recession in 2009 has also lead to an effect on beer sales mainly in the United Kingdom where an estimate of 50 pubs closed per week due to recession. Beer consumption per capita varies widely between countries, for example being four times higher in Germany than in Italy. Some traditionally low consumption European markets have been showing good growth, for example with reference to table 1 comparing year 1980 to 2000 the consumption of beer has increased from 3534000 hectoliters to 6453000 hectoliters which is approximately 82.60%. Social Lifestyle in emerging market has changed due to the increase in the availability of disposable income, leading to an increase in beer consumption. The new trends like wines, non alcoholic beers, extra cold lagers and fruit flavored beers will adversely affect the consumption of beers. Education and health; there is an increasing awareness of the effect of alcohol on health and fitness. Particularly in the United Kingdom there is increasing hostility to so called ‘binge drinking’ excessive alcohol consumption in pubs and clubs. Technological Rate of technological change; as seen in the Anheuser Busch InBev (Belgium) company that efficiency gains will come from more central coordination of purchasing, including media and IT from the optimization of its inherited network of breweries and from the sharing of best practices across sites internationally. Innovation of new products; the case witnesses that the introduction of higher priced premium products such as non alcoholic beers, extra cold lagers or fruit flavored beers has led to increase in sales. Environmental Pollution; people are getting more and more aware of the environment and it is necessary that the companies do everything to prevent environmental pollution. It is important that the environmental load through the brewing process is as low as possible. Waste and recycling; reusability and recycling is important, the brewing industry for example treats their effluents so that they can use it again for irrigation. Through this they save energy and minimize sludge disposal. Legal International law; when comparing Europe with the United States we have witnessed that in America it is forbidden to drink in public places in contrast to Europe where you can drink alcohol wherever you want. This could lead to new laws that forbid drinking in the public place. Acquisition, licensing and strategic alliance have all occurred as the leading brewers battle to control the market. The global pressures for the consolidation due to over capacity within the industry, the need to contain costs and benefits of leveraging strong brands. For example in 2004, Belgian brewery Interbrew merged with Am Bev, the Brazilian brewer group to create the largest brewer in the world. A five forces analysis The five forces analysis was originally developed by Michael Porter in 1990, as a way of assessing the attractiveness of different industries or sectors in terms of competitive forces. The five forces constitute an industry’s structure, although initially developed with businesses in mind the industry structure analysis with the five forces framework is of value to most of the organizations. As well as assessing the attractiveness of the brewing industry the five forces can help set an agenda for action on the various areas that they identify. The five forces are: Threat of new entrants Threat of substitutes Bargaining power of buyers Bargaining power of suppliers Competitive rivalry POTENTIAL ENTRANTS COMPETITIVE RIVALRY Threat of entry Threat of substitutes Bargaining power Bargaining power SUPPLIERS BUYERS SUBSTITUTES FIG 1 THE FIVE FORCES FRAMEWORK Threat of substitutes The threat of substitute is high because there is an availability of wine, fruit flavored beer and also extra cold lagers. From table 1 and 2 in the case study we can witness the negative effect of the substitute on beer; taking an example of Denmark table 1 shows a decline in the beer consumption and in table 2 shows increase in the importation of exotic beers from overseas. Threat of new entrants Threat of entry depends on the extent and height of barriers to entry; barriers of entry are factors that need to be overcome by new entrants if they are to compete successfully. According to the case I think the threat of new entrants is very low because the industry is very much penetrated and mergers taking place, also there are global pressures for consolidation which sustain their competitive position in the industry. There are very few big brewery companies which makes them dominate the market, so for a new entrant would be hard to have that financial effort. Bargaining power of buyers Customers of course are essential for the survival of any business, but sometimes customers can have such high bargaining power that their suppliers are hard pressed to make any profits at all. The bargaining power is high due to the government campaign strongly against drunken driving, and binge drinking which has led to an increase in off trade (retail) than on trade (beer consumed on premises as in pubs or restaurant). The off trade is increasingly dominated by large supermarket chains such as Tesco and Carrefour which gives them the bargaining power. Bargaining power of suppliers Suppliers are those who supply the organization with what it needs to produce the product or service. The main purchasing costs are packaging, raw material such as barley and energy. The European packaging industry is highly concentrated, dominated by international companies. The case shows that the bargaining power of supplier in packaging is high because there only three can makers and shifting cost from one can maker to the other could be high either in terms of money or even technology. Competitive rivalry Competitive rivalry is organizations with similar products and services aimed at the same customer group. The competitive rivalry in the brewing industry is very high because almost all companies have the same product/ product differentiation is low, high rate of acquisitions, alliances and strategic alliance and also consolidation due to over capacity within the industry. Conclusion With regard to the PESTEL analysis and the Porters five forces analysis I conclude that in order to sustain the competitive position and market share in the brewing industry, one should acquire, license or strategic alliance with an existing company could be small, medium or already a large company. Question 2 For the three breweries outlined above [or breweries of your own choice] explain: How these trends will impact differently on these different companies; and The relative strengths and weaknesses of each company Anheuser-Busch InBev [Belgium] A-B InBev is the largest brewer in the world; it achieved this position when InBev acquired the leading American brewer Anheuser Busch for 52bn. The company now has nearly 300 brands and approximate 50% share of the US market and owns 50% of Mexico’s leading brewers. The company is frank about the strategy to transform itself from the biggest brewing company to the best. STRENGTH WEAKNESS Largest brewer in the world Inherited network of breweries Strong financial power The merger of Belgian Interbrew and Brazilian Am Bev in 2004 The company’s strategy to transform itself from the biggest to the best by: Building strong global brands Increase efficiency through more central coordination of purchasing including median and IT. Greene King [United Kingdom] Greene King is now the largest domestic British brewer, which was established in 1799. It has expanded through a series of acquisition including Ruddles [1995], Morland [1999] and Hardys and Hansons [2006]. STRENGTH WEAKNESS Brew high quality beer from an efficient single site. Medium size brewing company Focused brand portfolio which is minimizing the complexity and cost of a multi brand strategy. Less financial power 2000 pubs across the UK with a particular dominant position in its home region of East Anglia. Expansion through acquisition, which led to critics calling the company greedy king. Tsingtao [China] Tsingtao brewery was found in 1903 by German settlers in China, after state ownership under communism Tsingtao was privatized in the early 1990s and listed on the Hong Kong stock exchange in 1993. Tsingtao has 13% market share of its home country, the company has described its ambition thus; to promote the continuous growth of the sales volume and income to step forward the target of becoming an international great company. STRENGTH WEAKNESS It is the Chinese brand leader in United States Small brewing company It’s now sold in more than 62 countries. Less financial power Almost 50% of exports Home market share is very low {13%} A bottle of Tsingtao appeared in the 1982 science fiction film blade Ronner.

Care Coordination Improved Through Health Information Exchange Assignment

Care Coordination Improved Through Health Information Exchange Assignment.

Assignment Content Navigate to one of the following case study sites:AHRQ Impact Case StudiesHealth Information Exchange Case StudiesJoint Commission: Articles, Case Studies, Publications Explore the available case studies, and select one recent case study you want to evaluate. Read the case study and identify as much of the following components as possible:scope of the studyenvironment(s) examinedproblems identifieddata collected and analyzedchallenges the organization(s) facedchanges made to improve quality or efficiencyWrite a 350- to 525-word article that includes the following:Summarize the focus of the case study.Identify the data that was collected and analyzed.Contrast the outcomes of the study with current industry standards.Evaluate if these practices could be applied within your organization.Discuss the results of implementing a new practice. Publish the article on your own social media account (e.g., LinkedIn, Facebook, etc.), or post it on a health care message board of your choice. Include a citation of the case study and your article in your assignment. Cite 3 reputable references to support your assignment (e.g., trade or industry publications, government or agency websites, scholarly works, or other sources of similar quality).
Care Coordination Improved Through Health Information Exchange Assignment

Intro to professional nursing

Intro to professional nursing. Paper details Educational Brochure The purpose of this assignment is to provide an opportunity to apply education theories and concepts to written instructional materials for a public healthcare issue. Instructions: Identify a healthcare related learning need in your community and the characteristics of the population impacted by the need. Design a single page trifold brochure to address the identified learning need. Include evidence based instructions with references. Ensure that the brochure is appropriately designed for the target population using concepts from health literacy, and considering the anticipated developmental and cognitive levels of learners. Submit an analysis of readability with your brochure using one of the tools in the MillerIntro to professional nursing