The Existence of a God Essay - 731 Words

The Existence of a God Throughout history, the worship of gods has been a part of daily life even amidst those cultures that have been considered savage. The reactions, movement, existence, comparisons, purposes, and common beliefs of the world show that there must be a god. The existence of a god is an irrefutable fact. Sir Isaac Newton stated that every action has a reaction. Therefore every reaction is formed from an action which#8364;in and of itself is a reaction to a previous action. If this theory is followed far enough back, there must be an original action, something that starts all actions, and causes all reactions. Since nothing can cause its own action, because to do so would mean that it would have to†¦show more content†¦Once again, by following this path to its origin one will find that something must always have existed in order for anything further to exist because for something to exist, it will one day cease to exist and in order for it to cease to exist it must at on e point not have existed. Thus it must have been created since that which does not exist comes into being by something that exists(Knowledge, 134). And, as we saw in relation to movers and to causes, so we cannot but postulate the existence of some being having of itself its own existence and not receiving it from another, but rather causing in others their existence. Thus, one may observe evidence of the existence of god. Comparisons between things using more or less show that there must be something to which the thing is being compared. To say that something is better than something else which is good is to show that one has the extreme resemblance of the most. Thus, there must be a being that is the most good, something to which everything is compared. As the ultimate good would likely be found in a perfect being, and it is said that god is perfect, than this ultimate good must be the supreme being which is known as god. Thus for the comparisons to be used and found to be truthful, there must be a god. The purposes for which things exist also provide proof of the existence of god. Everything acts with a purposeShow MoreRelatedThe Existence Of God : God1305 Words   |  6 PagesThe existence of God has been in question for as long as mankind has existed and thought logically. Many questions have plagued the human mind in regards to God, and there have been many arguments drawn with the hopes of proving the existence of a supreme being whom we know as God. The â€Å"God† question has been presented to every individual at some point in their lives. It is a topic that will bring forth never-ending questions and an equal amount of attempted answers. Many philosophers have formulatedRead MoreThe Existence Of God1304 Words   |  6 PagesIn this paper I’m going to argue that there exists only one God who is the most beneficent and the most merciful and that Blackburn’s claim for the existence of evil doesn t prove that there does not exist a God who is all knowing, all good and all powerful. Exposition:(349 words) In chapter five, Blackburn expresses his take on the existence of God. He believes that people with religious beliefs have to be evaluated â€Å"in terms of truth and falsity†. He thinks that that it is just the set of ritualsRead MoreThe Existence Of God s Existence1339 Words   |  6 Pagesidea of God. The existence of God is one of the most sought out topic that is frequently inquired. Is there really a God or is God merely a concept humans created to explain the unexplainable? And if God does exist, what makes him different from the rest of us? A well-known philosopher, St. Thomas Aquinas, introduced five proofs including the Cosmological Arguments of God’s existence, as well as explained some divine qualities that are associated with God. The nature of God’s existence is oftenRead MoreThe Existence of God1317 Words   |  6 PagesThe Existence of God For centuries, the idea of God has been a part of mans history. Past and present, there has always been a different integration consisting of the believers and the non-believers of God. The group of those who have faith in God tend to be related to one religion or another. On the other hand, the skeptics find the existence of God somewhat puzzling and try to seek the answers through scientific methods. Even as of today with all the modern technologies and the developmentRead MoreThe Existence Of God2601 Words   |  11 Pagesstatements established about the unseen and natural forces since the beginning of time. It gave rise to questions such as: Do aliens exist? Is there a world of the unseen? Life after Death and the most popular question since the beginning of times, Does God exists? And the answer is ‘yes’. Here is how I will justify my stance. Imagine yourself walking in the middle of a desert, which shows no signs of life regardless of which ever direction your eyes turn to. When, suddenly, you see something reflectingRead MoreGod s Existence Of God936 Words   |  4 PagesNot Be Afraid to Explore More Than One Religion God’s existence sometimes does not exist to certain people. When it comes to the teaching and knowledge about God many people are not aware because they have never been taught about how God appeared on the earth. I choose this topic because I was one of those people who has never really been raised around certain religion nor about the teaching how God came to be. However, I have been taught that God does exist and that his son Jesus are the reason forRead MoreThe Argument On The Existence Of God1629 Words   |  7 PagesThe idea of God has been a part of man’s history for centuries. Since time began there has been various combination of believers, and non-believers. Individuals who believes in God, belong to many different religion. Whereas, skeptics find the existence of God somewhat baffling, and have continually sought answers to His existence through scientific methods. As the world progresses in scientific, and technological advancement, the human race still face s the question of God’s existence. Many philosophersRead MoreAtheism And The Existence Of God Essay1294 Words   |  6 Pagesevident fact that God exists. Whereas some atheists would claim that the theists bear the burden of proof since they are making supernatural claims. In the following essay I will be discussing both opinions on this matter, and perhaps show how the burden of proof lies on both of them and neither of them. I will begin this discussion by defining the recurring terms during the discussion on the existence of God. Traditionally the three attitudes one could hold towards the existence of God are theism, atheismRead MoreEvil And The Existence Of God1147 Words   |  5 PagesThis essay is based on how the problem of evil attacks head on into the existence of god who is all good, all powerful and all knowing. The problem of evil is a wide area that can t be outrun easily. The concept of evil has been problematic to many philosophers. When speaking about evil, we all have the idea that is the absence of good. For some religious people, Evil has been described as a supernatural force, although for others is been described as part of the human nature. Blackburn mainly raiseRead MoreEssay on The Existence Of God908 Words   |  4 PagesPopular Arguments For The Existence Of God The Ontological Argument One of the most important attempts to demonstrate the existence of God is the ontological argument of Saint Anselm, an 11th-century theologian. Anselm’s argument maintains that God, defined as the greatest being that can be conceived, must exist, since a being that does not exist would by virtue of that fact lack an attribute that contributes to its greatness. Critics have questioned, however, whether existence actually contributes

Chapter 10 Of The Book Is About Cultural Geography Essay

Geography 100 Reading Summary Chapter 10 of the book is about Cultural Geography. This chapter of the books starts the discussion by trying to define what the â€Å"culture† is. Culture is a â€Å"total way of life shared by a group of people.† This culture is not necessarily fixed in time or place. However, culture does have a significant correlation with place. For example, Mexican food is called that way since it is originated from Mexico. It is called the â€Å"territorialization of culture.† A culture can be â€Å"reterritorialized†, which means it can be relocated from its origin to other places, and â€Å"deterritorialized†. These kinds of cultures are being more globalized and reterritorialized since long-distance and international migrations of population. This recent trend of long-distance migration affects both origin, and destination country. Origin countries may lose some talented and educated people but will earn remittances. Destination country may get more talent ed people, but will have tension in job market. For these reasons, countries try to regulate immigrations. Even with each countries’ effort to control the immigration, this trend is growing faster and faster as years pass. Then, what are some aspects of culture? The foremost and the most distinctive part is language. Cultures that share same language have higher percentage of sharing other aspects of cultures, such as food and customs, because it is more possible for them to interact with one another. Other than language,Show MoreRelatedAnalysis Of The Book The Of And It Gon Na Hurt You 1203 Words   |  5 PagesMrs. Jones English 101 28 August 2015 Chapter Analysis of How to Read Literature like a Professor (chapters 11-15, 18-27) Chapter 11 - ...More Than It’s Gonna Hurt You: Concerning Violence The main objective of this chapter is to describe violence and its purpose in a literary work. 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Impact of Demographic Variables

Question: Describe the impact of demographic variables on African-American student athletes academic performance. Answer: Introduction The academic performance of the student is generally considered as the critical aspect of assessing the quality of education. The academic scores alone are not sufficient enough to fully understand the cause of academic success or failure. Various institutes have enrolled students based on their athletic character; most of them do not possess the reasonable possibility to pass the academic tests (Reynolds, Fisher, Cavil, 2012). Several academic researchers have shown the significant effect of demographic characteristics on their academic career. Especially of the African-American athletic student, various factors play the vital role in for both men and women athletics to succeed in academic life. In this particular study, the detailed analysis needs to be performed to understand fully the factor affecting the academic performance of the African-American Student Athletes. In this particular study, the researcher needs to choose descriptive procedure for conducting the research. Furthermore, the analyst will consider both qualitative and quantitative data collection process for having a detailed idea and understanding the research topic. 1. Research questions Research questions are believed to be the most useful area for understanding the research topic in detailed and easy manner. The research questions emphasize in the area of research that provides the analyst with better understanding collecting useful and relevant data for analysis. The research questions set for this particular topic are: Do the African-American athletic students have external influence over the academic performance? How much the demographic characteristics of athletic students affect the academic career? 2. Hypothesis The hypothesis set for conducting the research is: Hypothesis 1: H0: The gender, age, cultural background, occupation, family background effect has a significant impact on their academic performance. H1: The gender, age, cultural background, occupation, family background effect has no impact on their academic performance. Hypothesis 2: H0: The demographic characteristics do affect the academic performance of the African-American Student Athletes. H1: The demographic characteristics do not affect the academic performance of the African-American Student Athletes. 3. Research purpose Conducting the research on the topic Impact of Demographic Variables on African-American Student Athletes Academic Performance will help the researcher understand the relationship between academic performance and demographic variables. In terms of academic performance, there are usually two types of students who can improve their performance and who cannot (Carrell, Sacerdote, West, 2013). Thus, conducting the research will provide the analyst understand the influence of characters like gender, age, cultural background, occupation, family background upon the academic performance of the African-American students athletics. 4. Research Design Choosing a particular research design helps the researcher in explaining the detailed framework for that will provide a better selection of data collection and analysis pattern. During the data collection and data analysis process following a particular approach helps in better defining the selected research design (Traynowicz et al., 2016). In academic researchers, three particular research designs are followed, namely exploratory, explanatory and descriptive. The exploratory research design is utilized by the researcher to acknowledge several kinds of thoughts and ideas required to complete the analysis. In explanatory design, the events and incidents occurrence are described on the pattern of their occurrence. The Explanatory research design is limited only by the cause and effect characteristics of events (Busch et al., 2014). Apart from that, the descriptive design seeks the detailed description along with the occurrence of the incidents or events. Justification: For this particular research topic, the researcher should be avid the explanatory research design since the longitudinal study was not possible to research of this particular topic (Johnson, Wessel Pierce, 2013). For the analysis of this particular topic, the researcher will need to follow the descriptive research design for analysis the impact of demographic characteristics on the African American student athletes academic performance. 4.1. Elements of the design The essential elements of the research design help in describing the conceptual structure of the research design. The vital elements of research design are sample size, types of data collected and data collection procedure to conduct the research. Sample: Population in the research study is defined as the number of people who are indirectly or directly concerned with the research topic (Mertens, 2014). In this particular research study, the African-American basketball players of university and colleges are taken into consideration. Since the number of the population concerned with the research is not possible to represent, the researcher will consider football players of Arkansas, Mississippi, Louisiana, Texas and Alabama universities. Sample size: The sample size is considered to be the number of people on whom the research is conducted. The researcher will consider total 100 football players twenty from each of the area to conduct research. The sample size will be selected on random from different universities. Types of Data: For conducting the research study, the analyst needs to collect various kinds of data. There are two types of data, namely Quantitative and Qualitative. The researcher will collect both qualitative and quantitative data from valid and reliable sources. The Qualitative data are usually defined as the narrative form of data collected from the secondary sources that provide theoretical and better description of the research topic (Mazanov et al., 2013). The quantitative data assists in defining the data collected from the primary sources. The quantitative data provides a statistic representation of the collected data. In this research topic, the data collected from interviews with the professors of the different universities are considered for qualitative data collection and the data collected from students will be considered as the quantitative data. Data Collection Procedure: For the data collection procedure, the researcher needs to consider the face-to-face interview with the professors about the impact of demographic character on students academic performance (Voyer, Voyer, 2014). The interaction session and interview will provide the researcher with qualitative data for analysis. On the other hand, the athletic students of the universities will be given an online survey for collection of primary raw data. 4.2. Data Analysis Measure: The data collected from the secondary source will be considered for providing a theoretical background to the research topic. For the analysis of the data, the primary data will be taken into consideration. The researcher will conduct qualitative and qualitative and quantitative analysis of data. The students will be asked on participating in an online survey that will comprise of various questions. The response of the students will be collected on rating according to Likerts Scale from 1 to 5 (Blumer, 2016). Here, 1 rating means strongly agree, and 5 rating means strongly disagree, and the 3 rating will represent neutral answer towards the question. Statistical Analysis: For analyzing the data collected from the primary sources, the researcher will consider an application of regression models for data analysis (Lewis, 2015). As motioned in the above sections, the researcher has considered various aspects such as academic performance, demographic characteristics, and others. In order to advance with the first hypothesis The gender, age, cultural background, occupation, family background effect has the significant impact on their academic performance" the researcher will consider applying the multiple regression analysis models. For this regression model, the academic performance is considered as the dependent variable whereas gender, age, cultural background, occupation, family background are the dependent variable. Therefore, the regression model will look like- Academic Performance = A + B*Gender + C*Age + D*Cultural Background + E*Occupation + F*Family background Where A = Intercept of the Model B = Coefficient of Gender C = Coefficient of Age D = Coefficient of Cultural background E = Coefficient of occupation F = Coefficient of Family Background On the other hand, for the analysis of the second hypothesis- "The demographic characteristics do affect the academic performance of the African-American Student Athletes, the researcher will also utilize multiple regression models. For this analysis of data, Academic performance is considered as the dependent variable whereas the African-American Student Athletes and demographic characteristics have been considered as the independent variable. Thus, after applying the second hypothesis, the regression model will look like: Academic performance = A + B* African-American Student Athletes + C* demographic characteristics Where A = Intercept of the Model B = Coefficient of African-American Student Athletes C = Coefficient of demographic characteristics 4.3. Strengths and Weaknesses of the Envision Design and Methods Strength: Conducting the descriptive research design for the data analysis and collection of data provides various significant aspects of having in-depth knowledge of the research topic. The significant aspect of the research design is that it will provide a multi-facet approach for the collection of data (Kowalczyk, 2014). This research approach will provide insight details of the academic performance of the athletic students. Apart from that, one of the major advantages of this study that it will maintain data confidentiality of the information collected through the research (Voyer, Voyer, 2014). Apart from that, the data collected for this research will be considered for voluntary involvement of the participants. No external pressure will be exerted on the students for the online survey processes. Weakness: The research procedure allows the researcher in gaining in-depth description and details of the research topic. But there is no denying the fact that, there do exist various limitation and weaknesses that are both non-avoidable and avoidable in nature (Li, 2013). The weaknesses in the research process restrict the scope of the research topic. In spite of the various advantages of conducting the research in the said procedure, there is no denying the fact that there do exists some weaknesses. Reliability: The athletic students involved in the process of online survey were not influenced by any kind of external pressure. However, the students can be biased towards the university and professor that may have affected the findings of the research procedure (Boone, Boone, 2012). Thus, the issues regarding the reliability of the data are existent in the research study. Furthermore, due to the cross-sectional characteristics of the research study, the analyst has the time limitation for conducting the data collection and analysis procedure. Thus, various in-depth information and details will not be able to consider during the study. Another weakness of the research is the budget constraint in this investigation. Lack of sufficient resources has limited the data collection to fewer students and universities that will not provide the accurate research conclusion. 4.4. Quantitative: How you will address threats to validity One of the most vital manifestations of Quantitative Data in the research paper is the validity. The ultimate question that lies while accounting the quantitative data collection and analysis is whether the research can draw a valid conclusion to the research questions (Rosenkrantz at al., 2013). The threat for ensuring the validity of the data lies throughout the research. For mitigating the threats to ensure valid data the researcher need to have sufficient knowledge about the contradiction of logic. The internal validity issues may occur while using the appropriate instrument for the research. To address the threats to validity, the researcher must not be biased against using particular instrument should be avoided. Furthermore, the threats to address the external data validity need to be also considered (Little, Rubin, 2014). The external validity refers to the reliability of the data collected from the sample size of the research. For ensuring the validity of data, the researcher needs to select the sample size on random. Furthermore, the researcher must not exert any external pressure on the respondents for providing responds to the online survey. 4.5. Quantitative: the constructs to measure to operationalize them For measuring the quantitative data collected in the data collection process, the researcher will use Likerts scale for collecting the data on a range of 1 to 5. The responses will be collected on the basis of five entities strongly agree, agree, neutral, disagree, and strongly disagree with the analysis (Mandel, 2012). Furthermore, the researcher will consider the application of multiple regression models for the analysis of collected data on the basis of the hypothesis (Voyer, Voyer, 2014). The data will be stored in tabular form, and statistical representation will be provided for the better understanding and representation of the collected data. 4.6. Qualitative: ensuring the quality of findings The Qualitative data needs to concern about the generalized theoretical concept of the research topic. The qualitative data have empirical applicability, theoretical generalizability and practical usefulness that have threats to the quality of the data. The researcher needs to compare between the empirical findings of the data with the previously conducted research (Fulton, Meyer, 2014). The researcher can ensure the quality of the data findings by maintaining some code of standards and standard instruction for measurement of the collected data. The ambiguous data can be preserved by following the standard procedure in data collection process while interviewing the professors. 6. Data Collection/ Method of Data Analysis The data collection process mentioned in the study helps in better extracting the information and better analysis of the data. The accurate data collected through the data collection procedure helps in driving the research procedure in the appropriate direction. Various sources of data are utilized by the researcher to have a transparent idea about the research process (Hosmer Jr, Lemeshow, Sturdivant, 2013). The researcher will utilize both the primary and secondary sources for collecting the data for conducting the research. The primary source of data will provide raw information about the topic while the secondary data source will help in providing a theoretical background to the research. The data analysis procedure will help in concluding the research. The analyst will use the multiple regression models for the detailed analysis of the collected data. The data analysis of the quantitative data allows the researcher to cross check the previous researchers and qualitative data collected. The multiple regression models will assist the researcher in statistically estimating the relationship existing between the academic performance and demographic character of the African-American student athletics (Krmer, Sonnberger, 2012). 7. Data Collected Will Enables the Researcher to Answer the Research Questions and Contribute To Theory The researcher ill collect the data through personal interviews with the professors and online surveys of the football athletes of various universities. By analyzing the collected data, the researcher will be able to understand the relationship between the academic performance and demographic characteristics among the student athletes (Creswell, 2013). Understanding the relation will help the researcher to utilize the significant area in order to improve the academic performance of the African-American Students. Apart from that, the successfully conducted research will allow the analyst in answering the research questions. Conclusion The entire research focuses on realizing the impact of demographic character on the academic performance of the students. The descriptive research design will allow the researcher in conducting the research while completely monitoring and controlling every procedure of the research study. Based on the data analysis procedure, the analyst will link the relevant data that will improve the success rate of the research. The findings of the research will help the students in overcoming the academic inabilities through the clear understanding of the scope of improvement. References Blumer, H. (2016). Research Purpose, Aim and Questions. InInternal Communication in Bangladeshi Ready-Made Garment Factories(pp. 49-50). Springer Fachmedien Wiesbaden. Boone, H. N., Boone, D. A. (2012). Analyzing likert data.Journal of extension,50(2), 1-5. Busch, V., Loyen, A., Lodder, M., Schrijvers, A. J., van Yperen, T. A., de Leeuw, J. R. (2014). The Effects of Adolescent Health-Related Behavior on Academic Performance A Systematic Review of the Longitudinal Evidence.Review of Educational Research, 0034654313518441. Carrell, S. E., Sacerdote, B. I., West, J. E. (2013). From natural variation to optimal policy? The importance of endogenous peer group formation.Econometrica,81(3), 855-882. Creswell, J. W. (2013).Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications. Fulton, B. A., Meyer, J. S. (2014). Development of a regression model to predict copper toxicity to Daphnia magna and site specific copper criteria across multiple surface water drainages in an arid landscape.Environmental Toxicology and Chemistry,33(8), 1865-1873. Hosmer Jr, D. W., Lemeshow, S., Sturdivant, R. X. (2013). Logistic Regression Models for Multinomial and Ordinal Outcomes.Applied Logistic Regression, Third Edition, 269-311. Johnson, J. E., Wessel, R. D., Pierce, D. A. (2013). Exploring the influence of select demographic, academic, and athletic variables on the retention of student-athletes.Journal of College Student Retention: Research, Theory Practice,15(2), 135-155. Kowalczyk, D. (2014). Purposes of research: Exploratory, descriptive, and explanatory. Krmer, W., Sonnberger, H. (2012).The linear regression model under test. Springer Science Business Media. Lewis, S. (2015). Qualitative inquiry and research design: Choosing among five approaches.Health promotion practice, 1524839915580941. Li, Q. (2013). A novel Likert scale based on fuzzy sets theory.Expert Systems with Applications,40(5), 1609-1618. Little, R. J., Rubin, D. B. (2014).Statistical analysis with missing data. John Wiley Sons. Mandel, J. (2012).The statistical analysis of experimental data. Courier Corporation. Mazanov, J., Dunn, M., Connor, J., Fielding, M. L. (2013). Substance use to enhance academic performance among Australian university students.Performance Enhancement Health,2(3), 110-118. Mertens, D. M. (2014).Research and Evaluation in Education and Psychology: Integrating Diversity With Quantitative, Qualitative, and Mixed Methods: Integrating Diversity With Quantitative, Qualitative, and Mixed Methods. Sage Publications. Reynolds, L., Fisher, D., Cavil, J. K. (2012). Impact of demographic variables on African-American student athletes' academic performance.The Journal of Educational Foundations,26(3/4), 93. Rosenkrantz, A. B., Kim, S., Lim, R. P., Hindman, N., Deng, F. M., Babb, J. S., Taneja, S. S. (2013). Prostate cancer localization using multiparametric MR imaging: comparison of Prostate Imaging Reporting and Data System (PI-RADS) and Likert scales.Radiology,269(2), 482-492. Traynowicz, L., Harrison, C. K., McPherson-Botts, G., Bukstein, S., Lawrence, S. M. (2016). A Quantitative Analysis Of The Academic, Athletic, And Social Domain Perceptions Of Division I Football Players.College Student Affairs Journal,34(1), 17-32. Voyer, D., Voyer, S. D. (2014). Gender differences in scholastic achievement: A meta-analysis.Psychological Bulletin,140(4), 1174.

Radians Appendix

Question: Describe about the Radians Appendix? Answer: We have taken around 640 points for calculating the ordinates separated by 0.01 radians. Some of the points are shown in the following table, while rest can be found in the appendix. V1 V2 R 0 121.2436 -100 21.24356 0.01 121.9375 -99.995 21.94248 0.02 122.6192 -99.98 22.63921 0.03 123.2887 -99.955 23.33368 0.04 123.9458 -99.92 24.02582 0.05 124.5906 -99.875 24.71555 0.06 125.2229 -99.8201 25.40281 0.07 125.8426 -99.7551 26.08753 0.08 126.4498 -99.6802 26.76964 0.09 127.0443 -99.5953 27.44908 0.1 127.6262 -99.5004 28.12577 0.11 128.1953 -99.3956 28.79964 0.12 128.7515 -99.2809 29.47064 The graph obtained for the signals and their resultant are shown in the following figure: The magnitude of the resultant can be calculated as : The magnitude of the phase is given as: Using the trapezoidal rule and taking 10 point intervals we have the following values: Interval length(h=0.3) Velocity 1 0.3 17.11 8.555 2 0.6 15.04 15.04 3 0.9 12.79 12.79 4 1.2 10.36 10.36 5 1.5 7.75 7.75 6 1.8 4.96 4.96 7 2.1 1.99 1.99 8 2.4 -1.16 -1.16 9 2.7 -4.49 -4.49 10 3 -8 -4 Sum 51.795 Total distance(sum*h) 15.5385 Average Acceleration: Using the midpoint ordinate rule and taking 10 point intervals we have the following values: Interval length(h=0.3) Mid points 1 0.3 0.45 16.0975 2 0.6 0.75 13.9375 3 0.9 1.05 11.5975 4 1.2 1.35 9.0775 5 1.5 1.65 6.3775 6 1.8 1.95 3.4975 7 2.1 2.25 0.4375 8 2.4 2.55 -2.8025 9 2.7 2.85 -6.2225 10 3 Sum 51.9975 Total Distance(sum*h) 15.59925 Average Acceleration: Using the Simpson rule and taking 10 point intervals we have the following values: Interval length(0.3) Velocity Ordinate points 1 0.3 17.11 8.555 8.555 2 0.6 15.04 15.04 60.16 3 0.9 12.79 12.79 25.58 4 1.2 10.36 10.36 41.44 5 1.5 7.75 7.75 15.5 6 1.8 4.96 4.96 19.84 7 2.1 1.99 1.99 3.98 8 2.4 -1.16 -1.16 -4.64 9 2.7 -4.49 -4.49 -8.98 10 3 -8 -4 -4 Sum 157.435 Distance(sum*h/3) 15.7435 Average Acceleration: The calculus method: Average Acceleration: For the calculus method gives the correct result the number of points taken should be more to achieve the result closer to calculus values. The Simpsons value is the most closer. The technologies like spreadsheet hep in calculating more points and hence help in achieving the values closer to the actual. Appendix V1 V2 R 0 121.2436 -100 21.24356 0.01 121.9375 -99.995 21.94248 0.02 122.6192 -99.98 22.63921 0.03 123.2887 -99.955 23.33368 0.04 123.9458 -99.92 24.02582 0.05 124.5906 -99.875 24.71555 0.06 125.2229 -99.8201 25.40281 0.07 125.8426 -99.7551 26.08753 0.08 126.4498 -99.6802 26.76964 0.09 127.0443 -99.5953 27.44908 0.1 127.6262 -99.5004 28.12577 0.11 128.1953 -99.3956 28.79964 0.12 128.7515 -99.2809 29.47064 0.13 129.2949 -99.1562 30.13869 0.14 129.8253 -99.0216 30.80373 0.15 130.3428 -98.8771 31.46568 0.16 130.8472 -98.7227 32.12449 0.17 131.3386 -98.5585 32.78009 0.18 131.8168 -98.3844 33.43241 0.19 132.2818 -98.2004 34.08139 0.2 132.7336 -98.0067 34.72695 0.21 133.1721 -97.8031 35.36905 0.22 133.5974 -97.5897 36.00761 0.23 134.0092 -97.3666 36.64256 0.24 134.4077 -97.1338 37.27386 0.25 134.7927 -96.8912 37.90142 0.26 135.1642 -96.639 38.5252 0.27 135.5222 -96.3771 39.14512 0.28 135.8667 -96.1055 39.76113 0.29 136.1976 -95.8244 40.37316 0.3 136.5148 -95.5336 40.98116 0.31 136.8184 -95.2334 41.58506 0.32 137.1083 -94.9235 42.1848 0.33 137.3846 -94.6042 42.78032 0.34 137.647 -94.2755 43.37156 0.35 137.8957 -93.9373 43.95846 0.36 138.1307 -93.5897 44.54097 0.37 138.3518 -93.2327 45.11903 0.38 138.559 -92.8665 45.69257 0.39 138.7525 -92.4909 46.26155 0.4 138.932 -92.1061 46.8259 0.41 139.0976 -91.7121 47.38556 0.42 139.2494 -91.3089 47.94049 0.43 139.3872 -90.8966 48.49062 0.44 139.5111 -90.4752 49.03591 0.45 139.621 -90.0447 49.57629 0.46 139.717 -89.6052 50.11171 0.47 139.799 -89.1568 50.64212 0.48 139.867 -88.6995 51.16747 0.49 139.921 -88.2333 51.6877 0.5 139.961 -87.7583 52.20276 0.51 139.9871 -87.2745 52.7126 0.52 139.9991 -86.7819 53.21718 0.53 139.9971 -86.2807 53.71642 0.54 139.9812 -85.7709 54.2103 0.55 139.9512 -85.2525 54.69876 0.56 139.9073 -84.7255 55.18175 0.57 139.8493 -84.1901 55.65921 0.58 139.7774 -83.6463 56.13112 0.59 139.6915 -83.0941 56.59741 0.6 139.5916 -82.5336 57.05804 0.61 139.4778 -81.9648 57.51296 0.62 139.35 -81.3878 57.96213 0.63 139.2083 -80.8028 58.40551 0.64 139.0526 -80.2096 58.84305 0.65 138.8831 -79.6084 59.2747 0.66 138.6996 -78.9992 59.70042 0.67 138.5023 -78.3822 60.12018 0.68 138.2912 -77.7573 60.53392 0.69 138.0662 -77.1246 60.94161 0.7 137.8274 -76.4842 61.34321 0.71 137.5749 -75.8362 61.73867 0.72 137.3085 -75.1806 62.12795 0.73 137.0285 -74.5174 62.51103 0.74 136.7347 -73.8469 62.88785 0.75 136.4273 -73.1689 63.25839 0.76 136.1062 -72.4836 63.6226 0.77 135.7715 -71.7911 63.98044 0.78 135.4232 -71.0914 64.33189 0.79 135.0614 -70.3845 64.67691 0.8 134.6861 -69.6707 65.01545 0.81 134.2973 -68.9498 65.3475 0.82 133.8951 -68.2221 65.67301 0.83 133.4795 -67.4876 65.99196 0.84 133.0506 -66.7463 66.3043 0.85 132.6083 -65.9983 66.61002 0.86 132.1528 -65.2437 66.90907 0.87 131.6841 -64.4827 67.20143 0.88 131.2022 -63.7151 67.48708 0.89 130.7072 -62.9412 67.76597 0.9 130.1991 -62.161 68.03809 0.91 129.678 -61.3746 68.3034 0.92 129.1439 -60.582 68.56189 0.93 128.5969 -59.7834 68.81352 0.94 128.0371 -58.9788 69.05826 0.95 127.4644 -58.1683 69.2961 0.96 126.879 -57.352 69.52701 0.97 126.2809 -56.53 69.75097 0.98 125.6702 -55.7023 69.96796 0.99 125.0469 -54.869 70.17794 1 124.4111 -54.0302 70.38091 1.01 123.7629 -53.1861 70.57684 1.02 123.1023 -52.3366 70.76572 1.03 122.4294 -51.4819 70.94751 1.04 121.7442 -50.622 71.12221 1.05 121.0469 -49.7571 71.2898 1.06 120.3375 -48.8872 71.45027 1.07 119.616 -48.0124 71.60358 1.08 118.8826 -47.1328 71.74974 1.09 118.1373 -46.2485 71.88872 1.1 117.3801 -45.3596 72.02051 1.11 116.6113 -44.4662 72.1451 1.12 115.8307 -43.5682 72.26248 1.13 115.0386 -42.666 72.37263 1.14 114.235 -41.7595 72.47554 1.15 113.4199 -40.8487 72.5712 1.16 112.5936 -39.934 72.65961 1.17 111.7559 -39.0152 72.74075 1.18 110.9071 -38.0925 72.81462 1.19 110.0472 -37.166 72.88121 1.2 109.1763 -36.2358 72.9405 1.21 108.2944 -35.3019 72.99251 1.22 107.4018 -34.3646 73.03721 1.23 106.4984 -33.4238 73.07461 1.24 105.5843 -32.4796 73.10471 1.25 104.6597 -31.5322 73.12749 1.26 103.7247 -30.5817 73.14296 1.27 102.7792 -29.6281 73.15112 1.28 101.8235 -28.6715 73.15196 1.29 100.8576 -27.7121 73.14549 1.3 99.88158 -26.7499 73.1317 1.31 98.8956 -25.785 73.1106 1.32 97.89973 -24.8175 73.08219 1.33 96.89407 -23.8476 73.04647 1.34 95.87872 -22.8753 73.00344 1.35 94.85378 -21.9007 72.95312 1.36 93.81936 -20.9239 72.8955 1.37 92.77556 -19.945 72.83059 1.38 91.72248 -18.9641 72.75839 1.39 90.66022 -17.9813 72.67892 1.4 89.5889 -16.9967 72.59219 1.41 88.50862 -16.0104 72.49819 1.42 87.41949 -15.0225 72.39695 1.43 86.32162 -14.0332 72.28846 1.44 85.21512 -13.0424 72.17275 1.45 84.10009 -12.0503 72.04982 1.46 82.97666 -11.057 71.91968 1.47 81.84493 -10.0626 71.78235 1.48 80.70501 -9.06716 71.63785 1.49 79.55702 -8.07084 71.48618 1.5 78.40108 -7.07372 71.32736 1.51 77.2373 -6.07589 71.16141 1.52 76.06579 -5.07745 70.98834 1.53 74.88668 -4.0785 70.80817 1.54 73.70007 -3.07915 70.62093 1.55 72.5061 -2.07948 70.42662 1.56 71.30488 -1.07961 70.22527 1.57 70.09653 -0.07963 70.01689 1.58 68.88116 0.920354 69.80152 1.59 67.65891 1.920249 69.57916 1.6 66.4299 2.919952 69.34985 1.61 65.19424 3.919363 69.1136 1.62 63.95206 4.918382 68.87044 1.63 62.70349 5.916909 68.6204 1.64 61.44864 6.914845 68.36349 1.65 60.18765 7.912089 68.09974 1.66 58.92065 8.908542 67.82919 1.67 57.64775 9.904104 67.55185 1.68 56.36908 10.89868 67.26776 1.69 55.08478 11.89216 66.97694 1.7 53.79497 12.88445 66.67942 1.71 52.49978 13.87545 66.37524 1.72 51.19934 14.86507 66.06441 1.73 49.89379 15.8532 65.74699 1.74 48.58324 16.83974 65.42298 1.75 47.26783 17.82461 65.09244 1.76 45.9477 18.80768 64.75538 1.77 44.62297 19.78888 64.41185 1.78 43.29378 20.7681 64.06188 1.79 41.96026 21.74524 63.7055 1.8 40.62254 22.72021 63.34275 1.81 39.28077 23.6929 62.97367 1.82 37.93506 24.66323 62.59829 1.83 36.58556 25.63109 62.21665 1.84 35.2324 26.59639 61.82879 1.85 33.87572 27.55902 61.43475 1.86 32.51565 28.51891 61.03456 1.87 31.15233 29.47594 60.62827 1.88 29.7859 30.43002 60.21592 1.89 28.41648 31.38106 59.79754 1.9 27.04423 32.32896 59.37319 1.91 25.66927 33.27362 58.94289 1.92 24.29174 34.21497 58.50671 1.93 22.91179 35.15288 58.06467 1.94 21.52954 36.08729 57.61683 1.95 20.14514 37.01808 57.16322 1.96 18.75872 37.94518 56.7039 1.97 17.37043 38.86848 56.23891 1.98 15.98041 39.78789 55.76829 1.99 14.58878 40.70332 55.2921 2 13.1957 41.61468 54.81038 2.01 11.80129 42.52189 54.32318 2.02 10.40571 43.42483 53.83054 2.03 9.009085 44.32344 53.33253 2.04 7.611559 45.21762 52.82918 2.05 6.213273 46.10727 52.32054 2.06 4.814365 46.99231 51.80668 2.07 3.414976 47.87265 51.28763 2.08 2.015245 48.74821 50.76345 2.09 0.615312 49.61889 50.2342 2.1 -0.78468 50.48461 49.69993 2.11 -2.1846 51.34528 49.16068 2.12 -3.58429 52.20082 48.61652 2.13 -4.98363 53.05113 48.0675 2.14 -6.38247 53.89614 47.51367 2.15 -7.78067 54.73577 46.95509 2.16 -9.1781 55.56991 46.39182 2.17 -10.5746 56.39851 45.8239 2.18 -11.9701 57.22146 45.2514 2.19 -13.3643 58.03869 44.67438 2.2 -14.7572 58.85011 44.09289 2.21 -16.1487 59.65565 43.50699 2.22 -17.5385 60.45523 42.91674 2.23 -18.9266 61.24876 42.3222 2.24 -20.3127 62.03616 41.72343 2.25 -21.6969 62.81736 41.12048 2.26 -23.0789 63.59228 40.51342 2.27 -24.4585 64.36084 39.90231 2.28 -25.8358 65.12297 39.28722 2.29 -27.2104 65.87858 38.66819 2.3 -28.5823 66.6276 38.04529 2.31 -29.9514 67.36996 37.41859 2.32 -31.3174 68.10559 36.78815 2.33 -32.6804 68.8344 36.15403 2.34 -34.04 69.55633 35.5163 2.35 -35.3963 70.27131 34.87501 2.36 -36.749 70.97926 34.23024 2.37 -38.0981 71.68011 33.58204 2.38 -39.4433 72.37379 32.93048 2.39 -40.7846 73.06023 32.27563 2.4 -42.1218 73.73937 31.61756 2.41 -43.4548 74.41114 30.95632 2.42 -44.7835 75.07546 30.29199 2.43 -46.1077 75.73228 29.62462 2.44 -47.4272 76.38152 28.9543 2.45 -48.742 77.02313 28.28108 2.46 -50.052 77.65703 27.60503 2.47 -51.3569 78.28317 26.92622 2.48 -52.6568 78.90147 26.24472 2.49 -53.9513 79.51189 25.56059 2.5 -55.2405 80.11436 24.87391 2.51 -56.5241 80.70882 24.18474 2.52 -57.8021 81.2952 23.49315 2.53 -59.0742 81.87346 22.79922 2.54 -60.3405 82.44353 22.103 2.55 -61.6008 83.00535 21.40457 2.56 -62.8549 83.55888 20.704 2.57 -64.1027 84.10405 20.00136 2.58 -65.3441 84.6408 19.29673 2.59 -66.5789 85.1691 18.59016 2.6 -67.8071 85.68888 17.88173 2.61 -69.0286 86.20008 17.17152 2.62 -70.2431 86.70267 16.45958 2.63 -71.4506 87.19659 15.74601 2.64 -72.6509 87.68179 15.03085 2.65 -73.844 88.15822 14.3142 2.66 -75.0297 88.62583 13.59611 2.67 -76.2079 89.08459 12.87666 2.68 -77.3785 89.53443 12.15593 2.69 -78.5413 89.97532 11.43398 2.7 -79.6963 90.40721 10.71088 2.71 -80.8433 90.83007 9.986719 2.72 -81.9823 91.24384 9.261556 2.73 -83.113 91.64848 8.535466 2.74 -84.2354 92.04396 7.808523 2.75 -85.3494 92.43024 7.0808 2.76 -86.4549 92.80727 6.352368 2.77 -87.5517 93.17502 5.623301 2.78 -88.6398 93.53346 4.893671 2.79 -89.719 93.88254 4.163552 2.8 -90.7892 94.22223 3.433017 2.81 -91.8504 94.55251 2.702138 2.82 -92.9023 94.87332 1.97099 2.83 -93.945 95.18465 1.239644 2.84 -94.9783 95.48646 0.508174 2.85 -96.0021 95.77872 -0.22335 2.86 -97.0163 96.06141 -0.95484 2.87 -98.0207 96.33449 -1.68625 2.88 -99.0154 96.59793 -2.41748 2.89 -100 96.85172 -3.14847 2.9 -100.975 97.09582 -3.87915 2.91 -101.94 97.33021 -4.60944 2.92 -102.894 97.55486 -5.33927 2.93 -103.838 97.76977 -6.06856 2.94 -104.772 97.97489 -6.79725 2.95 -105.695 98.17022 -7.52526 2.96 -106.608 98.35573 -8.25252 2.97 -107.51 98.53141 -8.97895 2.98 -108.402 98.69723 -9.70448 2.99 -109.282 98.85318 -10.429 3 -110.152 98.99925 -11.1526 3.01 -111.01 99.13542 -11.875 3.02 -111.858 99.26167 -12.5962 3.03 -112.694 99.378 -13.3161 3.04 -113.519 99.48439 -14.0348 3.05 -114.333 99.58083 -14.752 3.06 -115.135 99.66732 -15.4677 3.07 -115.926 99.74383 -16.1819 3.08 -116.705 99.81038 -16.8945 3.09 -117.472 99.86694 -17.6054 3.1 -118.228 99.91352 -18.3145 3.11 -118.972 99.9501 -19.0218 3.12 -119.704 99.97669 -19.7272 3.13 -120.424 99.99328 -20.4307 3.14 -121.132 99.99987 -21.132 3.15 -121.828 99.99647 -21.8313 3.16 -122.511 99.98306 -22.5284 3.17 -123.183 99.95965 -23.2232 3.18 -123.842 99.92625 -23.9157 3.19 -124.489 99.88286 -24.6059 3.2 -125.123 99.82948 -25.2935 3.21 -125.745 99.76611 -25.9787 3.22 -126.354 99.69277 -26.6612 3.23 -126.951 99.60946 -27.341 3.24 -127.534 99.51619 -28.0182 3.25 -128.105 99.41297 -28.6925 3.26 -128.664 99.2998 -29.364 3.27 -129.209 99.17671 -30.0325 3.28 -129.742 99.0437 -30.698 3.29 -130.261 98.90078 -31.3605 3.3 -130.768 98.74798 -32.0198 3.31 -131.261 98.5853 -32.6759 3.32 -131.741 98.41276 -33.3287 3.33 -132.209 98.23038 -33.9783 3.34 -132.663 98.03817 -34.6244 3.35 -133.103 97.83617 -35.267 3.36 -133.531 97.62438 -35.9061 3.37 -133.945 97.40282 -36.5417 3.38 -134.345 97.17153 -37.1736 3.39 -134.732 96.93052 -37.8017 3.4 -135.106 96.67982 -38.4261 3.41 -135.466 96.41945 -39.0467 3.42 -135.813 96.14944 -39.6633 3.43 -136.146 95.86981 -40.276 3.44 -136.465 95.58059 -40.8846 3.45 -136.771 95.28182 -41.4892 3.46 -137.063 94.97352 -42.0896 3.47 -137.341 94.65572 -42.6858 3.48 -137.606 94.32846 -43.2777 3.49 -137.857 93.99176 -43.8653 3.5 -138.094 93.64567 -44.4485 3.51 -138.317 93.29021 -45.0273 3.52 -138.527 92.92542 -45.6015 3.53 -138.723 92.55134 -46.1712 3.54 -138.904 92.168 -46.7363 3.55 -139.072 91.77545 -47.2967 3.56 -139.226 91.37372 -47.8524 3.57 -139.366 90.96285 -48.4033 3.58 -139.492 90.54289 -48.9494 3.59 -139.604 90.11387 -49.4906 3.6 -139.703 89.67584 -50.0268 3.61 -139.787 89.22884 -50.558 3.62 -139.857 88.77293 -51.0841 3.63 -139.913 88.30813 -51.6052 3.64 -139.956 87.8345 -52.1211 3.65 -139.984 87.35209 -52.6318 3.66 -139.998 86.86094 -53.1372 3.67 -139.998 86.36111 -53.6373 3.68 -139.985 85.85264 -54.132 3.69 -139.957 85.33559 -54.6213 3.7 -139.915 84.81 -55.1052 3.71 -139.859 84.27594 -55.5835 3.72 -139.79 83.73344 -56.0563 3.73 -139.706 83.18257 -56.5235 3.74 -139.608 82.62338 -56.9851 3.75 -139.497 82.05594 -57.4409 3.76 -139.371 81.48028 -57.891 3.77 -139.232 80.89648 -58.3353 3.78 -139.078 80.30459 -58.7738 3.79 -138.911 79.70466 -59.2063 3.8 -138.73 79.09677 -59.633 3.81 -138.535 78.48097 -60.0537 3.82 -138.326 77.85732 -60.4684 3.83 -138.103 77.22588 -60.8771 3.84 -137.866 76.58672 -61.2797 3.85 -137.616 75.93991 -61.6761 3.86 -137.352 75.28549 -62.0664 3.87 -137.074 74.62355 -62.4504 3.88 -136.782 73.95415 -62.8283 3.89 -136.477 73.27736 -63.1998 3.9 -136.158 72.59323 -63.565 3.91 -135.826 71.90185 -63.9239 3.92 -135.48 71.20327 -64.2763 3.93 -135.12 70.49758 -64.6224 3.94 -134.747 69.78483 -64.962 3.95 -134.36 69.06511 -65.2951 3.96 -133.96 68.33848 -65.6216 3.97 -133.547 67.60502 -65.9416 3.98 -133.12 66.86479 -66.255 3.99 -132.68 66.11788 -66.5618 4 -132.226 65.36436 -66.8619 4.01 -131.76 64.6043 -67.1553 4.02 -131.28 63.83779 -67.442 4.03 -130.787 63.06488 -67.722 4.04 -130.281 62.28567 -67.9952 4.05 -129.762 61.50024 -68.2616 4.06 -129.23 60.70865 -68.5212 4.07 -128.685 59.91099 -68.7739 4.08 -128.127 59.10734 -69.0197 4.09 -127.556 58.29778 -69.2587 4.1 -126.973 57.48239 -69.4907 4.11 -126.377 56.66126 -69.7158 4.12 -125.768 55.83445 -69.9339 4.13 -125.147 55.00207 -70.145 4.14 -124.513 54.16418 -70.3491 4.15 -123.867 53.32088 -70.5461 4.16 -123.208 52.47224 -70.7361 4.17 -122.537 51.61836 -70.919 4.18 -121.854 50.75931 -71.0949 4.19 -121.159 49.89519 -71.2636 4.2 -120.451 49.02608 -71.4252 4.21 -119.732 48.15207 -71.5796 4.22 -119 47.27324 -71.7269 4.23 -118.257 46.38969 -71.8671 4.24 -117.501 45.50149 -72 4.25 -116.734 44.60875 -72.1257 4.26 -115.956 43.71154 -72.2443 4.27 -115.166 42.80997 -72.3556 4.28 -114.364 41.90411 -72.4596 4.29 -113.551 40.99406 -72.5565 4.3 -112.726 40.07992 -72.646 4.31 -111.89 39.16176 -72.7283 4.32 -111.043 38.23969 -72.8033 4.33 -110.185 37.3138 -72.8711 4.34 -109.316 36.38417 -72.9315 4.35 -108.436 35.45091 -72.9847 4.36 -107.545 34.5141 -73.0306 4.37 -106.643 33.57384 -73.0691 4.38 -105.731 32.63022 -73.1004 4.39 -104.808 31.68334 -73.1244 4.4 -103.874 30.73329 -73.141 4.41 -102.93 29.78016 -73.1503 4.42 -101.976 28.82406 -73.1523 4.43 -101.012 27.86508 -73.147 4.44 -100.038 26.90331 -73.1344 4.45 -99.0533 25.93885 -73.1144 4.46 -98.059 24.9718 -73.0872 4.47 -97.0549 24.00225 -73.0526 4.48 -96.0411 23.03029 -73.0108 4.49 -95.0177 22.05604 -72.9616 4.5 -93.9847 21.07958 -72.9052 4.51 -92.9424 20.10101 -72.8414 4.52 -91.8908 19.12043 -72.7704 4.53 -90.83 18.13794 -72.6921 4.54 -89.7601 17.15364 -72.6065 4.55 -88.6813 16.16762 -72.5136 4.56 -87.5935 15.17999 -72.4136 4.57 -86.4971 14.19083 -72.3062 4.58 -85.3919 13.20026 -72.1917 4.59 -84.2782 12.20837 -72.0699 4.6 -83.1561 11.21525 -71.9409 4.61 -82.0257 10.22102 -71.8047 4.62 -80.8871 9.22576 -71.6613 4.63 -79.7404 8.22958 -71.5108 4.64 -78.5857 7.232578 -71.3531 4.65 -77.4232 6.234851 -71.1883 4.66 -76.2529 5.236502 -71.0164 4.67 -75.075 4.237629 -70.8373 4.68 -73.8896 3.238332 -70.6512 4.69 -72.6967 2.238711 -70.458 4.7 -71.4967 1.238866 -70.2578 4.71 -70.2894 0.238898 -70.0506 4.72 -69.0752 -0.76109 -69.8363 4.73 -67.854 -1.76101 -69.615 4.74 -66.6261 -2.76075 -69.3868 4.75 -65.3915 -3.76022 -69.1517 4.76 -64.1503 -4.7593 -68.9096 4.77 -62.9028 -5.75792 -68.6607 4.78 -61.6489 -6.75595 -68.4049 4.79 -60.3889 -7.75331 -68.1422 4.8 -59.1228 -8.7499 -67.8727 4.81 -57.8509 -9.74561 -67.5965 4.82 -56.5731 -10.7403 -67.3135 4.83 -55.2897 -11.734 -67.0237 4.84 -54.0008 -12.7265 -66.7273 4.85 -52.7064 -13.7177 -66.4241 4.86 -51.4068 -14.7076 -66.1144 4.87 -50.1021 -15.6959 -65.798 4.88 -48.7923 -16.6827 -65.475 4.89 -47.4776 -17.6679 -65.1455 4.9 -46.1583 -18.6512 -64.8095 4.91 -44.8343 -19.6327 -64.467 4.92 -43.5058 -20.6123 -64.118 4.93 -42.1729 -21.5898 -63.7627 4.94 -40.8359 -22.5651 -63.401 4.95 -39.4947 -23.5381 -63.0329 4.96 -38.1496 -24.5089 -62.6585 4.97 -36.8007 -25.4771 -62.2779 4.98 -35.4482 -26.4428 -61.891 4.99 -34.092 -27.4059 -61.4979 5 -32.7325 -28.3662 -61.0987 5.01 -31.3697 -29.3237 -60.6934 5.02 -30.0037 -30.2783 -60.282 5.03 -28.6348 -31.2298 -59.8646 5.04 -27.263 -32.1782 -59.4412 5.05 -25.8884 -33.1234 -59.0118 5.06 -24.5113 -34.0653 -58.5766 5.07 -23.1317 -35.0037 -58.1355 5.08 -21.7498 -35.9387 -57.6885 5.09 -20.3658 -36.8701 -57.2359 5.1 -18.9797 -37.7978 -56.7774 5.11 -17.5917 -38.7217 -56.3133 5.12 -16.2019 -39.6417 -55.8436 5.13 -14.8105 -40.5578 -55.3683 5.14 -13.4177 -41.4698 -54.8875 5.15 -12.0235 -42.3777 -54.4011 5.16 -10.6281 -43.2813 -53.9094 5.17 -9.23158 -44.1806 -53.4122 5.18 -7.83419 -45.0755 -52.9097 5.19 -6.43602 -45.9659 -52.4019 5.2 -5.0372 -46.8517 -51.8889 5.21 -3.63788 -47.7328 -51.3706 5.22 -2.23819 -48.6091 -50.8473 5.23 -0.83828 -49.4806 -50.3188 5.24 0.561713 -50.3471 -49.7854 5.25 1.96165 -51.2085 -49.2469 5.26 3.361391 -52.0649 -48.7035 5.27 4.760796 -52.9161 -48.1553 5.28 6.159725 -53.7619 -47.6022 5.29 7.558038 -54.6024 -47.0444 5.3 8.955595 -55.4374 -46.4818 5.31 10.35226 -56.2669 -45.9147 5.32 11.74788 -57.0908 -45.3429 5.33 13.14233 -57.9089 -44.7666 5.34 14.53547 -58.7213 -44.1858 5.35 15.92716 -59.5278 -43.6006 5.36 17.31725 -60.3283 -43.011 5.37 18.70561 -61.1228 -42.4172 5.38 20.0921 -61.9112 -41.8191 5.39 21.47658 -62.6934 -41.2168 5.4 22.85891 -63.4693 -40.6104 5.41 24.23895 -64.2389 -39.9999 5.42 25.61658 -65.002 -39.3854 5.43 26.99164 -65.7587 -38.767 5.44 28.364 -66.5088 -38.1448 5.45 29.73352 -67.2522 -37.5187 5.46 31.10008 -67.9889 -36.8888 5.47 32.46352 -68.7188 -36.2553 5.48 33.82371 -69.4418 -35.6181 5.49 35.18053 -70.1579 -34.9774 5.5 36.53382 -70.867 -34.3332 5.51 37.88346 -71.569 -33.6855 5.52 39.22932 -72.2638 -33.0345 5.53 40.57125 -72.9514 -32.3801 5.54 41.90912 -73.6317 -31.7226 5.55 43.2428 -74.3046 -31.0618 5.56 44.57216 -74.9702 -30.398 5.57 45.89706 -75.6282 -29.7311 5.58 47.21737 -76.2786 -29.0613 5.59 48.53296 -76.9215 -28.3885 5.6 49.8437 -77.5566 -27.7129 5.61 51.14945 -78.184 -27.0345 5.62 52.45009 -78.8035 -26.3534 5.63 53.74548 -79.4152 -25.6697 5.64 55.0355 -80.0189 -24.9834 5.65 56.32002 -80.6147 -24.2947 5.66 57.5989 -81.2024 -23.6035 5.67 58.87202 -81.7819 -22.9099 5.68 60.13926 -82.3533 -22.214 5.69 61.40048 -82.9164 -21.516 5.7 62.65556 -83.4713 -20.8157 5.71 63.90437 -84.0178 -20.1134 5.72 65.1468 -84.5559 -19.4091 5.73 66.38271 -85.0855 -18.7028 5.74 67.61198 -85.6067 -17.9947 5.75 68.8345 -86.1192 -17.2847 5.76 70.05012 -86.6232 -16.5731 5.77 71.25875 -87.1185 -15.8598 5.78 72.46025 -87.6051 -15.1449 5.79 73.6545 -88.0829 -14.4284 5.8 74.84138 -88.552 -13.7106 5.81 76.02079 -89.0121 -12.9913 5.82 77.19259 -89.4634 -12.2708 5.83 78.35667 -89.9057 -11.549 5.84 79.51291 -90.339 -10.8261 5.85 80.66121 -90.7633 -10.1021 5.86 81.80143 -91.1785 -9.37711 5.87 82.93348 -91.5846 -8.65117 5.88 84.05724 -91.9816 -7.92435 5.89 85.17259 -92.3693 -7.19675 5.9 86.27942 -92.7478 -6.46843 5.91 87.37762 -93.1171 -5.73946 5.92 88.46709 -93.477 -5.00991 5.93 89.54771 -93.8276 -4.27986 5.94 90.61937 -94.1688 -3.54939 5.95 91.68197 -94.5005 -2.81856 5.96 92.73541 -94.8229 -2.08745 5.97 93.77957 -95.1357 -1.35613 5.98 94.81435 -95.439 -0.62468 5.99 95.83966 -95.7328 0.10684 6 96.85538 -96.017 0.838347 6.01 97.86141 -96.2916 1.56977 6.02 98.85766 -96.5566 2.301036 6.03 99.84402 -96.8119 3.032071 6.04 100.8204 -97.0576 3.762804 6.05 101.7867 -97.2935 4.49316 6.06 102.7428 -97.5197 5.223067 6.07 103.6886 -97.7362 5.952452 6.08 104.6241 -97.9429 6.681242 6.09 105.5491 -98.1398 7.409363 6.1 106.4636 -98.3268 8.136743 6.11 107.3674 -98.5041 8.86331 6.12 108.2605 -98.6715 9.588991 6.13 109.1427 -98.829 10.31371 6.14 110.0141 -98.9766 11.0374 6.15 110.8744 -99.1144 11.75999 6.16 111.7236 -99.2422 12.4814 6.17 112.5617 -99.3601 13.20156 6.18 113.3885 -99.4681 13.9204 6.19 114.204 -99.5661 14.63785 6.2 115.008 -99.6542 15.35384 6.21 115.8006 -99.7323 16.06829 6.22 116.5816 -99.8004 16.78114 6.23 117.3509 -99.8586 17.4923 6.24 118.1085 -99.9068 18.20172 6.25 118.8543 -99.9449 18.90932 6.26 119.5881 -99.9731 19.61502 6.27 120.3101 -99.9913 20.31877 6.28 121.02 -99.9995 21.02048 6.29 121.7178 -99.9977 21.72009 6.3 122.4034 -99.9859 22.41753 6.31 123.0768 -99.9641 23.11272 6.32 123.7379 -99.9322 23.80561 6.33 124.3866 -99.8904 24.49611 6.34 125.0228 -99.8386 25.18417 6.35 125.6466 -99.7769 25.86971 6.36 126.2578 -99.7051 26.55266 6.37 126.8563 -99.6234 27.23295 6.38 127.4422 -99.5317 27.91052 6.39 128.0154 -99.4301 28.5853

Jon Essays - , Term Papers, Research Papers, Book Reports

Jon 6 December 1999 Religious Studies 6th ARN Chapter 8 This chapter's focus is on wholeness, and our journey toward strength, beauty, and happiness. Everyone, specifically teens, must journey through their path to wholeness; we all struggle with problems such as finding ourselves lovable and freeing ourselves of hooks that seem to grab and control us. One must remember however that wholeness is not perfection. It is the balancing of all the parts of self to create a dynamic and harmonious order. This virtue is also known as temperance. When one tries to be perfect one wages a war against another aspect of oneself. Instead we must realize that we are complex creatures that have many different aspects; we are physical, rational, emotional, social, and spiritual. During our journey to wholeness, we will fall but through perseverance and God's help, we can balance our lives. After, reading the chapter, I realized that self-consciousness caused all of the problems that made us stumble on our road to wholeness. Many Americans believe that they must fit into a mold. For example, many teens are motivated to drink alcohol, smoke, and take drugs because it is cool thing to do. Yet others, who see past such misconceptions, still give in because they feel that they help them relax during parties. People who suffer from eating disorder believe that society calls them to fit the perfect dress or waist size. Young teens feel pressured into premarital sex either because their partner or peers pressure them, or because our culture condones it. In all situations people choose to unbalance their lives for the sake of others. We all seem to be caught up with our reputation, what others think about us. The most compelling example is the story of Doug's death. His body told him that he had had enough yet his struggle to please his peers ultimately led to his death. Why do we waste our lives for people who really do not care for us? It is a viscous circle. One person pressures others to make wrong choices because another has done the same to them. For such reasons, I have resolved to rebuke such calls to unnecessary pride. I will try to love myself first before thinking of how others think of me!

Free Essays on Americas Vehicle Emissions

As the owner of an SUV, perhaps the least environmentally conscious vehicle, I realize that I need to know exactly why my everyday transportation is unhealthy and politically incorrect. My car goes about 18 miles per gallon in San Francisco city driving and perhaps a few more miles per gallon on the freeway. I try to drive my car as little as possible, but as consuming American I often place convenience over health. However, I would like to know how all that burnt fuel affects everyone else? The Environmental Protection Agency stated, "The most polluting activity an average person does everyday is drive his car"(1 factsheet OMS-5). Most pollution that is released by cars comes from the exhaust, mainly in the form of hydrocarbons. Hydrocarbons are organic compounds, a combination of two or more elements that contain only carbon and hydrogen. Hydrocarbons are released when fuel in the engine burns partially. When hydrocarbons come in contact with sunlight they form ground level ozone. Ground level ozone is a major ingredient in the formation of smog. Ground level ozone is responsible for irritating eyes, damaging lungs, and it complicating respiratory problems. When upper level ozone is low; however, people are harmed. At ozone levels 33 percent below the current federal standard, children at summer camp and healthy exercising adults suffer from shortness of breath, coughing, painful breathing and loss of lung function. (American Lung Association 6)Two more pollutants released through car exhaust are carbon monoxide and nitrogen oxide. The first reduces the flow of oxygen to the bloodstream, and could harm pe ople with heart disease. Nitrogen oxide is formed when a car engine gets hot. It contains chemicals that aid in the formation of ground level ozone as well as acid rain (2 factsheet, OMS-5). Acid rain destroys the outsides of buildings, statues, etc. Acid rain can also contaminate drinking water, damage vegetation, and dest... Free Essays on America's Vehicle Emissions Free Essays on America's Vehicle Emissions As the owner of an SUV, perhaps the least environmentally conscious vehicle, I realize that I need to know exactly why my everyday transportation is unhealthy and politically incorrect. My car goes about 18 miles per gallon in San Francisco city driving and perhaps a few more miles per gallon on the freeway. I try to drive my car as little as possible, but as consuming American I often place convenience over health. However, I would like to know how all that burnt fuel affects everyone else? The Environmental Protection Agency stated, "The most polluting activity an average person does everyday is drive his car"(1 factsheet OMS-5). Most pollution that is released by cars comes from the exhaust, mainly in the form of hydrocarbons. Hydrocarbons are organic compounds, a combination of two or more elements that contain only carbon and hydrogen. Hydrocarbons are released when fuel in the engine burns partially. When hydrocarbons come in contact with sunlight they form ground level ozone. Ground level ozone is a major ingredient in the formation of smog. Ground level ozone is responsible for irritating eyes, damaging lungs, and it complicating respiratory problems. When upper level ozone is low; however, people are harmed. At ozone levels 33 percent below the current federal standard, children at summer camp and healthy exercising adults suffer from shortness of breath, coughing, painful breathing and loss of lung function. (American Lung Association 6)Two more pollutants released through car exhaust are carbon monoxide and nitrogen oxide. The first reduces the flow of oxygen to the bloodstream, and could harm pe ople with heart disease. Nitrogen oxide is formed when a car engine gets hot. It contains chemicals that aid in the formation of ground level ozone as well as acid rain (2 factsheet, OMS-5). Acid rain destroys the outsides of buildings, statues, etc. Acid rain can also contaminate drinking water, damage vegetation, and dest...

The Power Trainings Role In The Sports Football Essay

The Power Trainings Role In The Sports Football - Essay Example The defensive players, which rely on extension strength, need to power train their triceps muscle group (i.e. upper arms); meanwhile, the offensive players, which rely on flexion strength, need to power train their biceps muscle group (Sharkey and Gaskill, Sports Physiology 199). The principle of specificity enables the football players to concentrate their power training on the particular muscle group used, as a defensive or offensive player, on the field. The most common power training program is the lifting program. This program usually consists of â€Å"utilizing barbells, dumbbells, exercise machines and plyometrics† (Arthur and Bailey 10). While the use of weights is common for lifting, plyometrics is considered a more advanced power-building technique. It works by â€Å"rapidly stretching and contracting specific muscles under significant resistance† and improves the speed by which contraction commences in the muscles (McCarthy 160). Thus, it does not suffice to say that there is the power behind those muscle groups; it is also essential to understand the mechanisms that enable football players to fully exploit the power potential built in their muscles. In any sports training, an imperative initiative involves warm-up exercises while overdoing the training is considered unhealthy if not risky. These exercises enable the player to â€Å"establish a strength and endurance base† and avoid joint pains or delayed onset muscle soreness (Sharkey and Gaskill, Fitness and Health 197). In plyometrics, warm-ups include a slow start and then the gradual escalation of repetitions and intensity (Sharkey and Gaskill, Fitness and Health 197). It is very important that players recognize the setbacks and dangers involved in this power training since this will enable everyone to safeguard themselves, their muscles in particular, and optimally perform in the field.

Dividend Tax Cut Essay Example | Topics and Well Written Essays - 1000 words

Dividend Tax Cut - Essay Example It was believed that in doing this, the overall U.S. economy would profit because investors would be encouraged and more open to invest in companies. "The tax-cut package enacted in 2003 reduced to 15 percent the top tax rate on long-term capital gains and corporate dividends" (Mintz 108). While this is a significant decrease, many citizens were led astray as to who would actually be benefiting from the package because the Bush administration pointed out that almost half of all American households held some form of stock. "What this statistic ignores, however, is that nearly two-fifths of this stock is held in retirement accounts, such as 401(k)s and IRAs. This distinction is crucial, because capital gains and dividend income accruing inside these retirement accounts is not subject to taxation, and thus would not receive a tax benefit from the reduction in the tax rates on capital gains and dividend income" (Amromin 38). Therefore, the actual amount of citizens benefiting from this plan is significantly lower than what the American public was led to believe. Only the wealthiest of stock holders benefit from dividend income. Accor ding to the Tax Policy Center fifty four percent of all dividend income goes to households who make over one million dollars per year and the remaining goes to households that make over two hundred thousand. When looking at the big picture, these households only make up three percent of the country's population. "In contrast, only 11 percent of capital gains and dividend income goes to the 86 percent of households with incomes of less than $100,000. Only 4 percent of this income flows to the 64 percent of households that have income of less than $50,000" (Amromin 39). While this information proves that the wealthy are benefiting from the dividend tax cuts, the remaining majority if the population continues to pay a tax on their dividends. Another negative side affect to the passing of this tax cut package are the affects it will have on different private bond companies and charity organizations. "The stock dividend exclusion will hurt municipal and state bonds, it will reduce the attractiveness of the Low Income Housing Tax Credit amounting to 40,000 affordable housing units lost, and it will harm the marketability of the Historic Preservation Tax Credit, the New Markets Tax Credit and mortgage revenue bonds" (Cohen). In financially strapped cities throughout the country, many are turning to philanthropic foundations to substitute for the loss of government funds. "Many charities believe that the plan for the stock dividend exclusion is bad public policy in terms of equity and fairness in our tax system, and bad for charity and philanthropy" (Cohen). As for the corporations themselves, economic studies have shown that a decrease in taxes does not ultimately play any kind of role in whether corporations decide to pay out higher dividends. Many citizens are concerned that instead of issuing dividends to their shareholders, corporations will substitute "dividend payments for share repurchases, an alternative method of payout that boosts the price of the company's stock for shareholders" (Friedman). Like these "share repurchases", many companies who say they have undertaken the dividend policies have morphed them into one time offers, or special dividends

Religious Movement Essay Example | Topics and Well Written Essays - 1000 words

Religious Movement - Essay Example Within this concept is the idea of what Wallace calls a â€Å"revitalization movement† in the structure of the religions society. According to Bartleby’s definition of a revitalization movement, a revitalization movement can be defined as: political-religious movements promising deliverance from deprivation, the elimination of foreign domination, and a new interpretation of the human condition based on traditional cultural values, common in societies undergoing severe stress associated with colonial conquest and intense class or racial exploitation. Thus, within this concept, a religious culture undergoing this type of transition would experience the stages of a steady state, a period of increasing individual stress, a period of cultural distortion, revitalization, routinization, and then a new steady state. By taking a close look at how the religion of Christianity developed, we can see these transitions through the stages of revitalization in action, and can hence gain a better understanding of Wallace’s theory. Christianity, like every other religion, has passed through these stages and experienced these transitions. The first stage of this process that applies to Christianity is the steady state. When the birth of Christianity first took place, it occurred during the Roman steady state period. Rome was the strongest Empire in the world at the time, and thus, was undergoing a period of prosperity. The Empire was increasingly expanding, becoming more powerful, and winning even greater conquests. The power of the Romans, at the time, was vast and limitless, and as they continued to conquer, they continued to gain. At the time, it seemed like the Roman power force would be never-ending, and Rome was perhaps the greatest Empire of all time. This would perhaps even put Rome beyond the point of the actual steady state. At the same time, another country affected

Social Care For Older Adults In England Social Work Essay

Social Care For Older Adults In England Social Work Essay During the last two decades social care for older adults in England has witnessed many significant changes. Implementation of the community care reform, privatisation of the social care and Direct Payments have had an impact on the social work as a profession to date. In the first part of the literature review I would like to give an overview how all of these initiatives shaped present social work practice for older adults and then focus strictly on personal budgets and recent research of the practice. Traditional social work characterises working closely with the service user, building very much needed relationship, assessing problems, making a judgment about coping abilities, looking on range of resources and at the end making an informed professional judgment about the best way to support service user (Lymbery, 1998). Dustin (2006) presents traditional set of skills such as communication and interpersonal skills, use of self, negotiation and mediation skills as well as appreciation of organisations and procedures as a core of the practice. In the 1980s governments concerns about increasing number of older people as well as running very expensive residential care have been a driver for transformation delivery of social care (McDonald, 2010). Furthermore, and most significantly, a new Conservative political view included: a belief in the greater economy, efficiency and effectiveness of private sector management; consumerism; the virtues of competition and the benefits of a social care market; and a deep mistrust of public service professions and their claims to special knowledge and expertise (Lymbery, 1998, p. 870) had its reflection in implemented legislations and community care reforms. The White Paper Caring for People: Community Care in the Next Decade and Beyond and The NHS and Community Care Act 1990, implemented in 1993, introduced care management and changed the role of the social worker in statutory sector. Hugman (1994, p.30) argues that the care management is a move away from professionally defined responses to need to managerialist responses dominated by resource priorities. McDonald (2010, p. 28) also states that professional discretion has to a large extend been replaced by formulaic approaches to assessment and service eligibility. Community care reform imposed on practitioners to focus more on the processes and on more complex bureaucracy what affected other aspects of care managers/social workers practice such as limited and formal contact with the service user and therefore difficulties in building up relationships with the client, reduced emotional support, counselling role, advocacy role, group work, less attention to monitoring and reviewing (Lymbery, 1998; Postle, 2002; Weinberg et al. 2003; Carey, 2008). Carey (2008, p. 930) states that: the quasi-market system has also helped to create a complex administrative system based around the management of contracts, assessments, care plans and a seemingly infinite variety of bureaucratic regulations and procedures. Most such tasks are relentlessly processed by often perplexed care/case managers, many of whom quickly begin to question any initial motivations to enter social work. Lymbery (1998) points out that more administrative system and budgetary constraints took away from practitioners a sense of traditional role and increased monitoring of social workers decisions. It has been argued, that key community care reform objectives such as a wider range of choice of services, reducing unnecessary paperwork, meeting individual needs in a more flexible and innovative way have not been achieved (Scourfield, 2006; Carey, 2008). The next important step for the shape of present social care has been introduction of direct payment schemes. The British Council of Disabled People (BCODP) presented findings of their research in publication Cash in on independence with evidence that directly provided services were inflexible, unresponsive, unreliable and take away service users control over the support (Zarb and Nadash, 1994). The BCODP also proved that direct payments can be cheaper and at the same time can provide a higher quality of support (Glasby and Littlechild, 2009). Under the pressure of sustained and strong campaign for reform from the BCODP and other bodies, the government finally implemented The 1996 Community Care (Direct Payment) Act (Glasby and Littlechild, 2009). The Act allowed making cash payments by local authorities to individuals to arrange their own support (McDonald, 2010). In 2000, direct payments were extended to other service user groups and from now on older adults could also benefit from it (Glasby and Littlechild, 2009). Following direct payments, in 2003, the charity organisation in Control, focused on people with learning disabilities, developed the new way of organising care called self-directed support (Glasby and Littlechild, 2009). Browning (2007, p. 3) states that the introduction of self-directed support is potentially the biggest change to the provision of social care in England in 60 years. The terminology has developed during the process of implementation of this concept. By 2004 in Control started using the term individual budget which describes budget from several different streams such as the Access to Work; the Independent Living Fund; Supporting People and the Disabled Facilities Grant; local Integrated Community Equipment Services, adult social care and NHS resources. In the pilots where funding streams were not integrated and projects relied on social care funds the term personal budgets was being used (Glasby and Littlechild, 2009). The in Control Partnership desire was to have the ir concept to be fitted to the existing social care arrangements, to free up available resources, which were tied up in existing buildings and pre-paid services and to allow people to use them flexibly and creatively (Glasby and Littlechild, 2009, p. 77). The aim of personal budgets was to shift power to service users by adaptation to the way of allocating resources, controlling and using the support (Routledge and Porter, 2008). At the same time the government was facing challenges such as aging population, care within the family becoming less an option, more diverse communities, higher expectation form the service as well as continuing desire to retain by people control over their lives as much as possible, including risk management (DH, 2005; HM Government, 2007). Older adults are the largest group of recipients of social care with more than a one million in 2006 (Leadbeater et al., 2008). The number of people of state pensionable age is gradually increasing with twelve million in mid-2009 (ONS, 2010). Some of the above factors have been a drive for governments increasing interest in a personalised system as a way of saving cost in already constrained budget (Glasby and Littlechild, 2009). From 2005, numerous documents such as Independence, Well-Being and Choice, Our Health, Our Care, Our Say: A New Direction for Community Services, Opportunity Age and Improving the Life Chances of Disabled People, Transfo rming Social Care stated governments support and shift towards personalisation (Routledge and Porter, 2008). In 2007, The Putting People First concordat informs about reforms to transform the system, based on  £522 million Social Care Reform Grant, to include service users and carers at every step of organising care (HM Government, 2007). Although the government states the way forward, it gives little explanation what it will mean for the front-line practitioners, for their roles and tasks required under new arrangements (Lymbery and Postle, 2010). It states the time has now come to build on best practice and replace paternalistic, reactive care of variable quality with a mainstream system focussed on prevention, early intervention, enablement, and high quality personally tailored services (HM Government, 2007, p 2). The Putting People First concordat (2007, p. 3) also says about more active role of agencies, emphasises greater role of self-assessment, therefore giving social workers more time for support, providing information, brokerage and advocacy. It also underlines importance of person centred planning, self directed support as well as personal budgets being for everyone. Glasby and Littlechild (2009, p. 75) define personal budget as: being clear with the person at the start how much money is available to meet their needs, then allowing them maximum choice over how this money is spent on their behalf and over how much control they want over the money itself. The recently published, in 2009, Working to Put People First: The Strategy for the Adult Social Care Workforce in England states a bit clearer roles and tasks of front-line staff under new arrangements and recognises social workers role as a central in delivering personalised service. Social workers play a key role in early intervention, promoting inclusion and developing social capital as well as safeguarding adults in vulnerable circumstances. They are skilled at identifying models of intervention, some therapeutic, some task centred and working through with people the outcomes to be achieved. They also undertake navigator and brokerage roles as well as supporting self-assessment (DH, 2009, p. 34). However, Lymbery and Postle (2010) points out that the strategy does not explain who will be undertaking specified roles and tasks, we have the right people doing the right roles and not using highly skilled workers for lower skilled tasks (DH, 2009, p. 33), and therefore the situation from community care reforms replicates where introduction of care manager denied the unique position of social worker. On the other hand, Glasby and Littlechild (2009) point out that the change of the social workers role from focusing on assessment to support planning and review will give more chances to work in partnership with service users to support them, what was the reason for many to come to the social care profession. Implementation There is an agreement that social workers motivation and support are crucial for the success of personalisation and based on their education and experience they are best-placed to fulfil roles and tasks in the new arrangements (Tyson et al. 2010; Samuel, 2010). Results from Community Care and Unison this year survey regarding impact of personalisation on social workers reviled that 88% of respondents had recognised some impact on their job, with 40% saying it had been positive and 29% negative (Samuel, 2010). Two years ago in similar survey, negative impact of personalisation claimed only 18% of respondents (Samuel, 2010). One of the most important evaluation of personalised budgets undertaken by IBSEN (2008) indicates that practitioners attitude towards the new system was based on the positive experiences of service users, strong leadership from managers or implementation team. On the other hand, hindrance for positive experience included high workloads, poor information and trainin g about IBs, and the lack of clarity about detailed processes as new systems were put into place (Glendinning et at., 2008, p.22). The IBSEN study also indicates that inclusion of front-line practitioners in developing documentation and processes was key factor for successful implementation. The limitations of the IBSEN study are that it have been conducted in very tight timescales and with continues policy changes and delays, however it is a crucial research on the early impact of individual budgets (Glasby and Littlechild, 2009). My research study will examine in depth the experiences of front-line practitioners of implementation of the personalisation and will also look at their positive and negative drivers. Bureaucracy The Community Care survey has found that two-thirds of respondents experience increase in bureaucracy as a result of transformation (Samuel, 2010). There has been an indication in the IBSEN study, two years earlier, that completing assessment and other office based duties was time consuming, however this increase was not significant. Although increased bureaucracy was an effect of more administrative approach of care management after community care reforms (Weinberg et al., 2003), it has been pointed out by Richard Jones, president of the ADASS, that some councils had over-complicated processes such as self-assessment and support planning (Samuel, 2010a). My research will provide in depth insight of the administrative role of the front-line practitioner in current system. Processes The social workers experiences varied significantly regarding assessment process based on self-assessment, with some seeing it as a complete transformation, where for others it was a move towards further development of practice (Glendinning et al., 2008). At the beginning working in dual assessment systems has been recognised as a major challenge (Glendinning et al., 2008). Moreover, the view of social workers from Community Care survey match with opinion form IBSEN study that self-assessment was not giving complete picture of a persons needs, with no focus on risk, issues regarding carers and their needs, and putting at risk social workers skills and professionalism (Glendinning et al., 2008; Samuel, 2010). The in Control report of the Second Phase (Hatton et al., 2008) sees self-assessment approach as the way to reduce the process and at the same time social workers time on this task. On the other hand, Lymbery and Postle (2010, p. 11) point out that assessment is at the heart of w hat social workers do and that not all service users have a ability and knowledge to recognise their needs and then to find appropriate ways to address these needs. Front-line practitioners reported that self-assessment usually has been undertaken with support from a family member or a friend, which has been seen as essential support (Glendinning et al., 2008). It can be seen as a potential ground for conflict of interest between service users and carers with examples such as need for respite care or risk within home setting (Lymbery and Postle, 2010). On the positive side, some front-line practitioners indicated that self-assessment shows that peoples views were taken seriously and as having the potential to generate positive discussions about needs and outcomes (Glendinning et al., 2008, p. 147). The IBSEN study recognises that social workers involvement in this process in work with older adults may be of more importance. Older people become more isolated, have less available supp ort from family, they tend to under-assess their own needs as well as do not perceive their behaviour as creating risk (Glendinning et al., 2008, p. 147). CSCI (2009, p. 137) back up above points regarding assessment stating that In practice, and particularly for people with complex needs, self-assessment entailed intensive support from care managers, more demanding of staff time and skills than traditional professional assessment. However, Community Care survey (2010) showed that two-third of social workers did not have enough time with service user to support self-assessment. In support planning process, exploring options, co-ordination, building confidence and empowering service users and carers were the main roles and tasks mentioned by care co-ordinators (Glendinning et al., 2008, p. 147). Many co-ordinators taking part in IBSEN study admitted that the focus on outcomes had an important impact on their practice. Some participants said that one of their roles was to translate the information given by service user in order to produce a meaningful plan. One of the key issues, raised by practitioners, was confusion whether allocated monies based on for example personal care needs could be used flexibly to purchase other services. Further source of confusion and frustration for front-line staff as well as service users and carers, reported in the IBSEN study, was regarding the material good allowed to be purchased and whether family member could be paid for provided support. Specifically regarding older adults, the issue has been raised that their needs ten d to change much faster, therefore a support plan may be out of date within a couple of months (CSCI, 2009, p. 140). In relation to support planning, the Resource Allocation System (RAS) has been perceived by front-line staff as purely mathematical, easy to use tool, on the other hand, some practitioners said that such mechanical approach to allocation of resources cannot fairly and accurately distribute resources due to complexity of service users needs and circumstances (Glendinning et al., 2008). This research will look at the experiences of front-line staff regarding assessment process, support planning as well as resource allocation in new arrangements. Risk management In CSCI report (2008) there is indication that the new arrangements for social care might increase the level of risk for service users. This issue arise especially where service user with complex needs is involved, as he/she might not be able to show distress (CSCI, 2008). Lymbery and Postle (2010) state that critical in terms of safeguarding in new arrangements is to retain professional engagement with service user. The IBSEN study states that giving service users more responsibilities and therefore more risk was in personalisation philosophy from the very beginning and also recognises that it is a difficult shift for care co-ordinators (Glendinning et al., 2008). Front-line staff had concerns that money could be spend inappropriately by service users, that they might not have appropriate skills and experience to employ PAs, that PAs had proper training to provide for example personal care tasks in safe and effective way (Glendinning et al., 2008). Contrary to that, in Control Third Phase evaluation (2010, p. 73) evidence suggests that people feel and are safer when they are In Control of their support and their money and they can determine what happens around them on a day-to-day basis. In in Control study 60% of professionals said that there was no change in risk management from the start of Personal Budgets (Tyson et al., 2010). On the other hand, Community Care survey (Lombard, 2010) found that 37% of social workers do not know what to do when care arranged by service user puts him/her at risk. My research project will examine in depth the view of front-line staff regarding risk assessment and implication, if any, of shifting more responsibilities to service users. Training, knowledge and skills The IBSEN study found out that most of the care co-ordinators had training provided before implementation of the individual budgets, however there was some who did not have any before undertaking first IB case (Glendinning et al., 2008). The participants in the IBSEN study said that training was focused more on the idea and philosophy behind individual budgets, and did not concentrate enough on processes (Glendinning et al., 2008). Successful in terms of informal training were recognised interactive activities such as team meetings, meeting with IB team workers and development officers and peer support development groups (Glendinning et al., 2008; Lombard, 2010). The Community Care survey on personalisation shows that there are significant knowledge gaps amongst social workers (Lombard, 2010). 63% of respondents admitted the need for brokerage skills, with only 31% stating that they have them. An understanding of the key terms and overall knowledge about personalisation has improved (57%), however 14% of social workers still understand little or nothing about individual and personal budgets (Lombard, 2010). Only 49% of practitioners said that they feel they have enough knowledge about employing personal assistant (Lombard, 2010). My research will examine the experiences of front-line practitioners regarding received training as well as subjective opinion about skill gaps in their practice. Mindset, culture The need for cultural shift and change of mindset of service users and practitioners has been recognised in several publications as one of the most important issues (Glendinning et al., 2008; CSCI, 2009; DH, 2010). The CSCI report (2009) shows that it was not expected from older adults that they will appreciate additional responsibilities in managing individual/personal budgets, however in some sites more older people decided to have Direct Payment and to manage the money by themselves. In addition, in Control report (2010, p. 135 136) shows that by the end of 2009 30.000 people were having Personal Budgets across 75 local authorities with older people being the largest group of receivers (53%). The in Control evaluation was based on online data voluntarily shared by local authorities, however there was no requirement on authorities to share data as well as not all authorities included breakdown by social care group, therefore the information from this report does not show an accura te national picture (Tyson et al., 2010). The Personal Budgets for older people making it happen guidance (2010) emphasises importance of sharing successful stories and cases in order to challenge front-line practitioners stereotypes and increase positive attitude towards older people as a recipients of personal budgets. Resources In this year Community Care survey 36% of respondents said that resources have been the biggest barrier for successful implementation of personalisation. Moreover, based on the information about planned cuts in public sector by the current government, 82% of respondents said that this will slow down the progress of personalisation (Samuel, 2010). It has been pointed out in several publications (Glendinning, 2008; Carr and Robbins, 2009; Samuel, 2010) that front-line practitioners using only public resources face significant challenges in exercising choice, control and independence of service user and his/her own creativity. It is well pictured in this quote this is more difficult when a budget is strictly for personal care that is essential the equivalent of 30 minutes washing and dressing a day is not going to allow much creativity (Fighting Monsters, 2010). Social workers under new arrangements will still be responsible for control expenditure with funding targeted at those most i n need (HM Government, 2008, p.9) what clashes with one of the key principle Putting People First which is prevention and early intervention (Lymbery and Postle, 2010). This research project will examine in depth the view of front-line staff about using of existing social care resources in order to fulfil policies principles and meet older adults needs. Services In the CSCI report (2009) it has been emphasised that to allow people to exercise choice and control and to feel independent, together with transformation of the system, the existing services need reconfiguration. At the moment services are limited and insufficiently flexible, where day services are traditional and predominantly based in buildings, and where block contracting arrangements limit the range of services on offer (CSCI, 2009, p. 148). The Community Care survey (2010) found out that 56% social workers have noticed that services such as day centres are being closed down on the assumption that using personal budgets will mean reduced use of such services. Services, especially from local authority, will have to by attractive, flexible to needs, affordable, price competitive, sustainable, well structured and managed to meet service users needs (Tyson et al., 2010). My research will examine social workers experiences of changes in structure of services for older adults with the emphasise on increasing their choice, control and independence.