Causes of Domestic Violence, Suggestion of Solutions Assignment

Causes of Domestic Violence, Suggestion of Solutions - Assignment Example The school argues that humans are biologically programmed for causing violence. To some extent, this appears to be correct. People or for that matter an animal also becomes violent if he is deprived of his most basic need that is food for survival and attacks his opponent who is there to snatch away his right. Similar is in case of sex. Up to this, there is no difference between human and animal but beyond this, there is a difference. Humans have more and more possessions, positions, social status, and honor. Anybody usurping on these parts become the subject of violence inflicted by the person who tends to lose in the process. There is another school of thought who advocates that human beings are bio-social animals and his conduct is determined both by biological and social needs.   Eysenck and other Socialist try to explain the violent and anti-social behavior in terms of social factors such as inequality, poverty, lack of housing, lack of basic resources, lack of dignity, honor in the society, social injustice and many others. WMS Russell puts his view that there is a distinct correlation between Violence and overcrowding. He cites the examples of an animal world where this symptom is found and can be extended to human society. Other social scientists refute this analogy and counterattack that there is no such evidence found establishing a direct relationship between violence and Overcrowdings. Overcrowding and violence may be associated in certain groups but can't, therefore, be taken as a general premise that they are always correlated.

Discussion questions Essay Example | Topics and Well Written Essays - 250 words - 1

Discussion questions - Essay Example Given the economic conditions today, I would suggest an expansionary fiscal policy. This is because money in circulation in the market is less, which has discouraged spending, and thus the businesses are performing poorly. An expansionary fiscal policy increases flow of money in the economy, which favours factors of production. This helps increase production, which in turn increases the demand for labour. The rate of unemployment goes down as more people get job opportunities in the job market. The government faces a budget deficit when there is more government spending than the collected revenue. The government should therefore raise taxes, reduce government spending, and sell government bonds and treasury bills as a measure to correct the deficit. Riley claims, â€Å"Higher government borrowings today mean that taxes will have to rise in the future† (Riley web). However, this will reduce the disposable income hence constraining the economy more than expand it. The government should decrease spending as a way of correcting a deficit budget if it seeks for a long-term

Group Work Reflection Example

Group Work Reflection Example In today’s work culture and dynamic environment educational institutions and organizations require students and employees to work together in groups at certain tolerant and coordinative levels, thus proving â€Å"experience of working in group or teams† (Blease, 2006 cited Kelly, and P.2007). The students are asked to work in groups as it allows students to learn interactively. Moreover the researchers report that, regardless of the subject matter; students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats (Barbara Gross Davis, Tools for teaching). There are number of possible reasons why students are asked to work in small groups. Some of them are as follows: Generating a broad array of possible alternative points of view or solution to a problem Giving students a chance to work on a project that is too large or complex for an individual Allowing students with different background to bring their special knowledge, experience , or skills to a project , and to explain their orientation to others Giving students a chance to teach others Giving students a structured experience so they can practice kills applicable to professional situations There are numbers of benefits for students working in groups for short period of time or large projects such as: Students who have difficulty talking in class may speak in a small group. More students, overall, have a chance to participate in class. Talking in groups can help overcome the anonymity and passivity of a large class or a class meeting in a properly designed room. Students who expect to participate actively prepare for class. Students get prepared for their professional future. Our group was formed to complete an assignment on a case study â€Å"Merged School Business†. The assignment was to critically analyse the case study and to find out the problems in the merger and then provide recommendations on strategies and practices to management. The purpose of this report is to reflect my experience on our group assignment. In this report I will discuss my experience in relation to formation of our group, organization of work and how did we manage our group work. Group Formation This is the initial stage. This is the time when the group members and the tasks of the group will be decided. Students can form their own groups or either they can be assigned. Our case falls in first category teacher gave us some time to form our group so we selected our group members and formed a group of five. We were familiar to each other faces as we all were class mates; but at that time everyone introduce himself/herself to others. We decided to select a leader to make communication smooth and clear, than we took contact numbers from each other. We also discuss a bit about our group assignment that what needs to be done. Everyone shared their ideas on the project. Organization of Work The first challenge faced after group formation was how to organise the work to complete the task on time. At first stage we divided the task in to smaller pieces and assign these parts to each team member. Developing a time line is the best way to complete the task on time, so we decided for each task when it should be completed. Now all team members know who will do what, in what format and by when. We made our Gantt chart like this: *Denotes task for meeting Understanding and Managing Group Processes In order to perform effectively in a group it is important to understand and manage group processes properly. Some suggestions in this regard are as under: Group work best if everyone has a chance to make strong contributions to the group project and to the discussion at meetings. At the beginning of each meeting, decide what you except to have accomplished by the end of meeting. Select someone from group to write ideas to record all meetings and group’s decisions. Allocate responsibility for group process; in order to do that a group leader can be selected. Save some time towards the end of the first meeting and periodically as the group continues; to check in with each other on how the process is working. By following the mentioned group process we proceeded with our group assignment as follows: Including Everyone and Their Ideas: We gave a chance to everyone to contribute their ideas about assignment. Our goal was to produce as many ideas as possible. We listened all the ideas carefully and then we mentioned all the ideas sheet so we don’t forget them or they don’t get lost. By using this approach we improved our group work a lot and did some creative modifications as well. Group Leadership Group leadership helps to work group more effectively, so we chosen a group leader. The group leadership helped us in number of ways such as: Group leader was responsible to monitor that the work is organized to get it done. He was also responsible for understanding and managing group interactions to keep the positive atmosphere. The leader also encouraged every one’s contributions with an eye to accomplish the work. In order to do this, he observed our group work process to check is the group moving quickly, leaving some people behind? Is it time to shift focus to another aspects of the task? He also encouraged group interactions and maintained a positive atmosphere. He also anticipated what information, material or other resources the group needs as it works. He was also responsible for beginning and ending on time. So he planed work accordingly. Focusing on Direction After we gathered a large numbers of ideas we categorize and examine them. Then we choose some ideas among all of them. Then we discuss the advantages and disadvantages of each of them. We also ask group members to vote for ideas that helped us to eliminate some of them. Moreover based on this voting we rank the ideas in priority order and then finalized them. Making a Decision After everyone’s views are heard and all the points of agreement and disagreement are identified, the group tried to arrive at an agreement that makes sense to everyone. Decisions are an important for group. So we were quiet careful in deciding. Our group made all the decisions based on all members’s input. Problems Here are some problems which we encountered during our group project: Floundering: While we were figuring out the work and were trying to decide everyone’s role in the group, the group work got a bit delayed and some work got postponed. Dominating or Reluctant Participants: Some of the group members were taking more share of the discussion by talking too often by telling lengthy stories and by not letting others finish. While others were speaking rarely as they were having difficulty to get in the conversation. Digressions and Tangents: As some group members were telling many interesting side stories it was acting as an obstacle in group progress and we were lagging behind out timeline. Getting Stuck: After giving the case background and highlighting some issues we got stuck at solutions or possible strategic solutions. This problem was moving our group progress down than expected. Recommendations/Solutions In order to improve the group project and get better results we can give some recommendations to mentioned problems such as: To avoid delays in work at initial level some sentences can really help such as: Here’s my understanding of what we are trying to accomplish. Do you all agree? What would help us move forward: data? Resource? Let’s take a few minutes to hear everyone’s suggestions about how this process might work better and what we should do next. In order to discourage dominating people humour can be used. For the people who do not speak non verbal actions such as looking at them can be used to include them in discussion. Moreover asking quiet participant about their thoughts outside the group may lead their participation within group. In order to stick with main theme of discussion, try to summarize where discussion was before digression. When a group feels that it is not making a progress they should look on the things which are preventing them from progression. Conclusion At the end of the project, what matters the most is what we have learned from our group work experiences. During the tenure of working together, situations cropped up and tested us on the scales of making the decisions and handling the pressures and exceptions. As per Belbin (1993), Team performance is influenced by the kinds of people making up a group, and testing indicates that certain combinations of personality-types perform more successfully than others but the key to its implementation is how the team analyzes its performance and then adapts the situation so as the result can be achieved. Team work was definitely one of the most important aspects of our project. We would have been unable to accomplish anything if we had not worked together. Even though the design process was broken up into individual pieces, we often consulted with one another when we ran into difficulties with our work. Team work was definitely one of the most important aspects of this project. We would have been unable to accomplish anything if we had not worked together. Even though the design process was broken up into individual pieces, we often consulted with one another when we ran into difficulties with our work. As a result we managed to achieve a strong out come thus enhancing our knowledge, competencies and empowering group as a whole. References Ellen Sarkisian, Derek Bok Center., 2007. â€Å"Working in Groups† Derek Bok Center for teaching and Learning,Harvard University J. Sketchley, A. Mejia, I. Aitken et al., Work Improvement in Health Services. Geneva: World Health Organization, 1986 Moon J.(2004), A Handbook of Reflective and Experiential Learning, London, Routledge Falmer Experience of working in groups or teams, Human Resource management,UkEssay.com

Undergraduate Education: Adapting to a New World Essay -- College Univ

Undergraduate Education: Adapting to a New World Since medieval times, undergraduate universities have provided the education necessary to fulfill the needs of societies in terms of a professional work force. After completing the liberal arts curriculum taught at medieval universities, students could go on to study medicine, law or theology; but these disciplines could take up to a decade of continuous studies. The students that didn’t want to pursue those degrees could find other lucrative careers that society demanded at the time. Universities broadened the fields they taught to fulfill the always-changing needs for new skills in the workplace. The same way, universities throughout time have always restructured their undergraduate curricula according to structural changes in the society such as technology, economics, and international relations. In the past ten years undergraduate universities and colleges in the United States have changed dramatically their curricula to keep up with the changing environment of the ninet ies. Technology has been one of the most important, if not the most important factors for the restructuring of undergraduate education in the United States. According to a report entitled â€Å"Shaping the Future† from the National Science Foundation’s Division of Undergraduate Education, ten years ago there was virtually no Internet, no World Wide Web and computers in classrooms were few and far between. Today, a great portion of the freshmen in college have at least a basic knowledge on how to use a computer and its applications. With the constant release of new software, college students are expected to keep up with latest ones and be able to learn new versions as soon as they come out. But technology is... ...en though research is still a major objective, the need for improvement in the quality of teaching has made undergraduate education move higher in the list of priorities of most universities. Even thought the objective on and undergraduate education is still to increase our sensibility in the arts, create awareness of the diversity of thought in our society and increase our critical thinking abilities, it is also to prepare men and women for professional challenges. Our universities are responsible for creating competitive individuals able to meet job-related expectations and achieve self-actualization. Structural changes in technology, economics, and the globalization of business practices affect many aspects of our lives. It is the dutie of higher learning institutions to keep up with those changes and transmit them to their students so they take advantage.

True Friend or Opportunist?

The most vulnerable time to take advantage of your friend is when he is lost. As a friend, would you take advantage of his weakness and abuse it? In the play, the Tragedy of Julius Caesar, by William Shakespeare, a character named Markus Antagonist abuses the power of his friend after his friend's death. Mark Antonym may be a loyal friend; however, he makes his actions questionable. As a loyal friend, Mark Antonym plans to search for revenge with the help from Octavo's Caesar and stepped up to save Rome for Caesar.Antonym steps into the cane right after the moment Caesar gets killed. He sees the conspirators with their swords and bloody hands. Antonym gets this clever thought of pretending to be on the same side as then. Once he's all alone with Career's dead body, he speaks truthfully. On act 3, scene 1, he says, † All pity choked with custom of fell deeds; And Career's spirit, ranging for revenge†¦ † His speech shows how much hatred he has with the men and hints wh at he intends to do about the murder. On the other hand, Antonym just might not be the loyal friend he seems to be to the public.He must've had his own intentions. Mark Antonym stirs up the citizens to kill the assassins, Instead of him, and he Is willing to kill his own nephew. Antonym Is not exactly who he appears to be; when It came to giving up on his nephew, he did not hesitate. In the scene where Antonym, Octavo's, and Lipid's discusses over a list of their enemies of who must be killed, Antonym reveals his heartless side by saying,† He shall not live. Look, with a spot I damn him. † As a demonstrative person as he, this hidden personality Is a surprise. These proofs make him a ruthless opportunist.Mark Antonym may seem one way to the public, but personally some of his actions show another. After the death of Caesar, Antonym quickly revealed his hidden side that showed him as either a friend or rival. From all of the gathered evidence, about Antonym loyalty to Caes ar, Antonym Is considered as an opportunist over a loyal friend because he showed that he was marking his sport on the throne, waiting for his chance to make a move for It. Although Mark Antonym may seem a little selfish, he Is a pretty clever man. He can be seen as a loyal friend or ruthless opportunist.It all depends on your perspective. By Catherine-Cocoon just might not be the loyal friend he seems to be to the public. He must've had his Mark Antonym stirs up the citizens to kill the assassins, instead of him, and he is willing to kill his own nephew. Antonym is not exactly who he appears to be; when it damn him. † As a demonstrative person as he, this hidden personality is a surprise. Antonym's loyalty to Caesar, Antonym is considered as an opportunist over a loyal friend chance to make a move for it.

Different Propaganda Means in World War II Essay

1. Introduction a) General Background We know that propaganda used in war had effects on the outcome of the war from GCSE Modern World History second edition that propaganda means used in war had contributed to the war efforts which directly affected the outcome of the war. Many propaganda means such as movies and songs flourished during this era and even until today. b) Rationale of Research Our paper aims to show how the propaganda means helped to contribute to the war effort by â€Å"blinding† the civilians from facts, so that they would continue to support the government in their war efforts and not lose poise in the war. The sources that we have selected were produced and used at the period of war and thus are eligible as a primary source. c) Research Questions * How does propaganda affect the outcome of war? * How effectual is each different mean of propaganda? d) Scope of Research We will only be looking at the 4 different means of propaganda stated: o Chaplin’s (1940) movie- â€Å"The Great Dictator† o Almanac Singer’s (1942) song- â€Å"Round and Round Hitler’s Grave† o Clampett’s (1942) cartoon- â€Å"Any Bonds Today† o Smith’s (1942) propaganda poster about war bonds We will also bring in historical knowledge that we obtained from the books and websites indicated in the bibliographical section. e) Limitations of Research Our paper will only discuss how propaganda is effective in the primary sources that we will be using. We will only mention how effective each of these sources are, bringing in historical background to support our view. Our paper will only be discussing on these specific sources mentioned and not propaganda as a whole broad topic. 2. Literature Review Chaplin’s and Clampett’s movies plus Almanac Singers’ song criticised the Axis Powers. They were anti-Nazi Propaganda and were efficient in spreading propaganda. Clampett’s cartoons and Smith’s poster appealed to the Americans to support the war through buying war bonds. Chaplin’s movie shows that Hitler is uncivilized, as seen in a cake fight whilst discussing war issues with Italy-an ally. Clampett’s cartoon shows that the Axis Powers were uncooperative when they stepped on the ‘Dove of Peace’. Almanac Singer’s song lyrics (Appendix 2) was insulting, â€Å"Wished I had old Hitler /with a rope around his neck† and continues about dancing round Hitler’s grave. The first movie was produced to ridicule Hitler with very little purpose except for a speech (Appendix 3) because America was still a neutral country during 1940, but in Europe war had commenced. All resources made use of either audio or visual. It was the era whereby poems were no longer effectual and popular means of expression. Hence, propaganda was conveyed in posters, songs aired on radio and movies in theatres worldwide. Audio and visual aids provided a lucid picture of happenings and task definition enabling the government to easily persuade the people to do their biddings. The movies were directed by famous people (such as Warner Brothers, Charles Chaplin), whom civilians thought were trust-worthy and thus easily swayed. Moreover, most propaganda accentuates the importance of war bonds in the War. Bugs Bunny in â€Å"Any Bonds Today† (Appendix 6) was saying that without the bonds, we ‘can’t make tomorrow’s plan’, which is to win the war. Even in this song there is a propaganda poster (Appendix 5) on war, patriotism and to procure war bonds (Appendix 4). Smith’s poster was specifically on war bonds but just in a different form. The poster illustrates the repercussions without war bonds and shows a Nazi shadow cast over children. Therefore, buying bonds will safeguard them from the Axis. Patriotism resulted in exceedingly successful recruitment and maintenance of peace in the country. Patriotism prevented war at home while combating enemies. It was evoked through a poster signifying victory (Appendix 5), shown as the backdrop of Clampett’s movie and also through criticising and making Axis Powers look inferior. Hence, Allies gain confidence. Not all movies were totally censored by the government and thus contained more truths. However, animated cartoons were still successful. The audience were predominantly children and upon listening to the catchy tunes and vivid pictures, persuade their parents into buying bonds for their well-being. The success of war propaganda for bonds reaped 185 billion dollars – enabling the vast expansion of arms. Chaplin’s speech gave Germany hope that ‘when dictators die, liberty will return to the people’; this helped alleviate tension in Europe. The song (Appendix 2) was performed by a band formed by the government for propaganda purposes. Their songs were highly popular at that era and helped stir patriotism in the Americans. All the propaganda, even if not asking to acquire war bonds, was useful in convincing the people that the Axis were inferior to the Allies. 3. Research Methodology We have evaluated the germane resources that we can access and selected four sources that we will be using in our paper. These sources are primary sources as they were produced and released during World War II. After the selection of the resources, we analysed each of the sources individually to detect the characteristics of each source. We also accessed the impact they had at that time derived from historical knowledge. We then look at critics’ standpoint of these sources and found out that reviews and critics on these sources were scarce and extraneous to our paper and we decided to prohibit these critics, as most did not have any relevance to our paper. Subsequently, we look at all the sources and list down their similarities and differences from the examination of each source. 4. Results & Analysis All the sources that we have used proved to be valuable in showing us the influence these propaganda tools may even have on us. These sources were used by the Allies to convince the civilians that the Axis Powers are the â€Å"unscrupulous guys† and they are to remove these threats. Chaplin’s â€Å"The Great Dictator† and Almanac Singers’ â€Å"Round and Round Hitler’s Grave† were aimed at Hitler and the purpose of the movie was to destroy Hitler’s reputation. These sources ridicule Hitler and persuaded the people to despise and condemn him. Clampett’s cartoons and Smith’s poster applied more to the persuasion of the civilians to buy war bonds to help to lighten the burden the economy have to take. These sources use patriotism to persuade the civilians to help to buy war bonds. 5. Conclusion a. Has our research proved our hypothesis correct / wrong? Our research has proven our hypothesis correct. Our research had shown that propaganda helped to collect the necessary resources needed for war, which is money and manpower. In World War II, propaganda means had evolved into sophisticated structure where many factors are included. Propaganda became an essential tool that would be necessary in war, as it would help the government to haul support from the civilians in order to get enough resources for war. b. Questions for further research 1) Why did poems lose popularity as a form of propaganda means in World War 2? 2) How did movies gain popularity as propaganda means in the war? 3) Why were Audio Aids more effective than Audio-Visual Aids in the war as a propaganda tool? 6. Bibliography a) Books: Lowe, Norman (1997) Mastering Modern World History third edition. New York: Palgrave Publishers Ltd Tate, Nicholas (1999) A History of the Modern World 1917-1952 fifth edition. Singapore: Federal Publications Pte Ltd Walsh, Ben (2002) GCSE Modern World History second edition. London: John Murray Publisher’s Ltd b) Websites: http://www.graham.day.dsl.pipex.com/ww2001.htm http://www.apcpapercollect.com/propaganda.htm http://www.hitler.org/speeches/ http://www.hitler.org/writings/programme/ http://www.earthstation1.com/Tokyo_Rose.html http://www.playwinningpoker.com/articles/mz/war1.html http://www.warfoto.com/entertain.htm http://lcweb.loc.gov/exhibits/bobhope/uso.html http://www.nauticom.net/www/harts/homefront.html http://www.a2zcds.com/cds/history/world_war_2.htm http://www.ingeb.org/WWII.html http://www.calvin.edu/academic/cas/gpa/ww2era.htm http://www.archives.ca/05/0534/053402_e.html http://www.pbs.org/wgbh/amex/presidents/32_f_roosevelt/psources/#a http://www.42explore.com/worldwar2.htm http://www.ac.wwu.edu/~hansenb2/materialsWW2.pdf http://www.historyguy.com/day_of_infamy.html http://journals2.iranscience.net:800/www.internet-magazine.com/tesla.liketelevision.com/default.htm http://members.home.nl/ww2propaganda/index.html http://www.virtualology.com/virtualwarmuseum.com/hallofworldwarii/ http://www.oldeagle.nu/post/ http://www.hitler.org/speeches/ http://www.hitler.org/writings/programme/ http://www.archives.gov/exhibit_hall/powers_of_persuasion/powers_of_persuasion_home.html http://home.nc.rr.com/tuco/looney/lists/war.html http://www.teacheroz.com/WWIIpropaganda.htm http://members.aol.com/FenixFlyte/chaplin.html http://propaganda.ww2.klup.info/ http://www.graham.day.dsl.pipex.com/ww2001.htm http://www.apcpapercollect.com/propaganda.htm http://www.hitler.org/speeches/ http://www.hitler.org/writings/programme/ http://www.earthstation1.com/Tokyo_Rose.html http://www.playwinningpoker.com/articles/mz/war1.html http://www.warfoto.com/entertain.htm http://lcweb.loc.gov/exhibits/bobhope/uso.html http://www.nauticom.net/www/harts/homefront.html http://www.a2zcds.com/cds/history/world_war_2.htm http://www.ingeb.org/WWII.html http://www.calvin.edu/academic/cas/gpa/ww2era.htm http://www.archives.ca/05/0534/053402_e.html http://www.pbs.org/wgbh/amex/presidents/32_f_roosevelt/psources/#a http://www.42explore.com/worldwar2.htm http://www.ac.wwu.edu/~hansenb2/materialsWW2.pdf http://www.historyguy.com/day_of_infamy.html http://journals2.iranscience.net:800/www.internet-magazine.com/tesla.liketelevision.com/default.htm http://members.home.nl/ww2propaganda/index.html http://www.virtualology.com/virtualwarmuseum.com/hallofworldwarii/ http://tesla.liketelevision.com/liketelevision/tuner.php?channel=608&format=tv&theme=guide http://tesla.liketelevision.com/liketelevision/vip/alacart.php?channel=687&p=5&theme=guide http://www.lib.berkeley.edu/MRC/FilmonVideoVid.html http://www.bcdb.com/bcdb/detailed.cgi?filmtml3&p=s http://looney.toonzone.net/miscelooneyous/tvtitles/tvtitles1.html http://www.kidscastle.si.edu/channels/history/articles/historyarticle22.html http://www.smithsonianmag.si.edu/smithsonian/issues02/feb02/war_bonds.html http://www.archives.gov/exhibit_hall/powers_of_persuasion/word_document/bugs_bunny_video_description.txt http://wso.williams.edu/~dgerstei/chaplin/nazi.html http://www.splicedonline.com/95andbefore/chaplin1_dvd.html http://www.aicgs.org/resources/daad/1995010.shtml c) Acknowledgements: Many thanks to our mentor Miss Foo Yang Yann for helping us out in many areas of our paper. d) References: Clown Ministry (2003). Text of Charlie Chaplin’s speech from The Great Dictator, aka â€Å"Look up, Hannah†. http://www.clown-ministry.com/Articles/Poetry/chaplin-great-dictator.html, last accessed 7 Aug 2003. Florit, Luis A. (2003). The Speech of The Great Dictator. http://w3.impa.br/~luis/chaplin.html, last accessed 7 Aug 2003. Geer, Goopy (2003). Goopy Geer’s Rare Cartoons Page – War Cartoons. http://members.fortunecity.com/goopygeer2/, last accessed 7 Aug 2003. Helfert, Manfred (2003). Round And Round Hitler’s Grave (Woody Guthrie/Millard Lampell/Pete Seeger). http://www.geocities.com/Nashville/3448/round.html, last accessed 7 Aug 2003. National Archives and Records Administration (2003). NARA | Exhibit Hall | Exhibit Hall Main Page. http://www.archives.gov/exhibit_hall/, last accessed 7 Aug 2003. Rotten Tomatoes (2003). The Great Dictator (1940): Charlie Chaplin, Paulette Goddard, Jack Oakie, Charlie Chaplin. http://www.rottentomatoes.com/m/TheGreatDictator-1008790/, last accessed 7 Aug 2003.

Logarithm is the exponent or power to which a base must be raised to yield a given number

Logarithm is the exponent or power to which a base must be raised to yield a given number. An example of a logarithm is as follows. In the expression bx = N, if b is the base and equal to 10 and N a number, equal to 100, then x is equal to 2 and is said to be the logarithm of 100 to the base 10. This is written: log 100 = 2, in which it is understood that log means logarithm to the base 10. The latter is also called a common logarithm. Logarithms that employ the base e, in which e = 2.71828 ... are called natural, or Napierian, logarithms; the notation used is ln, to distinguish natural logarithms from common logarithms (log). When a common logarithm of a number is written as the sum of an integer and a positive decimal (e.g., 2.3147), the integercalled the characteristicserves to locate the decimal point in the number, and the decimalcalled the mantissaindicates the digits in the number. The latter are determined from tables of logarithms, which relate mantissas to numbers. When the number is greater than or equal to 1, the characteristic is 1 less than the number of digits to the left of the decimal point; when the number is less than 1, the characteristic is negative and is 1 more than the number of zeros following the decimal point. For example, the number 365.0 has the characteristic 2; the number 0.005 has the characteristic -3. (l) Metaphor, that image which determines another image. (Rogers) (2) An association of a certain object(s) from one set with each object from another set (mathematics). (Rogers) (3) The normal or characteristic action of a system of entities, generally in time. (Iberall) (4) The variation of some magnitude that depends upon the variation of some other magnitude. (Iberall) (5) a notion that arises in the description made by the observer of the components of a machine or system in reference to an encompassing entity, which may be the whole machine or part of it and whose sta