Data Acquisition and 3D Modelling Essay Example | Topics and Well Written Essays - 1500 words

Data Acquisition and 3D Modelling - Essay Example The triangulation method is used to infer the surface and their 3D nature in this method. It is known as stereoscopy because it uses two cameras. This is a computationally complex task but now a days it is carried out very successfully with the most modern and sophisticated equipments. This technique is good for apparent physical object reconstruction. The active form of stereoscopic methods use strong source of light to acquire 3D data of a physical object. Laser light source are used typically. It can only be employed for industrial usage with a provision of controlled environment. 3D or three dimensional modeling refers to the making of a real world object by making use of the actual geographical coordinates of the model. 3D modeling usually refers to the execution of 3D computer graphics by using 3D software. This specialized software functions by creating a set of points in 3Dimensional space. These points are connected together by various geometric shapes. These shapes may merely be a line, a dot, a triangle or a curved surface. There are four important methods upon which 3Dimensional models are created. Polygonal modeling. Three Dimensional models are often created as polygonal models that are textured. In Polygonal Modeling a 3D model is created by connected the points in a 3D space with a line segment. These dots or points are generally referred to as vertices when talked about with reference to space. An avid benefit of this modeling technique is that it can be structured and adapted very conveniently by a computer system. This is owing to the fact that Polygonal models are very flexible. A slight disadvantage that is associated with Polygonal modeling is that it cannot be sued to perfectly structure curves. Primitive modeling. By far, the simplest method of modeling a 3D object is 3D Modeling. This method makes use of pre-defined mathematical/geometric shapes such as cylinder, sphere, cube, cone etc. Using these basic geometrical

A critical assessment of the marketing challenges facing an Essay

A critical assessment of the marketing challenges facing an organisation of your choice and recommendations for the development of Competitive Advantage - Essay Example A close analysis of other companies that have survive during harsh market periods will help point out possible opportunities that Ryanair mas use to escape the looming threat. The research will end with workable recommendations that will provide strategies for Ryanair to survive within the market. In the 21st century business environment, companies have to stay on the alert in terms of aligning their business strategy with the ever-changing business environment. Particularly, the international airlines market has become sensitive with rapid changes in the economic structure, increase in competition and government regulation (Cento, 2009). Ryanair, one of the low-cost international airline operators in Europe, has faced a number of challenges while operating in the dynamic market. The purpose of this essay is to make an analysis of the competitive ability of the company, point out specific problems and develop strategic adaptations for the company. Marketing analysis is concerned with the ability of a company within a specific industry to position itself as a top service provider. Hubbard, Rice, & Beamish (2008, p.69) defined industry as, a group of organizations or business units producing close substitutes. â€Å"Market† is a word which use very closely to â€Å"Industry.† Perhaps the most frequent word use as a substitute to â€Å"industry.† However, â€Å"market† defined as a group of consumers with similar needs. (Hubbard, Rice, & Beamish, 2008, p. 97). Evidently, each organization has operates within a particular industry and has a specific target market. Within an industry, organizations compete as a way of appealing to their target customer to purchase their service and products. On the other hand, the customers choose organizations that best suit their needs and purchase from organizations that best satisfy their tastes and

Ethics - End of Life Choice Essay Example for Free

Ethics End of Life Choice Essay Being a member of the hospital Ethics Committee, it is my responsibility to make policy recommendations on end-of-life issues. Due to my intellect and reputation as a clear thinker, my ideas on this matter carry a lot of weight with the other members of the committee. Within this paper I will make a strong and convincing case for my position and recommendations on this topic. This paper will address the following question: What, if anything, should be done to help people who are dying? First I must start off with the obvious question: Is the patient an adult of 18 years or older who is terminally ill and of clear and sound mind to authorize assisted death intervention? If the answer is yes, then we should follow the wishes of the patient. Ultimately, it is their body; their life and they should have the right to choose. That being said, I do believe that guidelines should be established and followed in order to assure that the welfare of the patient is the only priority. Such guidelines should be made that reflect the three states that currently have laws in place for assisted death, which are, Oregon, Washington, and Montana. The law should include but not limited to, a capable adult who has been diagnosed, by a physician, with a terminal illness that will kill the patient within six months may request in writing, from his or her physician, a prescription for a lethal dose of medication for the purpose of ending the patients life. Exercise of the option under this law is voluntary and the patient must initiate the request. Any physician, pharmacist or healthcare provider who has moral objections may refuse to participate. The request must be confirmed by two witnesses, at least one of whom is not related to the patient, is not entitled to any portion of the patients estate, is not the patients physician, and is not employed by a health care facility caring for the patient. After the request is made, another physician must examine the patients medical records and confirm the diagnosis. The patient must be determined to be free of a mental condition impairing judgment. If the request is authorized, the patient must wait at least thirty days and make a second oral request before the prescription may be written. The patient has a right to rescind the request at any time. Should either physician have concerns about the patients ability to make an informed decision, or feel the patients request may be motivated by depression or coercion, the patient must be referred for a psychological evaluation. The law protects doctors from liability for providing a lethal prescription for a terminally ill, competent adult in compliance with the statutes restrictions. Participation by physicians, pharmacists, and health care providers is voluntary. The law should also specify a patients decision to end his or her life shall not have an effect upon a life, health, or accident insurance or annuity policy. These physician assisted suicide guidelines are within the â€Å"Death with Dignity Act. † The Death with Dignity Act is the philosophical concept that a terminally ill patient should be allowed to die naturally and comfortably, rather than experience a comatose, vegetative life prolonged by mechanical support systems. Currently there are two ways of assisted suicide, one is when the patient is given a prescription medication of a fatal dose that will cause them the loose consciousness and die shortly after. The other, which is not legal in the United States, is known as â€Å"Active Euthanasia† which is a type of euthanasia in which a person who is undergoing intense suffering, and who has no practical hope of recovery is induced to death. It is also known as mercy killing. Generally, a physician performs active euthanasia and carries out the final-death causing act. Active euthanasia is performed entirely voluntarily, without any reservation, external persuasion, or duress, and after prolonged and thorough deliberation. A patient undertaking active euthanasia gives full consent to the medical procedure and chooses direct injection, to be administered by a competent medical professional, in order to end with certainty any intolerable and hopelessly incurable suffering. My second question: Is the patient an adult of 18 years or older who is suffering? In rare cases some patients who are very ill do not respond to pain medications or may be suffering in other ways that make comfort impossible. In these circumstances there is a last resort therapy that can be used: terminal sedation. With terminal sedation, a patient will be given medications that induce sleep or unconsciousness until such time as death occurs as a result of the underlying illness or disease. The intention with terminal sedation must be to relieve suffering only, not to cause death. These measures are often accompanied by the withholding of artificial life supports like intravenous feeding and artificial respiration. * * Also, the physician may use medications that cause a â€Å"double affect. † This has been defined in medical journals as: â€Å"the administration of opioids or sedative drugs with the expressed purpose of relieving pain and suffering in a dying patient. The unintended consequence may be that these medications might cause either respiratory depression or in extreme sedation, might cause to hasten a patient’s death.† What does this mean? In the simplest terms it means that the medication required to abate suffering cannot be given without the probable result of hastening death. While this may sound vague and quasi-discomforting, it is a legal, medically accepted practice, as long as the intention is only to relieve suffering and not cause death. The death is attributed to the disease or complications of the disease, combined in some circumstances with the withdrawal of life-sustaining treatments such as intravenous liquids, nutrition, and artificial respiration. While the patient need not be unconscious during this process, unconsciousness is often the result. * * The last question I ask is: in cases when a minor, a person under the age of 18, is either terminally ill or suffering, who has the right to make the final decisions, the parents/legal guardians, the state, or the patient? I believe that all three need to have a united decision. If one or more of the three votes differ, then neither intervention stated above may be used. These policy recommendations I have stated within this paper regarding end-of-life issues have been explained thoroughly and in detail. I have successfully made a strong and convincing case for my position and recommendations on this topic. I hope that the members of this Ethics Committee agree with my findings and support my recommendations and that my reputation as a clear and trustworthy thinking member is evident.

The Moves That Matter in Academic Writing Essay Example for Free

The Moves That Matter in Academic Writing Essay In the introduction to â€Å"They Say/ I Say†: the Moves That Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates designed to help with academic thinking and writing. Specifically, Graff and Birkenstein argue that the types of writing templates they offer realistically help set up a conversation and argument. As the authors themselves put it, â€Å"In our view, then, the best academic writing has one underlying feature: it is deeply engaged in some way with other peoples views. † Although some people believe to sound intelligent you must state your claim and provide facts on why your claim is true, Graff and Birkenstein insist that to â€Å"play it safe and avoid controversy in your writing† is lifeless. In sum, then, their view is that if you are going to write, write to stir controversy and cause discussion, along with giving the basics to master good academic writing. I agree, in my view, the types of templates that the authors recommend invite people to start conversation and learn different points of views as well as teaching others, and the templates themselves gives people the opportunity to hone the skills of academic writing. For instance, when using the template for writing they get us to include the opposition’s possible belief or rebuttal to our own points, which in return force us as the writer to look beyond just our thoughts and look through other’s eyes. Some might object, of course, on the grounds that our creativity when using templates would be greatly diminished. Yet I would argue that the templates simply give us a cornerstone to start with, and we can build our paper off of it as creative as we want. Overall, then, I believe the templates simply help us practice to become better writers much like practicing sports when you first begin playing, to become the best we can be.

Determination of the Focal Length of a Convex Lens

Determination of the Focal Length of a Convex Lens Shaikh Ilyas AIM: To determine the focal length of converging lens and it’s radius of curvature. HYPOTHESIS: The relationship between u and v and the focal length f for a convex lens is given by . Where f is the focal length, u is the distance between the object and the lens v is the distance between the image and the lens. Real and Virtual Images: Lenses produce images by refraction that are said to be either real or virtual. Real images are created by the convergence of rays and can be projected onto a screen; real images form on the side of the lens that is opposite to the object and by convention have a positive image distance value; Virtual images are formed by the apparent extrapolation of diverging rays and cannot be formed on a screen, whereas virtual images form on the same side of the lens as the object and have a negative image distance value.[1] [2] BACKGROUND: For a thin double convex lens,refractionacts to focus all parallel rays to a point referred to as the principal focal point. The distance from the lens to that point is the principal focal length f of the lens. Below is the derivation of the lens formula Following graphic illustrates a simple lens model: [3] where, h= height of the object h’= height of the object projected in an image G and C = focal points f= focal distance u= Distance between the object and the focal point O= Centre of the lens v= Distance between the centre of the lens and image plane Assumptions Lens is very thin Optical axis is perpendicular to image plane Proving is true. Proof In ΔAHO, In ΔEDO, ∠´ (1) In ΔBOC, In ΔEDC, ∠´ (2) Equating equations (1) and (2), Dividing both sides by v, Hence the formula is proved. VARIABLES: Independent: Distance between the candle and the lens Dependent: Distance (v) from the image to the lens Control: This experiment was conducted in an almost dark room. Same sheet of paper used as the screen. A stable candle flame The time taken for a sharp and focused image to settle The size of the candle. METHOD FOR CONTROLLING VARIABLES: Made sure that the room was sufficiently dark enough to carry out this experiment as smoothly as possible without any entrance of light from the outside. So I pulled down the blinds of the windows and also made sure that there was no draught present in the room that can make the candle flame unstable. Moreover, I waited for around 6-7 seconds for the image to be seen as sharp and focused. And throughout this experiment I used candles of the same make and size. APPARATUS REQUIRED: 2 meter rules A white screen Candle Convex lens PROCEDURE: I divided this experiment in to 2 parts, A and B. In part A, I experimented using a single lens at a time, while in part B, I used 2 lens in contact at a time. Part A: Firstly I set up the apparatus as shown in Figure 1 above by making the distances v and u the same. So the image observed on a plain white screen was focused and clear Recorded the value of the lengths u and v and thereby marking these original points using a chalk on the bench. Then I adjusted the length of u by moving it away from the lens by 5cm. Consequently, I adjusted the length of v until a sharp and focused image was seen. Recorded this distance of u and v Repeated step 3 4 for 7 different values of u by increasing the distance by 5 cm in each step. And recorded the values of u and v for every increment. Then I placed the candle and the screen back in their original marked positions. Finally, repeated the steps 1-8 by using different convex lenses A, B, C, D and E. Figure 1: Setup of the apparatus for Part A Part B: Firstly I set up the apparatus as shown in Figure 2 by making the distances v and u the same. So the image observed on a plain white screen was focused and clear Recorded the value of the lengths u and v and thereby marking these original points using a chalk on the bench. Then I adjusted the length of u by moving it away from the lens by 5cm. Consequently, I adjusted the length of v until a sharp and focused image was seen. Recorded this distance of u and v Repeated step 3 4 for 4 different values of u by increasing the distance by 5 cm in each step. And recorded the values of u and v for every increment. Repeated the above steps 1-5, thrice. Figure 2: Setup of the apparatus for Part B DATA COLLECTION AND PROCESSING: Part A: Table 1: Data collected for convex lens A Table 2: Data collected for convex lens B Table 3: Data collected for convex lens C Table 4: Data collected for convex lens D Table 5: Data collected for convex lens E Part B: Table 6: Data collected for Trial 1 Table 7: Data collected for Trial 2 Table 8: Data collected for Trial 3 Using the formula, R = 2f I can calculate the value for the radius of curvature. The value of f can be found using the equation. Part A: Table 9:Data processing for convex lens A Standard deviation: ÃŽ ´m = = = 0.30967 Therefore, the focal length is 10.01+ 0.31 cm The % error = = 3.1% Table 10:Data processing for convex lens B Standard deviation: ÃŽ ´m = = = 0.47044 Therefore, the focal length is 10.26+ 0.47 cm The % error = = 4.6% Table 11:Data processing for convex lens C Standard deviation: ÃŽ ´m = = = 0.30500 Therefore, the focal length is 9.89+ 0.31 cm The % error = = 3.1% Table 12:Data processing for convex lens D Standard deviation: ÃŽ ´m = = = 0.32524 Therefore, the focal length is 10.15+ 0.33 cm The % error = = 3.2% Table 13:Data processing for convex lens E Standard deviation: ÃŽ ´m = = = 0.20508 Therefore, the focal length is 9.76 + 0.20508 cm The % error = = 2.1% Part B: Table 14: Data processing for Trial 1 Standard deviation: ÃŽ ´m = = = 0.43905 Therefore, the focal length is 19.85 + 0.44cm The % error = = 2.2% Table 15: Data processing for Trial 2 Standard deviation: ÃŽ ´m = = = 0.16976 Therefore, the focal length is 19.76 + 0.17 cm The % error = = 0.9% Table 16: Data processing for Trial 3 Standard deviation: ÃŽ ´m = = = 0.14809 Therefore, the focal length is 19.90 + 0.15 cm The % error = = 2.2% CALCULATIONS AND DATA PRESENTATION: Table 17: Data presentation for Convex lens A (cm)-1 (cm)-1 (cm)-1 <

How Does the Language in Mary Shelley’s Frankenstein Reflect its Gothic

How Does the Language in Mary Shelley’s Frankenstein Reflect its Gothic Genre The gothic genre was popular around the nineteenth century. It is often associated with dark, evil things and death. This seemed appropriate at the time as there were no electric lights or televisions so it was generally darker than it is in the present day. It brings to mind stories like Frankenstein, Dracula and Dr Jekyll and Mr Hyde. It may have been popular at this time because it is typically based about ominous things in dark places making it seem more realistic because of the use of candles at the time. I am focussing on the beginning of ‘Frankenstein’ and observing how his dreams drove him to his own destruction, and how he is left to destroy the monster which he created. Robert Walton, an explorer travelling through the icy wasteland of the North Pole, sees the monster and is suddenly overwhelmed by his evil presence, he then finds Frankenstein, almost dead and consumed by the coldness of the bitter environment. Victor comes with his warning, and his story, as he explains just what a dream can lead to. The first part of the book is Robert Walton’s letters from St. Petersburgh and his ship to his sister in London. The letters are written in the first person and the present tense, making the story much more real and believable as it is being told directly and as though it were really happening as the reader is reading it. The letters also emphasise Walton’s distance from home and how isolated he was. In the first letter he is writing about just how eager he is to continue with his journey, and how the undiscovered land could be so beautiful. He writes of all the great things that will come of his journey. In the l... ...k by lightning and suddenly destroyed, â€Å"...on a sudden I beheld a stream of fire issue from an old and beautiful oak which stood about twenty yards from our house; and no soon as the dazzling light vanished, the oak had disappeared†. This is like an instantaneous representation of Frankenstein’s life, a beautiful beginning and then a sudden turning point leading to a horrible end. It also represents the gothic genre with the idea of a wonderful life being taking by an evil force, using the thunderstorm as a metaphor for the destructive force that takes such light and innocence from the world. Many elements of the gothic genre are apparent in the letters and first two chapters and even though the reader knows what happens to Frankenstein in the end, they are compelled to read about his life and what drove him to become what he is when Walton finds him.

Societal Views of Women in the Victorian Era in Henrik Ibsen’s A Doll’s

Societal Views of Women in the Victorian Era in Henrik Ibsen’s A Doll’s House A Doll’s House, by Henrik Ibsen, creates a peephole into the lives of a family in the Victorian Era. The play portrays a female viewpoint in a male-dominated society. The values of the society are described using the actions of a woman, Nora, who rebels against the injustices inflicted upon her gender. Women’s equality with men was not recognized by society in the late 1800’s. Rather, a woman was considered a doll, a child, and a servant. Nora’s alienation reveals society’s assumptions and values about gender. A woman was considered by society to be a doll because she was expected to be subordinate to her husband’s whims. Referring to a ball that she would attend, Nora asks her husband, Torvald, if he would â€Å"take me in hand and decide what I shall go as and what sort of dress I should wear† (26). Nora relies completely on how her husband would dress her, just like a doll. Just as Nora is treated as a doll, she interacts with her children as such. She doesn’t raise them, she merely â€Å"play[s] and romp[s] with the children† (13). She tells Torvald, â€Å"our home has been nothing but a playroom. I have been your doll wife, just as at home I was Papa’s doll child; and here the children have been my dolls† (67). In this conversation, she shows her alienation as a woman in society by expressing discontent with her role in life. In addition to being treated like a doll, Nora is also regarded as a small child. Victorian society looks upon women’s intelligence as no better than a child’s. Torvald tells her, â€Å"You talk like a child. You don’t understand the conditions of the world in which you live† (69). Yet, he does nothing to rectify the situation. While ... ... a heedless child† (70). Because of Torvald’s inability to grasp the concept of equality, Nora leaves him. Society’s values are revealed by Nora’s declaration of equality and independence. Through Nora’s rebellious declaration and departure, she removes herself from society’s standards and makes a move towards equality. She renounces society’s views of a woman as a child, doll, and slave. Men in Victorian society told a woman how to act as a parent to a child, how to dress for a public event as an owner to a doll, and how to keep her thoughts to herself as a master to a slave. Henrik Ibsen portrayed qualities of the Victorian era through the alienated female gender, represented by Nora. Works Cited Henrik Ibsen, A Doll's House. Dover Thrift Edition, 1992 Northam, John. Ibsen. A Collection of Critical Essays. Englewood Cliffs, N.J.: Prentice-Hall. 1965.