...* Midpoint Algorithm for the line of 1<m<∞ | | | M1N pixel | M2NE pixel | | M | | | The equation for the line ax + by + c = 0 1 The equation for the M point: d – Equation for the first midpoint d = a(x+1/2) + b(y+1) + c d = ax + by + c + a/2 + b d = 0 + a/2 + b d = a/2+b ×2 d = a + 2b 2 By substituting the value fora and b we will able to find the value of d. If d > 0, then we will select the N (North) pixel If d < 0, then we will select NE (Northeast) pixel Then there are two possibilities to go the line through M1 or M2 Equation for the above two points; M1 and M2 M1: d1 – Equation for the M1 midpoint d1 = a(x+1/2) + b(y+2) + c d1 = ax + by + c + a/2 +2 b d1 = 0 + a/2 + 2b ×2; d1= a+4 b 3 3 – 2;d b = d1 – d d1 = b + d 4 The equation for the M1 is d1 = b+d M2 : d2 – Equation for the M2 midpoint d1 = a(x+3/2) + b(y+2) + c d1 = ax + by + c +3 a/2 +2 b d1 = 0+ 3a/2 + 2b ×2; d2 = 3a +4b 5 5 – 2; a + b = d2 – d d2 = a + b + d 6 The equation of the M2 midpoint is d1 = a + b + d As mentioned above the algorithm chooses between N and NE pixels on the sign of the decision variable calculated in previous method. * Algorithm for the ellipse The equation for the ellipse is : x2/a2 + y2/b2 = 1 x2/a2 + y2/b2 – 1 = 0 x2 b2 + y2 a2 - a2 b2 = 0 Center of the ellipse (x,y) = (0,0) a = rx , b = ry The first...
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...During the Vietnam War the American Army used many different Artillery systems. The Artillery systems used were; the Rock Island Arsenal M101, Rock Island Arsenal M102, M1 Pack Howitzer/M116, M114, M115 (8-Inch Howitzer M1), and finally the M59 (M2 Long Tom). The M1 Pack Howitzer was originally used during WWII, but found its way to the Vietnam War due to its ability to be broken down into pieces for easier mobility especially in marshlands. With a capable crew, they could fire between 3 and 4 rounds per minute and could range around 9,610 yards away. The typical HE round weighed 3.6kg (7.9lbs). The M114 howitzer was used from 1955-1975 before being replaced by the M198. The M114 howitzer is classified as a medium artillery piece due to the way...
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...Individual Assignment 1.1 | Misunderstanding 1 (M1) | Misunderstanding 2 (M2) | Who was the sender? | I, Ardra English, was the sender. | My supervisor was the sender. | Who was the receiver? | My co-worker was the receiver. | I was the receiver. | What was the message? | I was school shopping this weekend, and I noticed there are four new bus shelters at the corner of Forest Lane and Abrams Road. Prepare the schedules, and I will post them immediately. | Are there any time changes that affect the schedules on the pylons? | What channel was used to send the message? | Face-to-face, verbal communication. | E-mail | What was the misunderstanding that occurred? | He did not want to create the schedules. | She did not specifically ask for the changes, and I did not realize that she wanted me to create the schedules for the pylons. | How could the misunderstanding have been avoided? | There are no established standard operating procedures for creating and installing the schedules. | I feel that my supervisor should have been more specific about her needs. I did not know that she wanted me to create the schedules, and submit them to her. | In the first misunderstanding, I learned that I should have listened to why the co-worker did not want to create the schedule. From his experience as a graphic artist, he waited until the manager in the Passenger Amenities Department sent notice to install the schedule. From my experience in customer service, when there...
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...Battle of the 73rd Easting Headed due east on the afternoon of February 26, 1991, VII Corps was advancing with a front of four armored/mechanized divisions. In the center of this front, leading the way and conducting reconnaissance for the corps, was the 2nd Armored Cavalry Regiment (ACR). The 2nd ACR’s job was to locate the forward elements of the IRG divisions suspected to be in the area, fix them in place, then pass the heavy divisions of VIII Corps through their lines so that they could smash the elite Iraqi units with a single killing blow. It was a difficult assignment, made more so by the weather conditions. The winter of 1990/91 was one of the wettest on record in the Persian Gulf, and had been a major problem during the preceding six weeks of the Desert Storm air campaign. Now the wind was howling, causing a sandstorm that was grounding the Army’s aviation assets and limiting visibility to as little as a thousand meters. Air reconnaissance was limited mostly to signals intelligence data, which meant that finding where the IRG divisions were located, would be up to the 2nd ACR. Like the prairie horse soldiers of 150 years earlier, the troopers of the regiments would grope forward until they physically ran into the enemy, in this case the IRG Tawakalna Division. Generally known to be the best and most aggressive of the various IRG formations, Tawakalna was the unit that would bear the brunt of the coming battle with VII Corps. As 2nd ACR moved forward, the regiment’s...
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...Task 2 (M1) similarities and differences The impact and requirements of different religions/beliefs in order to promote equality cannot be undermined by workers in the health and social care settings. The similarities and differences of the Hindu and Sikh religion can be compared side by side with regards to their food, their forms of worship, dressing, festivals/holy days, beliefs and symbols and medical beliefs. Beliefs/Symbols: The Hindu and Sikh has some similarities in their beliefs, they have some differences too. Both believe in a supreme God, everybody is equal, peaceful living, care for one another and reincarnation. Hindu believes in plenty other gods but Sikh does not. The symbols of the Sikh are different from that of the Hindu; Sikh has 5 with a logo but Hindu has only one. Forms of worship: The Sikh and Hindu believe in private and communal worship. The Sikh does not use images or statues in worship but the Hindus do and the Sikh has only one sacred book but the Hindus has plenty sacred books. The place of worship for the Hindu is call Mandir and Sikh Gurdwara. Festivals/Holy days: The Hindu and Sikh celebrate Diwali together. They both have other festivals/holy days they do not celebrate together; the Hindu has more. Dress: Men and women of both religions dress differently. The Sikh has their symbols coded in their dressing while the Hindu does not. No piercing for Sikh women. Food: The two religions comprises of vegetarian and non-vegetarian...
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...M1 Case 1. What were your initial feelings about the article? Initially I thought “I could never live under that type of law”. I understand Sharia is a code For living; however, it makes me angry when I read how unequal women are treated under the law. I feel bad for the women Shariah, at the same token I feel very privileged for the freedom that I do have. This type of treatment is very unacceptable and I agree there laws need to be changed. My first thought wasn’t rational it was more emotional because of the treatment of women. 2. Discuss the external forces that impact the evolution of this culture. As you discuss these factors you are to go beyond the information presented in the article, researching the culture and the external forces driving it? Cultures are dynamic. They differ significantly every time. There are arguments for concern that Islam’s will have a harder time evolving the blights on history are rooted in human disappointment to relate Judeo Christian doctrine, not in the doctrine itself. There are two cultural patterns in Indonesia, which are related with both readings, and they are different from Western society, the way Indonesian value their time and their communication style. A foreign visitor should be aware of those differences in order to adjust more easily and avoid intercultural conflict and misunderstanding. Still, society has evolved and flourished because of religious principles, not in spite of them. It took a very long time...
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...Assignment Title: Cultural Diversity Context The unit aims to introduce you to a range of beliefs held by individuals within our society. It will help you to understand and value the ways in which we are different. You will learn what is meant by cultural diversity and about the beliefs of individuals from a wide range of different religious and secular backgrounds. The unit covers the factors that influence the equality of opportunity within our society which will help you to promote the equality of opportunity for service users in health and social care environments if you move to a career in this area of work. Task Overview You are a Learning Disabilities Nurse at the Queens Medical Centre in Nottingham and as an additional responsibility you are responsible for the promotion of Equality and Diversity on the ward in which you work. This involves updating displays and leading staff training exercises related to equality, diversity and non-discriminatory practice. Date of issue: Date of submission: Learning outcomes On completion of this unit, you should: 1. Know diversity of individuals in society. 2. Understand beliefs and practices in different religious or secular groups. 3. Understand factors that influence the equality of opportunity for individuals in society. 4. Know the role of legislation, codes of practice and charters in promoting diversity. Refer to the assignment task sheet and the criteria...
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...Christianity developed from the Jewish faith in the person and ministry of Jesus of Nazareth. The Christian religion, as with the ancient Greek religion, was first generated through the oral tradition. Jesus was believed to be the only Son of God by the early Christians, and this belief has endured in the modern Christian world. The Holy Bible, consisting of the Old and New Testament, is the basic scripture for Christians, and although Christianity and Greek Mythology are very distinct, they are similar in many interesting ways. Statement of Purpose I am a Christian, and in writing this piece I am in no way saying that Christianity is a myth. It is my intention to point out how Greek mythology and Christianity are similar, and nothing more. It is interesting to learn how ancient people lived and worshiped, and psychology finds mythology useful in classifying modern modes of action. Three Major Ways Greek Mythology and Christianity are Similar Although the gods and heroes of Ancient Greece are not worshiped today, this ancient religion is still comparable to modern Christianity. Greek mythology and Christianity are similar in that they: (1) teach a moral way of life; (2) teach that a woman (Pandora or Eve) caused the downfall of mankind; (3) and both have a savior figure. Although Greek mythology and Christianity are similar, they differ in their concept of sacrifice, punishment, and doctrine, and I will discuss this in a separate piece. A Moral Way of Life To begin, Greek...
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...Religion to me is a part of everyday life. The decisions and judgments I make on a day-to-day basis are created based upon my upbringing and what religion I was taught being raised as a child, which is what was instilled in my parents from their parents and so on. I was raised Catholic and try my very best to attend Church on a weekly to monthly basis. I went through the ranks having been Baptized, First communized and Confirmed. I don’t consider myself a “religious” person in the sense that I am an avid member of the church, but I do believe there is a being that exists that looks over us. I think it’s important to have religious beliefs because in a time of need or desperation, there is a supreme being that you can instill your faith in and ask for help when needed. For me, Religion officially kicked in and made me a little bit more faithful during my time in the United States Air Force. From Basic training to deployments on the front line, Religion was something that gave me solace during concern and fear. Basic training was so in your face that on Sunday’s the military gave you some time for you to escape a few hours each day from the constant stresses the Training can provide. Sundays were a day that you looked forward to and each an every day, the harder you pressed on, the closer you were to a few measly hours of peace and quiet away from the Technical Instructors that wanted to make your life unbearable. Religion offered me a time then, to get closer in touch...
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...European publication: It is a rationalistic effort to use philosophy in order to "vindicate the ways of God to man" (l.16), a variation of John Milton's claim in the opening lines of Paradise Lost, that he will "justify the ways of God to man" (1.26). It is concerned with the natural order God has decreed for man. Because man cannot know God's purposes, he cannot complain about his position in the Great Chain of Being (ll.33-34) and must accept that "Whatever IS, is RIGHT" (l.292), a theme that would soon be satirized by Voltaire in Candide.[1] More than any other work, it popularized optimistic philosophy throughout England and the rest of Europe. Pope's Essay on Man and Moral Epistles were designed to be the parts of a system of ethics which he wanted to express in poetry. Moral Epistles have been known under various other names including Ethic Epistles and Moral Essays. On its publication, An Essay on Man met with great admiration throughout Europe. Voltaire called it "the most beautiful, the most useful, the most sublime didactic poem ever written in any language". In 1756 Rousseau wrote to Voltaire admiring the poem and saying that it "softens my ills and brings me patience". Kant was fond of the poem and would recite long passages of the poem to his students [2]. However later Voltaire renounced his admiration for Pope andLeibniz's optimism and even wrote a novel, Candide, as a satire on Pope and Leibnitz's philosophy of ethics. The essay, written in heroic couplets...
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...political theory and philosophy and poses acute questions about the basic moral foundations of liberal societies. Lord Plant focuses on the role that religious belief can and ought to play in argument about public policy in a pluralistic society. He examines the potential political implications of Christian belief and the ways in which it may be deployed in political debate. The book is a contribution to the modern debate about the moral pluralism of western liberal societies, discussing the place of religious belief in the formation of policy and asking what sorts of issues in modern society might be the legitimate objects of a Christian social and political concern. Raymond Plant has written an important study of the relationship between religion and politics which will be of value to students, academics, politicians, church professionals, policy makers and all concerned with the moral fabric of contemporary life. r ay m on d pl an t is Professor of European Political Thought at the University of Southampton and a Member of the House of Lords. He was a Home affairs spokesperson for the Labour Party from 1992 to 1996, and Master of St Catherine's College, Oxford, from 1994 to 2000. Lord Plant's main publications are Social and Moral Theory in Casework (1970), Community and Ideology: An Essay in Applied Moral Philosophy (1974), Hegel (1974), Political Philosophy and Social Welfare (with H. Lesser and P. TaylorGooby, 1979), Philosophy, Politics and Citizenship (with A. Vincent, 1983)...
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...Here I am on Earth trying to determine if the people here are religious or not?? Here I am on Earth trying to determine if the people here are religious or not. Three things I am looking for are prayer to a higher entity, sacrifice, and public acknowledgment of their god in ways other than prayer. The clues I am now assessing include people attending their houses of worship, people wearing crosses around their necks as jewelry, and people with their heads bowed in prayer. These people with their heads bowed in prayer have so many variations in their actions. Some people are at their dinner table praying, some people kneel on the ground in a line with other people five times per day to pray, and some bow their heads and put their hands together, and use a string of beads to pray with. The earthlings seem to practice sacrifice openly and variably. They are not, perhaps, killing a goat, burning it, and attempting to give it to the deity, but instead, people are sacrificing personal actions. The man who used to steal does not steal anymore, hoping this sacrifice will please his god. So it is with the woman who used foul words heavily in speech. She now, however, is trying to give up (sacrifice) her obscene language because she feels like she cannot reap the benefits of being a servant of her god if her language is not pure. She does not want to grieve her higher being, so she sacrificed her abhorrent language. Sacrifice occurs in Buddhism when practicing Sutra and one...
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...finding out who you are personally, what background you came from that makes you who you are. Also there’s national identity, if you are third generation born you may want to know what your first generation was like, here you can decide if you would like to revolve your life around that culture or step aside from it. Allowing you to live the lifestyles they have live & follow the religion they decided to follow. Personal identity comes in many forms, what we believe in a person, what we wear and what religion we are born into. We as people can be born into a religion in which we have the choice to abide by that religion or have no religion at all. Things like where you come from as far as your background in your family is more personal, but I believe it’s also determined who you are such as male and female. In some religions, not all, most women are born into a religion where they are expected to be pure and give their innocence to the God they praise. Men, in religious views, are built to uphold their women and provide for them no matter how hard the situation can be. This is dependent on their religion and their faithfulness lies within one woman or more than one woman. In my opinion personal identity and national identity coincide because national identity is a part of a person’s identity that belongs to a nation that share common beliefs. Relating back to Alvarez’s story “Once upon a Quinceanera” she explains how every Latino girl should have a quince because it’s a part...
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...Response • Recognize ways in which organized religion influences people’s lives. • Define common terms related to the study of religion. Week Two: Indigenous Sacred Ways • Describe the importance of relationships to indigenous religions. • Identify examples of roles and observances held sacred by indigenous peoples. Week Three: Hinduism • Describe the Hindu philosophical systems and forms of worship. • Explain the origins of Hinduism. Week Four: Buddhism • Explain the origins of Buddhism. • Describe Buddhism’s theological foundations and spiritual practices. Week Five: Daoism, Confucianism, and Judaism • Compare and contrast the theological foundations and spiritual practices of Daoism, Confucianism, Hinduism, and Buddhism. • Explain the origins of Judaism. • Describe Judaism’s theological foundations and spiritual practices. Week Six: Christianity and Islam • Explain the origins of Christianity. • Explain the origins of Islam. Week Seven: Monotheistic Religions • Compare and contrast the theological foundations and spiritual practices of Judaism, Christianity, and Islam. Week Eight: New Religious Movements & Religion in the 21st Century • Compare and contrast new religious movements with well established religions. • Estimate the impact of religious pluralism and the interfaith movement on the future of organized religion. Week Nine: Making Connections • Communicate with people of different religions about their beliefs and practices. Course...
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...How can we answer questions about creation and origins? Learning from religion and science: Christianity, Hinduism, Islam and Humanism – Year 9 About the unit This unit suggests activities that can be used in teaching and learning about creation and origins. It can be adapted to local circumstances and for different age groups. It illustrates the provision of the non-statutory national framework for religious education (RE) and can be used or adapted to deliver an agreed syllabus or other guidelines. This unit focuses on creation and origins of the universe and human life and the relationship between religion and science. It aims to deepen pupils’ awareness of ultimate questions through argument, discussion, debate and reflection and enable them to learn from a variety of ideas of religious traditions and other world views. It explores Christianity, Hinduism and Islam and also considers the perspective of those who do not believe there is a god (atheists). It considers beliefs and concepts related to authority, religion and science as well as expressions of spirituality. Pupils have opportunities to discuss, question and evaluate important issues in religion and science. They also have opportunities to reflect on and evaluate their own beliefs and values, and the beliefs and values of others, in relation to questions of truth and purpose. This unit can be adapted for other religions – using responses from other religious traditions to the key questions, including accounts...
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