Structural Engineering-Tensegrity Simplex Structure Assignment

Structural Engineering-Tensegrity Simplex Structure - Assignment Example The concept of Tensegrity provides a high level of structural and geometrical efficiency and results in lightweight and modular structures. However, Tensegrity concept is still not part of the major design of stream structural wing because of various reasons. This paper therefore seeks to discuss Tensegrity, simplex structure. The paper will also detail how to find out the coordinates of the nodes, how to find out the angle of twist by simple geometry, how to find out the s/c ratio= 1.468, how to set up an actual model of prototype and the difficulties involved, as well as how the model deforms. Under this discussion, it is important to note that most of the bar to string configurations will not stay in equilibrium, and therefore if constructed they may possibly collapse to other shapes. Only the bar to string configuration in a stable equilibrium and pre-stressed will be referred to as Tensegrity structures. According to Skelton et al. (2001), Tensegrity is a class of structures that possess continuous tension characteristics, discontinuous compression. The authors assert that stability is an important aspect in Tensegrity. A system of Tensegrity may be established when discontinuous components of compression interact with tensile components and defines stability in space. Generally, Tensegrity is geometry of a system of materials in a stable equilibrium if the particles within the system of the materials return to geometry beginning from an initial position arbitrarily close to this particular geometry to infinity as time goes by. In order to find out the coordinates of the nodes and the angle of twists by a simple geometry and to determine the s/c ratio, the concepts of Tensegrity play a pivotal part. The following concepts are used: Pure tensile/compressive members: the structures of Tensegrity entail pure tension and compression members. The used tension elements are cables that

Religion and the Meaning of Life Essay Example for Free

Religion and the Meaning of Life Essay According to Frederich Nietzche, â€Å"A man who has a why to live can bear any how†. To me this statement provides massive insight into the human experience: all people need a purpose in life. As humans we need a constructive outlet through which we can invest our thoughts, emotions, efforts and energies. We need something to thrive for and strive toward. Religion, for many people provides this outlet in life in a most positive manner. It allows people to find themselves by losing themselves foremost. Religion encourages service to others, selflessness, forgiveness and ascetic values that allow people to displace personal prejudices and mental barriers that are roadblocks on the path toward self awareness and understanding. Religion teaches that human beings are direct creations of God. Due to this, the religious person places immense gravity into the definition of what it means to be human. To the religious person human life is sacred therefore all human beings are treated as if they are sacred entities. Dignity is vital to this experience and the religious person lives a decent life based largely on the fact that they find it a grave injustice to engage in dehumanizing acts. A dehumanizing act is any action that undermines the value of what it means to be human, and because human life to the religious person is sacred; treating other people and oneself with respect is part of the job description. Religious people also are heavily focused on remaining loyal to traditions and place heavy emphasis on the concept of togetherness through ceremonies, rituals and even celebrations. Religious people congregate and come together in a forum of mutual understanding of one another’s beliefs and values, and respect for the characteristics that make individuals unique. This is how religious institutions have survived throughout the ages. People of all sorts come together based on a mutual understanding of the same truths. The idea of coming together forms a family-like atmosphere that strengthens dynamics within individual households and strengthens interpersonal bonds among all people whom the religious person encounters. The religious person lives a life of kindness, simplicity and dignity highlighted by unity, loyalty and fairness. These concepts are vital to becoming a well integrated person which is the key component to finding one’s purpose and meaning in life. Once a person gains a sense of purpose, the other aspects of their lives fall into place based around what that person chooses to life for. When a person lives for their faith, their lives are based around morals that encourage reverence for all human beings and a genuine perceptive of righteousness. This is why religious people not only have a strong sense of self, but also have unshakable character based in a solid affection for mankind.

A Brief History of Personal Computers :: essays research papers

A Brief History of Personal Computers The electronic computer is a relatively modern invention; the first fully operable computer was developed about 50 years ago, at the end of World War II, by a team at the University of Pennsylvania's Moore School of Engineering. This team was headed by John Mauchly and J. Presper Eckert, who named the new machine ENIAC, for Electronic Numerical Integrator and Calculator. ENIAC was hardly a personal computer, occupying a large room and weighing about 33 tons. By today's standards, ENIAC was extremely slow, unreliable, and expensive to operate. In 1945, on the other hand, it was considered a marvel. Over the next 30 years, computers became smaller, faster, and less expensive. However, most of these machines remained isolated in their own air-conditioned rooms, tended by specially trained personnel. By 1975, computers were in great demand at universities, government agencies, and large businesses, but relatively few people had ever come face-to-face with an actual computer. This all began to change in the late 1970s. To understand why, let's take a closer look at the early computers. ENIAC and its immediate successors were large, slow, and unreliable primarily because they used thousands of large, slow, and unreliable vacuum tubes in their electronic circuits. The vacuum tubes were glass cylinders, typically about four inches high and an inch in diameter, which generated a lot of heat and thus could not be placed too close together. Then, in 1947, a momentous event occurred at Bell Labs - William Shockley, John Bardeen, and Walter Brattain announced the invention of the transistor. Only about an inch long and a quarter inch across, a transistor produced very little heat, and did the same job as a vacuum tube. The downsizing of computers began in the 1950s as transistors replaced vacuum tubes, and continued into the 1960s with the introduction of the integrated circuit (IC) - an ice cube-sized package containing hundreds of transistors. By the late 1960s, microchips, consisting of thousands of electronic components residing on a piece of silicon the size of a postage stamp, had begun to replace ICs. At this time, some minicomputers occupied a space no larger than a small filing cabinet and cost less than $25,000. Then, in 1970, Marcian Hoff, Jr., working at Intel Corporation, invented the microprocessor, a central processing unit on a chip. The technological world was now ready for the personal computer. The First Personal Computer A Brief History of Personal Computers :: essays research papers A Brief History of Personal Computers The electronic computer is a relatively modern invention; the first fully operable computer was developed about 50 years ago, at the end of World War II, by a team at the University of Pennsylvania's Moore School of Engineering. This team was headed by John Mauchly and J. Presper Eckert, who named the new machine ENIAC, for Electronic Numerical Integrator and Calculator. ENIAC was hardly a personal computer, occupying a large room and weighing about 33 tons. By today's standards, ENIAC was extremely slow, unreliable, and expensive to operate. In 1945, on the other hand, it was considered a marvel. Over the next 30 years, computers became smaller, faster, and less expensive. However, most of these machines remained isolated in their own air-conditioned rooms, tended by specially trained personnel. By 1975, computers were in great demand at universities, government agencies, and large businesses, but relatively few people had ever come face-to-face with an actual computer. This all began to change in the late 1970s. To understand why, let's take a closer look at the early computers. ENIAC and its immediate successors were large, slow, and unreliable primarily because they used thousands of large, slow, and unreliable vacuum tubes in their electronic circuits. The vacuum tubes were glass cylinders, typically about four inches high and an inch in diameter, which generated a lot of heat and thus could not be placed too close together. Then, in 1947, a momentous event occurred at Bell Labs - William Shockley, John Bardeen, and Walter Brattain announced the invention of the transistor. Only about an inch long and a quarter inch across, a transistor produced very little heat, and did the same job as a vacuum tube. The downsizing of computers began in the 1950s as transistors replaced vacuum tubes, and continued into the 1960s with the introduction of the integrated circuit (IC) - an ice cube-sized package containing hundreds of transistors. By the late 1960s, microchips, consisting of thousands of electronic components residing on a piece of silicon the size of a postage stamp, had begun to replace ICs. At this time, some minicomputers occupied a space no larger than a small filing cabinet and cost less than $25,000. Then, in 1970, Marcian Hoff, Jr., working at Intel Corporation, invented the microprocessor, a central processing unit on a chip. The technological world was now ready for the personal computer. The First Personal Computer

Importunate Persuasions: Anxiety of Authorship and the Female Fight for Self-Sovereignty

In Margaret Cavendish’s essay The Blazing World she creates a world of her own where she rules as a sovereign and is afforded a power that would not otherwise be possible for her: â€Å"†¦if any should like the world I have made and be willing to be my subjects, they may imagine themselves such, and they are such, I mean in their minds†¦; but if they cannot endure to be subjects, they may create worlds of their own and govern themselves as they please† (1785).In this passage, Margaret Cavendish exposes her own idiosyncratic philosophy concerning her position in society as a woman, female author and a member of a court that was ostracized. By prolifically writing about herself, she attempts to exercise her right to a voice and uses it as an instrument of power and resistance in an oppressed and powerless situation. However, her language bears traces of an internalization of the oppressive social structure and an anxiety of authorship1 that prevents her from suc cessfully establishing herself as autonomous.In this essay, I will attempt to demonstrate how Margaret Cavendish, through her poetry and prose, endeavors to achieve self-sovereignty through singularity but fails due to fear of social alienation from not just the patriarchal hegemony but also from the women of her era that perpetuated it. In The Poetess’s Hasty Resolution, Margaret Cavendish establishes herself as not only a poet but a gifted one at that. â€Å"Reading my verses, I liked them so well/Self-love did make my judgment to rebel/Thinking them so good, I thought more to write† (1-3).Here, Margaret introduces her desire for self-sovereignty and her initial willingness to exercise it through the vocation of writing. She writes of a â€Å"self-love† initiated by the sound of her own voice and empowers her to fight against the status quo, â€Å"to rebel†. She decides to go about her rebellion through writing and putting forth the female voice. Howeve r, she compromises her own self-adulation with the criticism that she receives. She recognizes and notes that â€Å"others† appose her voicing her opinion: â€Å"Considering not how others would them like† (4).By interjecting this criticism in with her self-congratulatory treatise, she refutes them with an impervious tone in her language, as if she intended to rebel and dismiss the reader’s response to her style. Conversely, she also acknowledges them, within the first four lines of her poem, which alludes to a deep concern. This indicates a woman who cares deeply for what others think. This concern could be due to her position in society. Being the wife of a Duke and lady to an ostracized Queen, it was well within her interest to be aware of her social milieu.Moreover, the aristocracy was used to people caring about what they thought and effecting how others acted and spoke, in other words, exercising their hegemony. While she is amongst this power structure, s he pushes the limits of her position and acceptance by speaking out and seeks to establish agency, which was not readily afforded to women in the seventeenth century. Even though Margaret Cavendish’s rank was high enough to enjoy an element of immunity, she expresses concern over the fragility of her position.In A True Relation of My Birth, Breeding and Life Margaret appreciates how the breadth of her status is afforded to her through marriage, â€Å"second wife to the Lord Marquis of Newcastle, for my lord having had two wives, I might easily have been mistaken, especially if I should die and my lord marry again† (1780). Her language seems humble yet uncertain. One could postulate that this uncertainty is due to her position being conditional of a male counterpart. In her texts, she relies heavily upon a male for information and education.In A True Relation†¦ she diminishes her own ability â€Å"†¦I had a natural stupidity† (1779) and relays how she w ould be dependent upon a male member of her household to explain matters to her: â€Å"†¦and when I read what I understood not, I would ask my brother†¦ he being learned, the sense of meaning thereof† (ibid). Quickly following this passage, she resorts to gender performance1: â€Å"†¦my serious study could not be much, by reason I took great delight in attiring, fine dressing and fashions† (ibid). By positing herself within a socially accepted arena for women, she at once becomes less offensive to her female readership.However, she shows her â€Å"anxiety of authorship† that Sarah Gilbert and Susan Gubar define as a female author’s anxiety of being judged by male readers, critics, etc. thus they will compromise their own voice in an attempt to placate the male gaze2 and save themselves from alienation: â€Å"Her battle, however, is not against her (male) precursor’s reading of the world but against his reading of her. In order to de fine herself as an author she must redefine the terms of her socialization†, (Gilbert and Gubar, 2027).Gilbert and Gubar’s solution for this is a female author must replace the male precursor or influence with a female, at once helping to her to identify with her own sex and giving her an alliance in which to fight patriarchal control. However, if women themselves perpetuate male hegemony, this can prove difficult. In The Blazing World, Margaret creates a new world in order to experience and exercise the ambition and power that she desired. This new world becomes a metaphor for the real world with which she parallels it.In this new world, it is finally safe for her to tackle male hegemony head on and she attempts to do this with analogies of what men become. In her customized world, men take on animal characteristics. Some examples are: â€Å"worm-men†¦fox-men†¦ant-men†¦ape-men† (1781) most of which could be considered derogatory and most certainly diminutive. By ‘othering’ the male species and making them sub-human, Margaret can successfully exercise control in her realm. She also employs this tactic in The Hunting of the Hare in which Wat, a male, is a hare being hunted and assuming a secondary and fragile position. However her anxiety of authorship recurs.After assigning animal counterparts for the male species in The Blazing World, she quickly reiterates that she indeed receives power from the emperor. The empress and the Duchess, both as Margaret in a fragmented state, are informed and educated by priests and statesmen, both male, of the affairs of the government and the church. These figures, which could arguably also represent elements of Margaret’s own psyche particularly the internalized male gaze, attempt to justify their exclusion of women from places of worship and matters of the state as they are â€Å"importunate persuasions† or threatening figures of change (1782).Furthermore, when sh e herself describes the power one could exercise in their own world, she does so by using masculine pronouns; â€Å"he may create a world of what fashion and government he will†¦as he pleases†¦as he thinks best†¦also he may alter that world†¦Ã¢â‚¬  (1784). Thus, Margaret once again crumbles under the pressure of anxiety of authorship due to fear of social backlash. In a previously quoted passage, Margaret Cavendish uses ‘reason’ as the justification for her self-diminution: â€Å"†¦my serious study could not be much, by reason I took great delight in attiring, fine dressing and fashions† (1779).OED defines reason as â€Å"A statement of some fact (real or alleged) employed as an argument to justify or condemn some act, prove or disprove some assertion, idea, or belief †. However, her usage of the word ‘reason’ evolves. ‘Reason’ later becomes the conduit for her creation of the world in which she can rule as a sovereign, as â€Å"Margaret the First†: â€Å"This is the reason, why I added this†¦to my philosophical observations† (1781). Her language when referring to herself in The Blazing World is authoritarian: â€Å"I shall account myself as a happy creatoress† (1780); â€Å"authoress of a whole world† (1784), etc.Although initially she claims to merely be a scribe to the empress of this imaginary world, there is evidence that Cavendish actually sees herself as the empress. In the first paragraph she sees two worlds, the world in which she exists as Margaret Cavendish and the Blazing World, as antipodes of each other, thus making them parallel: â€Å"†¦and joined them as two worlds at the ends of their poles† (1780). She goes on to describe the world of her creation: â€Å"it is a description of a new world†¦a world of my own creating, which I call the Blazing World† (ibid).As she posits herself in an ultimate position of pow er as â€Å"creatoress† and â€Å"authoress† (idem) she herself is sovereign, thus the empress could easily be interpreted as her. This is further evidenced within the romantic beginning of the story. The empress is heralded as a goddess and the object of the emperor’s affection, paralleling the empress’s story with that of her own: receipt of power and title through marriage. By aligning herself with a female figure of power, she at once establishes a female precursor but also empowers herself in fighting the alienation of hegemonic criticism.The metaphor of this alignment is interesting. One would figure that she had a very powerful female ‘precursor’ in Queen Henrietta Maria; however the Queen’s power was jeopardized by Charles’ execution and her banishment. Also, this particular alignment had proved precarious as it caused the loss of her and her husband’s estate (albeit temporarily). Thus, it was necessary for Margar et to create a new female figure of authority with which she could associate herself. Her internal conflict of desperately wanting to speak out but being checked by fear of societal repercussions is exercised in interesting ways.Margaret is aware of the perpetuation of the male hegemony through women and illustrates her frustrations through her texts. Women would most likely make up Margaret’s ideal readership; however one can surmise that they have also been the source of a great deal of her criticism. In The Poetess’s Hasty Resolution, Margaret signifies the ‘she’ as the source of her criticism: Will you, said she, thus waste your time in vain On that which in the world small praise shall gain? For shame, leave off, said she, the printer spare He’ll lose by your ill poetry, I fear.Besides the world hath already such a weight Of useless books, as it is overfraught. Then pity take, do the world a good turn, And all you write cast in the fire and bur n. (9-16) In this incendiary passage, Margaret exposes many elements of oppression perpetuated by women upon women. The idealized female precursor and intended source of support, demeans Cavendish’s art and directly exercises male hegemonic social pressures upon her. First, they attempt to induce fear in her of women’s destructive capability upon their husbands if they do not adhere to gendered social norms.Second, these critics try to instill her with an anxiety of influence4 by purporting that there are enough things to read in the world and she is not worthy of authorship. Finally, the female critic entreats her to immediately quit her education and stifle her ambitions, as knowledge and ambition are not becoming of a lady. However, Margaret reifies her own anxiety and realizes the danger of this â€Å"importunate persuasion† (ibid) and persists: â€Å"Then all in haste I to the press it sent/Fearing persuasion might my book prevent† (19-20). The betra yal by her own sex does little to incite camaraderie in Margaret.To empower herself against an oppressive but generative hegemonic control that is elicited upon her by other women, she attempts to distinguish herself through singularity. â€Å"I would dislike if any should follow my fashions, for I always took delight in a singularity† (1779). Thus, one may understand why Margaret would desire to set herself apart from her sex, as they did not prove to be an agreeable group with which to identify. However, to be alienated and excluded was a dire circumstance for a woman in seventeenth century Britain.She had already experienced banishment and understood how stringent the repercussions proved for stepping outside the societal ideal. Thus, if Margaret Cavendish could achieve renown and be considered excellent, she could achieve social currency. This accreditation would be what she would need to stave off the scorn of the more strict members of society. She achieved the respect of some accomplished members of society, mainly men, and cunningly realized that the best place with which to exercise her ‘reason’ was through her status in society.The complex and uncomfortable dynamic of desiring to remain in a position of influence and imperatively needing to utilize her own voice regardless of the heavy hegemonic resistance against it is a brave endeavor but a futile one. In order to remain amongst a group, one must adhere to its rules and be amenable to its policies. Although, Margaret Cavendish couldn’t fully achieve self sovereignty in her own time, she provided future female writers with a precursor to the feminist writers what would succeed her. Through her struggle she gives other ‘authoresses’ the support she herself would have appreciated.Although, she herself never achieved self sovereignty through singularity, she proved to be more than just a â€Å"great emulator† (1779). Works Cited Butler, Judith. â€Å"Gend er Trouble† Leitch 2488-2501. Gilber, Sandra M. and Susan Gubar â€Å"The Madwoman in the Attic: The Woman Writer and the Nineteenth-Century Literary Imagination. † Leitch 2023-2035. Greenblatt, Stephen, ed. The Norton Anthology of English Literature. Vol. 1. 8th ed. New York, NY: W. W. Norton and Company, 2006. 1773-1784. Leitch, Vincent, ed. The Norton Anthology of Theory and Criticism. New York, NY: W. W. Norton and Company, 2001. Footnotes 1.Gender performance is a theory derived by Judith Butler which states that the everyday actions of women and men are a performance of societal expectations and gendered norms and further more that this performance perpetuates the social constructs places upon us that define what it means to be male or female, man or woman, i. e. : men refusing to cry, women wearing high heels etc. 2. The male gaze is a poststructuralist feminist theory stemming from Michel Foucault’s utilization of the panopticon in surveillance society. T his theory places male hegemony in the position of the panopticon and women ‘self correct’ under its gaze.

Describe the Learning Organization Utilizing

According to Pedler, Burgoyne, & Boydell (1991) a learning organization is defined as a company that facilitates the learning of its members and continuously transforms itself . With that definition, certain characteristics must be evident in the organization. Learning organizations are adaptive to their surroundings, encourage collective and individual learning, constructively utilizes feedback to achieve better results, and has enhanced adaptability (Fargo & Skyrme, 1995). Applying the brain metaphor to organizations, allows us to see how companies operate and how knowledge is shared and disbursed. This metaphor also demonstrates how this knowledge network is critical to the flow of information. Social networking is a key component in the way learning organizations grow and function in today’s budget conscious environment. Roughly 50% of corporate performance is attributed to responding to change and complexity intelligently (Halal, 1997). A learning organization is more than the sum of all knowledge from individual members because all information is not accessed equally. All information that is stored or processed by members is only accessed when needed. A learning organization involves the development of higher levels of knowledge and skill and encompasses four levels of learning. This goes from the learning basic facts, processes and procedures (level 1); learning transferrable jobs skills (level 2); learning to adapt (level 3); and learning to learn which corresponds to innovation and creativity (level 4 ) (Fargo & Skyrme, 1995). The last two levels are the types of learning that is preferred in learning organizations. Smaller networks being only partially connected increases the possibilities of a learning organization by leading to better utilization of internal and external knowledge . An organization’s real edge comes from having complex, content sensitive knowledge. This core knowledge is found in individual, communities of interest and their connections (Krebs, 1998). Due to the wide use of social networks, employees are raising the bar for company learning systems. With the ease of use and familiarity of the common social networking applications available i. e. MySpace, facebook, blogger, they have something to compare it to. They expect it to be at that level or better. Social networks such as twitter and facebook are allowing people to connect with each other very readily. Applications are becoming simple and easy to understand. With this is mind it is easier to locate information which is a huge benefit and part of how a learning organization functions. Information must be accessible when it is needed by whomever. Bottom line if the apps are complex and difficult to utilize, people will not use them. In learning organizations social media can serve four purposes: easy contact, information dissemination, rating and tagging, and expert advice. First, most social networking sites allow easy accessibility to information with their search functions. Second, employees are able to provide suggestions and disseminate information rapidly. Third, information can be rated and tagged for future reference. Lastly, experts are able to share expertise in their field to a large forum (Bersin, 2008). This customer specific is very narrow in its scope and limits the number of personnel who would look for this type of information. This narrow audience makes it have much more impact. This is basically what a learning organization needs, smaller networks connected to other smaller networks. Everyone is not going to be connected to everyone. This would not be logical or how an organization functions. People are going to connect with people who have the information they require. Just like a brain, all the neurons and synapses don’t all fire off when you listen to music or read a book. Different areas are responsible for those functions and are stimulated as needed. When there are abnormalities in the brain problems can result in people’s behavior i. . Tourette’s syndrome. According to the National Institute of Neurological Disorders and Stroke current research points to abnormalities in certain brain regions (including the basal ganglia, frontal lobes, and cortex), the circuits that interconnect these regions, and the neurotransmitters (dopamine, serotonin, and norepinephrine) responsible for communication among nerve cells (â€Å"Tourette Synd rome Fact Sheet,† NINDS,2005). Smaller networks that are partially connected to each other are more functional in a learning organization. Otherwise there would be too much information to process and nothing would get accomplished. Social networking helps employees connect and share information and by doing this they are better able to utilize corporate resources. Employees who are central in key networks learn faster, perform better and are more committed to the organization. It has been shown that both individuals and groups are in the midst of organizational network who are not overwhelmed by direct ties are the most effective (Krebs, 1998). Hierarchy structure plays a huge role in the way learning organization functions. Learning organizations have flat decentralized organizational structures. This interconnected network of networks facilitates the dissemination of information across organizational boundaries; a dramatic change from bureaucratic way of doing things. With today’s advancement of information technology, flat organizations are able to use employee knowledge to solve operating problems more directly and quickly (Halal, 1997). Employee knowledge plays a great advantage in the corporate environment. In 1997, this knowledge accounted for 80% of all corporate assets. Yet despite this fact only 20% of this resource is used. (Halal, 1997). Advances in communications and technology have given rise to network organizations. A network organization breaks down the hierarchical organizational chart (boxes) to one level and then connects each box to every other box. When decision making and operations are decentralized this allows initiative and autonomy to flourish (Friel, 2002). I don’t see any potential downside to using social media in a corporate environment. I think that social media can help facilitate earning by allowing users to connect with each other by using forums where they can share information, opinions and expertise. This is exactly what we are doing here at TUIU. Through these online courses we are connecting with other students and the professors via the threaded discussions and the water cooler. We leave comments and then someone responds to what we wrote. His is a cyclical process, it goes back and forth. In the end we all learn from each other in the process. To me each course would be a small network and we are connected to the larger organization (TUIU) via our professors. Although there are many courses in session the only one that is of interest to me is the one I’m currently in. It wouldn’t make much sense to participate in threaded discussions in Business Ethics 501. There is no need to do so. Being that TUIU is a widely distributed and has a narrowed scope and audience makes a powerful impact on how information is processed. Using the brain metaphor has added a great deal to how companies operate in regards to networking, people and how thing get accomplished. Information sharing is a big component in how learning organization performs. Each part does its own thing, but when information is needed it is readily available. The brain is very specific, time and energy is not wasted. Only those paths that are needed are activated which saves money. Machines are geared toward precision, organisms are self regulating, and brains are centered on connectivity.References http://karlalbrecht.com/downloads/OI-WhitePaper-Albrecht.pdf http://www.espen.com/papers/orgbrain.htm http://www.skyrme.com/insights/3lrnorg.htm http://www.users.globalnet.co.uk/~rxv/kmoi/orgint.htm