Stewart’s Calculus 8th Edition, Section 1.1, Question 3

Stewart’s Calculus 8th Edition, Section 1.1, Question 3 SAT / ACT Prep Online Guides and Tips This posts contains aTeaching Explanation. You can buyCalculus by Stewarthere. Why You Should Trust Me:I’m Dr. Fred Zhang, and I have a bachelor’s degree in math from Harvard. I’ve racked up hundreds and hundreds of hours of experienceworking withstudents from 5thgradethroughgraduate school, and I’m passionate about teaching. I’ve read the whole chapter of the text beforehand and spent a good amount of time thinking about what the best explanation is and what sort of solutions I would have wanted to see in the problem sets I assigned myself when I taught. Question:The graph of a function f is given.Page in 8th Edition: 19 Short Answers: f(1) = 3 f(-1) ~ -.3 f(x)=1 for x = 0 or 3 f(x)=0 for approximately x=-0.6 The domain of x are real numbers between -2 and 4 (or [-2,4], and the range are real numbers between -1 and 3, or [-1,3]. f is increasing on the interval [-2,1) Homework Answer:Same as Short Answers. Motivated Answers: The question is giving you the graph of the function f. This means that to figure out what f(x) is, we need to look at the y-value of the graph at x. To figure out f(1), we can take put a ruler vertically (up down) on the graph when x=1 and see how high the graph is, which is the same thing as the y-value of the graph. We can count boxes on the graph paper to see the y-value is 3. Just like a), we put a ruler vertically at x=-1, and the graph seems to show a y-value of about -.3 (it could be -0.2 or -0.5, but that’s our best guess by eyeballing it). This means f(-1)~-0.3 The question wants us to find all values of x where f(x)=1. Since 1 is the output of f, and the output means to y-values, we can take a ruler, put it horizontally at 1, and look at where the ruler hits the graph. We see the rule hits the graph two times, once when x is 0, and another time when x = 3. We do the same thing as c), but put the ruler horizontally at 0, which happens to be the x-axis. The graph hits the ruler at x=-.6 approximately. You have to find the domain and range of f. The domain of any function is all valid inputs, or stated the same way, all valid x-values. We can see from the graph that the graph spans the x-range of -2 though 4 (we can count boxes). To write this in interval notation, we write the range is [-2,4]. We use solid brackets here because the graph seems to include the endpoints.The range of f is all valid outputs of f. Stated the same way, these are all valid y-values of the graph. We can see the graph spans the y-range of -1 through 3, or [-1,3]. If you look at the graph you can see that f seems to be increasing throughout the first part of it, from x-values of -2 to 1. Writing this in interval notation, we get [-2,1). We use a parenthesis ) instead of bracket ] because at the point 1, the function is no longer increasing. Video Solution: Get full textbook solutions for just $5/month. PrepScholar Solutions has step-by-step solutions that teach you critical concepts and help you ace your tests. With 1000+ top texts for math, science, physics, engineering, economics, and more, we cover all popular courses in the country, including Stewart's Calculus. Try a 7-day free trial to check it out.

Henry Ford and the Auto Assembly Line

Henry Ford and the Auto Assembly Line Cars changed the way people lived, worked, and enjoyed leisure time; however, what most people don’t realize is that the process of manufacturing automobiles had an equally significant impact on the industry. The creation of the assembly line by Henry Ford at his Highland Park plant, introduced on December 1, 1913, revolutionized the automobile industry and the concept of manufacturing worldwide. The Ford Motor Company Henry Ford was not a newcomer to the business of automobile manufacturing. He built his first car, which he christened the â€Å"Quadricycle,† in 1896. In 1903, he officially opened the Ford Motor Company and five years later released the first Model T. Although the Model T was the ninth automobile model Ford created, it would be the first model which would achieve wide popularity. Even today, the Model T remains an icon for the still-existing Ford Motor Company. Making the Model T Cheaply Henry Ford had a goal of making automobiles for the multitudes. The Model T was his answer to that dream; he wanted them to be both sturdy and cheap. In an effort to make Model T’s cheaply at first, Ford cut out extravagances and options. Buyers couldn’t even choose a paint color; they were all black. By the end of production, however, the cars would be available in a wide variety of colors and with a wide variety of custom bodies. The cost of the first Model T was set at $850, which would be approximately $21,000 in today’s currency. That was cheap, but still not cheap enough for the masses. Ford needed to find a way to cut down the price even further. Highland Park Plant In 1910, with the aim of increasing manufacturing capacity for the Model T, Ford built a new plant in Highland Park, Michigan. He created a building that would be easily expanded as new methods of production were incorporated. Ford consulted with Frederick Taylor, creator of scientific management, to examine the most efficient modes of production. Ford had previously observed the assembly line concept in slaughterhouses in the Midwest and was also inspired by the conveyor belt system that was common in many grain warehouses in that region. He wished to incorporate these ideas into the information Taylor suggested to implement a new system in his own factory. One of the first innovations in production that Ford implemented was the installation of gravity slides that facilitated the movement of parts from one work area to the next. Within the next three years, additional innovative techniques were incorporated and, on December 1, 1913, the first large-scale assembly line was officially in working order. Assembly Line Function The moving assembly line appeared to the onlooker to be an endless contraption of chains and links that allowed Model T parts to swim through the sea of the assembly process. In total, the manufacturing of the car could be broken down into 84 steps. The key to the process, however, was having interchangeable parts. Unlike other cars of the time, every Model T produced on Fords line used the exact same valves, gas tanks, tires, etc. so that they could be assembled in a speedy and organized fashion. Parts were created in mass quantities and then brought directly to the workers who were trained to work at that specific assembly station. The chassis of the car was pulled down the 150-foot line by a chain conveyor and then 140 workers applied their assigned parts to the chassis. Other workers brought additional parts to the assemblers to keep them stocked; this reduced the amount of time workers spent away from their stations to retrieve parts. The assembly line significantly decreased the assembly time per vehicle and increased the profit margin. Assembly Line Customization As time passed, Ford used assembly lines more flexibly than he is generally given credit for. He used multiple parallel lines in a start-stop mode to adjust output to large demand fluctuations. He also used sub-systems which optimized extraction, transportation, production, assembly, distribution, and sales supply chain systems.   Perhaps his most useful and neglected innovation was the development of a way to mechanize production and yet customize the configuration of each Model T as it rolled off the block. Model T production had a core platform, a chassis consisting of engine, pedals, switches, suspensions, wheels, transmission, gas tank, steering wheel, lights, etc. This platform was continually being improved. But the body of the car could be any one of several types of vehicles: auto, truck, racer, woody wagon, snowmobile, milk wagon, police wagon, ambulance, etc.  At peak, there were eleven basic model bodies, with 5,000 custom gadgets that were manufactured by external companies that could be selected by the customers. Impact of the Assembly Line on Production The immediate impact of the assembly line was revolutionary. The use of interchangeable parts allowed for continuous workflow and more time on task by laborers. Worker specialization resulted in less waste and a higher quality of the end product. Sheer production of the Model T dramatically increased. The production time for a single car dropped from over 12 hours to just 93 minutes due to the introduction of the assembly line. Ford’s 1914 production rate of 308,162 eclipsed the number of cars produced by all other automobile manufacturers combined. These concepts allowed Ford to increase his profit margin and lower the cost of the vehicle to consumers. The cost of the Model T would eventually drop to $260 in 1924, the equivalent of approximately $3,500 today. Impact of the Assembly Line on Workers The assembly line also drastically altered the lives of those in Ford’s employ. The workday was cut from nine hours to eight hours so that the concept of the three-shift workday could be implemented with greater ease. Although hours were cut, workers did not suffer from lower wages; instead, Ford nearly doubled the existing industry-standard wage and began paying his workers $5 a day. Ford’s gamble paid off- his workers soon used some of their pay increases to purchase their own Model Ts. By the end of the decade, the Model T had truly become the automobile for the masses that Ford had envisioned. The Assembly Line Today The assembly line is the primary mode of manufacturing in the industry today. Automobiles, food, toys, furniture, and many more items pass down assembly lines worldwide before landing in our homes and on our tables. While the average consumer does not think of this fact often, this 100-year-old innovation by a car manufacturer in Michigan changed the way we live and work forever. Sources and Further Reading Alizon, Fabrice, Steven B. Shooter, and Timothy W. Simpson. Henry Ford and the Model T: Lessons for Product Platforming and Mass Customization. Design Studies 30.5 (2009): 588–605. Print.Upward, Geoffrey C. A Home for Our Heritage: The Building and Growth of Greenfield Village and Henry Ford Museum. Dearborn, Michigan: The Henry Ford Museum Press, 1979. Print.Wilson, James M. Henry Ford Vs. Assembly Line Balancing. International Journal of Production Research 52.3 (2014): 757–65. Print.

TOPIC FROM PERSONAL EXPERIENCE MUST BE FIRST HAND EXPIERENCE WRITTEN Essay - 1

TOPIC FROM PERSONAL EXPERIENCE MUST BE FIRST HAND EXPIERENCE WRITTEN IN OWN OWRDS USING THE PRONOUN I - Essay Example I happen to have a very good handwriting, too bad it never helped me in getting good grades when it came to Algebra. I looked around to see a whole lot of people were busy talking and laughing. Some were hard at work and some were simply copying stuff from the others. Thinking that I should also get to work now, I turned my attention to the textbook. I turned the book few pages back to look up some pointers on cyclic equations. Sitting right behind me, Kimberly and Amy were comparing notes about how to best avoid split ends in hair. I tugged at my ponytail, groaning inwardly at their frizzy texture. Suddenly, I realized I had been staring at the same page for past ten minutes, contemplating uselessly on hair care. Bracing myself, I got back to work and resolved not to get distracted again. To my surprise, the first few steps of the problem went well but halfway through I found myself stuck again. Mike, from the other row, chose the moment to disrupt the class with his famous imitation of buzzing bees. Fuming inwardly, I tried to concentrate but to no avail. I ended up spending another five minutes making tiny flowers around the page number and a face right above the Exercise heading. â€Å"This looks better now†, I thought looking at the page number. I looked around to find a completely engrossed Hannah, sitting next to me, had solved the problem and was already jotting down the next one. I felt the usual wave of frustration building up inside me at the difficult nature of this subject. Irritated with my lack of concentration, I compared my work with Hannah’s and learnt that the reason I was stuck with very wrong looking values was because I had made a few dumb mistakes. Taking the lead from her, I set about correcting my work. I was confident that I will be able to solve it then. Hannah was kind enough to explain the equation functions to me. Patiently bearing my occasional spacing out due to noise distractions in

Political Science College Essay Example | Topics and Well Written Essays - 2500 words

Political Science College - Essay Example The 'things' which he mentions in the title include the physical objects which the soldiers carried with them, and the emotional thoughts and pressures which they had to carry in their minds. These physical and emotional loads were symbolic of and filled with fear, love, grief and their longings. O'Brien specifies the physical loads which all the soldiers carried with them. Many of them were things of common use in the war, while apart from these soldiers also carried things of personal value to them. Soldiers basically carried with them an assault rifle, which is usually carried by soldiers of low rank. Some of them also had grenade launchers, multi-purpose two-pound poncho and even magazines of ammunition. Some included mosquito repellents, chewing gums, marijuana and pocket knives. Their priorities could be seen from the things they possessed. These loads were taken along because it would be of physical help to them in the war. There were other things which gave them psychological support, which made them emotionally strong in facing the war. These things were of great value to them. Lt. Jimmy Cross, carried with him reminders of Martha, his love. Cross has the letters which she sent to him. He occasionally took them out and read, hoping that she would be his sometime in future. He also keeps in his mouth a good-luck pebble, which was given by her. Henry Dobbins was peculiar because he found his girlfriend's pantyhose important and put it around his neck. Ted Lavender found it imperative to calm himself down and so always kept tranquilizers with him. Kiowa preferred the New Testament and kept it safe. While they literally carried these things, they also carried emotions, which were emphasized with their possessions. Cross keeps Martha's reminders and Dobbins puts the pantyhose around the neck in remembrance of their love. It gives them comfort in the war to think about the girls they love. Compasses and maps are also carried by Cross, because he has the responsibility of the lives of his men during the war. Some of them like Lavender carry fear which never leaves him. Apart from all these, the soldiers have the reputation, which puts them under a lot of pressure. They have the responsibility to fight courageously forgetting all their personal thoughts and grieves. Whatever they feel, it must not be taken out when facing their enemies and this demanded a lot of strength. As it is mentioned in 'On the Rainy River,' many of the soldiers might have been forced into war like O'Brien was and they may not have enough strength to fight or face the enemies. Their internal conflicts togethe r with a repulsion towards war, increased their mental sufferings. Even after the war, the soldiers have psychological burdens with the thoughts about their dead fellow-mates and the terror of the war. They are never relieved of its frightening experiences and its thoughts. Thus, the physical and emotional loads which they carry with them to the war are what the author means by 'things.' The things that they carried were of great importance to them, because all of it either physically or emotionally helped them face the war. While the rifles gave them safety, the mosquito repellents made survival easier. The religious books made them brave and courageous and the reminders of love performed a role of relieving their thoughts from the terror of war and fear of lives to a happier and safer future, where they would unite with their

Accomplishments of Dorothea Dix

Accomplishments of Dorothea Dix Dorothea Dix Nekisha Riley In this paper I have chosen the public health pioneer Dorothea Dix to discuss. Dorothea was the person responsible for devoting her time to the welfare of the mentally ill. She was also and educator and an activist for many. In this paper, I will discuss the impact that Dorothea had on public health, what she did to advance public health, and some of the obstacles that she had to overcome. Dorothea Dix also known as Dolly was born in 1802 in Hampden, Maine to Joseph and Mary Dix. Dorothea was the eldest of her two siblings (Norbury, 1999). Dorothea’s father was a Methodist preacher and an alcoholic while her mother suffered from mental illness. Her father was known to be abusive, but Joseph was known for educating his children (Parry, 2006). Dorothea’s father taught her and her two brothers how to read and write. In 1812, the Dix family took up and moved to Vermont due to the war of 1812 (Gollaher, 1993). Dorothea and her family remained as one until Dorothea felt she had had enough of her dysfunctional family. At this time, Dorothea had dealt with enough of her father’s abuse, so she decided to run away at the age of 12 to live with her grandmother in Boston. Dorothea stayed with her grandmother for a brief amount of time before moving with her aunt in Worcester, Massachusetts (Parry, 2006). After staying with her aunt for two years, Dorothea opened up her first private school to help children learn to read and write. When Dorothea realize that her school was now a success, she went back to reside with her grandmother Dix in Boston. This is when Dorothea opened her second school and added a night school for the poor, which was one of the first ones in the nation (Gollaher, 1993). After being an educator for almost four years now, Dorothea met Edward, which later became her fiancà © (Gollaher, 1993). The unrealistic thing about her new relationship was her now fiancà © was also her first cousin (Parry, 2006). It was about three months later her father died and Dorothea decided that she no longer wanted to get married. Dorothea spent the next couple of years educating as many people as she could. She was also attending conferences to educate herself. At this point, Dorothea has been working so much without getting the proper amount rest that she has fallen very ill with a severe upper respiratory ailment. It was at this time, Dorothea decided to move to Liverpool, England to stay with the Rathbone family for almost a year while recovering from her illness (Ivan, 1976). The Rathbone family took a liking to her and showed her more affection that her family had. In 1837, Dorothea returned to the United States . At this point her grandmother passed away which her mother died a couple of days afterwards (Ivan, 1976). She was still ill and did not have the strength to resume teaching yet, so she used the Dix estate and savings to support herself (Ivan, 1976). In 1841, Dorothea met a ministerial student, who was teaching Sunday class for women who were incarcerated in East Cambridge Jail (Norbury, 1999). The ministerial student became so frustrated with his efforts of trying to teach these women, that he asked Dorothea for advice. When talking to Dorothea, Dorothea realized that this could be an opportunity for her to volunteer at this jail. This was the turning point of Dorothea’s life. She started volunteering at Cambridge Jail and noticed the living conditions and how the mentally ill was mistreated (Gollaher, 1993). The jail had no heat in any of the living quarters. Those incarcerated were not segregated and all lived together including hardened criminals, feeble-minded children, and the mentally ill (Norbury, 1999). Dorothea was determined to get the prisoners some heat by going through the court system. In Massachusetts, Dorothea had her first memorial for a law that they had permitting them to hold women and men who had mental issues (Ivan, 1976). In 1848, Dorothea asked Congress to grant 12 million acres of land for the benefits of the mentally ill, blind, and deaf. She had plans to build asylums to help house people that need help and could not receive it (Parry, 2006). Congress approved the bill, but six years later President Franklin Pierce vetoed it (Gollaher, 1993). This was one of the many setbacks that Dix had, but she did not allow it to hinder her from being devoted to helping the mentally ill. After having this minor setback she spent the next decade improving hospitals in Rhode Island and New York (Ivan, 1976). She also established hospitals in thirteen other states along with District of Columbia (DC), Ontario, and Nova Scotia (Ivan, 1976). At this point, in Dorothea’s life she had become worn out from working so hard and not getting any rest. In 1854, Dorothea decided to travel to Europe and rest (Gollaher, 1993). Once she was in Europe she learned that the private hospitals for the wealthy and the public facility for the poor were very different. Dorothea traveled from 1854 to 1856 to 14 countries and instigated many changes (Parry, 2006). In 1856, Dorothea returned to the United States to resume her reform work. When she returns, the country is in an uproar from slavery issues (Gollaher, 1993). She had to remain neutral on the issue of slavery, or if she was anti-slavery the southern states would have refused to hear what she had to say and her reform for mental institution would have not taken place in the south. Five years later, the Civil War began. Dorothea volunteered her services and became the Superintendent of United States Army Nurses. Dix’s job was to organize the first aid stations, recruit nurses, obtain supplies, and help to set up training facilities and hospitals (Ivan, 1976). Although Dix did have the determination required to pursue these tasks during the war, she lacked the social skills. Dix’s lack of social skills and training caused her to have some issues with the doctors. The doctors also felt like Dix was stepping over the line for telling them about the unsanitary conditions, their drinking habits, and the treatment of the soldiers. At this point they were treating Dorothea differently and no longer wanted her to be there. Dorothea resigned from her position but remained there to help find missing soldiers, write letters to families letting them know the status of their son’s well-being, and helped soldiers with securing their pensions (Parry, 2006). After the war Dix returned to traveling around the United States and Europe helping the mentally ill, while gaining the support of the wealthy (Parry, 2006). Some of the hospitals that Dix helped established were now understaffed and overcrowded. Some people were saying that Dix no longer cared for what she had started many years ago. At this time, Dix said that the hospital needed to provide the clients with therapy and that everything would go back to normal. At this time Dix had founded 32 of 123 mental hospitals in the country (Gollaher, 1993). She has now reached the age of 80 years old and has returned to New Jersey due to her ailing health (Norbury, 1999). Dorothea later retired and moved into one of the guest rooms at one of the mental hospitals that she help establish more than three decades before. Dix remained at the hospital for about five years before she died in 1887 (Ivan, 1976). Dorothea had accomplishments that came along with some obstacles. She was able to help many have a safe place to stay and receive the proper help that they needed. Dix was a pioneer to public health and stayed true to what she believed. While Dix was never married, she was engaged to her cousin for about three months (Parry, 2006). Dorothea has many things in today’s society that remains in her memory like the Dorothea Dix hospital here in my home state of North Carolina. References Gollaher, D.L. (1993). Dorothea Dix and the English Origins of the American Asylum  Movement. Canadian Review Of American Studies, 23(3), 149. Norbury, F.B. (1999). Dorothea Dix and the Founding of Illinois’ Firat Mental Hospital. Journal  Of The Illinois State Historical Society (1998-), Ivan, P.P. (1976). Pioneers in Special Education—Dorothea Lynde Dix (1802-1887).  Journal Of Special Education, 10(1), 2. Parry, M.S. (2006). Dorethea Dix (1802-1887). American Journal of Public Health. pp. 624-625.

Oresteia

The fate of Orestes lies with the powerful goddess Athena. Athena, the goddess of wisdom, law, and Justice, is the Judge for the trial of Orestes. Orestes is being tried for the murder of his mother, Clytemnestra. Orestes never states that he did not kill his mother, but instead he claims it was Justifiable homicide. Clytemnestra killed Orestes' father Agamemnon, so Orestes got revenge on her. Apollo, the son of Zeus, sides with Orestes and acts as a spokesperson and attorney for him.The Furies, ancient goddesses who are brutal creatures of revenge, represent the ghost of Clytemnestra in the play. Apollo and the Furies clash many times throughout the trial, and it makes for an exciting showdown. At the conclusion of the trial, the case is so close that not even Athena feels fit to decide Orestes' destiny. She calls upon a group of men to decide the case, and this sets the foundation of a Jury that will Judge all future murder cases. Athena casts her vote in favor of Orestes, and that will be the deciding vote if the Jurors are tied.There's a moment of suspense as the ballots are tallied, then Athena announces that the ballots are tied: Orestes is set free. The actors that led to this verdict in favor of Orestes are: males are superior to females; Zeus approved the murder of Clytemnestra; Clytemnestra broke the sacred marriage bond by murdering her husband; and the acquittal will lead to a pact between Athens and the Furies. Athena's decision to free Orestes not only changes Orestes' life, but the life of Athens for years to come.One of the dynamics that led to the Judgment in favor of Orestes is the superiority of paternity over maternity. Orestes' defense is that the murder of a woman is less significant than the murder of a man, so the killing of Clytemnestra should be seen in ight of the slaying of Agamemnon. Apollo states that a person can have a father and no mother, and points to Athena as a perfect example of this. Athena was born from Zeus' skull instea d of the womb of her mother. Apollo then argues that the father, the one who plants the seed, is the only true parent.Therefore, Orestes' slaying of Clytemnestra was warranted. Another reason Orestes' murder was Justified is because Clytemnestra killed her husband and broke the sanctified marriage bond. The Furies respond by saying Orestes' murder of his mother was worse, because he killed his own blood. Here, we ee a clash of the old and new deities: The ancient goddesses known as the Furies versus the leaders of the new school, Zeus and Apollo. The Furies stress the sacredness of family blood while Apollo stresses the sacredness of marriage.The primitive, older goddesses are defending the blood relation, as it's the fundamental link between child and parent that's handed down from generation to generation. The marriage bond is much newer than the blood bond, as marriage is a product of civilization and structure in society. â€Å"Marriage of a man and wife is fate itself, stronge r than oaths, and Justice guards its life. (L. 21 5) Apollos claiming that nothing is stronger than fate, and marriage is brought about by fate. Also, by saying that â€Å"Justice guards its life,† Apollos claiming that if someone breaks a marriage, they should have to face Justice.Because Clytemnestra broke her marriage ties by killing her husband, she should pay the price with death. Another tactor tavoring Orestes is Zeus authorized and permi ed tt the assassination of Clytemnestra. Zeus, king of the gods and embodiment of Justice, couldn't possibly have ordered something unjust. However, the Furies once again fire back, and they xpress that Zeus himself put his own father in shackles. This statement appalls Apollo, as he argues there's an enormous difference between shackling a man and murdering him. Zeus' power and dominance cannot be compared to that of any other man or god.If Zeus sanctioned the murder of Clytemnestra, then it must be validated. The last element that l ed to the outcome in support of Orestes is the acquittal would result in a treaty between Athens and Argos. The result of the trial is much to the benefit of Athena and her great city. At first, the Furies are outraged by the verdict and they promise to bring destruction to the land. After multiple attempts, Athena's finally able to reason with the Furies. She explains to them that they will be beneficiaries of Athens if they choose to come.Instead of continuing on a path of hatred and destruction, Athena offers them peace and a comfortable home. â€Å"l will embrace one home with you, Athena, never fail the city, you, and Zeus almighty' (L. 927-930). Finally, they take her up on the offer, and the Furies promise to defend Athens for it's best interests. The tone of the Furies changes from anger and hate to mercy and love. The Furies Job is to preside over Athens, and act as the citys guardians. Peace and harmony will finally reign over the mighty city of Athens.The ending to the p lay came as a major surprise, as Orestes was set free and the Furies made peace with the city of Athens. The trial of Orestes was a huge turning point in Greek society. Athena's decision to pick a Jury to decide the fate of Orestes set a precedent that is still in place today for all murder trials. All of the events that rocked the House of Atreus led to a unique connection between the Furies and Athena's wonderful city, the city of Athens. In the end, rather than destroying each other, the new deities integrated with the old to form an unbreakable bond.

Innovation Management The Innovation Of Vaccines

Innovation management The innovation of vaccines Student number: 100090338 Word count: 1450 words Contents Introduction 1 Innovation types 1 The contribution of vaccines 2 Contribution of human history 2 Contribution of socio-economic 3 The disadvantages of vaccines 4 Side effects 4 To make experiments on animals 4 Conclusion 5 Introduction There are hundreds and thousands of infants, children and adults faced different type of diseases all around world, like whooping cough, polio,†¦show more content†¦However, new vaccines would be produced by improving existing vaccine and technology, which can maintain new vaccines competition. Hence, new vaccines would become incremental innovation. Incremental innovation means that for keep or improve product s competitive position and meet consumers demands by changing and improving existing product or product line, and generally, incremental innovation is used in the high technology business (BusinessDictionary, 2015). The contribution of vaccines There is no doubt that vaccine is absolutely successful innovation for human life, and there are 7 facts can provide evidence of this statement. Firstly, it makes thousands of children survived each year. Secondly, vaccine can destroy terrible diseases. Thirdly, chronic diseases, including some cancers, can be prevented by vaccines. Lastly, it saves a lot of money every year (Orenstein et al., 2014). Like Internet and computers, every successful invention has some benefits for human or social life, similarly, vaccine also has quantity of contributions. Contribution of human history Basically, vaccines changed the way that people used to fight against disease. Before vaccines have been produced, when people infected flu or smallpox, they used to seek simply medical or religious to intervene for their illnesses (Young, 2015). 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