Factors Affecting Concentration Span in Ecde Centres

INVESTIGATION OF FACTORS AFFECTING CONCERNTRATION SPAN IN (ECDE) CENTRES A SURVEY STUDY OF WARERI ZONE GARISSA COUNTY PRESENTED BY: SAMUEL MUTISYA MAITHYA INDEX NO. A RESEARCH PROPOSAL SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF DIPLOMA IN EARLY CHILDHOOD DEVELOPMENT AND EDUCATION OF THE KENYA NATIONAL EXAMINATIONS COUNCIL SUPERVISORS MR. KINGOO AND MRS. SANDEI JULY, 2012 DECLARATION This proposal is my original work and has not been submitted in any other institution for the award of a certificate, diploma or degree. ______________________________________________________________________ SAMUEL MUTISYA MAITHYA INDEX NO. This proposal has been submitted with my approval as college supervisor. MR.†¦show more content†¦Children find it difficult to sit still for more than about 10 minutes this makes them restless (Minette 1989). Building positive relationship with and creating a smooth functioning classroom are foundation of teaching. Accomplishing these things involves skills in relating to, communicating with children, developing rules to guide children’s behavior anticipating and preventing problems utilizing effective techniques of managing the group and dealing with conflict. Dealing with conflict and problems is not always easy. As you struggle with classroom â€Å"control† you may wonder (or if) this is possible without resulting to negative and punitive techniques (Feeny Christensen Moravoki 1991). Minette further says that children are naturally curious showing great interest in new things and getting excited about new activities. A health child is an active child. Parents describe children 18 months to six years as being over active and this is often only because the child’s level of activity is so different from adults. According to Feeny et al (1991) when children have opportunities and interesting things to do sufficient time to complete activities and access to caring adults they are likely to enjoy school and learn. An orderly environment with well defined space, lots to do a schedule that is developmentally appropriate well organized routines and transition

Strategic Management Of Health Care Organization - 1583 Words

Personal Strategic Management Plan Ms. Bharati Kusoji Strategic Management in Health care organization Professors Name Professor Mirjana Zivkovic Professor Josh Hyatt United States University San Diego, USA July 18th, 2015 Table of Contents Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..3 Current Roles†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 Personal Vision Statement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4 Personal Mission Statement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 Personal Core Values†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 Self-Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Personal Goals†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 Plan and Strategies for reaching Personal Goals†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7 Strategy Diamond†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 References †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 Introduction Building up a dream of future and personal strategic plan is not a difficult procedure, but rather it does take some idea and time. The procedure begins with individual research that incorporates a comprehension of y life arranges, the powers that drive life and conceivable occasions. Personal strategic plan makes a roadmap of activity for the following year – giving a premise for choice making and norms by which to live. Here the organization chosen is related with health which supplies medicines and the name is ABX health industry. Making an individual vital arrangement is an effective practice in taking administration one could lead his own life. OneShow MoreRelatedStrategic Management Of Health Care Organization Essay1047 Words   |  5 PagesAccording to the text, Strategic management of health care organization ‘’recourses are the stocks of human factors that are available for use in producing goods and services. Competency is knowledge and skill based and, therefore, inherently human and may be a powerful source of sustained competitive advantage. 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Brainwashing Cases and Freedom of Religion free essay sample

What is the primary question addressed in this article? What can we learn from this article? Primarily this article delves into detail about certain court cases involving high tolerance sects, referred to as â€Å"cults† and ex-members attempting to sue said cult for various different reasons. The most detailed cases described by the author are of cases in which the plaintiff is accusing the so-called cult of brainwashing the person into joining; seen in cases such as George v. ISKCON (International Society of Krishna Conciousness) as well as Molko and Leal v. The Unification Church [Richardson (1990): 3, 8]. The foremost problem that this presents is whether or not brainwashing is a successful practice that members of sects or â€Å"cults† use to bring in new members. A key person in most cases using the accusation of brainwashing in order to bring a case against a cult religion is Dr. Margaret Singer [Richardson (1990): 3]. She has been used to examine plaintiffs for their emotional distress, symptoms of mental disorders, and come to conclusions if indeed they were brainwashed. Many psychologists and sociologists disagree with her positions, having posted amicus curiae briefs in appeals courts attempting to limit use of â€Å"brainwashing† accusations in cult cases. These scholars claim that psychologists like Dr. Singer ignore a large portion of studies done on new religions that reveal it is unlikely that new members are coerced into joining [Richardson (1990): 2-3]. It represents the research that scholars have put into participants joining new religions voluntarily, for whichever reasons they feel to choose using their free will. This includes the fact that in the 1960’s many people chose different lifestyles that some would refer to as â€Å"hippies† or â€Å"beatniks† instead of what they believe is a hypocritical path following the Second World War and other stresses of the world. The brief also applied that groups such as the Hare Krishna and Unification church have a small number of members and have high drop-off rates; which if brainwashing were true means that they would be expanding rather than contracting [Richardson (1990): 9-10]. The George v. ISKCON case was successful in collecting emotional distress damages and wrongful death of the father (who had heart failure soon after his daughter was returned), totaling $2. 9 million for the plaintiffs. However, now in many courts the position of brainwashing is not accepted as an argument for cult cases [Richardson (1990): 8-9]. What is the next question this article may lead one to answer? A tempting question that this article may lead one to think about is whether or not such circumstances as those presented in court cases against religious sects takes away from their freedom of religion. It does not appear that a Catholic church would be taken to court for handing out pamphlets to spread word of their religion, nor Jehovah Witnesses for walking door to door with the same idea. However, whatever methods smaller sects use to gain more members seem to ultimately deal with lost members claiming them to have used mind control or coercive persuasion to attract the member. In the George case, the claim was that since the Krishna sect helped hide the 15 year old girl from her parents, they were in a sense kidnapping her. This does not take into account that the girl was physically abused and mistreated by her parents, even chained to her bedroom to restrain her from trying different religious practices [Richardson (1990): 6]. While that may not necessarily make the Krishna sect heroic, it does seem to provide insight that the girl was unable to explore religious freedom. In essence, she was not given the choice by her parents of which religion she would like to join, which is exactly how it was argued that ISKCON had brainwashed her; by not giving her freedom of choice. This has to deal with the economics of religion philosophy that humans will make rational choices depending on their knowledge, tastes and preferences. Whether George made a rational decision to join ISKCON in the eyes of her parents, it was a decision she was not obligated to make. Three Finals Questions 1. Name and briefly explain three positions that Dr. Margaret Singer took in the George v. ISKCON case that seem to contradict popular psychologist and sociologist opinion. Singer claims that brainwashing and coercive persuasion used by the accused cults can be likened to that of Korean prisoners of war and those of Chinese Communist reformers. However, there is notable difference that ‘cult brainwashing’ uses psychological coercion while Korean prisoners of war were physically coerced through torture and other extremes. Singer even argues that psychological coercion is more effective despite tons of research that points the opposite [Richardson (1990): 10]. Singer discounts the impact on behavior from George’s parents’ negative reaction to her desire to join the church including the physical abuse she was given. Discredited ISKCON by not recognizing it as a religion having religious practices, that the case did not involve freedom of religion at all, despite the plaintiff George’s claim that she did convert to the religion. Did not accept that the plaintiff may have biases or ulterior motives for the court case, despite only spending a small session with her and claiming that she believes the plaintiff was â€Å"trying to be honest† with her [Richardson (1990): 4]. Does not believe the time in which a patient is examined after the ‘brainwashing’ event is important [Richardson (1990): 6]. 2. Explain what arguments were made by scholars in their amicus curiae briefs in the appeals of cult/brainwashing cases. The Scientific Community agreement argues that a large portion of studies have been done on new religions that reveal it is unlikely that new members are brainwashed [Richardson (1990): 2-3]. This represents the research that scholars have put into participants joining new religions voluntarily, for whichever reasons they feel to choose using their free will. The brief also applied that groups such as the Hare Krishna and Unification church have a small number of members and have high attrition (drop-off) rates; which if brainwashing were true means that they would be expanding rather than contracting [Richardson (1990): 9]. . Explain why these cases provide trouble for the perspective of freedom of religion. Unreliable sciences such as the psychology used by Dr. Singer tend to contradict the majority of scholarly research on small sects, including the study that youth who have joined such a group normally turn out to be in better psychological health individually afterward [Richards on (1990): 10]. It seems as though because of her reputation as a professional psychologist, Dr. Singer can claim whatever she wants to about a religion, using her bias or simply a lack of knowledge, and collect a paycheck for it. Krishna leaders of India fear that â€Å"paying such a large judgment would force the Hare Krishna to sell most of its United States assets, thereby severely limiting its activities here, or even leading to closure of its operations† [Richardson (1990): 9] Cases successful in accusing a small sect of brainwashing can send a negative view to the general population of cults. According to a Gallup Poll, more Americans in a nationwide survey would be less comfortable with sects or cults as neighbors than any other ethnic or religious group in the survey [Richardson (1990): 17]. The general population appears to fear what they believe is brainwashing being done to children of the society and wants to attack religions they are unaware of.

Mechatronics free essay sample

Session 3666 Mechatronics Engineering Laboratory Development at San Jose State University J. C. Wang, B. J. Furman, T. R. Hsu, P. Hsu, P. Reischl and F. Barez Departments of Electrical Engineering and Mechanical Engineering San Jose State University San Jose, California, 95192. USA. Abstract The Mechanical Engineering Department of San Jose State University has been developing a new mechatronics engineering laboratory since Fall 1995.This laboratory is intended to provide engineering students on the application of electronics, microprocessors and software in designing electro-mechanical systems , mechatronics products and process control systems. The laboratory development is a principal part of an award for â€Å" Undergraduate Curriculum Development on Mechatronics System Engineering † by the division of undergraduate education of the National Science Foundation (NSF).Major task of the new laboratory is to support instruction and provide hands-on study of two of the five new courses : ME106 Fundamentals of Mechatronics System Engineering and ME 190 Mechatronics System Design. This paper presents the progress made in developing the new mechatronics engineering laboratory. We will write a custom essay sample on Mechatronics or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 1. Introduction The rapid advances of microprocessor and microcomputer technologies in the 1980s have broadened the application of mechatronics to many products and systems, ranging from common household electromechanical products to highly sophisticated space gadgetry and devices.A broader definition of Mechatronics being adopted by the team of instructors at San Jose State University ( SJSU ) is that mechatronics is a technology that relates to the design and manufacture of intelligent products or processes involving hybrid mechanical and electronic functions.

Free Essays on Mental Illness

Dysthymic Disorder is described as chronic depression, but is less severe than a major depression. The main symptom for dysthymic disorder is an almost daily depressed mood for at least two years, but without the necessary criteria for a major depression. Low energy, sleep, appetite disturbances, and low self-esteem are signs of having this mood disorder. People who have this will often say they don't recall ever not feeling depressed, but they may be relatively functional in managing their life. The symptoms are severe enough to cause stress and interference with every day situations. It is important to have a complete physical with a health doctor to rule out any physical illnesses that might be causing the depression. If this is so then the correct diagnosis might be a Mood Disorder due to a general Medical Condition, even if all the criteria for dysthymic disorder are met. The question is whether the medical condition is physically causing the depression. Dysthymic disorder is a long term illness but psychotherapy is effective in reducing the symptoms, and assisting the person in managing their life better. Some use antidepressant medication and psychotherapy, and many respond better when using both at the same time. Dysthymic Disorder causes many changes in the way you think, feel, behave, and also you physically. * Changes in Thinking include experiencing difficulty with concentrating and making decisions. Some have problems with short term memory or forgetting things all the time. Negative thoughts and thinking are characteristics of depression. Pessimism, poor self-esteem, excessive guilt, and self-criticism are all common. Some even have self-destructive thoughts during more serious depression. *Changes in Feelings include feeling sad for no reason. Others say that they no longer enjoy activities that they once found fun. You might lack motivation or feel "slowed down" and tired all the time. Sometimes smaller p... Free Essays on Mental Illness Free Essays on Mental Illness Dysthymic Disorder is described as chronic depression, but is less severe than a major depression. The main symptom for dysthymic disorder is an almost daily depressed mood for at least two years, but without the necessary criteria for a major depression. Low energy, sleep, appetite disturbances, and low self-esteem are signs of having this mood disorder. People who have this will often say they don't recall ever not feeling depressed, but they may be relatively functional in managing their life. The symptoms are severe enough to cause stress and interference with every day situations. It is important to have a complete physical with a health doctor to rule out any physical illnesses that might be causing the depression. If this is so then the correct diagnosis might be a Mood Disorder due to a general Medical Condition, even if all the criteria for dysthymic disorder are met. The question is whether the medical condition is physically causing the depression. Dysthymic disorder is a long term illness but psychotherapy is effective in reducing the symptoms, and assisting the person in managing their life better. Some use antidepressant medication and psychotherapy, and many respond better when using both at the same time. Dysthymic Disorder causes many changes in the way you think, feel, behave, and also you physically. * Changes in Thinking include experiencing difficulty with concentrating and making decisions. Some have problems with short term memory or forgetting things all the time. Negative thoughts and thinking are characteristics of depression. Pessimism, poor self-esteem, excessive guilt, and self-criticism are all common. Some even have self-destructive thoughts during more serious depression. *Changes in Feelings include feeling sad for no reason. Others say that they no longer enjoy activities that they once found fun. You might lack motivation or feel "slowed down" and tired all the time. Sometimes smaller p... Free Essays on Mental Illness â€Å"Mental illnesses are socially constructed and are highlighting aspects of those illnesses that help define how both the mentally ill and normal people behave† (Text, pg. 72). There are three different explanations of mental illness: 1) the medical model, 2) the deviance approach, 3) the controversial argument that mental illness is not a disease but a way that the government can control people with the said disease. The medical model is a thought that holds a mental disorder to be viewed as a disease with biological causes (text, pg 72). Research on the medical model arose in reaction to the order that mentally ill people are â€Å"possessed† and should be locked up. The concept of mental disorder as a disease has certain disadvantages, because it concentrates on individuals and their immediate environment, it tends to disregard the wider social environment as a possible source of the problem. Especially for hospitalized patients, the medical model can lead to impractical criteria of recovery; people may have gained considerable insight into their inner tensions but are still unable to function correctly when they return to the outer tensions of home, job, or society (text, pg72). The mental disorders that cause severe social problems are the most extreme forms of mental illness, in which individuals become violent and irrational. Less threatening, but more widespread as a social problem, are severely ill individuals who are unable to care for themselves without specialized attention (text). The American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders has gone a long way toward standardizing the diagnosis of mental illness. However, many researchers believe that psychiatric diagnoses are arbitrary and amount to labels, describing behavior that is contrary to accepted social and psychological norms (text). Poverty is associated with high exposure to crime and violence, which creates stresse...

Il y a - French Pronunciation and Meaning

Il y a - French Pronunciation and Meaning Expression: Il y aPronunciation: [ee lya]Meaning: there is, there areLiteral translation: it has thereRegister: normal How to Use Il y a in French Notes: The French expression il y a, which can mean there is or there are, is one of the most important expressions in the French language. It is most commonly followed by an indefinite article noun, a number noun, or an indefinite pronoun. Il y a un chaton dans cette tasse.Theres a kitten in this cup.Il y a des enfants l-bas.There are some kids over there.Il y a deux choses faire.There are two things to do.Il y a quelquun la porte.Theres someone at the door.Il y a may be followed by a period of time to mean ago (not to be confused with depuis):Jai vu le film il y a trois semaines.I saw the movie three weeks ago.Il y a 2 ans que nous sommes partis.We left two years ago.To ask a question with il y a, you can either use est-ce que or inversion.Est-ce quil y a un chaton ?Is there a kitten?Est-ce quil y a des enfants ?Are there any kids ?For inversion, place y first, then invert il and a and place -t- between them (why?):Y a-t-il un chaton ?Is there a kitten?Y a-t-il des enfants ?Are there any kids? Il y a can also be used with interrogative words: Pourquoi est-ce quil y a un chat dans mon lit  ?Why is there a cat in my bed?Combien denfants y a-t-il ?How many kids are there?Quest-ce quil y a  ? and Quy a-t-il  ?  mean Whats wrong? Note:  The only correct inversion spelling is y a-t-il, with exactly two hyphens and no apostrophes. Please avoid y-a-t-il, y-a-til , y a-til , y a-til, y a til, etc. To use il y a in a negative construction, place n (why not ne?) in front of y and pas after a. Remember that the indefinite article must change to de due to the negative construction: Il ny a pas de chaton dans cette tasse.There is no kitten in that cup.Il ny a pas denfants l-bas.There arent any kids over there. Il y a is made up of three words1) il - the subject it2) y - the adverbial pronoun there3) a - the third person singular present tense of avoir - to have To use il y a in another tense, simply conjugate avoir into that tense:   Ã‚  Ã‚  Il y avait un chaton...There was a kitten...Il y aura des chatons...There will be some kittens...Il ny a pas eu de chaton...There was no kitten...

Redicovering the atom, how many pennies For Chemirsty Class Lab Report

Redicovering the atom, how many pennies For Chemirsty Class - Lab Report Example It is done using a beaker of pennies and the main objective is to find the weight of one penny using the Millikan’s experiment. This is done using the principals behind the Millikan’s experiment in which Millikan was able to determine the charge of an electron by using the oil drop experiment. The experiment is to take place inside a lab and various measurements are recorded. After this the data is manipulated using Microsoft spreadsheet to get the overall mass of one penny. This is done in an experiment that looks like a game performed by 15 students. The experiment is similar to the experiment that was done by Millikan to determine the charge of one electron without knowing the number of electrons that were there in the oil drop. This experiment also finds the mass of one penny without knowing the number of pennies in the beaker. This experiment was done by 15 students who volunteered to take part in the experiment. Each student was provided with an empty beaker that was later filled with pennies. A balance is also needed to be used in measuring the weights of the can with the pennies as the experiment goes on. In the experiment, the 15 students each grab a handful of pennies without knowing the total number that they have grabbed. After grabbing the pennies, the mass of the pennies that they grabbed is measured to find the total mass of the handful. Then a table is drawn and the mass of the handful collected by the students are recorded. The masses are arranged from the largest to the smallest. Then subtract each mass from the corresponding greater mass and find the difference. After this get the smallest difference that is close to 2 and not in the range of 0.5, 0.5 and so on. After this make a table of the difference in mass of the pennies and the integers that is found. The gradient of the graph gives the mass of one penny To get the smallest number, the differences with the smallest number greater than 2 is used. Those

Analyzing the History of the Human Form through Art Research Paper

Analyzing the History of the Human Form through Art - Research Paper Example Through this analysis, this purpose of this paper will show how the focus of the human figure shifted from a reproductive sense in the prehistoric era to a stronger character representation in the Byzantine era. In order to work through this process, each era will be designated with two works of art in each section. Prehistoric Art: Conceptualism and Realism Ranging from 75,000 BP to 1500 BP, prehistoric art includes multiple eras and methods. Essentially, prehistoric art is defined as art that was completed by a culture that did not have a spoken language. Without the ability to speak or write to document their legends, history and particular aspects of their culture, ancient civilizations turned to art as a way to capture their legacy (Art History Guide, n.d.). For example, the following picture of the â€Å"Venus† of Willendorf demonstrates how prehistoric art conceptualized the ultimate role of women as the vehicles for reproduction of the human race. With the exaggerated breasts and genitals, this representation of the human form in prehistoric art shows that the concepts of ancient civilizations regarding the human form centered around the notion of procreation. While this explanation demonstrates the idea behind conceptualism, the reality of prehistoric art in regard to the human form will be explored when looking at art that represents the realism that was portrayed in prehistoric times. Although topics of reproduction often resulted in embellished pieces to demonstrate fertility, art that portrayed a civilizations way of life often fell into the realism category. For example, the Lascaux Cave Paintings demonstrate how the human form was put into scale in comparison to animals that were hunted to provide food for the civilization. With the more lifelike replicas of human beings, it is clear that when being perceived as hunters, artists of the prehistoric era wanted to demonstrate these people as they were as they faced the beasts of the day in or der to secure food for themselves and their families. For art of this nature, the realism of what was taking place trumped any possible conceptual ideas, as is the opposite when concerning human reproduction. Aegean Art: Abstraction According to Ogborn in 2003’s Prehistoric Art, this section is comprised of the cultures of Greece, the Cyclades Islands and Crete. Aegean art is heavily influenced by an abstract feel in the sense that nearly all of the pottery, statues and paintings completed during this era portrayed in the human form in a non-obvious manner. In order to demonstrate the abstract nature of this artwork, this section will analyze both a male and female form in art to discuss how humans were represented in art during the Aegean period. Beginning with the statue of the Snake Goddess of the Palace at Knossos in Crete, this ancient art work shows a mystical woman in such a way that she is nearly unrecognizable as a person, aside from the clear inclusion of breasts to her figure. The key characteristics to highlight about this statue include the fact that this woman has no legs, no obvious reproductive organs as is common with prehistoric renditions of females and no hands. While her status as a snake goddess seems to explain the fact of her having

The Two Gentlemen of Verona by William Shakespeare Essay Example for Free

The Two Gentlemen of Verona by William Shakespeare Essay â€Å"Proteus is an early sea-god and one of several deities whom Homer calls the Old Man of the Sea. His name suggests the first, as protogonos is the firstborn. He became the son of Poseidon in the Olympian or of Nereus and Doris, or of Oceanus and a Naiad, and was made the herdsman of Poseidons seals, the great bull seal at the center of the harem. He can foretell the future, and will answer only to someone who is capable of capturing him. And from this word came the adjective protean which means versatile, mutable, and capable of assuming many forms. It has positive connotations of flexibility, versatility and adaptability (www.http%3a//en.wikipedia.org/wiki/Protean)†.   I was able to watch the play, The Two Gentlemen of Verona by William Shakespeare last November 9. Here, I chose Proteus, who was one of the two gentlemen of Verona, as the character to be analyzed. Primarily, Proteus’ objective was to attend the court as his father Antonio believes that this should be the fate of a young man. However, this objective evolved into something different as the play progressed. Because his presence at the court became the way where he was reunited with his best friend and fell in love with Silvia. This was where all the complications started and gave twists to the lives of the characters in the play. He later was determined to win Silvia, the daughter of the Duke of Milan despite all odds. Proteus changed a lot in terms of his attitude as his affection for Silvia becomes an obsession. Because as Proteus met Silvia, he eventually forgot his lover Julia who was left behind at Verona. He did everything to win her including betraying his long-time friend Valentine who was the true love of Silvia. He became disloyal to Julia and a traitor to his best friend because of his obsession with Silvia. The characters in the play have direct effects on Proteus as the play progressed. For example, Valentine taught him how to be a good friend at the beginning of the play but later, they became rivals as they both fell in love with the same woman. He was trusted by Valentine that he confessed his plan to escape with Julia from the palace of the Duke but then betrayed Valentine by telling the Duke about their plan. This resulted to Valentine being exiled. Julia, Proteus’ lover, taught him what true love is, that she chose to disguise as a page and serve Proteus despite the fact that she was used by Proteus to pursue his interest on Silvia. Up until the end of the play, he showed Proteus what love really means. And Silvia, being so much in love with Valentine, showed Proteus how it is to be loyal to a lover as she managed to keep her trust and faithfulness with Valentine despite all the bad words Proteus told her about her lover. Until the end, Silvia taught Proteus how it is to be a great lover. Proteus as a character in the play did not show any inner conflicts about his desire to woo Silvia because he showed extreme determination to fulfill this. He neglected his love affair with Julia and betrayed his best friend for this objective. He even attempted to force himself to Silvia at the end of the play because he was so desperate. The actor used his body and skills very well to convey the character of Proteus. He stressed innocence through his eyes and voice and showed power and domination through his diction and face. He showed why the name Proteus is so fitted to the character as this name implies â€Å"a sea god who can change his shape at will† (http://www.viennatheatreproject.at/education/teachermaterial/) because he managed to fit his gestures and facial expressions in every scene of the play. SOURCES; The Shakespeare Project. (2004, October). William Shakespeare’s Ttwo Gentlemen of Verona: A Modern Version. Retrieved November 13, 2006 from http://www.viennatheatreproject.at/education/teachermaterial/Teacher_Material_TWO_GENTLEMEN_OF_VERONA.pdf#search=proteus%20%20objective%20on%20the%20play%20two%20men%20of%20verona Proteus (2006, November 7). Retrieved November 13, 2006 from http://en.wikipedia.org/wiki/Protean

candy chromatography Essay -- essays research papers

Candy chromatography   Ã‚  Ã‚  Ã‚  Ã‚  My experiment is called candy chromatography. This project is mainly about the colors that are mixed with other colors to make candy markers Koolaid and much more. I think that only the color of the candy is going to show up on the coffee paper. I think that threw the entire experiment the color in the candy is going to show up the entire time. I think this is going to happen because most of the colors are solid colors.   Ã‚  Ã‚  Ã‚  Ã‚  The material and equipment used was a sample of candy such as M&M’s, skittles, and Reese’s pieces. Set food colors for comparison. Filter paper or coffee filters. 0.1% salt solution {1/8 tsp salt in 3 cups of water}. Clear plastic 9 oz cups. Blow dryer. Also you will need some toothpicks and small {1 oz} plastic cups. This are the materials and equipment we used for this experiment .the objective of the experiment is to use the technique of paper chromatography to show that it can be used to separate from each other in a mixture. To understand the principles of paper chromatography.   Ã‚  Ã‚  Ã‚  Ã‚  The procedure for this experiment are: 1.  Ã‚  Ã‚  Ã‚  Ã‚  Put 4 candies of the same color in a cup. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Add 5 or 6 drops of water. 3.  Ã‚  Ã‚  Ã‚  Ã‚  When the white color of the candy comes out, remove and discard the candy. 4.  Ã‚  Ã‚  Ã‚  Ã‚  Add 4 more candies of the same color. (Do not add m...

Accounting Career Paper Essay

There are many jobs that require accounting. Yet, accounting has never been thought of as interesting. Accounting is instead thought of as being tedious and even boring. However, what people may not know is that FBI agents must develop a readiness for accounting to be able to fundamentally do their jobs properly. In addition to accounting, there are many requirements, tests, and processes you must go through to become an FBI agent, which makes it a difficult but worthwhile job nonetheless. FBI agents provide protection to society and also investigate into many different cases, many cases require forensic accountants to analyze and report their findings on specific things such as bank accounts and other information. In order to become an FBI agent, there are many requirements that must be fulfilled. To start, one must have a 4 year degree from a college or university â€Å"accredited by one of the regional or national institutional associations recognized by the United States Secretary of Education† (FBI) and be a United States citizen. There is also an age requirement to become an agent. One must be at least 23 years old, but younger than the age of 37. This is due to the physical strains of the profession. The strains of the tasks given to FBI agents make it harder as one continues to age to work in the field. FBI agents are typically paid around 60,000 annually. If agents are relocated to a high cost area they are given a one time extra bonus of 22,000 dollars. See more:  The Story of an Hour Literary Analysis Essay In addition to the requirements, there are many tests that you must pass in order to become an FBI agent. There are many steps that need to be fulfilled in order to apply to become an FBI agent. First you must apply online or at a designated FBI branch office. Once you are accepted, you must take a couple of tests during the application process before you can become an FBI agent. The tests are comprised of two phases. The first phase test evaluates and determines if you have the critical skills and abilities that are required to perform and handle tasks of an FBI agent. The second phase test requires you to be interviewed by a panel of three special agents to determine if you have the necessary skills in order to handle certain situations and be able to communicate as well. There are many other factors that must be looked into when special agents look at applicants, such as the  honesty and integrity of the applicant. There is also a writing portion that evaluates your writing skil ls and ability to judge and record certain situations in detail. The next test that you must take is the physical portion of the test. You must adhere to the given instructions and also complete a number of physical exercises. In addition to the tests you are required to have a extensive background check done and medical examinations. Before being accepted as an FBI agent you are to â€Å"begin your career at the FBI Academy in Quantico, Virginia for approximately 21 weeks of intensive training at one of the world’s finest law enforcement training facilities. During their time at the FBI Academy, trainees live on-campus and participate in a broad range of training activities.† (FBI.gov) With all the tests and requirements in place, It may not seem as if FBI agents require accounting in the field. But one of the five areas you must qualify for in order to be accepted into a special agent position is accounting. A type of accounting that is most commonly used in an investigation is forensic accounting. Forensic accounting â€Å"is a branch of accounting that not only requires knowledge of accounting and auditing principles but also the ability to work on investigation and litigation teams to look into illegal financial activity and assist in litigation processes.† (Gina L.). Forensic accounting is increasing in demand currently due to the recent increase of crime. This can be seen in the job postings for forensic accounting (http://www.careerbuilder.com/JobSeeker/Jobs/JobDetails.aspxAPath=2.21.0.0.0&job_did=JHP5SX6X761WT9HGW6N&IPat) (http://www.careerbuilder.com/JobSeeker/Jobs/JobDetails.aspxAPath=2.21.0.0.0&job_did=JHV3FS793TPJFYHX382&IPath=JRKV0I) To become a Forensic Accountant you must have a bachelor’s degree in accounting or a related subject. Most graduates who earn a graduate certificate or master’s degree in forensic accounting can drastically increase their employment and salary outcome. Forensic accountants are also usually required to have their Certified Public Accountant (CPA). They can also become Certified Fraud Examiners or Certified Forensic Accountants after two years of experience.

Stefan’s Diaries: Bloodlust Chapter 30-31

Chapter 30 October 19, 1864 I'm out of danger, but I don't feel safe. I wonder if I'll ever feel safe again, or will I forever long for a desire that I'll never fulfill? Will I get used to the ache? Twenty, two hundred, two thousand years from now, will I even remember these weeks? And will I remember Callie and her red hair, her laugh? I will. I have to. Callie has saved me and given me another chance at life. In a way, it's like she was the daylight that followed the darkness Katherine had cast upon my existence. Katherine turned me into a monster, but Callie has changed me back into the Stefan Salvatore I'm proud to be. I wish her love. I want nothing but the best for her. I want for her to live in the light and find a man–a human–who will appreciate and adore her, who will take her away from Gallagher's house forever to a quiet home on a lake, where she can teach her children to skip stones. I woke in the middle of the night to what I thought were hailstones bouncing against the windowpane. Despite Lexis rules, I peeked through a tiny slit in the curtains and squinted into the darkness. The trees were bare, their branches like ghostly limbs stretching toward the sky. Though it was a moonless night, I could see a raccoon scamper through the yard. And then, a figure standing timidly behind one of the columns on the portico. Callie. I hastily pulled on a shirt and slipped down the stairs, taking care to not make any noise. The last thing I wanted was for Buxton or Lexi to know that a human had followed me home. The door shut with a thud behind me, and I saw Callie jump. â€Å"Im here,† I whispered, feeling thrilled, confused, and excited, all at once. â€Å"Hi,† she said shyly. â€Å"Are you going somewhere?† I asked, nodding at her bag. â€Å"I hope so.† She clasped my hands with her own. â€Å"Stefan, I dont care what you are. Ive never cared. And I want to be with you.† She looked into my eyes. â€Å"I I love you.† I gazed at the ground, a lump in my throat. Back when I was a human, I thought Id loved Katherine until I saw her, chained up, muzzled, and foaming at the mouth. Id felt nothing but disgust at that vision. And yet Callie had seen me unconscious, bleeding from vervain, staked by captors, and pummeling my brother in the ring, and she still loved me. How was that possible? â€Å"You dont have to respond,† Callie rushed on. â€Å"I just had to tell you. And Im leaving no matter what. I cant stay here with Father, not after everything thats happened. Im getting on the train, and you can come with me. But you dont have to. But I want you to,† she babbled. â€Å"Callie!† I interrupted, placing a finger to her lips. Her eyes widened, shifting between fear and hope. â€Å"I would go with you anywhere,† I said. â€Å"I love you, too, and I will for the rest of my life.† â€Å"You mean your un-life,† she said, her eyes dancing. â€Å"How did you know where I lived?† I asked, suddenly shy. Callie blushed. â€Å"I followed you home once. When you ran away after the first vampire fight. I wanted to know everything about you.† â€Å"Well, now you do.† Unable to restrain myself, I pulled her into my arms and lowered my lips to hers, no longer afraid to hear the blood coursing in her veins or to hear her heart beat faster in anticipation. She tightened her grip around me, and our lips touched. I hungrily kissed her, feeling the softness of her lips against mine. My fangs didnt grow, my desire was all for her, in her human form, as she was. She was soft and warm and tasted like tangerines. In those moments, I imagined our future. Wed take the train as far away from New Orleans as possible, maybe to California, or perhaps even sail to Europe. Wed nest in a little cottage and keep livestock for me to feed from, and Callie and I would live out our days together, away from the prying eyes of society. A nagging thought tugged at the corner of my mind: Would I turn her? I hated the thought of doing it, of sinking my teeth into her white neck, of making her live a life in which she craved blood and feared the daylight, but I also couldnt bear the thought of seeing her grow old and die in front of me. I shook my head, trying to release those thoughts. I could deal with them later. We both could. â€Å"Stefan,† Callie murmured, but then the murmur turned into a gasp, and she slipped out of my clutches and onto the ground. A butchers knife stuck into her back, blood pooling out of it. â€Å"Callie!† I cried, sinking to my knees. â€Å"Callie!† Frantic, I tore a vein in my wrist, trying to feed Callie my blood to heal her. But before I could press my arm to her gasping mouth, an unseen hand yanked me up by the shirt collar. A low, familiar chuckle cut through the night air. â€Å"Not so fast, brother.† Chapter 31 I whirled around, my hand ready to strike, my fangs bared. Before I could move, Damon grabbed my shoulders and flung me across the street. My body hit the road, hard, my arm snapping at an unnatural angle. I scrambled to my feet. Callie was lying in the grass, her red hair fanning over her shoulder, a pool of blood darkening around her. She let out a quiet moan, and I knew she must be in agony. I started to race back to her, pumping my blood to my open wound so she could feed easily. But Damon intercepted me, lowering his shoulder into my chest and knocking me backward. I scrambled to my feet. â€Å"This stops now!† I yelled, ready to pounce. I flew toward him, ready to rip him apart, to give him what hed wanted for so long. â€Å"Does it stop now? Before dinner?† Damon asked, a slow smile forming on his face. I watched in horror as Damon knelt down, bared his teeth, and sunk them into Callies neck, drinking long and hard. I tried to push him away, but he was far too strong. How many people had he fed from since our escape? I kept tugging, trying to free Callie, but Damon stayed in the same position as if he were a marble sculpture. â€Å"Help! Lexi!† I roared, as Damon sent me flying backward with a swift jab of his elbow. I hit the grass with a thud. Damon kept drinking. I realized with horror that Callies moaning had stopped. So had the steady, thrumming sound of blood Id gotten so used to hearing in Callies presence. I fell to my knees. Damon turned toward me, his face smeared with blood. Callies blood. I blanched at the sight. Damon chuckled. â€Å"You were right, brother. Killingiswhat vampires do. Thanks for the lesson.† â€Å"Ill kill you,† I said, rushing toward him once more. I knocked him to the ground, but Damon took advantage of my injured arm and flipped me over, pinning me to the ground next to Callie. Damon shook his head. â€Å"I dont think I will die tonight, thank you. Youre done being the one to make the life-and-death decisions,† he hissed. He stood up, as if he were going to walk away. I crawled over to Callie. Her eyes were wide open and glassy, her face pale. Her chest was still rising and falling, but barely. Please live, I thought, gazing into her unblinking eyes in a desperate attempt to compel her. I saw her eyelids flutter. Could it be possible that it was working? I want you to live. I want to love you while you're alive, I thought, squeezing blood from my wounds into her open mouth. Then, as drops fell on her face, I felt an agonizing pain in my abdomen. I sprawled on the grass as Damon kicked me over and over and over in the stomach, a demonic look in his eye. Summoning all my strength, I scuttled on the dew-damp earth away from Damon. â€Å"Help me,† I called again toward the house. â€Å"Help me!† Damon mocked in a sing-song voice. â€Å"Not quite the big man, anymore, are we, little brother? What happened to taking over the world? Got too busy having tea parties with your little friends and falling in love with humans?† He shook his head in disgust. Something inside me snapped. Somehow, I pushed myself to my feet and raced toward Damon, fangs bared. I pushed him to the ground, my fangs carving a long, jagged cut along his jugular vein. He fell to the ground, blood draining from his neck, his eyes closing. For a moment, he looked like my brother again. No bloodshot eyes, no voice laced with hatred. Just the broad shoulders and dark hair that always symbolized Damon. And yet he wasnt Damon anymore. He was a monster on a spree of destruction, stopping at nothing to make his threat of making my life miserable come true. I surveyed the ground around us, finally glimpsing a small tree limb, a few feet away, fallen after a storm. I crawled over to the branch and raised it high above his chest. â€Å"Go to hell,† I whispered, fervently meaning each word. But as the words left my mouth, Damon lunged up from the ground, his eyes red and his fangs bared. â€Å"Thats no way to talk to family.† He scoffed, throwing me to the ground. â€Å"And thats no way to hold a stake.† He raised the branch high over my chest, a gleam in his eye. â€Å"Heres the death you didnt let me have. Slow, and painful, and Im going to enjoy every second of it,† Damon said, cackling as he brought the stake down with all his might against my chest. And then everything went black.

Metamorphic Insight into Dreams essays

Metamorphic Insight into Dreams essays Dreams play a large role in many people's lives. They can reflect and pertain to all aspects of life, and can have a deeper meaning than might immediately be realized. The following paper contains an in depth look at and the meaning that dreams have for many individuals and how they have affected people both in the past and present. Many dreams have are really symbols representing significant influences and events in the lives of those who have them. The following paragraph is an example of a dream that a young boy or girl, or anyone for that matter, might experience. A cool breeze flows gently through the trees while the hot summer sun shines down on a gathering of family members. A young boy happy with excitement finds himself surrounded by the people he loves at a family reunion. While the adults reminisce on past times, the children are found enjoying a game of kickball in the field. As the little boy becomes a spectator absorbing all of the joy and warmth from his family's party, he awakes from his night's sleep to find out that he has been dreaming. This pleasant dream is just one example of the many different types of night visions people encounter. Was this boy imagining a life with his family that might not really exist? Is this child abused or neglected and using dreams as an escape, or is this reality and the child is simply reliving pleasant experiences? The metamorphic process of paralleling the symbolism of our dreams to our everyday lives has contributed to learning more about our individualistic personalities. Over the years, the mysteries of why and how we dream have captured the imagination of everyone from playwrights and poets to psychologists and scientists. However, the main objective of this paper is to illustrate that there are significant purposes to dreams. From laboratory experiments to primitive cultures, the interpretation of dreams is a powerful tool used to help understand ourselves. Rosali...

How to Stress Syllables in English

How to Stress Syllables in English Words are made up of letters and those letters create syllable sounds.  You can recognize a syllable by remembering that each one contains a vowel sound.  For example, in the word computer,  there are three syllables: com /  pu  /  ter. The word  bike, however, has only one syllable. A single syllable may contain as little as just one letter, or as many as five: idea - i / de / a (three syllables) cough - cough (one syllable) In words that have more than one syllable, one syllable will be stressed. In English, there are a number of word syllable stress patterns. Counting Syllables You can check how many syllables a word has by putting your hand under your chin and saying a word. Each time your chin moves to make a vowel sound, count a syllable. For example, the word difficult  moves your chin three times. Therefore, difficult is three syllables. Exercise Count the number of syllables in each of these words. Answers are below. housejacketglassesencyclopediaemployerinformationtroublemaker  thought  happyincoherent Answers 1 (house)2 (ja / ket)2 (gla / sses)6 (en / cy / clo / pe / di / a)3 (em / ploy / er)4 (in / for / ma / tion)4 (trou / ble /ma / ker)1 (thought)2 (ha / ppy)4 (in / co / her / ent) Word Syllable Stress In multi-syllable words, the stress falls on one of the syllables. The other syllables tend to be spoken quickly. This leads to sounds that are not clear (muted) on unstressed syllables. In order to improve your pronunciation, focus on pronouncing the stressed syllable clearly. However, dont be afraid to mute (not say clearly) the other unstressed vowels. For example: Listen  to these specific examples. Notice where the syllables are stressed: PersonNELTOtallyInDUstrialToMAtoFanTAstic One Syllable - Stressed All one-syllable words have the stress on the one syllable. The intonation should go down.   Listen  to the general pattern. EATDRINKSIGNWELL Two-Syllable First Syllable Stressed Listen  to the general pattern and these specific examples: GIantPICtureHEAting Second Syllable Stressed Listen  to the general pattern and these specific examples: toDAYaHEADaLLOW Three-Syllable First Syllable Stressed Listen  to the general pattern and these specific examples: ENergyOperateORganize Second Syllable Stressed Listen  to the general pattern and these specific examples: meMORialaSSUMPtioncaNAdian Third Syllable Stressed Listen  to the general pattern and these specific examples: employEEjapanESEvoluntEER Four-Syllable Second Syllable Stressed Listen  to the general pattern and these specific examples: psyCHOLogyeVAporatecerTIficate Third Syllable Stressed Listen  to the general pattern and these specific examples: poliTIcianindiVIdualrepuTAtion Double Vowel Sounds Its not the number of letters that make up a syllable, rather it is the number of single vowel sounds. Sometimes, a number of vowels combine to make just a single sound. For example: tree 1 sound goal 1 sound because 1 sound Common Double Vowel Sounds Its important to learn spelling patterns for these sounds. Here are some of the most common: ay - (diphthong EI sound)  play, say, may au - (long A sound) fault, launch, haunt augh - (long A sound) caught, taught, daughter augh - (short A sound as in cat) laugh ee - (long EE sound) tree, see, three ea - (long EE sound) each, peach, teach ea - (short E sound) dead, head, health ea - (long EE sound) break, steak, great eu - (long U sound) deuce, sleuth ei - (diphthong EI sound) beil, eight, weigh ey - (diphthong EI sound) they, grey eigh - (diphthong EI sound) eight, freight eigh - (long EE sound) seize eigh - (diphthong AI sound) height ie - (long EE sound) thief, pice ie - (long I sound) die, tie oo - (long U sound) moo, boo oo - (short U sound) book, foot oa - (long O sound) boat, moat oe - (long O sound) hoe, Joe oi - (diphthong OY sound) soil, toil ou - (long O sound) soul, your ou - (short U sound) tough, rough ue - (long U sound) cue, muse ui - (long U sound) fruit, juice Schwa for Unstressed Syllables Unstressed syllables keep the correct sound, but are muted. Sometimes, unstressed vowels become a  schwa sound  - like a soft uh sound. Listen  to these specific examples: LittleRepeatTomato At other times, the vowel is pronounced but not stressed. Listen  to these specific examples: IndustrialNoisily Generally speaking, stressed syllables retain a clear vowel sound, while unstressed syllables tend to soften towards a schwa-like sound.

Dream of red chambers (chinese culyures and history ) Coursework

Dream of red chambers (chinese culyures and history ) - Coursework Example Chia Lan’s success was evident but Pao-Yu’s changed attitude towards studies was very curious in nature. This was displayed in his result when he stood seventh and Chia Lan ranked one hundred and thirteenth. After the exam, Pao-Yu disappeared from the gate of the examination hall and his feeling of non-attachment from the worldly duties and affairs and from all materialist attractions diminished. This became more obvious before his departure, he said to Precious Virtue: â€Å"Chieh-chieh, I am going now. You can wait with Tai-tai for the good tidings†.  And to his mother, Madame Wang he said, â€Å"I shall never be able to repay Tai-tais kindness to me but I shall try my best at the Examinations and earn the degree. Perhaps this will make Tai-tai happy and in a way atone for my past unworthiness."   Chia Cheng adhered to the teachings of Confucian canon and governed his life following those teachings. For him the sincerity lies in the mourning and true emotion and not in pompous and expensive ceremonies. Despite all the objections and criticisms, Chia Cheng abandoned the place of mourning and left the arrangement for the rituals on the hand of other people. And the impact the rituals had on the lives and minds of the subject and people around Chia Cheng can be well demonstrated from the sayings of Phoenix, â€Å"Lao Tai-tai was never extravagant in her life†. And also commented, â€Å"I do not understand what Lao-yeh meant about the sincerity of mourning and the teachings of the sages but I know that Lao Tai-tai used to love Nai-nai and myself and was kinder to us than the rest, and that I for one will be ashamed to face her in after ¬ life if her funeral is skimped. So I implore Nai-nai to spare no expense. Lao Tai-tai provided for this herself†. The success of Pao-yu and Chia Lan were also for their relation with Imperial Concubine. Emperor granted pardon to Chia Sheh and Chia Gen by restoring their title and property. The emperor also

On the movie, The Blind Side Essay Example | Topics and Well Written Essays - 250 words - 1

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Shirley Jackson Research Paper Example | Topics and Well Written Essays - 2250 words

Shirley Jackson - Research Paper Example Simultaneously, the focus Shirley Jackson made on the life theme belongs to that long American tradition of the romance, what Richard Chase refers to as "that freer, more daring, more brilliant fiction that contrasts with the solid moral inclusiveness and massive equability of the English novel" (Chase, viii). It is Chase's conviction that "the history of American novel is not only the history of the rise of realism but also of the repeated rediscovery of the uses of romance, and that this will continue to be so" (Chase, xii). Jackson's illustrations of life have been most amenable to an imagination shaped and inspired by a culture of contradiction, of disharmonies, of what Chase calls "radical disunities." From the critical perspective, it was important to list these qualities of Jackson's literature in order to see that the fiction of Shirley Jackson, specifically her focus on the themes of life and death, belong to that major stream of American literature represented by Poe, Hawth orne, Melville, James, and Faulkner. Traditionally for Shirley Jackson's fiction, her protagonists and audience are immobilized by dread and death. Indeed, author's fiction revolves around dread: what it is and what it feels like. In her work, dread is an emotion, a predicament, an existential condition. What is dreaded is a truth which seems to be the author's. As one reads, one feels the presence of Shirley Jackson in her work. In "The Lottery," something dreadful occurs from the very beginning. Regularly, once-a-year, a villager is ritually stoned to death. But this event inspires no fear. Rather, it is sanctioned by the community. From the readers' perspective, they appreciate the horror of the lottery, but their only reaction is surprise. The sense of horror comes later, after they finish reading. Like the villagers themselves, readers are dissociated emotionally from the feelings, and Jackson manages this through the delay of information. Thus a paradox emerges. Something fearful occurs, but the fearful event is not anticipated by reader or character. Nevertheless, the reader's sense of dread is increased by the story - not in the forward movement of reading, but retrospectively. The point is this that Jackson mystifies the reader in order to take the reader by surprise. In Jackson's work it is the emotion of surprise which finally gets under audience's skin and proves to readers that they have something to worry about. "The Lottery" is the tale of a town ritual, namely, the stoning of one of its citizens, chosen collectively by drawing lots. From the very beginning of the narration, Shirley Jackson displays great ability to suggest and foreshadow through her symbols and descriptions of setting and circumstances. Shirley Jackson masterfully and not accidentally put the most important symbol of her short story in its title. The lottery symbolizes death, meaningless, insensible and evident. Critically speaking, insensibility and meaninglessness are the elements of author's narrational emphasis, and these themes find their place in all Jackson fiction. In this particular short story, the cruelty of the

Slack Bus And Slack Generator

Slack Bus And Slack Generator The Table below shows input data of each busbar in the system used to solve the power flow and the simulation result according to instruction described in question 1. BUS Input Data [Simulation Result] BUS 1 pu P (load) 100 MW Q (load) 0 Mvar BUS 2 P (load) 200 MW Q (load) 100 Mvar CB of Generation Open BUS 3 1 pu P (Gen) 200 MW P (load) 100 MW Q (load) 50 Mvar AVR On AGC Off Slack bus and slack generator In power flow calculation, unique numerical solution cannot be calculated without reference voltage magnitude and angle due to unequal number of unknown variables and independent equations. The slack bus is the reference bus where its voltage is considered to be fixed voltage magnitude and angle (1à ¢Ã‹â€ Ã‚  0 °), so that the various voltage angle difference among the buses can be calculated respect. In addition, the slack generator supplies as much real power and reactive power as needed for balancing the power flow considering power generation, load demand and losses in the system while keep the voltage constant as 1à ¢Ã‹â€ Ã‚  0 °. In real power system, when relatively weak system is linked to the larger system via a single bus, this bus can represent the large system with an equivalent generator keeping the voltage constant and generating any necessary power like slack bus. [1] Bus type (PQ bus or PV bus) BUS Bus type Comments BUS 2 PQ Bus Generator is disconnected to Bus 2 BUS 3 PV Bus Generator is connected to Bus 3 and the magnitude of voltage of generator keep constant by using AVR In general, each bus in the power system can be categorized into three bus types such as Slack Bus, Load (PQ) Bus, and Voltage Controlled (PV) Bus. The definition and difference between PQ Bus and PV Bus are described as follows; [2] PV Bus (Generator Bus or Voltage Controlled Bus): It is a bus at which the magnitude of the bus voltage is kept constant by the generator. Even though the bus has several generators and load, if any generators connected to the bus regulate the bus voltage with AVR, then this bus is referred to PV Bus. For PV bus, the magnitude of the bus voltage and real power supplied to the system are specified, and reactive power and angle of the bus voltage are accordingly determined. If a preset maximum and minimum reactive power limit is reached, the reactive output of the generator remains at the limited values, so the bus can be considered as PQ Bus instead of PV Bus. [2] PQ Bus (Load Bus): It is a bus at which the voltage is changed depending on total net real power and reactive power of loads and generators without voltage regulator. Therefore, in the power simulation and calculation, the real power and reactive power of the loads are specified as input data and accordingly the voltage (magnitude and angle) is calculated based on the above input. The following table specifies input and output of each bus type in the power system simulation and calculation. Bus Type P Q (Magnitude) ÃŽÂ ´ (Angle) PQ Bus Input Input Output Output PV Bus Input Output Input Output Slack Bus Output Output Input Input System Balance Total Generation Load Demand BUS Real Power (MW) Imaginary Power (Mvar) Generation Load Generation Load BUS 1 204.093 100 56.240 0 BUS 2 0 200 0 100 BUS 3 200 100 107.404 50 Total 404.093 400 163.644 150 Difference Pgen Pdemand = 4.093 Qgen Qstored in load = 13.644 Reason: Real power loss due to resistance of transmission line and imaginary power storage due to reactance of transmission line are the reasons for the difference between power generation and load demand in the system. P (Losses) Q (Storage) over the transmission line BUS Real Power (MW) Imaginary Power (Mvar) Sending Receiving Losses Sending Receiving Stored BUS 1 BUS 2 102.714 100.650 2.064 56.653 49.773 6.88 BUS 1 BUS 3 1.379 1.378 0.001 0.4141) 0.4131) 0.001 BUS 3 BUS 2 101.378 99.350 2.028 56.990 50.227 6.763 Total Plosses = 4.093 Qstored in load = 13.644 1) Imaginary power flows from Bus 3 to Bus 1. The summation of real power losses and imaginary power storage over the transmission line are exactly same with total difference between generation and load. Therefore, it is verified that the difference is shown over the transmission line. Kirchoff balance as each bus [4] Bus1 ÃŽÂ £ P1 = + Pgen1 Pload1 P12 P13 = 204.093 100 102.714 1.379 = 0 ÃŽÂ £ Q1 = + Qgen1 Qload1 Q12 Q13 = 56.24 0 56.653 + 0.413 = 0 Bus2 ÃŽÂ £ P2 = + Pgen2 Pload2 P21 P23 = 0 200 + 100.65 + 99.35 = 0 ÃŽÂ £ Q2 = + Qgen2 Qload2 Q21 Q23 = 0 100 + 49.773 + 50.227 = 0 BUS3 ÃŽÂ £ P3 = + Pgen3 Pload3 P31 P32 = 200 100 + 1.378 101.378 = 0 ÃŽÂ £ Q3 = + Qgen3 Qload3 Q31 Q32 = 107.404 50 0.414 56.99 = 0 According to the calculation above, as summation of incoming outgoing real power and imaginary power at each bus become zero, it is verified that each busbar obeys a Kirchoff balance. In addition, the total power system is completely balanced, because total generation power (real imaginary) are equal to summation of total load demand and real power loss stored imaginary power over the transmission (i.e. Pgen Pdemand = Plosses, Qgen Qstored in load = Q stored in system) as shown above. Voltage Angle and Angle Difference As a result of the Powerworld, the voltage angle and angle difference are shown in the table below. BUS Voltage Angle Voltage Angle Difference BUS1 ÃŽÂ ´1 = 0.00 ° BUS1- BUS2 ÃŽÂ ´1 ÃŽÂ ´2 = 0.00 ° (-2.5662 °) = 2.5662 ° BUS2 ÃŽÂ ´2 = -2.5662 ° BUS2- BUS3 ÃŽÂ ´2 ÃŽÂ ´3 = -2.5662 ° (-0.043 °) = -2.5232 ° BUS3 ÃŽÂ ´3 = -0.043 ° BUS3- BUS1 ÃŽÂ ´3 ÃŽÂ ´1 = -0.043 ° 0.00 ° = -0.043 ° Power System Analysis -1 The table below summarizes generation and voltage angle variation at each bus as generation at Bus 3 varies from 0 MW to 450 MW by 50MW. Simulation Results and Observation P3 = 0 MW P3 = 50 MW P3 = 100 MW P3 = 150 MW P3 = 250 MW P3 = 300 MW P3 = 350 MW P3 = 400 MW P3 = 450 MW Reactive Power Generation at Bus 3: It is found that reactive power generation Q3(gen) decrease while real power generation P3(gen) increase because Bus 3 as a PV Bus regulates the constant bus voltage magnitude by controlling excitation of the generation through the AVR. Power Generation at Bus 1: It is found that P1(gen) decreases and Q1(gen) increases simultaneously, while P3(gen) increases and Q3(gen) decrease. As the total load demand in the system keeps constant (i.e. Ptotal(load) = 400 MW, Qtotal(load) = 150Mvar), any necessary real power and reactive power for the system balance need to be supplied by generator (slack generator) at Bus 1. Therefore, power generation P1(gen) and Q1(gen) at Bus 1 change reversely compared to power generation change at Bus 3. Voltage Angle Difference: In general, real power flow is influenced by voltage angle difference between sending bus and receiving bus according to PR =. Therefore, it is observed that as real power generation P3(gen) increases real power flow from Bus 3 to Bus2 increase, accordingly voltage angle difference (ÃŽÂ ´3 ÃŽÂ ´2) between Bus 3 and Bus 2 increases. However, decrease in real power from Bus 1 to Bus 2 due to increase of P3(gen) result in decrease of voltage angle difference (ÃŽÂ ´1 ÃŽÂ ´2). In addition, Real power between Bus 1 and Bus 3 flows from Bus 1 to Bus 3 until P3(gen) reach to 200 MW and as P3(gen) increase more than 200 MW the real power flows from Bus 3 to Bus 1. So, it is also observed that voltage angle difference (ÃŽÂ ´3 ÃŽÂ ´1) is negative angle when P3(gen) is less than 200MW and the difference increase while P3(gen) increase. Power System Analysis -2 The table below summarizes the variation of power generation and voltage angle difference at each bus when the load demand at Bus 3 varies by 50MW and 25Mvar. Simulation Results and Observation P2 = 0 MW Q2 = 0 MW P2 = 50 MW Q2 = 25 MW P2 = 100 MW Q2 = 50 MW P2 = 150 MW Q2 = 75 MW P2 = 250 MW Q2 = 125 MW P2 = 300 MW Q2 = 150 MW P2 = 350 MW Q2 = 175 MW P2 = 400 MW Q2 = 200 MW P2 = 450 MW Q2 = 225 MW Power Generation at Bus 1 and Bus 3: It is observed that as the total load demand in the system increases due to increase of load demand P2(load) Q2(load) at Bus 2, any necessary real power for the system balance is supplied by generator (slack generator) at Bus 1 considering constant P3(gen), so P1(gen) increases. In addition, any necessary reactive power for the system balance is supplied from Bus 1 as well as Bus 3, so both Q1(gen) and Q3(gen) increase. Voltage Angle Difference: It is found that real power flow increase both from Bus 1 to Bus 2 and from Bus 3 to Bus 2 due to increase of load demand at Bus2. Accordingly, both voltage angle difference ÃŽÂ ´1 ÃŽÂ ´2 and ÃŽÂ ´3 ÃŽÂ ´2 increase when the power flow P12 and P32 increase. In addition, when P2(load) is less than 200 MW, P1gen is relatively low. Therefore real power between Bus 3 and Bus 1 flows from Bus 3 to Bus 1 at lower P2(load) (less than 200MW). On the other hand, while P2(load) increase more than 200 MW, the real power flow direction changes (Bus 1 to Bus 3) and the real power flow increases. Accordingly, the voltage angle difference ÃŽÂ ´1 ÃŽÂ ´3 change from negative to positive and increase. Voltage Magnitude at Bus 2: It is observed that magnitude of bus voltage at Bus2 drops due to increase of the load demand at Bus 2. Question 2 System Model Admittance Matrix In order to construct the admittance matrix of Powerworld B3 case, single phase equivalent circuit can be drawn as below; z = r + jx (r = 0, x = 0.05) z12 = z21= j0.05 pu, y12 = 1/ z12 = 1/j0.05 = -j20 pu = y12 z13 = z31= j0.05 pu, y13 = 1/ z13 = 1/j0.05 = -j20 pu = y31 z23 = z32= j0.05 pu, y23 = 1/ z23 = 1/j0.05 = -j20 pu = y32 Admittance matrix can be defined as follows; BUS = Diagonal elements Y(i,i) of the admittance matrix, called as the self-admittance [lecture slide] [6], are the summation of all admittance connected with BUS i. = y12 + y13 = -j20 j20 = -j40 pu = y21 + y23 = -j20 j20 = -j40 pu = y31 + y32 = -j20 j20 = -j40 pu Off diagonal elements Y(i,j) of the admittance matrix, called as the mutual admittance [lecture slide] [6], are negative admittance between BUS i and BUS j. = y12 = -(-j20) = j20 pu = y13 = -(-j20) = j20 pu = y21 = -(-j20) = j20 pu = y23 = -(-j20) = j20 pu = y31 = -(-j20) = j20 pu = y32 = -(-j20) = j20 pu Therefore, the final admittance matrix BUS is; BUS = = The following figure shows the BUS of the Powerworld B3 case and it is verified that the calculated admittance matrix is consistent with the result of the Powerworld. Power Flow Calculation Nodal equation with the admittance matrix can be used to calculate voltage at each bus if we know all the current (i.e. total generation power and load demand at each BUS) and finally the power flow can be calculated accordingly. , therefore, In this question, however, simulation results of the voltage at each bus from the Powerworld are used for the power flow calculation as follows; [Simulation result] Voltage at each Bus and Voltage Difference V1 = 1 à ¢Ã‹â€ Ã‚  0.00 ° pu (BUS1) V2 = 1 à ¢Ã‹â€ Ã‚  -0.48 ° pu (BUS2) V3 = 1 à ¢Ã‹â€ Ã‚  0.48 ° pu (BUS 3) Voltage difference between BUS 1 and BUS 2 V12 = V1 V2 = 1 à ¢Ã‹â€ Ã‚  0.00 ° 1 à ¢Ã‹â€ Ã‚  -0.48 ° = 3.5 x 10-5 + j 8.38 x 10-3 = 8.38 x 10-3 à ¢Ã‹â€ Ã‚  89.76 ° pu V21 = V2 V1 = V12 = 3.5 x 10-5 j 8.38 x 10-3 = 8.38 x 10-3 à ¢Ã‹â€ Ã‚  -90.24 ° pu Voltage difference between BUS 3 and BUS 2 V32 = V3 V2 = 1 à ¢Ã‹â€ Ã‚  0.48 ° 1 à ¢Ã‹â€ Ã‚  -0.48 ° = j 16.76 x 10-3 = 16.76 x 10-3 à ¢Ã‹â€ Ã‚  90 ° pu V23 = V2 V3 = V32 = j 16.76 x 10-3 = -16,76 x 10-3 à ¢Ã‹â€ Ã‚  -90 ° pu Voltage difference between BUS 3 and BUS 1 V31 = V3 V1 = 1 à ¢Ã‹â€ Ã‚  0.48 ° 1 à ¢Ã‹â€ Ã‚  0.00 ° = 3.5 x 10-5 + j 8.38 x 10-3 = 8.38 x 10-3 à ¢Ã‹â€ Ã‚  90.24 ° pu V13 = V1 V3 = V31 = 3.5 x 10-5 j 8.38 x 10-3 = 8.38 x 10-3 à ¢Ã‹â€ Ã‚  -89.76 ° pu Line Current Current flow from BUS i and BUS j can be calculated by using voltage difference and interconnected admittance of the line between buses. [ Iij = yij * (Vi Vj) ] Line current between BUS 1 and BUS 2 I12 = y12 x (V1 V2) = -j20 x 8.38 x 10-3 à ¢Ã‹â€ Ã‚  89.76 ° = 167.6 x 10-3 à ¢Ã‹â€ Ã‚  -0.24 ° pu (BUS 1 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ BUS 2) I21 = y21 x (V2 V1) = -j20 x 8.38 x 10-3 à ¢Ã‹â€ Ã‚  -90.24 ° = 167.6 x 10-3 à ¢Ã‹â€ Ã‚  -180.24 ° pu (BUS 2 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ BUS 1) Line current between BUS 3 and BUS 2 I32 = y32 x (V3 V2) = -j20 x 16.76 x 10-3 à ¢Ã‹â€ Ã‚  90 ° = 335.2 x 10-3 à ¢Ã‹â€ Ã‚  0.00 ° pu (BUS 3 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ BUS 2) I23 = y23 x (V2 V3) = -j20 x 16.76 x 10-3 à ¢Ã‹â€ Ã‚  -90 ° = 335.2 x 10-3 à ¢Ã‹â€ Ã‚  180 ° pu (BUS 2 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ BUS 3) Line current between BUS 3 and BUS 1 I31 = y31 x (V3 V1) = -j20 x 8.38 x 10-3 à ¢Ã‹â€ Ã‚  90.24 ° = 167.6 x 10-3 à ¢Ã‹â€ Ã‚  0.24 ° pu (BUS 3 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ BUS 1) I13 = y13 x (V1 V3) = -j20 x 8.38 x 10-3 à ¢Ã‹â€ Ã‚  -89.76 ° = 167.6 x 10-3 à ¢Ã‹â€ Ã‚  -179.76 ° pu (BUS 1 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ BUS 3) Apparent Power Flow Apparent flow from BUS i and BUS j can be calculated by voltage at the sending bus and line current. [ Sij = Vi * I*ij ] Apparent Power from BUS 1 to BUS 2 S12 = V1* I*12 = 1 à ¢Ã‹â€ Ã‚  0.00 ° x 167.6 x 10-3 à ¢Ã‹â€ Ã‚  0.24 ° = 167.6 x 10-3 à ¢Ã‹â€ Ã‚  0.24 ° = 0.1676 + j 7.02 x 10-4 pu Apparent Power from BUS 2 to BUS 1 S21=V2* I*21=1à ¢Ã‹â€ Ã‚  -0.48 ° x 167.6 x 10-3à ¢Ã‹â€ Ã‚  180.24 °=167.6 x 10-3à ¢Ã‹â€ Ã‚  179.76 ° = -0.1676 + j7.02 x 10-4 pu Apparent Power from BUS 3 to BUS 2 S32 = V3* I*32 = 1 à ¢Ã‹â€ Ã‚  0.48 ° x 335.2 x 10-3 à ¢Ã‹â€ Ã‚  0.00 ° = 335.2 x 10-3 à ¢Ã‹â€ Ã‚  0.48 ° = 0.3352 + j 2.81 x 10-3 pu Apparent Power from BUS 2 to BUS 3 S23=V2* I*23=1 à ¢Ã‹â€ Ã‚  -0.48 ° x 335.2 x 10-3 à ¢Ã‹â€ Ã‚  180 °= 335.2 x 10-3 à ¢Ã‹â€ Ã‚  179.76 ° = -0.3352 + j 2.81 x 10-3 pu Apparent Power from BUS 3 to BUS 1 S31 = V3* I*31 = 1à ¢Ã‹â€ Ã‚  0.48 ° x 167.6 x 10-3à ¢Ã‹â€ Ã‚  -0.24 ° = 167.6 x 10-3 à ¢Ã‹â€ Ã‚  0.24 ° = 0.1676 + j 7.02 x 10-4 pu Apparent Power from BUS 1 to BUS 3 S13=V1* I*13=1à ¢Ã‹â€ Ã‚  0.00 ° x 167.6 x 10-3à ¢Ã‹â€ Ã‚  179.76 °= 167.6 x 10-3à ¢Ã‹â€ Ã‚  179.76 ° = -0.1676 + j 7.02 x 10-4 pu Comparison with simulation results The unit of the above calculation results is pu value, so in order to compare the results with simulation results pu value of current and power flow need to be converted to actual values by using the following equation considering Sbase = 100MVA and Vline_base = 345kV. [3] Sactual = Sbase ÃÆ'- Spu = 100 MVA ÃÆ'- Spu Iactual = Ibase ÃÆ'- Ipu = ÃÆ'- Ipu = ÃÆ'- Ipu = 167.3479 A ÃÆ'- Ipu Calculation Result and Simulation Result Flow direction Value Calculation Result Simulation Result BUS 1 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ BUS 2 |S12| 0.1676 ÃÆ'- 100 = 16.76 MVA 16.67 MVA P12 16.76 MW 16.67 MW Q12 0.0702 Mvar 0.07 Mvar |I12| 0.1676 ÃÆ'- 167.3479 = 28.0475 A 27.89 A BUS 3 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ BUS 2 |S32| 0.3352 ÃÆ'- 100 = 33.52 MVA 33.33 MVA P32 33.52 MW 33.33 MW Q32 0.281 Mvar 0.28 Mvar |I32| 0.3352 ÃÆ'- 167.3479 = 56.0950 A 55.78 A BUS 3 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ BUS 1 |S31| 0.1676 ÃÆ'- 100 = 16.76 MVA 16.67 MVA P31 16.76 MW 16.67 MW Q31 0.0702 Mvar 0.07 Mvar |I31| 0.1676 ÃÆ'- 167.3479 = 28.0475 A 27.89 A BUS 2 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ BUS 1 |S21| 0.1676 ÃÆ'- 100 = 16.76 MVA 16.67 MVA P21 -16.76 MW -16.67 MW Q21 0.0702 Mvar 0.07 Mvar |I21| 0.1676 ÃÆ'- 167.3479 = 28.0475 A 27.89 A BUS 2 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ BUS 3 |S23| 0.3352 ÃÆ'- 100 = 33.52 MVA 33.33 MVA P23 -33.52 MW -33.33 MW Q23 0.281 Mvar 0.28 Mvar |I23| 0.3352 ÃÆ'- 167.3479 = 56.0950 A 55.78 A BUS 1 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ BUS 3 |S13| 0.1676 ÃÆ'- 100 = 16.76 MVA 16.67 MVA P13 -16.76 MW -16.67 MW Q13 0.0702 Mvar 0.07 Mvar |I13| 0.1676 ÃÆ'- 167.3479 = 28.0475 A 27.89 A It is found that calculation results of current flow and apparent power flows (i.e. 28.0475 A and 56.0950 A/ 33.52 MVA and 16.76MVA) are about 0.5 % higher than simulation result (i.e. 27.89 A and 55.78 A / 33.33 MVA and 16.67 MVA) which can be considered slightly different. Difference of the voltage angle at each bus between calculation (0.48 °) and simulation (0.4775 °) could be the reason for this minor difference. Question 3 Admittance Matrix and Nodal Equation Admittance between two buses y12 = y21 = -j8 pu y13 = y31 = -j4 pu y14 = y41 = -j2.5 pu y23 = y32 = -j4 pu y24 = y42 = -j5 pu y30 = -j0.8 pu (BUS3-Neutral BUS) y40 = -j0.8 pu (BUS4-Neutral BUS) Admittance Matrix Ybus (Admittance Matrix) = Diagonal elements Y(i,i) of the admittance matrix, called as the self-admittance [2] [4], are the summation of all admittance connected with BUS i. = y12 + y13 + y14 = -j8 -j4 j2.5 = -j14.5 = y21 + y23 + y24 = -j8 -j4 j5 = -j17 = y30 + y31 + y32 = -j08 -j4 j4 = -j8.8 = y40 + y41 + y42 = -j0.8 -j2.5 j5 = -j8.3 Off diagonal elements Y(i,j) of the admittance matrix, called as the mutual admittance [2] [4], are negative admittance between BUS i and BUS j. = y12 = -(-j8) = j8 pu = y13 = -(-j4) = j4 pu = y14 = -(-j2.5) = j2.5 pu = y21 = -(-j8) = j8 pu = y23 = -(-j4) = j4 pu = y24 = -(-j5) = j5 pu = y31 = -(-j4) = j4 pu = y32 = -(-j4) = j4 pu = y34 = 0 pu = y41 = -(-j2.5) = j2.5 pu = y42 = -(-j5) = j5 pu = y43 = 0 pu Therefore, admittance matrix Ybus is as follows; Ybus = = Power Flow Analysis Power flow ignoring transmission line capacitance Nodal Equation Current from the neutral bus to each bus are given and admittance matrix (Ybus) is calculated above. Therefore, final nodal equation is as follows; Ibus = Ybus * Vbus à ¢Ã¢â‚¬ ¡Ã¢â‚¬â„¢ Vbus = Y-1bus * Ibus = Ybus à ¢Ã¢â‚¬ ¡Ã¢â‚¬â„¢ = = Voltage Analysis Voltage at each bus can be derived from the equation (Vbus = Y-1bus * Ibus) and Matlab was used for calculate matrix division. (Source code is attached in Appendix-1) Vbus == V12 = 0.0034 + j 0.0031 pu V13 = -0.0277 j 0.0257 pu V14 = 0.0336 + j 0.0311 pu V21 = -0.0034 j 0.0031 pu V23 = -0.0311 j 0.0288 pu V24 = 0.0302 + j 0.0280 pu V31 = 0.0277 + j 0.0257 pu V32 = 0.0311 + j 0.0288 pu V41 = -0.0336 j 0.0311 pu V42 = -0.0302 j 0.0280 pu Current flow in the system Current flow from BUS i and BUS j can be calculated by using voltage difference and interconnected admittance of the line between buses. [Iij = yij * (Vi Vj) ] The calculation result from Matlab is as follows; I12 = 0.0249 j 0.0269 pu I13 = -0.1026 + j 0.1108 pu I14 = 0.0777 j 0.0840 pu I21 = -0.0249 + j 0.0269 pu I23 = -0.1151 + j 0.1243 pu I24 = 0.1399 j 0.1511 I31 = 0.1026 j 0.1108 pu I32 = 0.1151 j 0.1243 pu I34 = 0 pu I41 = -0.0777 + j 0.0840 pu I42 = -0.1399 + j 0.1511 pu I43 = 0 pu Power flow in the system Apparent flow from BUS i and BUS j can be calculated by voltage at the sending bus and line current. [ Sij (pu) = Vi * I*ij = Pij + jQij ] The calculation result from Matlab is as follows; S12 = 0.0311 + j 0.0175 pu S13 = -0.1283 j 0.0723 pu S14 = 0.0972 + j 0.0548 pu S21 = -0.0311 j 0.0174 pu S23 = -0.1438 j 0.0803 pu S24 = 0.1749 + j 0.0977 pu S31 = 0.1283 + j 0.0780 pu S32 = 0.1438 + j 0.0875 pu S34 = 0 pu S41 = -0.0972 j 0.0496 pu S42 = -0.1749 j 0.0892 pu S44 = 0 pu Admittance Matrix considering transmission line capacitance According to the instruction of the Question 3, power system model can be drawn by using à Ã¢â€š ¬ equivalent circuit of the lines with capacitive shunt admittance (yc) of 0.1 pu at each side as shown below. Admittance Matrix Contrary to equivalent model in Question 3-1, the current flow through the capacitor in the transmission line needs to be considered to find the admittance matrix. Therefore, considering the capacitors the current equation with Kirchhoffs current law at each bus is as follows; [2] [5] Bus 1: I1 = I12 + I13 + I14 + Ic12 + Ic13 + Ic14 I1 = y12(V1-V2) + y13(V1-V3) + y14(V1-V4) + yc12V1 + yc13V1 + yc14V1 Bus 2: I2 = I21 + I23 + I24 + Ic21 + Ic23 + Ic24 I2 = y21(V2-V1) + y23(V2-V3) + y24(V2-V4) + yc21V2 + yc23V2 + yc24V2 Bus 3: I3 = I30 + I31 + I32 + Ic31 + Ic32 I3 = y30V3 + y31(V3-V1) + y32(V3-V2) + yc31V3 + yc32V3 Bus 4: I4 = I40 + I41 + I42 + Ic41 + Ic42 I4 = y40V4 + y41(V4-V1) + y42(V4-V2) + yc41V4 + yc42V4 Equation above can be rearranged to separate and group individual products by voltage. Bus 1: I1 = (y12 + y13 + y14 + yc12 + yc13+ yc14)V1 y12V2 y13V3 y14V4 = Y11V1 + Y12V2 + Y13V3 + Y14V4 Bus 2: I2 = (y21 + y23 + y24 + yc21 + yc23+ yc24)V2- y21V1 y23V3 y24V4 = Y21V1 + Y22V2 + Y23V3 + Y24V4 Bus 3: I3 = (y30 + y31 + y32 + yc31+ yc32)V3 y31V1 y32V2 = Y31V1 + Y32V2 + Y33V3 + Y34V4 Bus 4: I4 = (y40 + y41 + y42 + yc41+ yc42)V4 y41V1 y42V2 = Y41V1 + Y42V2 + Y43V3 + Y44V4 Finally, Diagonal elements Y(i,i) and off diagonal elements Y(i,j) of the admittance matrix are calculated as follows; = y12 + y13 + y14 + yc12 + yc13+ yc14 = -j8 -j4 j2.5 + j0.1 + j0.1 +0.1j = -j14.2 pu = y21 + y23 + y24 + yc21 + yc23+ yc24 = -j8 -j4 j5 + j0.1 + j0.1 +0.1j = -j16.7 pu = y30 + y31 + y32 + yc31+ yc32 = -j08 -j4 j4 + j0.1 +0.1j = -j8.6 pu = y40 + y41 + y42 + yc41+ yc42 = -j0.8 -j2.5 j5 + j0.1 +0.1j = -j8.1 pu = y12 = -(-j8) = j8 pu = y13 = -(-j4) = j4 pu = y14 = -(-j2.5) = j2.5 pu = y21 = -(-j8) = j8 pu = y23 = -(-j4) = j4 pu = y24 = -(-j5) = j5 pu = y31 = -(-j4) = j4 pu = y32 = -(-j4) = j4 pu = y34 = 0 pu = y41 = -(-j2.5) = j2.5 pu = y42 = -(-j5) = j5 pu = y43 = 0 pu Therefore, admittance matrix Ybus is as follows; Ybus = = Annex-1: Matlab source code and Calculation results with Matlab Matlab Source Code % define self admittance and mutual admittance by using admittace between % the buses (y12=y21=-j8, y13=y31=-j4, y14=y41=-j2.5, y23=y32=-j4, % y24=y42=-j5, y34=0, y43=0, y30=-j0.8, y40=-j0.8 y12=-8i; y21=-8i; y13=-4i; y31=-4i; y14=-2.5i; y41=-2.5i; y23=-4i; y32=-4i; y24=-5i; y42=-5i; y34=0; y43=0; y30=-0.8i; y40=-0.8i; Y11=-8i-4i-2.5i; Y12=8i; Y13=4i; Y14=2.5i; Y21=8i; Y22=-8i-4i-5i; Y23=4i; Y24=5i; Y31=4i; Y32=4i; Y33=-0.8i-4i-4i; Y34=0; Y41=2.5i; Y42=5i; Y43=0; Y44=-5i-2.5i-0.8i; %Bus 3 and Bus 4 is not connected, so admittance Y34 and Y43 are equal to zero % define the 44 admittance matrix (Ybus) Ybus=[Y11 Y12 Y13 Y14; Y21 Y22 Y23 Y24; Y31 Y32 Y33 Y34; Y41 Y42 Y43 Y44]; % In order to define the nodal equation (I = Ybus*V), the given I needs to defined. i1=0; i2=0; i3=-i; i4=-0.4808-0.4808i; Ibus=[i1; i2; i3; i4]; % Each bus voltage can be calculated by using matrix division (V= YbusI) Vbus=YbusIbus; v1=Vbus(1,1); v2=Vbus(2,1); v3=Vbus(3,1); v4=Vbus(4,1); % Calculate voltage difference between buses v12=v1-v2; v13=v1-v3; v14=v1-v4; v21=v2-v1; v23=v2-v3; v24=v2-v4; v31=v3-v1; v32=v3-v2; v34=v3-v4; v41=v4-v1; v42=v4-v2; v43=v4-v3; % current flow between buses can be calculated by i12 = y12*(v1-v2) i12=y12*v12; i13=y13*v13; i14=y14*v14; i21=y21*v21; i23=y23*v23; i24=y24*v24; i31=y31*v31; i32=y32*v32; i34=y34*v34; i41=y41*v41; i42=y42*v42; i43=y43*v43; % apparent power can be calculated by s12 = v1 * conj(i12) s12=v1*conj(i12); s13=v1*conj(i13); s14=v1*conj(i14); s21=v2*conj(i21); s23=v2*conj(i23); s24=v2*conj(i24); s31=v3*conj(i31); s32=v3*conj(i32); s34=v3*conj(i34); s41=v4*conj(i41); s42=v4*conj(i42); s43=v4*conj(i43); % Real power and Reactive power can be derived by following p12=real(s12); p13=real(s13); p14=real(s14); q12=imag(s12); q13=imag(s13); q14=imag(s14); p21=real(s21); p23=real(s23); p24=real(s24); q21=imag(s21); q23=imag(s23); q24=imag(s24); p31=real(s31); p32=real(s32); p34=real(s34); q31=imag(s31); q32=real(s32); q34=imag(s34); p41=real(s41); p42=real(s42); p43=real(s43); q41=imag(s41); q42=real(s42); q43=imag(s43); % end Matlab Calculation Results

wound Care :: Health Care, Pressure Ulcer

Wound care (Pressure Ulcer) Descriptions During community placement, my mentor and I visited M (patient), a 75years old lady, who was presented with a Pressure Ulcer, on the heel of her right leg. On arrival, my mentor asked me to manage M’s wound. However, I have observed and participate in carrying out this skill (wound care) with my mentor on several occasions. I explained the procedure to M and gained her consent to carry out the procedure. The preparation and application of aseptic technique was quite challenging in M’s home, however I washed my hands, worn apron and gloves, and adopt aseptic technique. When I remove the old dressings and assessed the wound, I observed that M’s wound was slightly exudates, odour, sloughs and dry skin (flakes) around the wound. When M asked me, how the wound was, I was not confident to answer her question, but rather turn to my mentor, who then answered her. I displayed the sterile pack on a flat surface and I dipped the gauze into a warm normal saline and gently cleaned the wound; I cleaned the slough and remove the dead tissues, under my mentor’s supervision and I also applied intrasite gel unto the wound bed, and put an antimicrobial heel dressing and securing it with a two way stretch bandages (tubifast). Feelings I was nervous, when my mentor asked me to carry out this procedure and thus, became very careful not to cause more pain to M. Being an invasive procedure, I was worried not to infect the wound when it was exposed, and when I could not answer her question, I felt uncomfortable. Evaluation Being an invasive procedure, I adopt aseptic techniques; Hart (2007) state’s that, employing aseptic technique helps to create an environment (asepsis) free from living pathogenic micro-organisms. Aziz (2009) conceded that, it helps prevent wound from contaminations and other susceptible site, by organism that could cause infection (HCAIs). I gently remove the slough and dead tissues, and applied an intrasite gel unto the wound bed, and then I put an antimicrobial heel dressing on the wound. Fletch (2007) suggests that, the removal of necrotic tissue and thick slough from wound bed, helps to promote healing by creating moist balance and controls bio burden to ensures optimal healing environment. Barrett (2009) concurs that, the management of wound required dressing that can maintain a moist environment, absorbs exudates as well as remain in situ over number of days.

Womens Rights in the Workplace

Brittany Dorris Mr. Dean Ford Eng. 101 04 October 2010 A Wife, a Mom, and a Worker Women fought very hard for their rights in the workplace. Some of them, including Susan B Anthony, went above and beyond the norm. Yet, today our rights are still not the same as a man’s. At one point women weren’t allowed to work at all, and today they are allowed to have jobs while still being home makers. Although improvements have been made, there are still several dilemmas that need to be addressed. A women earns less than a man when doing the same work, and that is extremely unfair.Another issue in the workplace is that men underestimate women due to lack of strength and discrimination. There are also the issues of pregnancy and sexual harassment. Due to financial aspects, discrimination, and issues solely based on gender, women are not treated equally in the workplace. A young adult female will pay the same tuition as a young male throughout school, yet in the workplace she will ea rn less money. A woman only earns 77 cents on the dollar of what a man earns (Talk). The average 25 year old woman working full time until age 65 will earn $523,000 less than the average working man (Rodriguez).It is unjust that a female pays the same for an education in order to get a job, but a male at the same job will earn more money. African American women earn 72 cents to the dollar of a white male and Latino females earn 60 cents (Williams). If a woman is required to pay the same bills as a man, then why does she earn less for doing the same job? If a man has an electricity bill for $100 and earns 10 dollars per hour, he only has to work ten hours in order to pay the electricity bill. When a woman has a $100 electric bill and works the same job as the aforementioned male, she would have to work more than 10 hours.Women aren’t required to work at a slower pace than men and are required to pay the same for bills and schooling, so it is not fair for them to make less mone y. Women are often discriminated against and belittled in the workplace due to factors that are not logical. It is frequently claimed that woman should have to ‘fit in’ to a ‘masculine culture’, but there is little systematic evidence on this (Faulkner 2). Women are too often discriminated against and underestimated when it comes to careers. An example of women being underestimated while at work is in the military.Though the percentage of women in the U. S military has increased dramatically since 1980, which is when they were first allowed to serve, women are less likely to go into combat. Although there are no laws that prohibit women from going into combat, there are laws that prohibit women from going into permanent assignments such as ships and aircrafts, according to a study conducted by the Women’s Research and Education Institute. Most of these restrictions are for the Marine Corps, Navy and Air Force. There are also policies that restrict wo men’s roles in the Army.Though there are some restrictions on women’s roles in the military, the Coast Guard and Department of Transportation give women opportunities. As a matter of fact, the proportion of jobs available to women in the Coast Guard and Department of Transportation is 100 percent compared to other services in the military, according to the study. (Rodriguez) There is no logical reason why a female should not be allowed to work permanently on jobs and assignments such as ships and aircrafts. Females are completely capable of using high intellect, doing hard labor, and running equipment.It is very wrong of men to treat women so poorly in the workplace due to stereotypes. Another example of female discrimination in the workplace that I know about from personal experiences is my mother’s career. My mother works in construction and does finish work on houses. She is treated very poorly by her male coworkers because they do not agree with her working a job that they see as a ‘mans job’. Regardless of their asinine opinions, she is usually the first one done with her assignments and considered by her bosses to be one of the hardest workers in the company.Sadly, she is still paid less than the men at her job. If she is truly one of the best employees then she should be given a raise instead of being awarded less cash. It is illegal to not hire someone based on their race, yet it is legal to pay a woman less due to her sex. It should be clear to everyone that women are treated poorly and unfairly in the workplace everyday. Another stereotypical belief is that women aren’t as intelligent as men. If this were true, then the female generations of our past would not have come as far as they have today in the workplace.There are women involved in politics, the medical field, and education. If men were truly more intelligent, then women would not be capable of being successful in those fields. Linda Tapp, president of Crown Safety in Cherry Hill, and a very successful female, states that â€Å"gender discrimination is still live and well. No matter how much we like to think things have changed, there are more than a few people out there who think a woman can still not do the same jobs a man can do†(Eglash). In my own experience, I have learned that female teachers and doctors do an equally good job as males in those fields.A woman is fully capable of doing a job that requires high intellect, just as a man is. I believe that it is ridiculous and unjustified for a man to treat a woman at work poorly because he believes that men are more intelligent. While for the most part women and men are the same, there are biological differences that should be taken into account. One of the main differences is the fact that females can become pregnant. Instead of treating women better in the workplace and respecting them for trying to keep a job while pregnant, men tend to treat them poorly.In 1964, the Title VII was amended by the Pregnancy discrimination Act; it was put into action in order to eliminate the issue of pregnancy affecting a female’s career (Kazlowski 27). Although it is illegal to dismiss a woman from her career due to her becoming pregnant, there are still cases where it happens. Not only are women required to do the same work as a man for less pay, but they are also expected to be good mothers and attentive wives. I believe that a woman should be paid more than a man due to the fact that they tend to have more to balance in their daily lives.A female teacher who is pregnant gets less sleep than a male teacher,. and the female still has to show up at work bright and early. Women are not cut enough slack while pregnant and still earn less than a man. Have a guy carry 30 extra pounds on his stomach and see if he can still do his job. Some people say that women have unfair advantages when it comes to acquiring jobs and that makes it acceptable for them to be p aid less. I agree that in some circumstances women are unrightfully rewarded jobs due to being â€Å"attractive females† but that does not justify them being paid less.I personally believe that I was given my job due to the fact that I am a young female, but I still work as hard as my male coworkers in order to try and earn respect and get equal pay. Although this is not always a bad aspect for females, it still places them in an unequally category next to men. One of the main issues that are present in the workplace for females is sexual harassment. Women are constantly being disrespected based on sex, including at the workplace. If that is not poor treatment, then I don’t know what is.Despite common assumptions, new research suggest that women are not more likely to be sexually harassed when they are the minority or majority in a work group. Instead, researchers found that in most cases, women were sexually harassed at work when their work group had a similar proport ion of males and females. (McGuire) This says that when a woman is given an equal opportunity to work somewhere, she is more likely to be sexually harassed while at work, and that leaves her in an unfair predicament. Sexual harassment is a crime and can make someone feel degraded and disrespected.Some women only have jobs because they allow their bosses and coworkers to sexually harass them, and I know this because I am one of them. My own male coworkers say they wish they could keep a job just by being â€Å"attractive†. They do not understand that it affects someone’s confidence when they know the only reason they have a job is solely based on looks. A female senator was once called a prostitute and attractive (Thompson). This is one of the many examples of verbal harassment that women all over the world face everyday in the workplace.Physical harassment such as groping also exist for females at work. While most harassment isn’t done maliciously, most women wo uld much rather have their job because they deserve it and not because they are female. Women should be treated equally as a whole, not just where it gives them an advantage, such as attaining the job in the first place. Women are treated unequally and unfairly throughout the world. Some of the situations work in a woman’s favor while others give them a large disadvantage. There are females who don’t work hard, and get to keep their jobs based solely on attractiveness.Then we have women who work hard and still get paid less than a man. If that is the case, then a woman’s bills and school tuition should also be 77 cents to the dollar, or they should not be required to work as hard for their money. Let’s not forget to mention that there are still jobs that women have difficulty or are not capable of acquiring, such as manual labor jobs or technical jobs. If we can have female body builders who are stronger than most men, then we should be able to have femal es working in all fields of the army.Sexism and unfairness in the workplace is a big issue that shouldn’t be ignored. Maybe the reason it is so often ignored is because it stirs up failure and embarrassment for the American government, since they fought against it for 30 years (Rodriguez). As a country, we should fight to end the fact that women are treated unequally in the workplace, rather than ignore it. All women should earn the same wages as men and be given the same job opportunities. Also they should not be stereotyped or discriminated against while in the workplace.