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.

Qnt-561 Week 1

Week Four Team Paper xxxxxxxxxxxxxx QNT/561 August 1, 2012 xxxxxxxxx Week 4 Team Paper Best Buy is a company that has 40 years of history with a very accomplished sense of success. In 1966 Best Buy was a small electronics store in that originated in St. Paul Minnesota by Richard Schulze and an acquainted business partner. Considering that technology changes so rapidly, Best Buy has had to transform from just being the little electronics store down the way into a competitive, customer-driven, talent-powered company that emphasizes on pleasing the customers as it pertains to the life of technology.In 1993 Best Buy was recognized as the nation’s second largest electronics retailer and was recognized by Forbes in 2004 as the â€Å"Company of the Year. † However, in 2012 Best Buy had a huge layoff which resulted into 50 store closings. The competitors for Best buy include online stores like Amazon, Buy. com, Tiger direct and various others. Purpose Best Buy stores are locate d throughout the United States and every year additional employees are hired to help staff during the holiday season (known as seasonal staffing and typically runs during holiday season).Higher head count is inefficient and expensive. This poses an organizational dilemma; can sales data be used to identify the appropriate number of temporary employees that need to be hired during the holiday season? Considering the sheer amount of stores that require temporary staffing data will be collected from all its stores and used to identify the staffing needs. Research Design Give the nature of business of Best Buy Quantitative research should be applied. It involves gathering data and then organizes, tabulates, depicts, and describes the data collection (Glass & Hopkins, 1984).The dependent variable that will be looked at is staffing levels. A dependent variable is one that â€Å"is measured, predicted, or otherwise monitored and expected to affected by manipulation of an independent varia ble† (Cooper & Schindler 2011). Because this data will only be measured once, products sold and staffing levels, a descriptive quantitative design will be utilized. â€Å"For an accurate estimate of the relationship between variables, a descriptive study usually needs a sample of hundreds or even thousands of subjects† (The Association for Educational Communications and Technology).The estimate of the relationship is less likely to be biased if you have a high participation rate in a sample selected randomly from a population. Operational Definitions Operational Definitions Variable Definition Data of Interest #1 The number of products sold during the Holiday Season How will it be measured #1 If the product was sold between November 15 and January 5 Data of Interest #2 Number of temporary employees during the Holiday Season How will it be measured #2 If a temporary employee was active after November 15 and inactive after January 15 Sample Data Collection DesignsThere ar e various methods of collecting data such that the information collected can be used to draw inferences about the target population. The sales forecast is the key component for the problem statement and for accuracy it is important to know what consumers prefer over Best Buy. Participation in business surveys is usually voluntary and the quality of the results depends crucially on the willingness of enterprises to co-operate. A promising approach to getting high response rates is to make compliance as painless as possible through good questionnaire design and rotation of respondents.It is also important that the enterprises included in the survey should be convinced that the information they provide will be useful to the enterprises themselves in addition to any use it may have for macro-economic analysis. Conclusion Because the human mind cannot extract the full import of a large mass of raw data, descriptive statistics are very important in reducing the data to manageable form. Wh en in-depth, narrative descriptions of small numbers of cases are involved, the research uses description as a tool to organize data into patterns that emerge during analysis.Those patterns aid the mind in comprehending a qualitative study and its implications. References Cooper, D. R. & Schindler, P. S. (2011). Business research methods (11th ed. ). New York, NY: McGraw-Hill/Irwin. The Association for Educational Communications and Technology U. S. Department of Education Retrieved July 29, 2012 http://pr. bby. com/phoenix. zhtml? c=244152&p=irol-factsheet Retrieved July 29, 2012 http://www. startribune. com/business/157988175. html? refer=y Business Tendency Survey handbook

Free Essays on Think And Use The Body Of Knowledge

THINK AND USE â€Å"THE BODY OF KNOWLEDGE† In the real world, each of us is considered different because people have different opportunities, different purposes and different way of thinking. And of course, people cannot have the same thinking as another. As individuals we base our thinking on what we know or our knowledge. Our knowledge is one aspect of thought that we have chosen to accept. I think that every single person is unique and that no two people are the same. Therefore no two people can ever think the same exact thoughts or feel the same exact feelings. Every person will have his or her own personal ideas about a particular object or subject. That is why there is so many different perceptions for any one object. In our lives, we have to think a lot to deal with reality. We have to control our own destiny. It is very important for us to realize that we control our lives and our minds. We can do only what we can think we can do and only become what we think we can become! This is why we must keep a positive thought in our minds if we want positive things to happen in our lives. We must use our body of knowledge to think and make appropriate choices. It is very hard to define exactly what thinking is. In my opinion, the basic source of knowledge comes from observation, experience, and research. These facts are considered in the process of thinking, and we then have understanding and intelligence. Knowledge understands facts, but thinking is being able to use these Facts in a meaningful way. Knowledge gives us the facts of the problem, but to solve the problem, we need to analyze the problem critically in order to be successful and this requires thinking. Who is a good thinker? A person who has the intelligence because he or she can analyze and process information well. The more intelligent a person is the more control he or she has over humans who are less intelligent. If I am less intelligent than you, then you are smarte... Free Essays on Think And Use The Body Of Knowledge Free Essays on Think And Use The Body Of Knowledge THINK AND USE â€Å"THE BODY OF KNOWLEDGE† In the real world, each of us is considered different because people have different opportunities, different purposes and different way of thinking. And of course, people cannot have the same thinking as another. As individuals we base our thinking on what we know or our knowledge. Our knowledge is one aspect of thought that we have chosen to accept. I think that every single person is unique and that no two people are the same. Therefore no two people can ever think the same exact thoughts or feel the same exact feelings. Every person will have his or her own personal ideas about a particular object or subject. That is why there is so many different perceptions for any one object. In our lives, we have to think a lot to deal with reality. We have to control our own destiny. It is very important for us to realize that we control our lives and our minds. We can do only what we can think we can do and only become what we think we can become! This is why we must keep a positive thought in our minds if we want positive things to happen in our lives. We must use our body of knowledge to think and make appropriate choices. It is very hard to define exactly what thinking is. In my opinion, the basic source of knowledge comes from observation, experience, and research. These facts are considered in the process of thinking, and we then have understanding and intelligence. Knowledge understands facts, but thinking is being able to use these Facts in a meaningful way. Knowledge gives us the facts of the problem, but to solve the problem, we need to analyze the problem critically in order to be successful and this requires thinking. Who is a good thinker? A person who has the intelligence because he or she can analyze and process information well. The more intelligent a person is the more control he or she has over humans who are less intelligent. If I am less intelligent than you, then you are smarte...

The eNotes Blog Shelley Jacksons Skin Project A LivingNovella

Shelley Jacksons Skin Project A LivingNovella Shelley Jackson has always been an author to push the boundaries of genre and form. In the nineties, she broke ground as one of the first writers to experiment with hyperfiction, reaping high praise for Patchwork Girl,  a hypertext, Borgesian spin on Mary Shelleys  Frankenstein.  But I recently came across a project of hers that is even more daring, one that seeks to make her writing permanently inked: The Skin Project was launched in 2003. Jackson had a 2,095 word novella written, but as opposed to printing it on paper, she sought to present the story on the skin of many project volunteers. 2,095 volunteers, to be exact; one word for every person. Words were handed out to volunteers in the exact order in which they were written for the story, meaning participants had no say in what would be tattooed on their bodies. They could choose the site of their tattoo, with the caveat that words describing a body part could be anywhere on the body except for that named body part (not including the word skin, of course). In addition, the final story was disclosed only to these 2,095 participants, who have been sworn to secrecy. Jacksons idea behind this was to create a mortal work of art that could never be read in its proper order, but just exists, pulsing, out in the world at all times. In what seems to me an almost term of endearment, Jackson refers to the many participants in the project as words. She describes their role in the Skin Project, writing They are not understood as carriers or agents of the texts they bear, but as its embodiments. As a result, injuries to the printed texts, such as dermabrasion, laser surgery, tattoo cover work or the loss of body parts, will not be considered to alter the work. Only the death of words effaces them from the text. As words die the story will change; when the last word dies the story will also have died. The author will make every effort to attend the funerals of her words. A large number of Jacksons words will remain anonymous, but at least one is a fellow published author. The tattoo above right is on the forearm of none other than Rick Moody, writer of  The Ice Storm. We may not be permitted to read or know the finished work, but as with Egans twitterature feature Black Box, its exciting to see a new fiction form emerge. To see more of the words, you can also visit the Berkeley Art Museums Archive to watch the video Jackson assembled of 191 volunteers reading their words aloud, which was arranged into a new sub-Skin spoken word piece.

20 Things to Put on Your Bucket List

20 Things to Put on Your Bucket List The end of the year provides a great opportunity for reflection, and in my quarterly business planning day with ActionCOACH in Madison, we did a lot of reflecting. I looked at my experiences, both personal and professional, over the past year, and what the impact has been on who I am. I examined what would need to change about myself to accomplish the things I didn’t accomplish. And I celebrated the accomplishments I did achieve. I wrote a gratitude list that included everything from fennel soup to yoga to the amazing people in my life- friends, family, and clients. Finally, I wrote down some of the things on my â€Å"bucket list†Ã¢â‚¬â€œ the proverbial list of things to do before I â€Å"kick the bucket.† On that list were things like traveling to Japan and Seattle, swimming with dolphins, being a Big Sister, and writing my Life and Leadership book. I also want one of those cool Apple Series 3 watches that counts my swim strokes for me. These items speak to my desire to be adventurous, make a difference for someone, and be at the top of my fitness game. They are more than activities and things; they are about who I want to be. This week, as we approach the last stretch of 2017, I invite you to look into the future, toward the things that you want to be part of your ideal life and the ideal you in the future. Below are some categories offered by ActionCOACH that might spark some ideas – and some that I added. See if you can list something in every category. For the purposes of the exercise, don’t worry about money or practicality. Put your skeptic aside and go wild! Celeste Chua, the author of Bucket List Ideas: 101 Things To Do Before You Die, suggests that you come up with 101 things for your bucket list. That’s a lot of things, but they sure will be a lot of fun to check off! And the exercise is completely free! 20 Questions to Generate Your Bucket List Meet someone you admire Have a particular conversation Achieve something you want to achieve Reach a physical fitness goal Buy or acquire a special item Give a gift Embark on an ultimate challenge Conquer a fear Perform kind acts for others Express your creativity Learn something new or improve a skill Leave a legacy Do something silly/idiotic/ridiculous/crazy fun! Satisfy a curiosity Travel somewhere you’ve always wanted to travel Live somewhere you’ve always wanted to live Go on an adventure with your family or friends Witness a special moment Work in a particular job or field Start a business If you’re stuck, maybe one of these lists could help spark some ideas: Bucket List Journeys Bucket List Goals Celestine Chuas Bucket List Ideas: 101 Things To Do Before You Die As you think about your answers, consider the meaning the activity or thing has for you. Who would you become by attaining or doing it? And/or who would you have to become in order to attain or do it? If you’re willing, please share a couple of things that are on your bucket list and what those things mean to you. Let’s get this conversation going! If you find that going back to school or embarking on a new career pursuit make your bucket list, I would be happy to help you present your best self with MBA admissions help, a custom resume, or LinkedIn profile writing.

The Hindu Religious Thoughts and The British Rule Essay

The Hindu Religious Thoughts and The British Rule - Essay Example This essay describes how politics and religion each influence the functioning of each other. Politics denotes the art of governing the affairs of a nation or a people. Different governments have risen in differing fashions. Religion on the other hand, underscores a collection of beliefs that determine or dictates a people’s moral and spiritual undertakings. Politics intersects with religion in the sense that they both influence the lives of the people that are under their control. Most of the European colonial powers used religion to colonize parts of the world. In this essay, the researcher discusses Hindu religious thoughts in light of the British rule. From the discussion, the researcher can conclude that religion and theology follow the same principles and that they serve to influence the lives of the followers. The discussion has revealed that religion and politics influence each other and that religion can help conquer and subdue imperialistic governments. The role of th e Hindu religious thought in the liberation of the people of India from the shackles of the British colonialists serve as an example of how a dedicated people can rise against oppression. The persistence of the Hindu religious thought also goes to show how a philosophy has withstood the various challenges and remained to command a massive following to this day. This discussion reveals what unity and determination can do. It also goes to show how difficult it is to convince a loyal follower of a philosophy to abandon his ways for a new one.

U.S. Perspectives and Foreign Policy in Latin America Essay

U.S. Perspectives and Foreign Policy in Latin America - Essay Example The BBC asserted that while the U.S. government has been busy implementing its war against terrorism in Iran and Afghanistan, its relations with Latin America turned sour, from Mexico down to Peru. Strong anti-American feelings, or what one Peruvian leader called "the neo-liberal economic model that has failed to benefit our nation", converted into a string of electoral victories by what the West perceives as left-leaning governments. 2 A "leftward" drift is apparent in Latin America's southern hemisphere since the start of the decade. In Venezuela, leftist Hugo Chavez garnered 56.93% of the votes in 30 July 2000. In Brazil, center-Left Luis Inacio LULA da Silva won 61.27% in the second round of elections in October 27, 2002. In Argentina, left-leaning Nestor Kirchner was sworn in as president on May 25, 2003 to a four-year term of office after his rival, Carlos Menem, decided to stand down. In Uruguay, Tabar Ramn Vzquez Rosas of the Frente Amplio garnered 51.94% in the October 31, 2004 elections. In Bolivia, left-wing Evo Morales won a historic 54% of the vote in 18 December 2005. In Chile, center-Left Michelle Bachelet's second round votes of 53.49% beat Michelle Bachelet in 15 January 2006. In Peru, center-Left Alan Garcia beat Ollanta Humala in 4 June 2006. 3 Lula is again expected to win in the upcoming run-off elections this 29 October 2006. On December 3, Venezuela's Chavez will face liberal democrat Manuel Rosales. Elsewhere in the region, leftward shifts that are not necessarily anti-U.S. have also been observed in Honduras, Haiti, and Costa Rica. Former Nicaraguan Sandinista Party Chief Daniel Ortega will make another presidential re-election bid in November 2006. II. Independence, Regional Integration and Petroleum Politics Noam Chomsky, the renowned linguist and political analyst, noted in June 2006 that for the first time since the Spanish colonization, many countries in the hemisphere are "moving towards a degree of independence and towards a degree of integration." Petroleum-oil and gas-is a key issue. Chomsky adds that the United states is "terrified" considering that the largest energy producer in the hemisphere is Venezuela, which is one of the five founding members of the Organization of Petroleum Exporting Countries (OPEC). Bolivia, with its vast gas reserves, is second to Venezuela. 4 Last February, U.S. secretary of state Condoleezza Rice accused Chavez of "Latin brand of populism that has taken countries down the drain," and that Venezuela's relationship with Cuba is "particularly dangerous." 5 A controversial figure next to Venezuela's Hugo Chavez is Evo Morales of Bolivia. Last March 2006, Noam Chomsky said of Evo Morales's victory: "Morales' election reflects the entry of the indigenous population into the political arena throughout the continent. Along with other popular forces, indigenous people are demanding control over their own resources, a serious threat to Washington's plans to rely on resources from the Western hemisphere, particularly energy." 6 Otto Reich, former assistant secretary of state for the Western hemisphere and adviser to President George Bush, presents a different view however. In the same BBC interview with Noam Chomsky regarding Evo Morales challenge to the

Devolution Essay Example | Topics and Well Written Essays - 2500 words

Devolution - Essay Example Regional or local governments who get the power of home rule may also get some legal powers to have their own legislative framework and legal rules which they can apply to their region exclusively. In the United Kingdom, a case of devolution in seen in the 1997 referenda in Wales and Scotland when a devolved or regional government was created and this was followed by the establishment of Scottish Parliament, National Assembly for Wales, Northern Ireland Assembly and Greater London Assembly in 1999 (see O'Neill 2004; Trench 2004). The proposals for a devolved state in Wales and Scotland were made in 1979 although the actual implementation of such a proposal could only be made two decades later. However there have been no devolved governments or devolution within England as the Labour government faced defeat in their proposals for a devolved regional government in North East England in 2004. Since then there have been no successful plans of devolution or formation of local and regional governments within England and all are failed plans. Apart from Wales and Scotland, there has been a system of home rule in the US as District of Columbia represents a regional and devolved government and is under the sole control of the United States Congress and the district government was created by statute. ... Fothergill discusses three government reports to argue that the new directions set by the Labour government do not take account of the accumulated knowledge or even the long history and background of the UK regional policy, Thus the regional policies which are already existing have serious lessons to impart which the new approach of Labour government seems to be overlooking or ignoring. The paper further states that, 'The new approach (of Labour) also prioritizes the devolution of decision-making over positive discrimination from the centre in favour of less prosperous areas'. Thus devolution has become not just a means of constitutional settlement but a dynamic process of change with possible uncertain consequences. In the later part of the analysis we will consider the process of devolution using case studies, examples and research reports. Implications of Devolution Even following devolution, there are many issues and concerns that are applicable to devolved governments. Elliott et al (2005) write that public sector pay is of critical concerns to governments of Westminster and Edinburgh. Public sector pay accounts for the major part of the government's expenditure and when not controlled by the central government, may have to be controlled according to budget in case of regional or devolved governments. The quality and range of services provided by the public sector is largely dependent on this pay controlled by the government. Within the UK, there is a national rate of pay that may not be sensitive to labour market conditions. However many recent changes have been made and consequently in Scotland there have been pay scale revisions and "public sector

What Were The Causes Of World War One Could The War Have Been Research Paper

What Were The Causes Of World War One Could The War Have Been Prevented Who Was At Fault For The Outbreak Of War - Research Paper Example However, the European continent had experienced less destructive wars such as the Crimean war, the short wars in German as well as the wars that resulted into Turkey withdrawing from the continent. 2The great powers of Europe had avoided any war that emerged for very long time and the outbreak of the World War I was viewed as inevitable. The First World War engaged many nations from Europe including others like the North Americans, The Near East, and Asia. 3Approximately ten million people died as a result of the war in which over sixty five million men fought in the war. It is also estimated that out of the sixty five million men who participated in the war, one out of every eight people were killed by the concomitant disease. 4The aftermath of the First World War resulted into the deaths of more than twice the number of deaths caused by the previous wars. More than fifteen million people were also injured as a result of the war and another eight million soldiers were taken as POWs. 5The war was therefore very destructive and if any participant nation of the world would have known the consequences, they could have not participated in the war but instead could have prevented its occurrence. The immediate cause of the First World War may be stated to be the failure of diplomacy as a result of Archduke Franz Ferdinand. However, there are certain underlining issues that resulted into the outbreak of the war. 6Few leaders in Europe were able to correctly determine the causes of the war in 1914 and therefore its avoidance was difficult. 7Most Neorealists believe that it was a conflict that was beyond the control of the people who participated in it and the people never wanted nor expected it. This is the reason why the events that preceded the five weeks of crisis and the crisis itself could not prevent the war. Generally the war was inevitable due to certain foundation issues and therefore could have not been avoided. Structuralism

YouTube Ethnography Essay Example | Topics and Well Written Essays - 1500 words

YouTube Ethnography - Essay Example The study of sociolinguistics in different contexts of language usually indicates that the different languages in play contribute to the different sociological views that people have of the language users. In the same case, political, geographical and social ideologies are derived from the social study of the use of language in different individuals. The patterns with which language is spoken is used to make descriptive judgments of the individuals who are involved in the language itself. These patterns and structures of language define the different varieties of language use that are in play in the current population. These patterns are usually derived from the recurring sameness in sound that describe the physical action of speaking, and its use in conveying meaning to the audience. Sociolinguistics includes the study of several language systems that are in play in conversational situations to try to understand the meanings that are conveyed by the physical actions of speaking the language and the implications of the different variations on the individuals using the language. In this case, the YouTube video called â€Å"Shit Italians Moms Say† will be analyzed in terms of the different variations of language use evident in the video. This paper will discuss the themes of language ideology, code switching, multilingualism, diaglossia and dialect. One of the first analyses of language use is focused on diaglossia, which refers to the use of two or more different dialects in a language use. Diaglossia in different communities usually defines the use of closely related dialects in one language community for different situations (Fansold 152). For example, in community, one variation of a dialect can be used for formal situations and the other variation of the language can be sued for informal conversations. In sociolinguistics, diaglossia is usually divided into two main language varieties, the first being the normal vernacular usage of the language. The n ormal vernacular usage of a language is defined as a low-level variety, which is used for normal conversation outside formal areas of language use. The second variation of language use that concerns diaglossia is a highly codified variety, which refers to the language used in formal situations lime education or literature. The second high-codified branch of language use is usually not used in conversational situations, since it is too formal for this application. In this case, the highly codified variety of a language is usually an older stage of a language, for example, the use of Standard English, which is a derivation of common variations of normal English (Fansold 153. In the video being described, diaglossia is seen in the way the actors in the video use their English in informal situations, where the language is a low vernacular-based version of the language. The language is interjected with different language use mechanisms that would not qualify for use in formal settings. F or example, the use of the ‘phenomenal’ interjection by the mother in the video is not formally correct. The actors in the video use a localized version of the English language to communicate with other members, which, combined with the physical usage, defines a broad are of diaglossia. The effect of diaglossia in the video is also emphasized by the use of two languages of equal standing to convey meaning to the audience. The main speaker in the video repeatedly interjects Italian words into the English language, which defines the social structure of the audience in the video. This indicates that the main people in the video are Italian. The second language variety context use in the video is the

Waiting for Superman (2010) Film Essay Example | Topics and Well Written Essays - 750 words

Waiting for Superman (2010) Film - Essay Example The director of the movie is Davis Guggenheim, and the producer is Lesley Chilcott. Several students are used to reflect as they struggle to be accepted in the charter school. The Audience Award honored the film in 2010 as one of the best documentary. This paper seeks to focus on ‘Waiting for Superman’ (2010) film. In the film waiting for the superman (2010), several problems are identified as an impediment to quality education standards. One of the problems is the tiresome process one is supposed to undergo  in order to get a place in the schools thought to be best performing. Those schools that are best, and have spaces depend on lottery for enrollment, hence denying chance to many students. Consequently, they are forced to go through schools whose performances rank low in all aspects of academics. The other significant policy problem identified in this issue is bureaucracy employed by the teachers union. Most of the teachers are unable to inject their knowledge to s upport students to achieve satisfactory grades. Furthermore, those teachers identified to contribute to poor performance of the student are not fired. They are protected by security of tenure, which is easily acquired after two years of teaching. The other problem identified by the movie is the issue of perception that individual background determines the level of performance. He disputes this fact and notes if such individual are exposed to formal education standards, and have exceptional teachers they are more likely to make it to the college. There is also lack of motivation of exceptional performing teachers as their payments are standardized (Participant Media and Weber 17-22). Many causes have led to various policy problems as identified by the film. The most notable is the bureaucracy of the teacher union. Even after identification of poorly performing teacher, it takes a long time, for such teacher to be expelled. In addition, the union contract is a source of impediment to school reforms. Such a teacher also continues receiving money from the exchequer. The other challenge is the issue of United States standardized test scores. This score continues to fall since the early seventies affecting performance significantly. Moreover, charter schools enjoy certain provisions that are not in public schools. They have the rights to have longer school days and schools years while this is reduced in public schools. He also identifies failure in public schools because of strict mechanism that are applied to the students. Some rules in public according to the film are conservative and retrogressive (Participant Media and Weber 17-22). According to Guggenheim film, quality education is composed of great teachers, prepared students, excellent schools and an increased level of literacy (Film). Furthermore, it claims such quality education produces outstanding graduate. There are several proposed policy instruments to quality education performance. The most important is the motivation of teachers based on their performance. He proposes such teachers should be given some form of incentives such as salary increase. The other important step is to raise education status to international standards. He also proposes that there should be an increase in literary rates. The film also calls for providing a successful school experience for all students. The movie also supports the establishment of more charter schools to increase enrollment. He also advocates getting rid of teachers union as a

YouTube Ethnography Essay Example | Topics and Well Written Essays - 1500 words

YouTube Ethnography - Essay Example The study of sociolinguistics in different contexts of language usually indicates that the different languages in play contribute to the different sociological views that people have of the language users. In the same case, political, geographical and social ideologies are derived from the social study of the use of language in different individuals. The patterns with which language is spoken is used to make descriptive judgments of the individuals who are involved in the language itself. These patterns and structures of language define the different varieties of language use that are in play in the current population. These patterns are usually derived from the recurring sameness in sound that describe the physical action of speaking, and its use in conveying meaning to the audience. Sociolinguistics includes the study of several language systems that are in play in conversational situations to try to understand the meanings that are conveyed by the physical actions of speaking the language and the implications of the different variations on the individuals using the language. In this case, the YouTube video called â€Å"Shit Italians Moms Say† will be analyzed in terms of the different variations of language use evident in the video. This paper will discuss the themes of language ideology, code switching, multilingualism, diaglossia and dialect. One of the first analyses of language use is focused on diaglossia, which refers to the use of two or more different dialects in a language use. Diaglossia in different communities usually defines the use of closely related dialects in one language community for different situations (Fansold 152). For example, in community, one variation of a dialect can be used for formal situations and the other variation of the language can be sued for informal conversations. In sociolinguistics, diaglossia is usually divided into two main language varieties, the first being the normal vernacular usage of the language. The n ormal vernacular usage of a language is defined as a low-level variety, which is used for normal conversation outside formal areas of language use. The second variation of language use that concerns diaglossia is a highly codified variety, which refers to the language used in formal situations lime education or literature. The second high-codified branch of language use is usually not used in conversational situations, since it is too formal for this application. In this case, the highly codified variety of a language is usually an older stage of a language, for example, the use of Standard English, which is a derivation of common variations of normal English (Fansold 153. In the video being described, diaglossia is seen in the way the actors in the video use their English in informal situations, where the language is a low vernacular-based version of the language. The language is interjected with different language use mechanisms that would not qualify for use in formal settings. F or example, the use of the ‘phenomenal’ interjection by the mother in the video is not formally correct. The actors in the video use a localized version of the English language to communicate with other members, which, combined with the physical usage, defines a broad are of diaglossia. The effect of diaglossia in the video is also emphasized by the use of two languages of equal standing to convey meaning to the audience. The main speaker in the video repeatedly interjects Italian words into the English language, which defines the social structure of the audience in the video. This indicates that the main people in the video are Italian. The second language variety context use in the video is the

Arabic language in Qatar university Article Example | Topics and Well Written Essays - 750 words

Arabic language in Qatar university - Article Example abic in Qatar University will help in ensuring that students of business and other professionals will learn Arabic language and in turn it will motivate organizations to once again adopt Arabic as their official language. Another benefit of adoption of Arabic language in Qatar University is that the foreign students who study in Qatar University will even learn how to communicate in Arabic language and this will help them in pursuing a career in Qatar and other Arab based organizations in which Arabic is the official language. For example, Qatar is supposed to be the host of the World Cup during the year of 2022 and this is attracting various foreigners to apply and obtain for employment in Qatar (Bryant 1). In order to gain employment in Qatar and work as a team with the natives of Qatar, these individuals will be requiring learning Arabic. In order to learn Arabic they can gain admission in Qatar University which has adopted Arabic as the language for instructions. A third reason d ue to which it is beneficial to adopt Arabic as language for instructions in Qatar University is that this will encourage more Qatar based students to obtain admission in Qatar University. Due to this, they will find it easier to gain admission by passing tests that are in Arabic language. Many students in Qatar fail to obtain admission in Qatar University because the admission tests used to be administered in English Language. This is one of the reasons why there is only 1 native Qatar student in Qatar University for every 8 foreign students (Quartz 1). According to a study conducted by Ellili-Cherif et al. Qatari students fail to gain admission in Qatar University because the fail to exhibit the English proficiency required gaining admission in Qatar University (Ellili-Cherif 207). On one end there are several advantages of adopting Arabic language as the language for instructions in Qatar University, but at the same times several disadvantage of this measure even exist. One of the

What Is English As A Lingua Franca?

What Is English As A Lingua Franca? Over the last few decades, with global spread and use of English, some researchers have shown an increased interest in English as a Lingua Franca. The issue of ELF has eventually become an important focus of research in applied Linguistics. McKay (2003) emphasizes that local context and learners needs should play an important role in the teaching of English. Kirkpatrick (2007) claims that we, as English language teachers, should reconsider which model of English should be adopted for the language classroom in countries where English is used mainly for international communication. This paper seeks to the following things. Firstly, the paper will explore what is meant by English as a Lingua Franca (ELF) and followed by the discussion the importance of relevant issues, such as choosing the right teaching model, cross-cultural intelligibility and strategies, accommodation and open-minded attitudes towards different English varieties. Secondly, with respect to Chinese context, the author will discuss the choice of appropriate teaching models. As an English language teacher in China, the author claims that the choosing of teaching models should be based on the local context and learners needs. Finally, the author will discuss the development of China English in Chinese context. 2. What is English as a Lingua Franca? 2.1 The Spread of English Nowadays, there is no doubt that English is an international Language. It is widely used as a communication medium in the fields of politics, economics, culture, technology etc. Crystal (2003) points out that the number of non-native speakers (NNSs) of English is far more than native speakers (NSs) and claims that roughly only one of every four users of English in the world is an English native speaker. 2.2 World Englishes With the spread of English in the world, there are now many varieties. Jenkins (2004) refers to these as world Englishes. In other words, English no longer has one single base of authority, prestige and normativity (Mesthrie Bhatt, 2008). The three circles model proposed by Kachru (1992) has been very influential and gives us a good understanding of the spread of English and world Englishes. These three circles, based on geography and history, include the Inner Circle, the Outer Circle and the Expanding Circle. The Inner Circle comprises the countries in which people speak English as a native language (ENL), known as Norm-providing, such as USA, UK, Australia, Canada and New Zealand. The Outer Circle includes the countries where English is spoken as a second Language (ESL), most of which used to be the colonies of UK, US, and regarded as Norm-developing. Jenkins (2009) points out that one of the main characteristics of the Outer Circle countries is that the variations of English in ESL have become institutionalised and are developing their own standards. The Expanding Circle means EFL countries, such as China, Japan, Korea and Thailand, known as norm-dependent. The main reason for defining the Expanding Circle is that English has no official status and can be seen as dependent on the norms of the inner circle countries (Jenkins, 2009). 2.3 English as a Lingua Franca However, language is always developing and changing. With the spread of English, Kachrus three circles model (Kachru, 1992 )is criticized by some scholars (Jenkins, 2005; Seidhofer, 2004) because it pays more attention to the interaction between native and non native speaker, and has not recognized that one of the most important functions of world-wide English today is to provide a lingua franca between all three circles. In particular, the interaction takes place within the Expanding Circle (Mollin, 2006). Therefore the term ELF is proposed under this circumstance In the first place, it was widely accepted that ELF does not include native speakers. House (1999) defines ELF interactions between members of two or more different linguacultures in English, for none of whom English is the mother tongue. In other words, from Houses point of view, ELF means English is spoken by speakers whose first language is not English. Jenkins, however, claims that the term English as a Lingua Franca (ELF) refers to the English that is used as a contact language among speakers who come from different first language and cultural background (Jenkins, 2005). In other words, despite the fact that native speakers are not like non-native speakers which represent a large percentage of the totality of the worlds ELF users, they are still included in ELF, But their interactions are not collected in Jenkins ELF data, and when they take part in ELF interactions, they do not represent a linguistics reference point (Jenkins, 2007). ELF is characterized by the following: (1) ELF is used in different contexts in which speakers have different L1 and cultural background, but they need it as a tool to achieve their communication goal. During this communication process, they need to be open-minded, tolerate and accommodate each other (Politeness, schema theory and so on). (2) ELF is different from EFL which the main purpose is to communicate with native speakers and the interaction needs to adhere to ENL linguacultural norms. (3) Linguistically, ELF involves innovations, performativity and creativity that differ from ENL (Seidlhofer, 2011). When Speakers negotiate meaning with each other in English, they may change the ENL norms. For example: Use of 3rd person singular zero. She/he go to school. More details please see the appendix one (Jenkins, 2009). Obviously, the term ELF well represents English as it is used today. In addition, the ownership of English does not only belong to native-speakers, it belongs to all who communicate with each other in English (Nelson, 2011). With the global use of English, Cross-cultural Intelligibility, certain communication strategies are needed in ELF interaction, such as accommodation and code switching, the awareness of noticing the specific communication context. The discussion will be explored in the next session. 3. ELF and relevant issues for the classroom 3.1 The teaching models Seidlhofer (2006) points out that, with global use of English, a problem is raised to choose the teaching model: what English should be taught in a specific context? What norms of English should be adopted? People make different choices based on their needs and context of learning English. Three models are proposed by Kirkpatrick (2007: 184-197): exonormative native speaker model, endonormative nativised model, and a lingua Franca approach. Most people in Expanding Circle Countries would like to choose the exonormative native speaker model, because most of them learn the standard British and American English and their respective standard accents, RP(Received Pronunciation) and GA (General American),despite the fact that they know learning English is not only to communicate with native-speakers(Jenkins, 2009). But in fact, the term standard English deals with grammar and vocabulary (dialect) but does not include pronunciation (accent) (Trudgill Hannah, 1982). Shepherd (2000) claims t hat which model is chosen depending on the learners needs and should use the learner-centred approach. In the meantime, it is very hard for speakers who are in expanding circle countries to achieve native-like English. On the contrast, it will not motivate the learners and makes them lose confidence in learning it (Seidlhofer, 2011). 3.2 Cross-cultural intelligibility and strategies As English continues to grow as a lingua Franca, there are a lot of variations of English. How should we achieve the cross-cultural communication? Smith (1976) pointes out the view below: 1) There is no need for learners to internalize the culture norms of native speakers of the language; 2) the ownership of an international language becomes denationalized and 3) the primary goal of learning language is to make learners to communicate their ideas and culture to others. For example, generally speaking, Nelson points out that (2011) we will identify who people are, where he or she comes from by his or her lexical choice or accent before we communicate with other person from different background with us. However English is currently used as a Lingua Franca, the goal of communication is to make each other understood. International Intelligibility is getting more and more important and become a concern in recent days, especially understanding each other in multiple contexts (Nelson, 2011). Therefore developing the students listening and comprehensibility and speaking skills are very crucial in order to understand people and make other people understood who come from different backgrounds with different accents. Since the purpose of learning Language is to achieve communication, so how to get the meaning of language through different pronunciation or accents when people speak English is becoming a main issue in ELF. Learning linguistic features and knowing different cultures might be helpful to understand different variations. Therefore understanding your speaker linguistically and culturally will lead to successful communicate in a super diversity context, In short, Knowing how, when, and why to say what to whom. Furthermore, in order to achieve the international intelligibility and effective communication, raising the awareness of the strategies of lingua franca communication is becoming more and more important in the interaction. Promoting multi- competence among native and non-native language users (Cook, 2007), the accommodation theory, the schema theory, the speech act theory, cultural information, cross-cultural negotiation and strategies, language technology, cultural awareness and so on 3.3 ELF: attitude and identities Now English is becoming a Lingua Franca, hence the norms of native speakers countries are not only one standard, in the meantime, non-native speaker countries have got the ownership of English. So not only non-native speakers need to accept the native-speaker norms, they have got their own particular norms. At the same time, Jenkins (2007, 2009) claims that native speakers should accept non-native speakers norms .Because in the current situation the expanding circle is potentially rather different from typical situations in which powerful NS groups impose their linguistic norms on less powerful, often minority, NNS groups. In particular, many groups of English speakers in parts of Europe, Latin America, and East Asia (especially China) are both economically powerful and numerically large, and this may ultimately prove to be decisive in the fight for the recognition of ELF, in turn, it may affect the ELF identity landscape in ways that are at present only dimly discernible (Jenkins, 2 009; Seidlhofer, 2011). Widdowson (1993: 385) claims that it is a matter of considerable pride and satisfaction for native speakers of English that their language is the international means of communication. However, it is very hard for native or even non-native speakers to accept the worlds Lingua Franca which has its own lexicogrammar and accent characterises and should have its own right to develop its own Lingua Franca forms. For instance: China English, Japan English. Even these features did not cause intelligibility problems and can achieve the goal of communication (Jenkins, 2004). For more details, please see the appendance one. Identity is becoming an interesting issue in English language use nowadays. Recent literature (B. Kachru and Nelson.2001; De Kadt, 2004) point out that the use of English plays an important role in showing groups and individuals identities. Because non-native speakers use English with their own characters show their own identities. Especially people use English to communicate with people who came from different background, For example, the interaction between a Chinese English and Korea English speaker, and they may be identified by each others pronunciation and accent. In most of cases, English language teachers and learners desire native-like English identity in Expanding Countries, Especially for non-native English teachers. In their mind, native-like English accents are helpful for them achieve the success in the career development. 4. Rethinking ELF in China Kirkpatrick (2006) points out that context should be considered before making the decision to choose the teaching model, and the context includes learners needs and the relative possibility of adopting nativized model. Next, the role of English based on Chinese context and learners needs are discussed in more detail, then the teaching model in China is described, and the development of China English is explored. English in China Nowadays With the spread of English, English is seen as extremely important and strongly promoted in China. The motivation for learning English for Chinese learners are discussed in more details based on Chinese context, and the uses of English in China is always changing over time. With economic reform and open door policy of China in 1979, and the motivation of learning English is to acquisition Western knowledge (Kachru, 1992: 165) and international understanding. English is a compulsory subject in primary, secondary and universities in China, they need to pass the examinations. Students in secondary need to pass the National Examination to access to university, students in the majority of Universities need to pass CET band 4 to get the degree. Some students who want to study abroad need to pass IELTS and TOEFL. Here, the role of English is as a medium to access to science, technology, political, business, culture information around the world. However, nowadays more and more teachers and learners notice that learning English is to international communication. Especially, since China entered WTO in 2001 and held 2008 Olympic Games, these make China get involved in globalization. For example, many companies in USA and some European countries found that they can cut the costs and make more profit if they send their jobs in China, it is well known as outsourcing. People in China who want to work in these companies need to have a high proficiency of English. In addition, with the development of China, more and more people study abroad, travel and immigrate around the world, and they are exposed to English with different accents. They not only need to communicate with people in the inner Circle countries. ¼Ã‹â€ America and UK ¼Ã¢â‚¬ °, but also need to interact with people in some Outer Circle and the Expanding Circle(Singapore, India, Malaysia, Japan and Korea). Finally, with China emerging as an economic superpower, Chinese government found that China not only needs to learn the knowledge from the world, but also need to let the world know about China, Confucius Institutes have founded all over the world since 2004, which provide opportunities for people to know Chinese Language and culture. For mandarin Chinese teachers, they need to translate Chinese Language and culture into English. However, sometimes it is very hard to find the word in English vocabulary to express Chinese language and culture. Therefore, direct translations from Chinese into English take place(Kirkpatrick,2007), such as taichi, kung fu, fengshui, iron rice bowl, one country, two systems, open-door policy. 4.2 Teaching models in China As mentioned earlier, Kirkpatrick (2007) points out that there are three potential models which can be used in outer and expanding circle countries, and they are an exonormative native speaker model, endonormative nativised model and a lingua franca approach. China is one of such expanding countries, and the exonormative native speaker model has been accepted and promoted as the standard pedagogic model for English language teaching in China. However, there are still a lot of changes during the period of development of English in China. In the past, only native-speaker varieties and norms are used and other varieties of English are ignored in China. British English is regarded as standard English in the beginning; with the economic development of America, American English dominated in the ELT of China, mixed with a little British English; in the last two decades, with the economic development of China, more and more foreigners from different countries in the world go to China to do b usiness, study and travelling, and some Chinese people are exposed to different varieties of English and they found it hard to communicate with foreigners with different accents. This raises their awareness of the importance of other varieties of English. Therefore, nowadays, other varieties of English are taken into account in English curriculum. Including Canada English, China English, India English, Nigeria English, Japan English, and so on. English teaching materials have reflected these changes and tend to incorporate the principle of English as a Lingua Franca in terms of cultural knowledge. In the English teaching materials, not only the culture of native speaking-English countries is introduced, but also the culture from the inner and expending counties is presented inside. Kirkpatrick (2006) points out the advantages of adopting the exonormative native speaker model in the Outer and Expending Circle countries. Firstly, this model has been codified in the dictionary and grammar books; Secondly, this model is regards as standard varieties of English; thirdly, this model has got power. Fourthly, this model has got historical authority (ibid: 72). The above reasons also can explain why the learners in China want to learn American and British English, and why they regard American and British English as Standard English. However, with the global development of English, other varieties of English have already started to be drawn attention in the field of ELT in China. Kirkpatrick and Xu(2002) points out that the reason for learning English should be clarified before choosing the right English teaching model, if learning English is to communicate with native speakers, then the exonormative native speaker model will serve a good role, however, in fact, In China, the purpose of learning English is not only to communicate well with native speakers, but also communicate with non-native speakers, and the number of non-native speakers has already exceeded the number of native speakers, in the meantime, the number of non-native speakers are still growing at the fast speed. Therefore, they argue and suggest that the development of China English with Chinese characteristics may be an inevitable result (ibid: 277). 4.3 China English The concept of China English has been attracting growing attention from scholars over the past 20 years (Du and Jiang, 2001; Kirkpatrick and Xu, 2002; Hu, 2004; Bolton, 2003,). This concept is different from the older terms Chinese English and Chinglish, because Chinese English and Chinglish are ungrammatical or nonsensical English and are not standard variety. Chinese English refers to a variety of English used by Chinese learners and bears trace of L1 interference (Kirkpatrick and Xu, 2002).while Chinglish refers to the combination of English and Chinese in ones sentence. China English was first defined by Ge in 1980 (Du and Jiang, 2001), and it is described as it is understood as a standard variety and used by Chinese People in China, and it has Chinese characteristics in lexis, sentence structure and discourse and reflects Chinese culture norms (Li, 1993;Du and Jiang, 2001). Undoubtedly, English is a lingua Franca now and English should be learnt with the culture of the target language to a certain extent in order to learn English language. In the meantime, in the Chinese context, China English should be developed to make it part of the main English. For example, during the period of learning Mandarin Chinese, many students are interested in Chinese culture, i.e. Acupuncture and moxibustion treatment, traditional wedding, traditional Chinese musical instruments, the ancient Chinese works, Chinese food etc. But it is hard to find English words to describe these special things with respect to Chinese knowledge and culture. This is a big problem and challenge for Chinese people to communicate with foreigners in English. The emergence of China English contributes to the development and enrichment of English and spread the Chinese culture around the world, so it is necessary to develop China English with Chinese characteristics in lexis, sentence structure an d discourse and become one part of the worlds Lingua Franca. and China English needed to be codified to appear in dictionaries and reference books, of course, there is a long way to go before China English become one standard variety, this not only needs official support, but also needs to change peoples attitudes towards China English, and further research needs to be done to investigate China English with respect to phonology, lexis, discourse and culture. Kachru (1992) emphasizes that giving the rights to develop the variety of norms would not lead to a lack of intelligibility among varieties of English. 5. Conclusion In this paper, this author has discussed the understanding of ELF from narrow and wide view. Secondly, this paper has explored the implications of ELF for classroom issues: Choosing the teaching model should be based on students context and needs; In order to achieve the Cross-cultural Intelligibility, we should raise the students awareness of effective communication strategies; as long as non-native speakers features such as lexicogrammar and pronunciation do not cause Intelligibility problems and can achieve the goal of communication, we should be open-minded and accommodate each other (Cogo Dewey, 2006; Dewey, 2007). More importantly, some people would like to keep their own identity when communicating with each other in English. Finally, this author focused on the discussion of teaching model in China based on Chinese context, and then the author discussed China English and advocated China should develop China English along with learning native-speaking culture and this may be n ext big trend on teaching English in China. Nanoparticles: Applications and Impact on Science Nanoparticles: Applications and Impact on Science Nanoparticles (NPs) functionalised with cores composed of inorganic and organic materials like noble element, magnetic metals, their alloys and oxides, and semiconductors are ehaustively studied and have huge potential for application in various areas. The spectrum of applications are endless and embraces nano-biomedicine, nanoprobes for diagnostics to treatment of diseases, nanobots for early detection of neoplastic cell, nano drug delivery systems, Nanosuspension, SPION, nanolithography for nanoelectronics industry, electrochemical sensing supported by gold nanoparticles impregnated halloysite nanotube composites and latent fingerprint detection for forensic investigations are to call a few. The effects of nanoparticles ought to be predictable and controllable, and bear the specified result with minimum cytotoxicity. These criteria are met by the careful craft of the core shell, allowing stabilization, specific targeting and recognition of biochemical species. This review is focuse d on the synthesis and functionalisation of a wide range of nanoparticles for various applications. Keywords: nanoparticles, SPION, nanobots, halloysite, nanodrug delivery system forensic investigators, nanoelectronics. 1.INTRODUCTION: The incredible accomplishments created within the discipline of material science and nanotechnologies over the past decade have had a significant impact on the biological, physical, and, chemical sciences. Recent developments in the life sciences rely profoundly on the supply of latest state of the art experimental tools and devices that modify and manipulates biomolecules and avail the study of complex biological processes at the molecular and cellular levels. Significant progress created inside the synthesis of fluorescent semiconductor Nanocrystals (NCs), further brought up as quantum dots (QDs), aboard an extra robust understanding of their nonlinear photo physical properties and then the event of biocompatible surface chemistries for their solubilization, have provided new imaging probes with monumental potential for scientists in the biological domain [1-3]. The distinctive optical properties of these semiconductor Nanocrystals make them exceptional fluorescent biological marke rs. The leptons in QDs are confined in all three dimensions, resulting in a powerful size dependency of optical behavior like absorption, transmission and, consequently, emissive energies [4]. The radiative recombination of the charge carriers that ends in fluorescence emission once the lepton falls into the valence band is greatly inflated by quantum confinement, compared with their bulk semiconductor [5-8]. Thus, by reducing the dimensions of certain semiconductors to a couple of nanometers, new fluorescent probes may be obtained entirely different from their bulk counterpart. Additionally, by varying the nanometric size a greater control over the fluorescent properties of these probes like their emission wavelength can also be achieved to utilise its complete spectral potential [1]. Nanoparticles are constructs that possess distinctive physical and chemical properties associated to their size domain of 1–100 nm or a minimum of one dimension need to fall in the regime of 1-100 nm. NPs consist of a spread of materials as; metallic nanoparticles of noble metals of Gold / Aurum (Au) [9], Silver/ argentous (Ag) [10,11], atomic number 46 (Pd) [12], atomic number 78 (Pt) [13],magnetic compounds (viz. Co [14], Fe3O4 [15,16], FePt [12], CoFe2O4 [17], CoPt [18]), semiconductors (viz. CdS [19], CdSe [20], InGaAsP [21], GaAs [22], GaAsP [23], ZnS [24], TiO2 [25], Lead Sulphide (PbS) [26], Indium Phosphide (InP) [26], Silicon (Si) [27]), core shell (viz. CdS/CdSe [28], CdSe/ZnS [29], CdS/ZnS [30], CdSe/AgS [31], HgS/CdS [32], PbS/CdS [33, 34], CdS/HgS [35], ZnS/CdSe [36], ZnSe/CdSe [37]) and different nanocomposites nanomaterials (viz. Co/WC and Fe/TiC). Therefore, as for the NPs to be useful in biomedicine, they need to satisfy certain criteria. For in-vitro applicat ions like fluorescent staining of proteins and TEM imaging, NPs ought to trounce the traditional agents whereas having minimal toxicity. In-vivo, NPs got to be compelled to avoid non-specific interactions with plasma proteins (opsonisation) and either evade or allow uptake by the reticulo endothelial System (RES) hoping on the applying, to attain their meant target efficiently. They need to in addition maintain homogeneity and stability under physiological conditions, ideally within a good spectrum of pH. NPs carrying a payload, like drug molecules or de-oxyribonucleic acid (DNA) for cistron treatment ought to avoid premature release, at the same time should precisely deliver the load to the desired site. To accomplish these phenomenon Surface Chemistry of the NPs should be well known and modified accordingly for specific interactions with biological moieties of interest. Nanoparticles-based drug delivery system provides many blessings, like enhancing targeted drug delivery, resulting in drug-therapeutic efficiency, reduction in dosage quantity, and pharmacological characteristics. Moreover, nanoparticles additionally improve the solubility of sparingly soluble drugs,dramatically alter pharmacokinetics mechanism, enhances drug half-life by reducing immunogenicity, increases specificity towards the target cell or tissue (therefore reducing facet effects),improve bioavailability, diminishing drug metabolism, providing controllable release of therapeutic compounds and in addition the delivery of two or more drugs at an equivalent time for combination medical aid [38,39].In the field of qualitative analysis, UV, FTIR-ATR [5] shows a stimulating spectral improvement in peaks of sample analytes rendering a quicker analysis even from a trace evidences. DC magnetron sputtering of nanoparticles on noble metals like Gold and Silver on samples of forensic eviden ces viz: blood, semen, spittle and latent fingerprints shows an enhanced and improved spectrum under ultraviolet light, FTIR-ATR and UV/VIS spectrum measurement devices. The spectral improvement is a result of Quantum confinement effect [40] of nanoparticles. This article is split into three sections of: Pharmaceutical applications, Engineering and Technology and additionally the foremost expected field of forensic investigation. The article in addition presents current and futuristic market potential for Nanomedicine and numerous different nanoelectronic devices and its impetus impact on humanity. 2. Pharmaceutical Applications of nanoparticles The potential application of nanoparticles is in the field of Nanomedicine. Nanomedicine as the name indicates is the branch of nanotechnology that deals with medical application of engineered nanotechnology. Though, the definition of nanotechnology and Nanomedicine continues to be an open debatable field, contention and brain storming among academicians and industrialists; we might wish to advocate wide accepted definitions by variety of the reputed regulatory authorities, research institutes and government agencies across the world. United States Food and Drug Administration (USFDA) outline nanotechnology as: Technology which allows scientists to create, explores, envision, and manipulate materials scaled in nanometers (10-9 m). Such engineered materials can have an entirely different set of properties (physical, chemical and biological) that dissent from those of their larger counterparts [41]. National Institute of health in its ‘National Institutes of Health Roadmap for Medical research in Nanomedicine programme’ defines Nanomedicine as: â€Å"An offshoot of nanotechnology, [which] refers to highly specific medical interventions at the molecular scale for curing disease or repairing damaged tissues, such as bone, muscle, or nerve† [42]. European Science Foundation’s (ESF) Forward Look Nanomedicine program has given comprehensive definition of Nanomedicine as: Nanomedicine uses a set of nano-sized tools for the diagnosing, preventing and treating of disease and to gain insight and in-depth understanding of some of the complex underlying patho-physiology of disease. The ultimate goal is to improve the quality-of-life [43]. Since last two decades Nanotechnology has evolved as the most promising engineering technology in novel drug delivery systems and in diagnostic techniques. The very fact may be determined by the number of promising Nanomedicine candidates approved by completely different regulatory authorities across the world for these applications. The Nanomedicine here represents umbrella term that covers the molecules at a lower place the scale of one thousand nm in at least one dimension and has potential applications among the subsequent fields: Advanced and targeted drug delivery Real time imaging and diagnosis Regenerative drugs. 2.1  Nanoparticles for site dependent and targeted Drug Delivery The size confluence of nanoparticles with proteins is the major reason that nanoparticles are widely used in therapeutic applications [63]. Their huge surface area provides a binding site for displaying surface functional groups like ligand. Moreover, they possess a speedy absorption and unleash behavior provided by high skills of their diffusion and surface modification. Nanoparticles in its synthesized form are rarely used in biomedical application on account of its inherent properties viz: cytotoxicity and high surface charge. Their high toxicity destroys healthy cells and enormous surface charge renders them highly unstable prohibiting its medical application. Therefore, the particle size and surface characteristics of nanoparticles are in general tailored or controlled to suite user needs and medical interests. Some distinguished examples of surface modification of nanoparticles are covalent binding between surface and functional molecules or polymers, electrochemical sensors: a dded gold NPs and halloysite nanocomposites [44] and layer-by-layer (L-b-L) self assembly. Whereas organic, inorganic or organic/inorganic hybrid materials are used for the fabrication of nanoparticles, polymeric nanoparticles have in