Free Essays on Dimmesdale

Dimmesdale: Someone from Above or Below? Some people believe that a novel’s central character can be identified within the first few chapters of a novel. This could be no further from the truth when it comes to the Scarlet Letter. The Scarlet Letter’s main character is noticed in the first chapters as Arthur Dimmesdale, the man who is responsible for the scarlet letter ever happening. Dimmesdale denies his guilt about the scarlet letter and ends up in an emotional rollercoaster that puts the main focus on him and his well being. If one looks at where he goes in this â€Å"rollercoaster† I find myself seeing his links to the other characters both physically and emotionally. The bad and the good things in his emotional rants show his struggle to find purity in his life and his want to be rid of his guilty conscious. Although there are several characters that also face difficult struggles in their lives, only Dimmesdale was able to bring out the true essence that became the Scarlet Letter. Arthur Dimmesdale is a truly essential character to the Scarlet Letter, in that without him the scarlet letter wouldn’t have been, and the novel never would have been written. He becomes the main focus in the beginning when Hester was on trial. Although Dimmesdale could have taken the easy way out and accepted that he did commit a sin and move on with his life, he decides that he will keep it internally and pretend it never happened. This denial sets his character up for an emotional rollercoaster that will eventually come with his guilty conscious. This â€Å"rollercoaster† that Dimmesdale faces becomes his battle with fantasy and reality. His fantasy being the unobtainable pureness that he was always searching for, it became the only way he thought he needed to cleanse his soul. The reality was the scaffold, and his ties to it because of his guilt. Dimmesdale’s battle with the fantasy and reality is evident when he is walking through the fo... Free Essays on Dimmesdale Free Essays on Dimmesdale Dimmesdale: Someone from Above or Below? Some people believe that a novel’s central character can be identified within the first few chapters of a novel. This could be no further from the truth when it comes to the Scarlet Letter. The Scarlet Letter’s main character is noticed in the first chapters as Arthur Dimmesdale, the man who is responsible for the scarlet letter ever happening. Dimmesdale denies his guilt about the scarlet letter and ends up in an emotional rollercoaster that puts the main focus on him and his well being. If one looks at where he goes in this â€Å"rollercoaster† I find myself seeing his links to the other characters both physically and emotionally. The bad and the good things in his emotional rants show his struggle to find purity in his life and his want to be rid of his guilty conscious. Although there are several characters that also face difficult struggles in their lives, only Dimmesdale was able to bring out the true essence that became the Scarlet Letter. Arthur Dimmesdale is a truly essential character to the Scarlet Letter, in that without him the scarlet letter wouldn’t have been, and the novel never would have been written. He becomes the main focus in the beginning when Hester was on trial. Although Dimmesdale could have taken the easy way out and accepted that he did commit a sin and move on with his life, he decides that he will keep it internally and pretend it never happened. This denial sets his character up for an emotional rollercoaster that will eventually come with his guilty conscious. This â€Å"rollercoaster† that Dimmesdale faces becomes his battle with fantasy and reality. His fantasy being the unobtainable pureness that he was always searching for, it became the only way he thought he needed to cleanse his soul. The reality was the scaffold, and his ties to it because of his guilt. Dimmesdale’s battle with the fantasy and reality is evident when he is walking through the fo...

Grade School Science Fair Project Ideas

Grade School Science Fair Project Ideas Do you need a great idea for a  science fair project? This is a collection of grade school science fair project ideas submitted by readers: Lemons Batteries Can you use a lemon, wire, and a a human to test it on to make a battery using their saliva? If so, how does it work? Results -yes, you can make an electric shock. - Jordan Kasulas mold How long does it take different types of food to grow mold? Why? Do the ingredients affect how fast it grows mold? - Jordan Kasulas Can You Prevent Dust? Dust one half of a dusty table with a damp cloth. Dust the other half of the table using a product meant to remove and help prevent dust. Compare the appearance of the table after time. Do both sides of the table get dusty at the same rate? - PlaysWithMatches Which Diaper brand holds the most water? Get different diaper brands like Pampers,Huggies, Pull-Ups, etc. Fill in about 3 cups of water and which ever leaks the least is the diaper that can hold the most water!! x] - Wait Meh Can you change a chicks colors? Yes you can, if you put dye in the egg after Day 18 the chicks come out all sorts of colors. This one has won school and District science fair as well. - Dylan Do Pigs stink? This project has won my school and District Science fairs. I took two pigs. One I let get as dirty as it wanted rolling in mud and gunk. The other one I kept washed and in a very clean pen. After several weeks I rubbed a rag on both and determined, No they dont have sweat glands..So its the poop and pee that stinks. - Dylan creating bubble I use baking soda, water, and salt. Youre supposed to measure them and see which one can bubble more and wait till 5 seconds and shake it then the bubbles come up. - tania do cooked beans grow! Do cooked beans grow? This project is great, so try it and see if you like it. - Guest tresure Does color affect melting? Take like about 3 different colored ice-cubes (color them with food coloring) and put them in 3 cups of water. Put all 3 cups outside in the heat or inside your house and record your data on which one melts fastest or slowest. - Mika gum What kind of gum will blow the biggest bubble after chewing for 2 minutes? - tash599 Rain or tap. Okay get some rain water and tap water and start to grow some plants and see which has a greater effect on the plant. - Only the one beans Get beans and try them in different liquids and see which bean with liquid grows more roots. - y family EGG Place one cup of water with salt and one cup without salt. Put an egg in each one. Which one sinks, which one rises? - fart man 2 fruits!!!! o my Will fruits and vegetables stay fresh longer if they are in or out of the refrigerator? - lily candles Get your mom or dad to buy one white candle and a red candle (you can buy any color) and see which burns faster. - nikki which type of popcorn pops faster? act2 or pop secret? Its a really fun experiment. Try it! - leia209 soggy potatoes You have two potatoes and one goes in a cup of water and the other one goes in a cup of water with salt. You see which one gets soggier. Its very easy and FUN! - shoppa loppa ding dong POP POP POP You take as many different kinds of popcorn as you like, then see which popcorn pops the most!!!:) - awesome me!!:) my paper towel is better then yours You get 5 different brands of paper towels and see how much water it can hold, once it breaks then thats the end of that one. My friend and I did it twice for all the paper towels because we wanted to make sure. Thank you for reading my project. - keely color changing flowers Get a white flower (best if dry). Put it in a vase without water. Pour water and food coloring. Wait a day or two. It will be a different color. - shadow the hedgehog Battery Toy Take one toy that needs batteries and use Energizer batteries first and the second time use something else like Kodak. Time each use of the toy with each brand of batteries. Try to find out which battery works longer. Problem Statement: Which battery makes the toy work longer? - Julianna102.webs.com Candle You could maybe gather a few candles during cold weather, Place one inside, and one somewhere niether cold nor warm, and see which one burns out faster or which one burns the candle completely faster. - Salem Decaying Teeth Put fake teeth into a Coke can, a Pepsi can and a Mountain Dew can. See which one decays the teeth faster. - becky stop the rot Which preservative keeps apples freshest the longest: salt, water, air? Air is the perservative that keeps the apple fresh the longest. - cheermonkey Can oil control the evaporation of water I did this 4-7th grade. It is so easy. All you do is take 4 containers of water and put 10 drops of oil in the first one, 6 in the second one, 4 in the third one and 0 in the fourth one and record how much evaporation occurs in each container over 5 days. - you only wish you knew grass grows well Take one type of grass. Put 5 of those seeds in one pot. Do the same thing to other pot. Put one pot in an extremely bright window. Put the other pot in front of a cold window sill. Check your results every 2 days. Record the results. - farting is awesome sensitivity smell Do people have the same sensitivity to smell? Place people at one end of a room. Have another person open a scent, such as lemon oil or vinegar. Have your test subjects write down what they smell and what time they smelled it. Is the time the same for different scents? Does it matter whether the test subject was male or female? - jamie DOOOGGGG Can you teach an old dog a new trick - result...do it and find out! - I AM KELSEY!!!!! Marigolds of Juice Soda Milk and Water Get a small package of marigold seeds and put them in the same size pots and same amount of soil and same amount of sun. Now enter 1 cup of water in the first marigold pot, label it A.Then put 1 cup of soda in plant B.After that put 1 cup of milk in plant C.Finally put 1 cup of juice in plant D.Record your data of your conclusions...then repeat the project several more times until you find which plant (A,B,C,and D) has grown the largest and healthiest. - Ann grow Grow GROW Which grass seed grows the fastest (Please put this science fair project into your own words. Thanks) - Mary EFFECT ON BALLONS Get sugar and a balloon. Take the balloon and rub it on the wall, then take a plate and put sugar on it. Rub the balloon 10 times on the wall, then lay it on the sugar and see if the sugar is going to stick to the balloon. - TAYLOR DELAHOUSSAYE Water does tap water freeze faster than salt water-yes tap water does cause salt water takes longer to freeze cause it has salt i it. - Karma hoops does the placement of the hoops affect the distance a hoop glider will travel - shadow6452103 simple project which type of object is heavier? Use three different types of object and drop them. See which drops faster - trewimage gum galore buy 3 packs of mint gum have 3 people chew the gum for 5 min then take their temperature to see if the mint changes the temperature of their mouth - #$%!^ * H or C? Soda Carbonation You have to open 2 sodas and put one in the freezer and put one outside and then u c which is fizziest - fluffybunnyishappy SOCKS !!!!!!! After what kind of workout what kinds of socks give blisters. I did this and got 1rst place in the international science fair plus its simple and easy. - jmdofns Does temperature affect freezing levels? Yes, because the ice water would have a lower freezing point than hot water! - Guest stress Which age is stressed out the most? Get a teen and a grownup and interview them both. Then find out which one gets stressed more! - hi :) popcorn This science experiment is fun, edible and easy. You just take several kinds of popcorn and see what popcorn pops the most kernels. - coutney Do cooked beans grow? Do cooked beans grow? No, they dont because they are boiled and the cells are dead. - trevor Seashells A collection and classification of seashells with a report. - ***Sam*** Who listens in class the boys or girls? Well you first see who studies in class. For example if one of girls pays attention in class you put down a point and the same goes for the boys. After you have your data then you can see if the boys or girls pay more attention! - Blanca Quiroz Marin Egg In A Bottle This is fun and very easy. :) You will need a milk bottle,a hard-boiled egg, a piece of paper, and matches. Light a peice of paper with a match and drop the paper in the bottle.put the egg quickly on the top of the bottle. Then plop! The egg falls inside. If you want to get the egg out rinse inside the bottle. Put the bottle upside down and blow into it hard. Move your face after. Have fun!!!! ;) - Someone what type of chocolate melts faster What type of chocolate melts faster? This is simply fun for only 2 reasons: 1 you get to eat the chocolate sauce and 2 because it will get you a a(hons). This is so fun and yum seriously try it youll get the bast results ever... - tayla pop go the kernels! Which brand of popcorn pops and leaves the fewest amount of not popped kernels: popsecret, act 2,or orville redanbacher? - cutie pie fried egg You put an egg on the sidewalk and see if it fries!!! - sarah Magnetic Fields How big is the magnetic field for a refrigerator magnet? - Sahil Mehta Different types of Bridges Find different types of bridges on google then build a popsicle bridge - Kylie My idea Get different brands of napkins and soak them with 20 drips then see which one soaks more and which one didnt. - WOW! yeast try this and see in what temp does yeast work best 1:make bread dough with yeast. 2: put an equal amount of dough in same size bowls. 3: put them in different temp. 4:measure them every 30 min. - sammy THE SWING OF THINGS WHICH KIND OF BAT WILL HIT THE BALL FARTHEST ALUMINUM OR WOOD? - OHIO STATE human behavior How does lack of sleep affect human behavior? - jadeeeee What protects an egg the most? Get different things to make a nest or holder type thing and drop it from a high distance. See what protects it and what doesnt :) - PaTiEnCe_NiCoLe Ants lay out food in front of an athill and see which food ants like more. - 1234 Liquids and plants Water 3 of the same plant with 3 different liquids (you choose the liquids) which one grows better (use water :) - sciencenerd222 ice cubes my friend and i tested which drink (apple juice, water, sprite and gatorade) would melt an ice cube the fastest. My friend and i made it to the regional science fair and we got 2nd. Its pretty simple but remember to keep a log book.! - DOGFREAK :) How To Take Care Of A Egg Help The Egg As If You Were A Mother Or Father. After 3 Weeks You Take The Egg With You Every Where You Go. Start To Ask Test The Reactions Of A Male Holding An Egg Or The Female. Then Make A Chart On How People Act. Then Finally Make A Hypothesis Before This Process To See If Youre Right - Reinaldo I SCREAM FOR ICE CREAM !!! Ok well If your reading this your looking for a science Project well this is a GREAT one to do its Fun and Yummy :) This is what you do 1. u buy 5 different Types of icecream And test what one Melts the fastest You can see if The chocolate Chunks or the cookie dough Change the Affect 2. Write the Test Things Down after a hour or 2 and take pics that helps them now what your atlking about... lol. 3. thats about it ohh ya then you eat it :) This is real fun to do with a Partner !!!! I hope this helped :) - Micaela my idea Can you use pumice as flooring in flooded areas, doghouses? - jordan kasulas glow water take tonic water and a black light and you have a cool glow drink - kitty 8th grade project idea me and my friend are doing our science fair project on if the music you listen to before you go to bed affects your dreams! (: - Sami Gum Flavor I am going to do a gum flavor project! I AM Gonna C Which 1 Has LONG LASTING FLAVOR! - Caitlyn bread molding easy fun a every time first get a bunch of different types of bread wheat, white, rye, whatever put each in plastic bag watch - katie Light things on fire Light different things on fire and see which one takes the most damage. EXAMPLE MATERIALS: Trees, houses, people, plants, animals, food, soda - Ami txt plus drive do three different things in this: txt plus drive,speaker phone drive, and regular phone drive - joshua Which fabric burns the fastest! pick five or whatever different types of fabrics and burn them to see wich one burns faster by recording the type of each fabric and be careful have a parent when you do this with you! - mari plants get four plants put one in total darkness one in alot of sunshine and one with alot of water and one with no water - itz hayley water time!!! me and my friend had to do a clock using water it was very simple all you need is a friend water and paper cups - bubbles Fish Food Put dead shrimp into a container and alive shrimp in the other and see which shrimp the fish luvs better - Grace What is heavier water or blood? First put some water in a cup and some blood in a cup,then pour the blood in the cup with the water and see if the blood will sink or float. If the blood sinks that means that water is heaver than blood and if the blood floats that means that blood is heaver than water. - Ryian Special Gum Get any kind of gum get at least 2-4 packs of gum and let as much people as you want and take their temperature before they eat the gum wait for a minute then take their temperature and see if its HOT COLD OR NORMAL - Patrice1113 cuckoo Do cuckoo clocks sound different if they are the different sizes? - Jasmine 6th grade project idea i did a project on the skeletal system and why do animals need bones ? but if you like animals like me and your an animal freak you should try it and i actually got 1st place in this project ! - Brianna . T Freeze It! Take four Philadelphia Cream Cheese containers (and make sure theyre empty) and fill them up each with orange juice, apple cider, water, and olive oil. See which one freezes fastest. Check every fifteen minutes and change the temperature once you found out how fast it took for them to freeze. - Sailormoonfan Plop, Plop, Fizz Fast See what temperature an Alka - Seltzer fizzes longest. Go to science buddies for more info. - no name Mentos First make chalk lines on a wall to measure how high the soda goes and put the same type of mentos in both one soda diet coke and the other reg. coke which goes higher? - Science fair got an A boats does the kind of paper a boat is made from affect its length of floating - me What structure will hold a tower better? It can be straws, toothpicks or even wood rods. And the tower can be made of clay or paper or even cardboard too. - Nayeli Does your smell affect your taste? Have someone plug there nose and eat something. Can they taste it? - The Beast May the strongest win! see which elmers glue is the strongest. i won 3rd place last year doing this one. - Kaitlynn Wilson Bubbles! The effect of temperature on how long soap bubbles last. - Mackenz Water with stain Tee shirts, marker, water: See if cool water or warm water stains best. - Shakivikiou Laundry Detergent Is laundry detergent as effective if you use less than the recommended amount? More? - Nicole Makeup Qualities Take a nice brand of makeup (it can be mascara, eye shadow or blush) then get the same kind of makeup at a drugstore (basically any store that sells makeup!) and try out both of the makeups on your mom, your guardian, sister(s), or your self! and then see which make up is a better quality!! [this science project is a good excuse to get new makeup: )] - ~No Name Listed~ sinking and floating use sodas and diet sodas and see which one floats or sinks trust me it is awsome i am a 6 grader trust me ppl out their looking for project ideas that are middle schoolers peace out my science buddies bye bye xoxoxo - vere Lemon or Lime You can see whether a lemon or lime can turn on a light. You can Attach some wires (thin wires) and cut the lemon or lime together to see whether the lime or lemon turns on the light - flowers Get Science Fair Project Help

Video games Essay Example | Topics and Well Written Essays - 250 words - 1

Video games - Essay Example Video games such as dress up games allow individuals to test various clothing mixes on visual characteristics and this helps users in identifying what mix of clothes look good. Video games such as dating games allow users to identify behaviors that may attract another individual or may turn them off. This enables individuals in identifying behaviors that are socially acceptable. There are various differences in the games that target children and those that target adults. According to Balter children belonging to classes between 4th and 8th grade prefer playing video games that are more violent in nature and these games mostly include characters that are mythical in nature or contain plots based on human based violence (Balter, 2000). On the other hand adults play video games that are more strategy based and linked with their work. These games may include stock market video games as well as games that help adults in creating strategies for attracting

Electronic communication versus face toface Dissertation

Electronic communication versus face toface - Dissertation Example Face-to-face meetings and interactions are declining as technological and communication tools advance. My first hypothesis is that the increased use of electronic media will diminish face-to-face communication and the effectiveness of communication will be compromised until new communication cultures emerge. My second hypothesis is that the issues of gender, race and culture will tend to be minimised as the message becomes paramount, and also that prejudices are no longer trigged by personal interactions. My third hypothesis is that the effectiveness of Computer Managed Communication (CMC) in many aspects is an age-related issue, and that a generational transformation to new communication methods is underway. In my final chapter, I will consider whether the literature and other parts of the study support these hypotheses. The conclusion will examine the implications of this for professional relationships in the field of international business and sales in particular. This will lead t o recommendations as to what action companies, organisations and individuals need to take to maximise the advantages conferred by CMC, while overcoming the problems identified. Also, I will discuss about how different cultures can effectively communicate with each other and understand each other better. Lastly, my methodology will look specifically at the hotel industry and how modern technology is starting to play a key role in the industry’s growth. I will do this through a questionnaire that will be distributed to a wide variety of hotels in the local area. TABLE OF CONTENTS Title page Page Abstract 1 Table of Contents 2 Introduction 3 Literature Review 4 Methodology 5 Appendices and Reference List 6 CHAPTER I. INTRODUCTION a) Addressing the problem There can be no doubt that e-mail, teleconferencing and instant messaging have brought about a revolution in communication (Corbett, 2004). The benefits of these things are that they are immediate, cost-free and limitless. As i t is so easy and efficient, it is no surprise to find it becoming the norm in both business and social interactions. However, there are problems with these forms of communication. In particular, these difficulties are linked to the loss of interpersonal aspects in communication, and no technology has managed to overcome this problem yet. There is plenty of research to back up the assumption that talking with people, in other words face-to-face communication, is infinitely more effective than posting a message into the air and hoping that it will be read with the same level of commitment as the writer put into composing it. It is well-known that actual spoken words make up less than ten percent of a message (Evans, 2010, p.8). Spoken speech is far outweighed by non-linguistic cues such as tone and body language in particular. Because CMC is here to stay, it is important to address this question in order to avoid misunderstanding and ambiguity, maintain meaningful relationships (busin ess and personal), ensure that sales pitches are effective and pick up the nuances of interaction. b) Nature and purpose of this study The purpose of this study is to explore the issues that arise from this difficulty, to examine what steps we need to take to address them and avoid becoming trapped in a virtual world where all communication is done through impersonal media. The study will consist partly of a synthesis of some of the literature and findings of

What Are You Made of, the Role of Faith in Social Identity Essay Example for Free

What Are You Made of, the Role of Faith in Social Identity Essay What are you made of? This is truly a difficult question to answer if one would really take the time to ponder it. How would you arrive at the conclusion of describing who you are and the things you believe in? What are the things that made you as an individual? Inevitably, there will be several social, spiritual, and political issues that one may have to battle with to arrive at a sound conclusion. Life is complex and that is a certain fact. The complexity life offers for various people with different political affiliations, religious views, and socioeconomic status may be one arena of conflict. How will these differences be reconciled by the government who must develop national consciousness among its citizens? How will the Philippines become united amidst of these cultural differences? It is also the same question for the people, are they willing to compromise their values and beliefs for the unity of the country? These are questions which have no certain answers. For years now, there have been efforts made by the government and educational institutions that are geared towards resolving this conflict. However, it will take time before the country would experience such desired changes. The Philippines is a largely diverse country. Not only is the country multicultural, it is also multilingual. This situation makes it all the more difficult for the educational system to cater to the different needs of each sector. On the national level, the Department of Education has issued memorandums pertaining to ‘generic’ programs addressing these issues. However, the lack of material resources and the lack of interest from stakeholders are the factors responsible for hampering envisioned improvements. While on the community level, there are also initiatives from the teachers themselves who make their own changes and adaptations depending on the needs of their students. By the age of four, most Filipino children go to school to study. They learn about their own identity and the roles as expected from their identity, their being Filipino and duties of citizenship, the community they live in, and certain cultural beliefs and values. All these form the foundation of their beliefs about their identity and the country at large. This ‘indoctrination’ goes on until college. From here we can see that the life of one student is virtually fashioned inside the school. Thus, the school can be said to be a ‘breeding ground’ where various social identities are shaped. And so the question now is, â€Å"How will schools mold Filipino identity? † and at the same time reconcile it with other social identities such as ethnicity and religion without marginalizing cultural or religious beliefs. This process of molding holds much importance for educators because I think that one of the most significant functions of Philippine education is to inculcate Filipino identity and nationalist consciousness. As a teacher, I believe that a person’s religion bears so much importance in how that person thinks and behaves in the social context. It serves as the guiding light or reference point as to which decisions regarding experiences are based. Seeing that the Philippines has several religions, it becomes one social divider in the nation. Believers of certain faith have their own teachings that should be strictly adhered to regarding the political system and cultural beliefs and practices that may sometimes coincide with the rules of the state. For instance, believers of Jehovah’s Witnesses do not pledge the Panatang Makabayan because they believe that they should only place their faith or for that matter, state their allegiance in the god that they serve. Moreover, I believe that religion really matters for the majority of the Filipinos. And this is the root of conflicts, discrimination, and prejudice between Christians and Non-Christians that are manifested in different areas such as the political and economic system. The values certain groups of communities hold are important for them that they desire the next generation to also believe to these values. In addition, cultural practices are also passed on from generation to generation. This process is evident in the articles discussed in class where indigenous peoples argue for a system of education in which traditional knowledge should be included and given more emphasis. More so, the lessons provided by the public education system are starkly different from indigenous knowledge systems and practices. This creates a conflict because the significant values and practices are not learned by the youth of the community. Hence, elders develop apprehension toward the public school system. Although they acknowledge the beneficial effects of having to go to school, what matters most for them is the sustainable development of values and traditional cultural beliefs and practices of their ancestral community. This case is also similar with Islamic education. There is a problem for Muslims in Mindanao pertaining to the choice of schools for their children. For Muslims, spiritual growth in their children’s religious faith is a more important factor in choosing a school. However, Islam is not a subject offered in the public school system. As a conclusion, I think that the belief and value system is the most important factor in the formation of social identities. An individual’s social identity is intimately tied to the religion he is a member of. This also becomes the primary basis for the further development of his social identity. Because of these conflicts, educational institutions have been classified into sectarian and non-sectarian to cater to the different needs of their clients. Parents who are Catholics want their children to study in a Catholic school to ensure that their children would grow up with values they believe in. Furthermore, members of Iglesia Ni Cristo also do the same as well as members of the Christian community. This system is also the same for nationalities. Chinese parents prefer to enroll their children into Chinese schools. Muslim parents prefer to enroll their children to Madrasah. Based on this observation, membership to certain groups or having to identify with a group’s belief and values system becomes one important factor in parents’ decision regarding their children’s education. Thus, educational institutions become an agent in the processes of indoctrination of certain beliefs and practices that may marginalize other religion and cultural practices. Inevitably, they also reproduce existing social structures that up to the present time is unfair for many. Another problem with the present curriculum is its exclusion of local knowledge systems that bears much significance with the country’s indigenous peoples or with a particular group. In my opinion, the curriculum had put too much emphasis on global literacy or keeping at par with international standards. There is nothing wrong with this proposition. The only problem is that local knowledge systems have been marginalized for a long time which should have been a part of the curriculum in the first place. One goal of Philippine education is to mold the ‘Filipino’ identity in its students. If this is the goal, then it also follows that local history and cultural beliefs and practices should be an important part of the curriculum beginning in the elementary. The present curriculum has the Makabayan subject (Sibika at Kultura and Heograpiya, Kasaysayan, Sibika) as one way of teaching students Philippine culture and history. In spite of this, I think some of indigenous knowledge systems and practices are important so it should be included in the national curriculum. The inclusion would make students understand and appreciate more their being ‘Filipino’ and would be exposed to various local histories and cultures. Hence, they would become appreciative of the diversity of Filipino cultures. I also think that the national curriculum is a ‘colonial make-up’ of foreign education. The current system of education here in the Philippines especially the private schools are more inclined to producing students who are equipped with the skills needed for globalization but are alien to their own country. Yes, academic and professional competence in the global village can be beneficial to the country in terms of economic advancement. However, the problem is that there is no balance between what Filipinos truly are as a race and what they need to know as part of a larger global community. As an observation, I think that students nowadays are not rooted in their own culture and history as Filipinos. Most often than not, the kind of students schools produce have a mentality of a foreigner. In school, they learn extensively of a lot of things such as world histories, architecture, literature, famous scientists, etc. Although they study Philippine history and literature, what they learn is, again, the ‘generics’ or the ‘mainstream’ which can be discriminating against indigenous peoples and Muslims history and culture. And this is both a danger and challenge for Philippine society. The government does not want to produce generation of students who are not rooted in the Filipino culture. So they have to adapt to the needs of the different sectors present in Philippine society. For the country, an individual’s rootedness in his own culture is much needed by the country because this is one way of instilling nationalist consciousness. This can be done gradually through shaping of a Filipino identity beginning in the elementary grades. Moreover, this ‘shaping process’ should be meaningfully linked to a person’s religious belief and value system. Because of this, I believe that the end result would be better. When education can establish a meaningful bridge between Filipino identity and a community’s religion, more and more Muslims and indigenous peoples would develop a sense of being a Filipino finally a part of the collective imagining of the nation. In my opinion, the reason for the Muslim’s apprehension toward the public school system and the nation as a whole is that they do not feel the sense of belongingness because the Philippine government has not been responding to their needs and rights to education. Since Islam is a vital part of their lives and unfortunately, the public school system does not offer this as a subject, they prefer to enroll their children in Madrasah that do not develop Muslims’ national consciousness of being a Filipino. Therefore, students who finish from these schools grow up to be Muslims and not Filipino. Likewise, I believe that the national curriculum is not a ‘generic’ or a ‘one-size-fits-all’ process of education. The Department of Education and teachers as well cannot just prescribe a general program of education to students who are socially differentiated with each other. If the Philippines want to envision the Filipino race as having a nationalist consciousness and wanting each and everyone to be part of the collective imagining of the nation, then it is better for the education sector to acknowledge different local languages, ethnic groups, indigenous knowledge system and practices, and religions. I believe that through this acknowledgement and inclusion, indigenous peoples and Muslims would gradually learn and love to be a part of this country. A person’s social identity is so much affected by the socio-cultural milieu. As a teacher, I should be aware of my students’ background so I could help them in strengthening the development of their identity as Filipino, as a member of a religious community, and as a member of a group. All these contribute to the formation of a person’s social identity and not one should be left out. Being to identify with a group and having a sense of belongingness all contribute to an individual’s over-all well-being and the nation’s well-being too.

Monster: The Autobiography of an L.A. Gang Member Essay -- Biography B

Monster: The Autobiography of an L.A. Gang Member    "Where I came from, in order to be down you had to be 'in'" (Shakur, 226). This quote, taken from Sanyika Shakur's (aka Monster Kody Scott) Monster: The Autobiography of an L.A. Gang Member relates the mind set of those growing up the concrete jungle of South Central L.A. This powerful account of the triumph of the human spirit over insurmountable odds brings the reader into the daily battles for survival. His story starts at the beginning of his gang life (being initiated at age 11), moves through his teen years (mostly spent in various correctional facilities) and ends up with his transformation in a member of the New Afrikan Independence Movement.    When Kody Scott was 6 years old, the gang wars started in Los Angeles. It started out as a battle between the Crips and the Bloods, but by the late 70's and continuing today, the biggest killer of Crips is other Crips. The Crip Nation was divided into different divisions, which Monster compares to the U.S. Army. "For instance, one who is in the army may belong to the F... Monster: The Autobiography of an L.A. Gang Member Essay -- Biography B Monster: The Autobiography of an L.A. Gang Member    "Where I came from, in order to be down you had to be 'in'" (Shakur, 226). This quote, taken from Sanyika Shakur's (aka Monster Kody Scott) Monster: The Autobiography of an L.A. Gang Member relates the mind set of those growing up the concrete jungle of South Central L.A. This powerful account of the triumph of the human spirit over insurmountable odds brings the reader into the daily battles for survival. His story starts at the beginning of his gang life (being initiated at age 11), moves through his teen years (mostly spent in various correctional facilities) and ends up with his transformation in a member of the New Afrikan Independence Movement.    When Kody Scott was 6 years old, the gang wars started in Los Angeles. It started out as a battle between the Crips and the Bloods, but by the late 70's and continuing today, the biggest killer of Crips is other Crips. The Crip Nation was divided into different divisions, which Monster compares to the U.S. Army. "For instance, one who is in the army may belong to the F...

Ratio

Ratio decidendi and obiter dicta Learning objectives At the end of this module, you will be able to: * distinguish between ratio decidendi and obiter dicta. * apply well-established rules to identify the ratio decidendi in a decision. This module is intended as a useful exercise in revision. If you are certain that you understand how to discover the ratio in an opinion, you should skim lightly over this material. What is the ratio decidendi? As you probably recall from your studies, the term ratio decidendi is a Latin phrase which means the â€Å"the reason for deciding†. What exactly does this mean?In simple terms, a ratio is a ruling on a point of law. However, exactly what point of law has been decided depends on the facts of the case. | The importance of material facts As Goodhart A L (1891–1978) pointed out long ago in the 1930s, the ratio is in pratical terms inseparable from the material facts. Goodhart observed that it â€Å"is by his choice of material facts t hat the judge creates law†. By this Goodhart meant that the court's decision as to which facts are material or non-material is highly subjective, yet it is this inital decision which determines a higher or lower level of generality for the ratio.Goodhart's reformulation of the concept of the ratio was the subject of heated debate, particularly in the 1950s. Compare Goodhart's concept of the ratio with Lord Halsbury's statement that: â€Å"Every judgement must be read applicable to the particular facts proved, since the generality of the expressions which may be found there are not intended to be the expositions of the whole law but govern and are qualified by the particular facts of the case in which such expressions are to be found. Lord Halsbury (1901)What, if any, is the difference between Goodhart's material facts and Halsbury's particular facts? | What are obiter dicta? Obiter dicta is a Latin phrase meaning â€Å"things said by the way†. Obita dicta are not bindi ng (unlike the ratio), but they may be regarded as persuasive in a future decision. The weight given to dicta usually depends on the seniority of the court and the eminence of the judge in question. Obiter dicta are judicial opinions on points of law which are not directly relevant to the case in question.They are made when a judge chooses to give some indication of how he or she would decide a case similar, but not identical, to case under consideration. These statements are often meant to clarify the legal principle which the judge proposes to apply in his or her judgement. For this reason, obiter dicta often take the form of analogies, illustrations, points of contrast or conclusions based on hypothetical situations. Obiter dicta in one case might be adopted as ratio decidendi in subsequent cases. This occurs when a situation regarded as hypothetical by one judge arises in a subsequent case.Distinguishing between ratio and obita is not always simple. When questioned regarding the difference between ratio and obiter, Lord Asquith once remarked that: â€Å"The rule is quite simple: If you agree with the other bloke you say it is part of the ratio; if you don't you say it is obiter dictum, with the implication that he is a congenial idiot†. Although intended humorously, this remark has a good measure of truth. | Ratio decidendi and obiter dictaHow well do you recall the concept of the ratio decidendi from your undergraduate studies?Take a moment to read through the following statements: * A ratio decidendi is not an abstract principle, to be applied in a deductive fashion to a later case. Instead the ratio is a ruling on a point of law in relation to a specific case. * Only the ratio binds an inferior court. Cases themselves do not bind. * If the court is not required to make a ruling on a point of law, its decision will not give rise to a ratio. * There is no requirement for each judgement to contain a single ratio and no more. Multiple rationes are qu ite normal. Not every statement of law contained in a decision is necessarily ratio or obiter. A judge may refer to a principle only to express his or her disagreement or for the sake of completeness. For a statement of law to be ratio or obiter, the judge must express his or her explicit agreement with the principle. These are not mere niceties of legal doctrine. Bearing these points in mind will help you when you come to identifying the ratio in a judgement. | Finding the ratio decidendi Identifying the ratio in a judgement is frequently difficult.Judges are under no obligation to label the different parts of their judgement as ratio or obiter. In most cases, you need to read the entire judgement to determine the ratio. Some of the reasons for this include: * length of judgements. Many judgements are extremely lengthy and are written in dense, legal language. The ratio may not be expressed in a single sentence or even a single passage. * the lack of an explicit ratio. The extreme example of this is the judgement in Raffles v Wichelhaus [1864] 2 H&C 906. This famously consisted of a single sentence: â€Å"There must be judgement for the defendants†. the existence of multiple lines of argument. Some arguments will be ratio, others will be obiter and others might be neither. * uncertainty regarding which facts were material to the judgement. Judges sometimes fail to indicate which facts are significant and which are not, making it difficult to determine the appropriate level of generality at which a ratio should be stated. In some instances, a case will establish a legal principle which is refined over time, being broadened or narrowed as the result of successive judgements. | Why does finding the ratio have to be so hard?At the Tenth Commonwealth Law Conference, Bennin F A suggested that it would be better if judges were more explicit regarding the legal rules which they set down in their decisions. The answer given by Kirby J on this occasion was that judges would be reluctant to do so as â€Å"the discursive nature of their judgments is the historic basis of the development of the common law†. Bennion has argued that â€Å"there seems no reason why a judgement could not contain both a brief ‘legislative' passage and an accompanying discursive explanation†.What difficulties, if any, can you see with this suggestion? | Ratio in appellate decisions The problems associated with identifying the ratio in the case decided by an individual judge are multiplied in the case of appellate decisions. Most applelate courts sit with a an uneven number of judges. To discover the ratio of an appellate decision, you need to determine the ratio in the case of each individual judgement. The rule is that only the rationes contained in the majority judgements need to be considered.If a majority of judges agree on the same reasoning, you have identified a single ratio. Otherwise, there might be multiple rationes, or even none. Case s without a ratio In a some cases, there may be no majority support for any particular ratio. In such instances, subsequent courts tend to assume that all that is binding is the judgement itself. This means that subsequent cases will be decided on the basis of the decision only when the material facts are almost identical. This is not a purely theoretical possibility.In Paykel v Commissioner of Taxation (1994) 49 FCR 41, Heerey J applied the judgement of the majority in Hepples v Federal Commissioner of Taxation (1992) 173 CLR 492, despite the lack of a discernable ratio in the former decision. Finding the ratio There are a number of rules of thumb that you can use to determine the ratio decidendi. These include: * distinguish the facts which the court regarded as material from those which appeared unimportant. * discover the precedents applied. These will provide an indication of the court's approach. * in deciding the ratio, restrict your analysis to the opinions of the majority j udges. read subsequent decisions to find how the decision has been interpreted. The ratio that becomes recognised as a rule of law may not be the ratio that apparent in the original judgement. The last point is one that is sometimes overlooked. In many instances, the ratio in an individual judgement is less important than the legal principle for which a line of cases can be cited as authority. When reading a judgement, consider it at several level. Apart from reading the decision for what it actually says, read it also in terms of its subsequent reception.Assess the arguments of the judges and the advocates in the context both of the case and the future development of the law. If you are building an argument on the basis of a particular case, it is often dangerous to look at the case in isolation. In finding the ratio, it is often useful to consider the way in which judgements are written. Although there is no standard model, they often follow a broad pattern. In most cases, the jud gement is divided into three sections: * the facts agreed or proven * the range of applicable legal principles * the application of the appropriate principle to the facts.There are a number of formal tests that have been devised to assist in discovering the ratio. Two of the best known were developed by United States jurists: these are Goodhart's Test and Wambaugh's Test. Goodhart's Test Goodhart proposed these rules for finding the ratio decidendi: * The principle of a case is not found in the reasons given in the opinion. * The principle is not found in the rule of law set forth in the opinion. * The principle is not necessarily found by a consideration of all the ascertainable facts of the case, and the judge's decision. The principle of the case is found by taking account (a) of the facts treated by the judge as material, and (b) his decision as based on them. * In finding the principle it is also necessary to establish what facts were held to be immaterial by the judge, for the principle may depend as much on exclusion as it does on inclusion. Goodhart's Test has gained considerable popularity. However, as stated above, it is not without its critics. Wambough's Test Eugene Wambaugh (1856–1940) developed an older, but still useful, test. Warmbough's Test first appeared in a book published in the United Sates in 1894.Like Goodhart's Test, Wambaugh's rules focus on the question of what facts are material and which are not. Wambaugh begins with the observations that * no matter how accurate a legal proposition may be it does not necessarily form part of the ratio decidendi. * the proposition is not governed by all the facts, but by the material facts. Wambaugh recommends that you take the following steps if you think you have identified a potential ratio in a judgement: * frame the legal principle that you have identified from a judgement. invert a word or phrase which reverses the meaning of the principle. * ask yourself, if the court had the inverse principle in mind when reaching its decision, would it have reached the same conclusion? * if the answer to this question is yes, then your original proposition cannot be the ratio. Note that Wambaugh's Test works only with cases with a single ratio. Summary This module dealt with the following: * distinguishing between ratio decidendi and obiter dicta. * applying well-established rules to identify the ratio decidendi in a decision.

Case study of the hydropower development in Argentina Essay

In this paper I would also discuss one more case of the hydropower regulation and assessment. The next country to be discussed is Argentina. This country also possesses considerable hydropower potential. It has been estimated that the country has the potential of production of 169,000 GWh/year . Argentina relies in its future development on hydropower as a source of energy. That’s why its scientists resort to close examination of various aspects of hydropower development and impact on environment and society. Great emphasis is also placed on the financial aspect of hydropower development and legal regulation of hydroelectric plants and dams construction. Therefore, Argentina greatly relies on sustainable development, which can be defined as â€Å"the process which meets the needs of the present without compromising the ability of future generations to meet their own needs† . Sustainable development of the hydropower potential of the country requires deep consideration and cooperation of three basic components – economic growth, environmental security and social justice . There are several acts, which serve the legal basis of the hydropower development in Argentina. One of the most important of them is The Electricity Regulatory Framework Law, which implemented the National Electricity Regulatory Commission (ENRE). ENRE is an independent item, which operates within the framework of the Secretariat of State for Energy. The latter in its turn creates the regulations, which control the work of the electricity industry . The Energy Secretariat (SENER) is the legislative component, which is responsible for the energy policy implementation. Within its frame this legislative body has one more component, the National Electricity Regulator (ENRE), which is responsible for actual application of the regulatory framework stated in the Law 26,046 of 1991 . ENRE is responsible for regulation and supervision of whole energy sector under federal control, while the other utilities are regulated by provincial regulators. The other important regulatory body of the energy sector is CAMMESA (Compania Administradora del Mercado Mayorista Electrico), which supervises whole wholesale electricity market through establishing the price of electricity, operating the electricity system and the controlling the commercial transactions in the electricity market Very important role in the energy sector of Argentina is given to the Electric Power Federal Council (CFEE), which was established in 1960 and currently plays the role of the administrator of the Funds, which given to special electricity operations. CFEF also performs consulting function of the National and the Provincial Governments regarding the power industry, new projects and researches, public and private energy services, and electricity tariffs and prices as well as changes in the legislative base of the power industry The National Promotion Direction (DNPROM) within the Energy Secretariat (SENER) regulates creation and implementation of programs concerning renewable energies and energy efficiency. The Secretariat for the Environment and Natural Resources (SEMARNAT) is in charge of the questions concerning environmental policy. The legal basis of Argentina concerning the energy is Law 25,019 from 1998 and Law 26,190, from 2007. Changes to this law, made in 2007, focus on the national interest in renewable energy sources in regard with the public services. The law states that within the next ten years the consumption of the energy, produced from the renewable sources, will grow up to 8 %. The other main point is that law establishes a Trust Fund, which promotes the development of the renewable energy. Hydropower is recently viewed in Argentina as a potential key source of energy. On the one hand its advantages are clearly visible: it has less negative impact on the climate change as compared with fossil fuels, it’s relatively clean and environmentally-friendly, low-cost and renewable. However, not all the researchers are so optimistic. Many of them claim that hydropower plants have a negative influence on surrounding area and society. As one more proof they point at additional expenses in case of shortfalls . Sometimes, these disadvantages are even overemphasized, which presents hydropower in the negative light, or even present it as potentially dangerous. In the process of the research I found a very interesting fact, showing that such claims for the most part come from the most unexpected source – NGOs, the primary intention of which is conservation. However, in this process they seem to completely disregard such important aspects of the country development as poverty alleviation, obtaining a valuable source of cheap energy and promotion of the safe water environment, which can be provided by hydropower plants . Environmental and Social Impact Assessment of the hydropower plants in Argentina is based on the Sustainable Guidelines of the International Hydropower Association, which focus on environmental, social and economic aspects of the hydropower plant construction and operation . In order to develop new hydropower projects in accordance with the newest ecological and social requirements, Argentina greatly relies on five key areas characterized by Dr. Kofi Annan on the World Summit on Sustainable Development in 2002. These five key areas include: water, energy, health, agriculture and biodiversity . Conclusions. So, in this paper I investigated the role of the hydropower as an alternative source of environment, associated expenses and benefits to the society. I also made a review of the history of the hydropower as a source of energy and compared it with the other sources. I made an overview of the legislative base of two countries – China and Argentina concerning hydropower energy and their potential of development of the hydropower as an alternative source of energy. References ADB, Summary Environmental and Social Impact Assessment: Nam Theun 2 Hydroelectric Project in the Lao People’s Democratic Republic. Manila: Asian Development Bank, 2004. Online. Available at: 30 September 2007. Advantages of Hydropower. Online. Available from: 30 September 2007. Atkins, W. , Hydropower: Impacts and Trends. Online. Available from: 30 September 2007. Buckley, L. Hydropower in China: Public Participation and Energy Diversity, Online. Available from: . 30 September 2007 Becker, H. A. Social impact assessment: method and experience in Europe, North America and the developing world, London, UCL Press, 1997. BP Annual Report, 2006, Online. Available from: 30 September 2007. Burdge, R. J. , A Community Guide to Social Impact Assessment, Middleton, USA, Social Ecology Press, 2004. China Passes Renewable Energy Law, Online. Available from: 2005. Coordinacion de Energias Renovables, Potencial de los aprovechamientos energeticos en la Republica Argentina, 2006. Devoto, A. , Hydroelectric power and development in Argentina, ENTE Nacional Regulador de la Electicidad, 2005. Graham, I. , Water Power, Austin, TX, Raintree Steck-Vaughn, 1999. Hydropower, Online. Available from: 30 September 2007. Interorganizational Committee on Principles and Guidelines for Social Impact Assessment , 2003. Integrated Environmental and Social Impact Assessment Guidelines. Tunis: African Development Bank, 2003. Online. Available at: International Association for Impact Assessment, Online. Available from: 30 September 2007. Kellert, S. R. , Macmillan Encyclopedia of the Environment, vol. 3. New York, Macmillan Library Reference USA, 1997. Learn about Hydroelectric Power Alternative Energy Source, Online. Available from: 30 September 2007. Petts, J. Handbook of Environmental Impact Assessment, Blackwell, Oxford, 2005. Renewabables Global Status Report. Online. Available from: 30 September 2007. Rosso, A. La construccion como herramienta del crecimiento continuado. Sector electrico. Evaluacion de las inversiones necesarias para el sector electrico nacional en el mediano plazo. Camara Argentina de la Construccion, 2006. Rules of land compensation and people resettlement in medium and large hydraulic and hydroelectricity projects. State Council, 1991. Ryan, V. Advantages and Disadvantages of Hydropower, Online. Available from: 30 September 2007. Summer of International dissent against Heavy Industry, Saving Iceland. Online. Available from: 30 September 2007 Sadler, B. , Verocai, I. & Frank Vanclay. Environmental and Social Impact. Assessment for Large Scale Dams. Middleton, WI: The Social Ecology Press, 2000 Taylor CN, Bryan CH, Goodrich CG. Social Assessment: theory, process and techniques. Middleton, WI, The Social Ecology Press, 2004. The Historic Mechanicville Hydroelectric Station, IEEE Industry Applications Magazine, Jan/Feb. 2007 Tremblay, V. , Roehm and Garneau, Greenhouse Gas Emissions – Fluxes and Processes, Springer, 2005. Xiaogang, Yu & Jia Jiguo. An Overview of Participatory Social Impact Assessment for Manwan Hydropower Station in Lancang River. Asian Science and Technology Institute, 2000.

Fatigue in flight, pilots

Fatigue in flight, pilots Free Online Research Papers Fatigue has been an issue in long-haul flight operations since the first transoceanic crossing by Charles Lindbergh. Today, modern aircraft have proven the capability to fly farther. The aircraft are highly automated, and require fewer crew members for operation. While aircraft and the operational demands of the aviation industry have evolved, human requirements for sleep have not. Therefore, the physiological capabilities and limitations of the human operator are the main focus to maintaining the safety margin in long-haul flight operations. I will address some of the physiological limitations that underlie fatigue, highlight findings regarding fatigue in long-haul operations. Physiological limitations that Underlie Fatigue have been heavily studied Since the mid-1950s, there has been extensive scientific research on sleep, sleepiness, circadian rhythms, sleep disorders, dreams, and the effects of these factors on waking alertness and human performance. Some of the basic scientific findings regarding human sleep, sleepiness, and circadian rhythms that have emerged over the past fifty years and are critical to understanding the physiological limitations that underlie fatigue in flight operations. Some of the significant information is presented as a foundation for understanding the role of fatigue in long-haul operations. Sleep is a vital human Physiological Function. Historically, sleep has been viewed as a state when the human organism is turned off. Scientific findings have clearly established that sleep is a complex, active physiological state that is essential to human survival. Like human requirements for food and water, sleep is a vital physiological need. When individuals are deprived of food and water, the brain provides specific signals-hunger and thirst drives the individual to meet these basic physiological needs. Similarly, when deprived of sleep, the physiological response is sleepiness. Sleepiness is the brains signal to prompt a person to obtain sleep; it is a signal that a specific requirement has not been met. Eventually, when deprived of sleep, the human brain can spontaneously, in an uncontrolled fashion, shift from wakefulness to sleep, in order to meet its physiological need for sleep. The sleepier the person, the more rapid and frequent these actions of sleep into wakefulness are. These spontaneous sleep episodes can be very short (micro sleeps lasting only seconds) or extended (lasting minutes). At the onset of sleep, an individual disengages from the external environment, becoming unresponsive to outside information. Therefore, even micro-sleep can be associated with a significant performance lapse when an individual does not receive or respond to external information. With sleep loss, these uncontrolled sleep episodes can occur while standing, operating machinery, and even in situations that would put an individual at risk, such as driving a car. How much sleep does an individual need? An individual requires the amount of sleep necessary to achieve full alertness and the highest level of functioning during waking hours. There is a range of individual sleep needs and, though most adults will require about 8 hours of sleep, some people need 6 hours while others require 10 hours to feel wide awake and function at their peak level during wakefulness. Sleepiness Affects Waking Performance, Vigilance, and Mood. Sleepless creates sleepiness and often this sleepiness is dismissed as a minimal nuisance or as easily overcome. However, sleepiness can potentially disrupt most aspects of human capability. Controlled laboratory experiments have demonstrated decrements in most components of human performance, vigilance, and mood as a result of sleep loss. Sleepiness can be associated with decrements in decision-making, vigilance, reaction time, memory, psychomotor coordination, and information processing. Research has demonstrated that with increased sleepiness, individuals demonstrate degraded performance despite increased effort, and report many differences regarding the outcome of their performance. Individuals report fewer positive emotions, more negative emotions, and an overall worsened mood with sleep loss and sleepiness. Generally, sleepiness can degrade most aspects of human waking performance, vigilance, and mood. In the most severe instances, an individual may experience an uncontrolled sleep episode and obviously be unable to perform. However, in many other situations, while the individual may not actually fall asleep, the level of sleepiness can still significantly degrade human performance. For example, the individual may react slowly to information, may incorrectly process the importance of the information, may find decision making difficult, may make poor decisions, or may have to check and recheck information or activities due to memory difficulties. This performance degradation can be a direct result of sleep loss and the associated sleepiness and can play a major role in the occurrence of an operational incident or accident. Sleep Loss Accumulates into a Sleep Debt. An individual who requires 8 hours of sleep and obtains only 6 hours is essentially sleep deprived by 2 hours. If the individual sleeps only 6 hours over four nights, then the 2 hours of sleep loss per night would accumulate into an 8-hour sleep debt. Estimates suggest that in the United States today, most adults obtain 1 to 1.5 hours less sleep per night than they actually need. During a regular work week this would translate into the accumulation of a 5- to 7.5-hour sleep debt going into the weekend; hence, the common phenomenon of sleeping late on weekends to compensate for the sleep debt accumulated during the week. Generally, recuperation from a sleep debt involves obtaining deeper sleep over two to three nights. Obtaining deeper sleep appears to be a physiological priority over a significant increase in the total hours of sleep. In other words, rather than sleeping 7.5 hours longer than normal on the weekend to make-up for the sleep deb t accumulated during the week, the sleep-deprived person may sleep only slightly longer than normal; in a deeper sleep. Sleepiness can be differentiated into two distinct components: physiological and subjective. Physiological sleepiness is the result of sleep loss: lose sleep, get sleepy. An accumulated sleep debt will be accompanied by physiological sleepiness that will drive an individual to sleep in order to meet the individuals physiological need. Subjective sleepiness is an individuals introspective self-report regarding the individuals level of sleepiness. An individual’s subjective report of sleepiness can be affected by many factors, for example, caffeine, physical activity, and a particularly stimulating environment. However, an individual will typically report being more alert because of these factors. These factors can mask or conceal an individuals level of physiological sleepiness. Therefore, the tendency will be for individuals to subjectively rate themselves as more alert than they may be physiologically. This discrepancy between subjective sleepiness and physiological sleepiness can be largely significant. An individual might report a low level of sleepiness but be carrying an accumulated sleep debt with a high level of physiological sleepiness. This individual, in an environment stripped of factors that conceal the underlying sleepiness, would be susceptible to the spontaneous, uncontrolled sleep and the performance decrements associated with sleep loss. Humans, like other living organisms, have a circadian clock in the brain that regulates physiological and behavioral functions on a 24-hour basis. In a 24-hour period this clock will regulate our sleep/wake pattern, body temperature, hormones, performance, mood, digestion, and many other human functions. For example, on a regular 24-hour schedule we are programmed for periods of wakefulness and sleep, high and low body temperature, high and low digestive activity, increased and decreased performance capability, and so on. An indivi dual’s circadian clock might be programmed to sleep at midnight, awaken at 8 AM, maintain wakefulness during the day, and then repeat the 24-hour pattern. The circadian rhythm of body temperature is programmed for the lowest temperature between 3 and 5 AM on a daily basis. When the circadian clock is moved to a new work/rest schedule or put in a new environmental time zone, it does not adjust immediately. This is the basis for the circadian disruption associated with jet lag. Once the circadian clock is moved to a new schedule or time zone, it can begin to adjust and may take from several days up to several weeks to adapt to the new environmental time. Also, the bodys internal physiological rhythms do not all adjust at the same rate, and therefore may be out of synch with each other for an extended period of time. Again, it can take from days to weeks; for all of the internal rhythms to come together in the new schedule or time zone. There are some specific factors that can affect the circadian clock’s adaptation. Day/night reversal can confuse the clock so that the cues that help it adjust and maintain its usual physiological pattern is disrupted. Moving from a day to a night schedule and back to days can keep the clock in a continuous state of readjustment, depending on the time between schedule changes. For example, severe effects would accompany a 12-hour day to night to day schedule alteration. Another factor is crossing multiple time zones. Even though there is some flexibility for adjustment. Putting the circadian clock in a time zone, three or more hours off home time will require a reasonable amount of adaptation. Another factor can be the direction the clock is moved. Shortening the period is generally more difficult than lengthening the period, which is the natural rhythm of the circadian clock. Therefore, it can be more difficult to cross time zones in an eastward direction compared to westward movement. It can also be more difficult to move a work/rest schedule backwards over the 24-hour day compared to moving it forward. The associated difficulties of moving the clock, such as poor sleep, sleepiness, effects on performance, and so on, will be affected until the circadian clock adapts to the new schedule or time zone. Scientific studies have revealed that there are two periods of maximal sleepiness during a usual 24-hour day. One occurs at night roughly between 3 and 5 AM, and the other in midday roughly between 3 and 5 PM. However, performance and alertness can be affected throughout a 12 AM to 8 AM window. Individuals on a regular day/night schedule will typically sleep through the 3-5 AM window of sleepiness. The afternoon sleepiness period can be masked by factors described previously, or present a window when individuals are particularly vulnerable to the effects of sleepiness. This also means that individuals working through the night are maintaining wakefulness from3-5 AM when their circadian clock is programmed for sleep. Conversely, individuals sleeping during the day are attempting to sleep when the circadian clock is programmed for wakefulness. However, individuals searching for specific windows when they are physiologically prepared to sleep, either for an extended sleep period or a st rategic nap, can use these periods to their advantage. (sleepnet.com, 1995 2006) At any given time, an individuals need to sleep or, the ability to maintain alertness and vigilance, will be the result of an interaction between sleep and circadian processes. An individuals ability to fall asleep quickly and obtain a good quantity and quality of sleep can be related to the prior amount of sleep and circadian time of day. An individual with no sleep debt attempting to sleep at a time of circadian wakefulness and alertness will have difficulty falling and staying asleep. However, an individual with a sleep debt attempting to sleep at a time of maximal circadian sleepiness will fall asleep quickly and easily maintain sleep. Also, an individual with a substantial sleep debt may be physiologically sleepy enough to override circadian factors and be able to fall asleep at a circadian time for wakefulness. These two factors also interact to determine an individuals level of physiological alertness and performance during waking hours. A third factor can also be a consideration: the number of hours of continuous wakefulness. An individual with a sleep debt, awake continuously for 20 hours, and working through the 3-5 AM circadian period of maximal sleepiness will have difficulty maintaining alertness and performance. However, an individual who has obtained the required amount of sleep, has been awake for 10 hours, and is working through the 3-5 AM circadian low will probably have less difficulty maintaining wakefulness. Any one of these three factors can increase an individual’s vulnerability for a performance decrement. Two or three of the factors coinciding will increase the probability of a fatigue-related performance problem. It is critical to note that there are tremendous individual differences in these factors. There is a range of sleep needs, differences in physiological flexibility for adaptation of the circadian clock, and ability to tolerate sleep loss or circadian disruption. Therefore, while these fundamental properties of sleep and circadian processes are factors for all human physiology, there is a range of individual responses for any particular set of cir cumstances or operational demands. (sleepnet.com, 1995 2006) There is no quick fix or magic bullet to address all of fatigue endured by long-haul flight operations. Unfortunately, there is no simple solution that will address all individuals, all operational demands, and all the technology currently involved in the aviation industry. Aviation requires24-hour operations and a challenge facing the industry is how to incorporate the scientific and physiological knowledge that currently exists into areas that will maintain the safety margin. Therefore, every arena where the knowledge can be applied should be examined for potential improvements. Four general categories for examination include hours of service, scheduling, cockpit design and technology, and personal strategies. Hours of service are affectedly both by federal regulatory policies and contractual agreements. Scheduling is dictated by a complex variety of factors that are often distinctive to a particular airlines operation. The automation evolution has brought tremendous advances to aviation, though its effects in a variety of domains remain unclear. There is also a variety of personal strategies that can be used to apply the current state of knowledge on a daily basis for flight crews. Each one of these areas should be examined for ways to incorporate scientific and physiological information about fatigue. The challenge is to minimize the adverse effects of any particular category and, wherever possible, use each one to maximize alertness and performance during flight operations. We have proposed different alertness management strategies into two components: preventive strategies and operational strategies. Preventive strategies are used prior to duty or on layover to minimize the adverse effects of the underlying physiological factors. These strategies include obtaining maximal quantity and quality of sleep prior to duty, scheduling sleep periods during layover, accounting for fatigue factors during trip scheduling, napping, maintaining good sleep habits, exercising, maintaining balanced nutrition, and others. Operational countermeasures are used in-flight to maintain alertness and performance during operations. Generally, these strategies may be more short-acting and serve to mask or conceal underlying sleepiness. These counter-measures include physical activity, strategic caffeine use, and social interactions. As previously described, the only mechanism to reverse a physiological sleep need is sleep. With sleep loss, the brain will signal its need to obtain sleep and if necessary, it will shut down to meet this vital physiological need. An obser vational and subjective logbook data indicate that long-haul operations can involve the occurrence of spontaneous and uncontrolled sleep episodes. A NASA/FAA study was conducted to determine the effectiveness of a planned cockpit rest period to maintain and/or improve subsequent alertness and performance during long-haul flight operations. (Rosekind, 1997) The planned cockpit rest study involved regularly scheduled, three-person, on-augmented, commercial B747-200 transpacific flights. The middle four legs of an eight-leg, twelve-day trip schedule were studied. The study legs involved two day flights and two night flights, and two eastward and two westward flights. Each flight was about 9 hours in length followed by an average lay-over of 24 hours. Volunteer flight crew-members were randomly assigned to one of two groups. The twelve Rest Group crew-members were each allowed a scheduled 40-minute rest opportunity, one at a time, during the low workload, cruise portion of flight. The rest periods were taken in their seats. The nine No-Rest Group crewmembers each had a 40-minute control Period identified, but were instructed to continue their usual flight activities during this period. (Rosekind, 1997) Before, during, and after the twelve-day trip schedule, flight crewmembers completed the Pilot Daily Logbook. This provided self-reported information about duty periods, sleep periods, fatigue ratings, and so on. Each crewmember also wore an actigraph, a small wristwatch-size device that provides objective information about an individuals 24-hour rest/activity cycle. During the four study trip legs, flight crewmembers brain and eye movement activities were monitored to physiologically determine sleep during the rest opportunity and to evaluate subsequent alertness. Crewmembers were also evaluated with a vigilance performance test and reported their levels of alertness and mood. Crewmembers in both groups were evaluated with exactly the same measures and procedures. The first question was, When given the opportunity, would flight crewmembers sleep during the 40-minute rest period? On 93% of the sleep opportunities, Rest Group crewmembers slept. On average, they fell asleep in 5.6 minutes and slept for 25.8 minutes. The next question was whether this nap was associated with a subsequent maintenance or improvement in alertness and performance compared to the No-Rest Group. The Rest Group maintained consistent vigilance performance on night flights, at the end of a flight leg, and after four consecutive flight legs; the No-Rest Group showed decrements. Also, physiological alertness was examined by analyzing the subtle brain and eye movement changes that indicate sleepiness. The final 90 minutes of flight (about 60 minutes prior to top of descent, through descent and landing) was analyzed for the occurrence of physiological micro-events, lasting 5 seconds or longer, which are indicative of decreased alertness. These physiological micro events are si milar to micro-sleeps that many individuals have experienced when fighting sleepiness and attempting to maintain wakefulness. The nine No-Rest Group crewmembers had twice as many micro events, including twenty-two during descent and landing, than the twelve Rest Group crewmembers, who experienced no micro events during descent and landing. Another provocative finding emerged from analysis of the 40-minute control period for the No-Rest Group crewmembers. On five occasions, crewmembers fell asleep during the 40-minute period when they had been instructed to maintain their regular flight activities. These sleep episodes lasted from a couple of minutes to 14-minutes. These physiologically documented sleep episodes occurred in a NASA/FAA study of fatigue, when volunteers were being physiologically monitored and observed by two NASA researchers on the flight deck. Clearly, this is a situation where crewmembers would have been motivated to maintain their usual flight activities for the 40-minute period. This supports previous information that regardless of training, professionalism, or having the right stuff, extreme sleepiness can precipitate uncontrolled and spontaneous sleep. Research Papers on Fatigue in flight, pilotsThe Spring and AutumnOpen Architechture a white paperNever Been Kicked Out of a Place This NiceGenetic EngineeringBionic Assembly System: A New Concept of SelfIncorporating Risk and Uncertainty Factor in CapitalResearch Process Part OneRelationship between Media Coverage and Social andComparison: Letter from Birmingham and CritoThe Project Managment Office System

Adventures of Huckleberry Finn Review

'Adventures of Huckleberry Finn' Review Mark Twains Adventures of Huckleberry Finn is one of the most celebrated novels in American literaturearguably the greatest novel in American literature. As such, the book is frequently  taught in high school English, college literature classes, American history classes, and every other opportunity teachers can find.   The justification usually cited is its commentary on the social institutions of slavery and discrimination; however, no less important is the aspect of the story that demonstrates one boys coming of age. Mark Twain ends The Adventures of Tom Sawyer with the cryptic statement: So endeth this chronicle. It being strictly the history of a boy, it must stop here; the story could not go much further without becoming the history of a man. Adventures of Huckleberry Finn, on the other hand, contains much less of the perpetual jokes and scrapes of the first book. Instead, Huck is faced with the emotional growing pains of becoming a man in a morally flawed society. At the beginning of the novel, Huck lives with the Widow Douglas, who wants to sivilize Huck, as he puts it. Although he dislikes the restraints society puts on him (i.e. stiff clothing, education, and religion), he prefers it than going back to living with his drunken father. However, his father kidnaps him and locks him up in his house. Therefore, the first major chunk of the novel focuses on the abuse Huck experiences at the hands of his fatherabuse so bad that he must fake his own murder in order to escape alive. Escape to Freedom After staging his death and running away, Huck meets up with Jim, a runaway slave from the village. They decide to travel down the river together. Both of them are running away to gain their freedom: Jim from slavery, Huck from his fathers abuse and the Widow Douglass restrictive lifestyle (although Huck does not see it that way yet). For a major part of their journey together, Huck views Jim as property. Jim becomes a father figurethe first Huck ever had in his life. Jim teaches Huck right and wrong, and an emotional bond develops through the course of their journey down the river. By the last segment of the novel, Huck has learned to think like a man instead of a boy. This change is most poignantly demonstrated when we see the melodramatic prank that Tom Sawyer would have played with Jim (even though he knows that Jim is already a free man). Huck is genuinely concerned with Jims safety and well-being, whereas Tom is only interested in having an adventurewith complete disregard for Jims life or Hucks concern. Coming of Age Tom is still the same boy as the one in The Adventures of Tom Sawyer, but Huck has become something more. Experiences that he has shared with Jim on their journey down the river have taught him about being a man. Although Adventures of Huckleberry Finn contains some very poignant critiques of slavery, discrimination, and society in general, it is also important as the story of Hucks journey from boyhood to manhood.

The decision regarding the equipment composition - Individual Essay

The decision regarding the equipment composition - Individual assignment - Essay Example In 1976 the FASB issued SFAS No. 13, Accounting for Leases. This statement is considered a part of the generally accepting accounting principles. During the past 35 years after the creation of SFAS No. 13 the FASB has issued a total of six statements, six interpretations, and 11 technical bulletins on leases. When working with accounting for leases there are two different perspective or elements. The two elements are accounting for lessee and accounting for the lessor. The lessor is the original owner of the asset who rents its use to the lessee in change for a recurrent installment payment during the duration of the lease contract. There are two primary classifications of leases which are capital and operating leases. One of the most important aspects for SFAS No. 13 is that it establishes the four criteria necessary to classify a lease as a capital instead of an operating lease. If a lease fails to meet any of the four criteria established on SFAS No. 13 it fail to be classified as a capital lease. The difference between a capital lease and an operating lease is that a capital lease considers the property leased an asset in the accounting books of the company because at the end of the lease transfer of ownership occurs. The four criteria to classify a lease as a capital lease are: 1. The lease transfers ownership of the property to the lessee 2. The lease contains a bargain purchase option 3. The lease term is equal to 75% or more of the economic life of the leased property 4. The present value of the lease payments equals or exceeds 90% of the fair market value of the leased property (Weygandt & Kimmel & Kieso, 2003). The two primary classifications of capital or operating lease mentioned are from the perspective of the lessee. â€Å"Appendix No. 5, Determining Lessor’s Type of Lease – FASB, shows the evaluation process that can be used by a lessor to classify a lease† (Lee, 2003, pg. 12). From the lessor’s perspective a capital lease can be classified as a sales type lease, direct financing lease, or a leveraged lease. Each of the three types of lessor lease classifications can be defined differently. A sales type lease occurs when the fair value of the lease is different than its carrying amount and real estate is involved and ownership of the property is transferred, or when real estate is not involved and lease meets all four criteria u nder SFAS No. 13 and two additional lease criteria which are listed below: Collectibility of minimum lease payment is reasonably predictable No important uncertainties surround the amount of unreimbursable cost yet to be incurred by the lessor under the lease (Lee, 2003). The second lessor classification for a capital lease is direct financing lease. If the fair value and carrying amount of the lease are the same and the lease meets the two additional criteria mentioned in the definition of a sales type lease then the lease is classified as a direct financing lease. The third type of classification is the leveraged lease. In a leveraged lease a long term creditor intervenes to provide non recourse

Operations Management Essay Example | Topics and Well Written Essays - 250 words - 3

Operations Management - Essay Example a. Find breakeven points, X p. Mass Customization: 1, 260, 000 + 60 X = 120 X → X p = 21, 000 Intermittent: Repetitive: 1, 625, 000 + 55 X = 120 X → X p = 25, 000 Continuous: b. 1, 000, 000 + 70 X = 120 X → X p = 20, 000 1,960, 000 + 50 X = 120 X → X p = 28, 000 Find least-cost process at X = 24, 000 units. Fixed cost VC Units Mass Customization: 1, 260, 000 + 60 ( 24, 000 ) = 2, 700, 000 Intermittent: Repetitive: 1, 000, 000 + 70 ( 24, 000 ) = 2, 680, 000 1, 625, 000 + 55 ( 24, 000 ) = 2,945, 000 Continuous: 1,960, 000 + 50 ( 24, 000 ) = 3,160, 000 The least-cost process: Intermittent Process. c. 24,000 > 20,000 Yes: Anticipated Production Volume Intermittent Process Breakeven Point Annual Profit Using Intermittent Process: $120 ( 24, 000 ) − 2, 680, 000 = $200, 000 Answer: The intermittent process will maximize annual profit. Annual Profit: $200,000 A-20 CHAPTER 8.1 CX ( 2, 000 )( 2.5) + ( 5, 000 )( 2.5) + (10, 000 )( 5.5 ) + ( 7, 000 )( 5.0 ) + (1 0, 000 )( 8.0 ) + ( 20, 000 )( 7.0 ) + (14, 000 )( 9.0 ) = 6.67 2, 000 + 5, 000 + 10, 000 + 7, 000 + 10, 000 + 20, 000 + 14, 000 ( 2, 000 )( 4.5 ) + ( 5,000 )( 2.5 ) + (10, 000 )( 4.5) + ( 7,000 )( 2.0 ) + (10, 000 )( 5.0 ) + ( 20,000 )( 2.0 ) + (14, 000 )( 2.5 ) Cy With a financial calculator, enter the following: N = 10; I = YTM = 9%; PMT = 0.08 ï‚ ´ 1,000 = 80; FV = 1000; PV = VB = ? PV = $935.82. Alternatively, VB = $80(PVIFA9%, 10) + $1,000(PVIF9%, 10) = $80(6.4177) + $1,000(0.4224) = $513.42 + $422.40 = $935.82.