Economic Security of South Korea Essay

The economy of South Korea is ranked at fifteenth place in the world. In terms of its relation with the United States, South Korea is the seventh largest trading partner. South Korea is well known for its high level of growth in economic field. Before 1960, South Korea was just another poor third world country and hardly known regionally as well as internationally. Its economic booming has elevated South Korea in the eyes of international cooperation especially the Organisation for Cooperation and Development (OECD). Factors Affecting The Economic Security Life span Primary health care has improved tremendously for past decades. Consequently, good quality of life has contributed to longer life span among the population of South Korea citizens. Therefore the median of age of working population has shifted towards older generation.The aging population seems to be of major concern among the economic community because they might affect the economic growth of the nation. In order to sustain rapid economic growth South Korea would require constant support from the young and dynamic generations. Education The economy needs continuous supply of skill labours to sustain growth. Even though the government preach for the need of educated society, the financial allocation is low compare to the needs of parents in educating their children. Hence, the parents end up paying high price for additional classes in school as well as high tuition cost in tertiery education for securing good career. The cost of education is so high that each family restricted the number of children in order to provide excellent education for the child. Even then, the competition is stiff and demands for the need of furthering studies to a higher degree. North and South Relation The relationship between North and South Korea remains an enigma in the sense that their economic status is wide apart where the south enjoys the booming of industry while the north deteriorating. Without the humanitarian aid, the people of North Korea would continue to suffer from food shortage. Having consider the hunger situation of people of North Korea, there is always a military threat towards South Korea. However, South Korea remains hopeful that its volatile neighbour would open its barrier to economic aids thus playing the role of good neighbour. Even though North and South Korea still under conflict, the economic relationship between the two countries remain strong. Being a communist country, China is the largest trading partner for North Korea. However, South Korea has risen to be the second largest partner in terms of economic trade with North Korea. These economic ties is constantly under pressure due to the high possibility of incidences under volatile North Korea foreign policy as well as influences from the communist bloc. For instance, in March 2010, North Korea had torpedoed South Korean warship resulted in 46 soldiers were killed. Despite all the evidence pointing towards her, North Korea deny the responsibility. However, South Korea suspended its trade relationship with North Korea. In another incidence, North Korea fired artillery shell onto Yeonpyeong Island killing two civilians and wounding another 13. These incidences even though had not escalated to full blown war project serious economic security for the Sou th Korea. Globalisation Another factor which affects the economic security of a nation is globalisation. By virtue of globalisation, it increases the interconnectedness of nation and people of the world as the communication and transportation becomes cheaper, faster and readily available. Globalisation reduces the artificial barrier of national border, hence allowing the flow of goods, capitals, services, people and knowledge across the world faster than before. Rapid globalisation allows nation to trade with other nation thereby creating mutual economic interdependence. Economic interdependence is recognised as a positive factor which promote security. South Korea adopted the strategies in using the economic interdependence in order to advance its security goals. Their strategy can be clearly seen in the diplomatic relations towards neighbouring military threat i.e. China. The similar strategy is also adopted towards large powerful nations such as Soviet Union. South Korea’s strategy towards his immediate neighbour North Korea was based partly on the economic interdependence. In the long run, the economic integration might serve as a check and balance on the head of government policies towards each other. Hence the economic integration serve as to avoid any disruption for those links by the use of military threat. (Kahler and Kastner, 2004). Financial Crisis By the same token, globalisation also foster a threat to the security of a nation via economic conflict. The economic crisis of 1990 which struck the markets in Asia shocked the nations and many financial institutions. The globalisation leads to economic openness which in turn causes susceptible economic security since it allows for foreign investors to gain ownership on domestic enterprises. The crisis had caused major implication on South Korea economy as well as a few other countries in South East Asia including Malaysia, Thailand and Indonesia. At the beginning of the crisis the assets had deflated down to the new record low, forcing economic panic in South Korea. In order to sustain economic stability, South Korea succumbed to the adjustment programs after bank lending was suddenly stopped. Fortunately, the economy of South Korea return to rapid recovery. In the world of globalisation, information technology becomes the trend of the decade. Hence, South Korea is able to enjoy economic growth because of the high demand in consumer spending for electronic gadgets. The growth will continue to flourish as long as South Korea able to stimulate consumer spending through innovation of technology. The big question is how long can South Korea sustain new innovation to keep the demand pour in and continue to expound economic expansion. On the other hand, globalisation reduces vulnerability through diversity of suppliers and markets. Therefore, economic pressure as well as unilateral sanction becomes less effective because the multi trade relations would able to absorb the pressure. For example, even though China is a major trading partner for South Korea, it cannot act unilaterally on South Korea because of its relation with other super power such as the United States. By the same token, North Korea may pressure South Korea to some extent but would apply cautious because of its relation with China and the United States. Transnational Organised Crimes Another factor that may affect the economic security of South Korea is the infamous transnational organised crime i.e the terrorist attack. The September 11, 2001 shocked the whole world when the World Trade Center building in the United States of America was brought down. The terror caused the world to rethink of the new dimension brought about by the terrorist activities. Even though the tragedy was halfway across the globe, South Korea was also affected because the US was its major trading partner economically. Since the economy of South Korea is widely known for its growth, many have overlooked the threat it creates among the people of South Korea. According to the report, South Korea has one of the highest suicide rates in the world where it has doubled over the last decade. The flourishing economy has increase the standard of living hence putting a lot of strain on household income. Moreover, the success story of economic turnover had masked the financial constraint among small and medium businesses as well as the people who were indebted. The reforms had causes high unemployment as well as unstable employment. In other words, the economy has created insecurity among certain group of population which ended up with suicide notes. Epidemic attack The economy of a country is susceptible to any sporadic of epidemic or pandemic attack of viruses. The Severe Acute Respiratory Syndrome (SARS) is a type of Atypical Pneumonia which can kill. It was identified in 2003. Due to its ability to spread quitely within the travelling group, and later created killer pneumonia, the whole world population were discourage to travel. South Korea was not spared of the economic consequences of SARS. Tourism industry was the most affected. Domestically, some public places such as school were closed and shopping mall suffer declined number of customers because of fear of SARS. Community restricted the movement for necessary requirement causing reduction in consumer expenditures and consumer services. However, the effect on economy was minimal compare to other South East Asia countries such as Hong Kong and China. The economic security fluctuates according to the demands of the international arena. When the prices of chips increase and the oil price reduces, South Korea gain positive trade advantages and pocketed tremendous profit because it was the second major supplier of chips to the United States. On the other hand, any sign of price weakening of electronic markets or a hike in oil prices could severely punished the South Korea economy because its export is based on electronics. Summary Undenialbly, economic security is not a new dimension in international relations. It has always been part of the security plan of the governing body of the nation. It is being exploited so as to avoid any security breach of of one government on another government as well as its policy. Each governement would consider economic interdependence with cautious and wariness because it can create both security as well as vulnerability.

American Colonies Essay

The journey to America by Christopher Columbus in 1492 marked a new path for explorers from all over the world. England was one of those countries to explore the Newfoundland and settled into colonial America. By the 1700’s, Britain’s settlers divided into three distinct cultures within America. The New England, Middle, and Southern colonies were formed because of their differences in religious beliefs, geographic aspects, and occupation types. The variety of religious view in the New England, Middle, and Southern colonies helped evolve the differences between them. The New England colonies heavily practiced puritanism. Puritanism was a strict religion that’s main ideal was â€Å"everything you do affects all of us.† The puritans highly prioritized work ethic and were not afraid to publicly shun their members if the puritans disapproved of their actions. They believed their religion should be involved in all aspects of their life. The puritans strongly opposed the Quakers who, by the 1700’s, had settled into the Middle colonies. Quakers, also called the Religious Society of Friends, greatly differed to New England’s religious beliefs. The Quakers were a diverse group of people of deep conviction. They were advocates of passive resistance, but also devoted democratic people. The Quakers believed that they were all children in the sight of God. To the Puritans, the Bible supplied all religious authority, but Quakers believed that God could and did speak directly to the people. The Southern colonies largely supported the Church of England. The Church of England, whose members are called Anglicans, clung to a faith less severe and worldlier than the Puritanical New England. All three religions in all three different societies differed majorly in their beliefs. The Puritans strict ways clashed with the Quakers diverse and open views. The Church of England conflicted with the goal of the Puritans to purify the Church. The varied beliefs of the people divided them into the three colonies in early America. In addition, the distinct geography of each colony furthered the separation of their societies. The heavily glaciated soil in New England colony was filled with rocks. This rocky soil left New England less ethnically mixed. European immigrants were not attracted to the rocky soil of New England and decided to move elsewhere. Unlike the rocky soil of the New England  colonies, the Middle colonies became known as the â€Å"breadbasket† colonies because of the fertile soil and heavily exports of grain. Rivers also played a vital role in the difference of the Middle colonies from the others. The broad streams like the Susquehanna, Delaware and Hudson attracted fur trade and some adventurous spirits of the colonists. Unlike the New England’s many waterfalls, the Middle colonies waterways allowed little power with a water wheel. The Southern soil created a major difference to the rest of the colonies. The soil of the South was rich and fertile. Unlike New England’s hot summers and cruelly cold winters, the Southern heat was very humid and made the Southern colonies perfect for farming. The geographic differences between the colonies, including the variances of soil, rivers and weather, caused each colony to become more unique. As a result of the geographic aspects of the three colonies, specific occupations were found more often in certain colonies. The New England soil and climate created a diverse agriculture and industry. Unable to farm on rocks, some New England people turned to the harbors for fishing while others turned to dense forests, to work on cutting down trees and building ships. These jobs created a town-like atmosphere in the New England colony. The Middle colonies occupations proved very similar to the New England colonies. With the dense Virginal forest many became a lumberjacks or a ship builders. However, the Southern colonies fertile soil and humid weather created a farming franchise. Men had big farms called plantations. They grew crops to get cash and sold these crops to Great Britain. Because of the demanding work of owning a plantation, many slaves from Africa worked for the English farmers. The spread of slavery in the South created major gaps in their social structure. At the top of social ladder stood the small group of powerful plantation owners. Beneath them were small farmers, the biggest social group. Still lower on the social ladder were the landless whites, and beneath them were the indentured servants who were soon replaced with black slaves. The South created a separation between them and the other colonies because of their immigration of slaves. The variety of occupation types in each colony created majorly different societies. The major differences in each society helped evolve three distinct colonies. Each society had different beliefs and religions. The strict ways of the New England puritans clashed with the free spirit of the Quakers in the Middle colonies and the Anglican ways of the Southern colonies. The variety of soil, rivers, and weather helped create three distinct colonies. The rocky soil in the New England colonies, large rivers in the Middle colonies, and good soil and humid weather in the Southern colonies also helped create a vast assortment of occupations in each colony. With lumberjacks and ship builders in the New England and Middle colonies, and farming in the South, the jobs of the people in each society were majorly varied. The difference in each colony allowed groups of people to regulate their own lives. This later the creation of different states and governments, further separated the America. This separation in beliefs helped cause the civil war. The early difference in society in the 1700’s helped pave the way for many other conflicted views later on in America.

Belonging in Strictly Ballroom and two related texts Essay

Explores the notion of belongers – people obsessed with belonging who prefer not to think for themselves. This Shows the pain felt by those excluded from the group, eg Fran. Fran: I understand. You’ve got your Pan Pacific’s to win and I’m back in beginners where I belong. Shows the disastrous effect conformity and fear have among belongers who gain their place inside the group at the price of conformity. Shirley Hastings, for example, lives a â€Å"life half-lived† cowering before what Barry Fife will say or think. She has let the Federation so dominate her that she has no respect for Doug and can only see her son Scott in terms of winning competitions Can be seen as a parable about multicultural Australia. At first the Anglo-Australians control the Federation, make the rules, delegate Fran (â€Å"Franjepannydellasquiggymop†) to role of abused outsider and close ranks against any possibility of change. The last scene reverses all this as both Doug and Fran’s grandmother are included in the dancing. The clapping of the crowd – started by Doug, then picked up by Fran’s father and grandmother – is carried on by the crowd, enabling Scott and Fran to dance at the crowd’s insistence, no longer under the control of the corrupt Barry Fife. Explores the contrast between authentic belonging where people speak and act from the heart and an artificial, rule-obsessed style of Belonging. Likewise dance as romantic, authentic, joyous activity is contrasted with the conservative rule-bound world of Barry Fife and his committee that decides what is â€Å"strictly Ballroom†. Fran and Scott symbolise true belonging where dance and passion flow naturally together and are set in contrast with the highly artificial dancers like Ken, Tina Sparkles and Liz. Could be read as a cheerful, upbeat, satirical parable tracing the shift from a world of false belonging dominated by conformity, fear and the cynical manipulations of the ultra-sleaze Barry Fife, towards the iconic last scene where the line between spectators and professional dancers blurs and is dissolved as Scott dressed in Spanish-matador costume and Fran in Spanish-style red dress put passion back into dance, rescuing it from the deadening effect of the old brigade. Arguably the last scene enacts a vision of a more inclusive Australia that has gained freedom by including its newcomers and learning from them. Belonging does not equal individuality in the ballroom dancing world so, in order to belong, you cannot be an individual. Not belonging does not equal exclusion from every group. So, finding a group to belong to is the key to happiness. A community can make its members feel either accepted or rejected if they fail to conform to the accepted norms. If enough people work together to challenge powerful or corrupt influences, then a new sense of belonging can emerge. This is often the case with generational change. To belong is to be accepted, to be recognised, and to connect with others whether it may be with family, friends or culture. A sense of belonging is an instinctive human need in all of us as it gives us security, emotions whether they would be true or fake, and a connection or bond with others. Accepting or resisting belonging creates characteristics which define the individual. They are shown to have different forms of relationships with others in their life. Ultimately, these relationships whether based on artificial or real emotions, give the character a sense of identity and a sense of where they belong. Although it is seen as a vital requirement in everyday life, to belong is difficult as there are many barriers, and whether or not an individual can overcome these obstacles, it will essentially determine where the individual belongs. The experiences faced by the individuals also define their concept of belonging. There is always a place where everyone belongs. Being based on the conformist ideas of ballroom dancing, Strictly Ballroom, an Australian film directed by Baz Luhrmann in 1992, clearly expresses the effects of wanting to belong and not belonging through several characters. The protagonist of the film, Scott Hastings struggles to express his individuality in the ballroom community. Due to his desire to be the pans-pacific champion, he is forced to dance his own style in the opening scene, which is seen as arrogant, by the ballroom community and as a result, he isn’t accepted for the way he is. Instead he is isolated from everybody because he resists to conform to their ways. That is until a beginner dancer by the name of Fran, seen as a nobody that has been alienated due to her major differences with her appearance, dancing skill and confidence level compared to the professional dancers, embraces Scott even though at first he doesn’t identify her as a possible partner. Due to her instinctive need to belong and seeing this as her chance, she convinces him by telling â€Å" I want to dance with you, your way. † Ballroom dancing is strict competitive lifestyle, where an individual must revolve their life around it. It is seen as being flamboyant and flashy. However this world is fake and to fit in you too must be artificial in a way that you have to have false emotions. False emotions like love is shown through the ballroom style of dancing as Scott explains the Rumba to Fran as feeling â€Å"like your in love†. In the film, there is another world that is also explored in which the individual connects with family and culture. It is a world where everyone is connected despite their differences, it is the real world with real emotion, real passion and real feeling. Fran has a place in this world with her culture and family. In this case, when Scott chases after Fran he meets her family living on the outskirts of town possibly implying that they are outsiders. However, the roles are reversed. Fran is now somewhere she belongs, and Scott is excluded due to various barriers including language barriers and cultural differences. Scott is humiliated as he doesn’t perform the Paso Doble correctly due to the fact that he dances with the desire to win. As a result of not belonging he is taught by Fran’s family to dance from the heart to express authentic feeling. His instinct tells him he needs to belong with this world, in order to express his individuality. Belonging is defined in the film through two worlds, family, and ballroom dancing which completely contrast each other. Baz Luhrmann creates an understanding of belonging through various techniques that differentiate the people that belong and don’t belong. The costumes of the ballroom dancers are all colourful and flashy, while the outfit Fran wears is bland and plain, clearly showing that she doesn’t belong. As the film is ending, Baz Luhrmann uses the song â€Å"Love is in the Air† to not only outline the relationships between the characters but also to create an understanding of Scott recognising and accepting Fran for who she is. After the many experiences faced by the characters, Fran and Scott finally understand where they belong. They belong with each other. It is an instinctive need for people to belong which is evidently shown through the closing moments of the film, as everyone starts dancing, everyone belongs despite their differences, and everyone is accepted. The Lion King Disney’s The Lion King picture book written by Justine Korman relates to the idea that you do belong somewhere, but whether you accept it depends on the experiences the individual has faced. Inspired by the Shakespearean play, Hamlet, the storyline outlines where the characters truly belong. The main protagonist, Simba, is blamed for the death of his father who is King of the PrideLands, which was caused by his power hungry uncle, Scar. He is told to â€Å"run away and never return†. The idea is that Simba has been exiled and is better off not belonging with his pride. But as seen as in Strictly Ballroom, there is always a place where you belong, and its only instinct that the individual would want to belong. Simba is soon saved from possible death by a friendly duo that take him in to their jungle, into their home. They nurture him till he becomes a fully grown adult lion giving him a place to belong and feel secure. Soon after, Simba is confronted by a childhood friend named Nala, who sparks old memories and experiences of life with his pride. At first there are barriers because he doesn’t want to return and face his past but after guidance he remembers where he belongs, He remembers who he is, He remembers that he is King. Upon returning home with his friends, and defeating Scar and saving all the lions, Simba’s instincts allow him to fit in with his new pride. Belonging is defined in this picture book as being accepted, and no matter where he goes, Simba is accepted due to his instinctive need to feel safe, and have real emotions, real friendships, and a real place to belong.The illustrator, Don Williams shows this acceptance through various scenes expressing emotions on characters faces, as well as through body language. Raw Scott Monk’s novel, Raw relates to Strictly Ballroom, as the story implies that there is always a place where an individual belongs. Belonging is defined in this text as having people that you can rely on and have a good relationship with. Sam, the owner of the Farm, a correctional facility, commits himself to always being there and always being a reliable person to all the members of the Farm. Although at first the protagonist, Brett Dalton resists help and care from Sam, he cant stop his instinctive need to belong and have a connection with the members of the farm, such as having a friendship with Frog, Josh, and Sam. Scott Monk creates an understanding of belonging in this novel with imagery and dialogue, for example the scene where due to Brett’s actions, the whole Farm suffers and has to go on a long run, makes Brett feel isolated, like he’s being watched, and targeted, implying that he is an outcast and doesn’t belong. As seen as in all texts, there is always an instinctive need to belong somewhere, whether it may be with family as seen with Fran, new friends as seen with Simba, and new hope as seen with Brett.

Homicides are most often committed with guns Essay

Homicides are most often committed with guns - Essay Example It was established that the person had chosen the handgun to wield power, because of its availability and ease of access. Although, most of the firearms owned by the people are long guns, all the same, most homicides are committed with handguns, rather than long guns. Handguns are the most preferred weapons in homicides and homicide and handgun ownership are associated with each other. A study conducted in Seattle and Vancouver revealed that handguns are frequently used in homicides. These two cities have similar demographic characteristics, but the number of handguns owned in Seattle, is much higher than that in Vancouver. Not surprisingly, the chances of being killed are five times more in Seattle than in Vancouver. Per se, owning a handgun is very common in the US (Iadicola & Shupe, 2003. Pp. 106 – 107). Handgun ownership has been on the increase, since 1960. The reasons for this trend had been identified as rapid urbanization, increase in new households and wealth. People who already owned guns had purchased even more guns. In addition, several people had chosen to own guns in response to the growing crime in the society. In many incidents, people who previously did not have guns had purchased guns to feel secure from crime. Thus, a higher number of handguns were purchased for self – defense reasons. Some argue that there is a positive association between gun ownership and crime rates. Interestingly, the crime rates had a greater influence on the increase in gun ownership, whereas the latter had not influenced the former in any way (Kleck, 1991). On the other hand, long guns are owned for recreational purposes by most of their owners. They are seldom used in crimes. Handgun ownership has increased rapidly, and this has brought about an increase in crime rate. The increase in such ownership was found to be less among the public, who were nonviolent and non-criminals. Moreover, criminals and violent people were unreported and unrepresented in surveys

No cellphones in class Essay Example | Topics and Well Written Essays - 250 words

No cellphones in class - Essay Example All schools have given teachers to own and use cell phones to school. However, students owning such gadgets in school are still a contentious issue faced with mixed reactions. The first advantage of students carrying their cell phones to school is for security and safety measure. The students can react to emergencies faster and efficiently by contacting relevant rescue teams. In addition, mobile phones that are internet enabled are essential to students when seeking information related to academic contents. Cell phones, therefore, are a good technology to incorporate in the learning because they enhance research and education. Cell phones are also advantageous to learners in the classroom because they find an opportunity to interact with friends, families and other acquaintances through platforms that promote information sharing (Brady 45). That can be useful only when students use phones outside the classroom context. In addition, cell phones also have both print and non-print media that are useful in enhancing learning. Particularly those that have videos and cameras are essential when learning requires realia and images. Such gadgets, therefore, enhance learning. Mobile phones are distracters during learning sessions. Most students participate in anti-learning activities with their cell phones during the learning process. Some students misuse their cell phones by watching censored materials and videos from the internet. Others students send instant texts, listen to music and illegal videos that draw attention from learning activities. Cell phones that have calculators installed make students lazy because they tend to use such machines to solve even simpler mathematical problems. Consequently, learners become dependent by using machines to solve most of their problems. Although the gadgets were regarded as a luxury possessed by adults, it is presently in the hands of school-going children.

Brand management Essay Example | Topics and Well Written Essays - 1500 words

Brand management - Essay Example However, the only thing common between both the pearls is the quality, natural beauty and value of the pearl which is left only to nature. Figure 1 The Australian, 2011 Pearls can be pear-shaped, oval and at times misshapen; but the most valuable pearls for all sorts of consumers will be the round, smooth and free from marks. A strand of pearls which fits directly to the throat is a collar. The one which rests on the neck is a choker. The princess length of the strand would be the one reaching the collarbone while the matinee is 20-24 inches and Opera is 30-36 inches. Rope is all the other strands that are more than 36 inches. These are important details to understand the consumer perceptions and tastes in the pearl industry. Another aspect which is important is the origin and types of pearls. Natural pearls are the most precious pearls and unfortunately the rarest. They were originated in the Persian Gulf and have already been harvested at large. The ones available in the market tod ay are small in sizes and immensely costly. There was a time when consumers did not buy anything but natural pearls, but today the perceptions have changed. The cultured pearls are widely available and produced in pearl farms. They have contributed majorly to the pearl market today. These cultured pearls produced through a delicate process. The pearls formed through this process are not always high quality. These pearls are sorted and about 10,000 are discarded before a 16 inch strand is assembled of high quality pearls. Figure 2 Morning Dove Studios, 2012 Pearls are also found in saltwater and freshwater where there are different types of mollusks and thus they produce pearls that are different looking. Saltwater pearls are the akoya cultured pearls which are grown in Chinese and Japanese waters. These pearls are very tiny starting from 2mm to 10mm, and are cream or white colored with a round shape. They are cheaper due to their sizes. The Australian, Indonesian and Philipinnian pe arl is the South Sea pearl which is the largest pearl of all. Their size is about 9mm to 20mm and is cream, white or golden colored. The South Sea pearls are the most expensive ones as they are rare and have thick nacre. The Tahitian pearls have sizes ranging from 8mm to 16mm and they are not only found in Tahiti but also on French Polynesia islands. These pearls are known as the black pearls but are gray, green, purple, blue and black colored. Black pearls are also found in Fiji, Cook Islands and Micronesia. They are expensive. Figure 3 Chinese Pearls (United Nations University, 2013) Figure 4 Black Pearls (squidoo, 2013) Freshwater pearls grow in lakes, ponds and rivers mostly in China. Most of these pearls have the same size and shape as akoya pearls but may also be different. They are comparatively cheaper and the most common of all pearls sold. These pearls may not have the nucleus of the bead hence having thicker nacre. Imitation pearls are pearls that have a coated glass bead . These have high luster which can be easily separated from a cultured pearl by a knowledgeable jeweler. Sometimes it becomes a challenge to identify the imitated and the cultural or natural but certified gemologists from the American Gem Society can easily do the job. These pearls may also be going through processes and treatments to enhance their color or luster, and this immensely affects their value. A consumer would never want to buy one! Some of the best pearl brands today are

Personal Experience Assignment Example | Topics and Well Written Essays - 500 words

Personal Experience - Assignment Example During the winter holidays, I had to seek assistance from friend doctor. Luckily enough, addiction to it had not taken deep root enough. The doctor proposed one month intensive medication care and with regular visiting. Change of lifestyle was also important when one is in the process of quitting. I had to avoid places where people smoked a lot until the day the doctor confirmed to me that I was strong enough to go to such places. Back at home, it was not easy. Parents had to put me under curfew. I was expected to stay at home the extent to which I used to interact with friends reduced. Having no place to go, I spent a lot of time home just watching movies and series. Smoking eats on one’s health, as a result, I was put under heavy diet so as to regain weight. Personally, I embarked on activities like washing dishes and update my blog on the consequences of smoking. The point is I had to do everything to change. Daily activities, like running up and down the stairs really help ed in the process of quitting. I am now back to school and doing well in class. It took me two weeks of intensive medication and daily exercise to stop smoking and three week for the side effects to subdue. Teacher and parents became concerned about the performance and questioned me. However, being cleaver, I would hide everything from them. This didn’t last for long; I had to look for a permanent solution that would enable me quickly stops smoking. A friend advised me to buy Bupropion, a drug believed to help smokers quit smoking.

Introduction to the Old Testament and Pentateuch Essay

Introduction to the Old Testament and Pentateuch - Essay Example This section significantly covered the origin and fall of man beginning in the time of Adam and Eve then Noah and the Great Flood up to the tower of Babel – the moment the Lord confused the language of the whole world. Section II (Genesis 12 – 36) conveys the narrative of the patriarchs and matriarchs from Abraham and Sarah to Isaac and Rebecca then later descendants in Jacob who married Leah and Rachel. In this section, God’s covenant with Abraham is made known – the Covenant of Circumcision, where God spoke to Abraham and told him that he would become the father of many nations. The destruction of the sinful cities Sodom and Gomorrah by two of God’s angels as well as how Jacob obtained the name Israel are accounted for herein. Section III (Genesis 37, 39 - 50) initiates with the story of Joseph and his dreams and the moment his brothers sold him to the Ishmaelites from whom Potiphar bought him in Egypt. This narrative further includes Josephâ€⠄¢s journey in Egypt, his prosperity through the Pharaoh whose dreams he satisfactorily interpreted, and the time when he revealed himself to his brothers. The section also comprised rich details considering how Joseph took charge of the famine in both Egypt and Canaan and ends with the blessings and death of Jacob. (2) The Four Sources of the Pentateuch The Pentateuch was written over about five centuries from the 11th to the 6th century B.C. and then collected and edited during the Exile by the scholars who, in the last two centuries, performed thorough analytical study of the first five books especially of the alternate uses of the sacred name of YHWH with the generic noun for divinity, elohim. As collector and editor of the Pentateuch at the time of the Exile, they carefully joined four sources into the Pentateuch. These are the so-called Yahwist, Elohist, Priestly, and Deuteronomist sources and are usually abbreviated as J, E P, and D. Each source is distinct in its own theolog ical viewpoint and literary style to the books of the Pentateuch which may be observed upon critical reading. The Yahwist Source: The Yahwist source prefers to use the sacred tetragrammaton [the four Hebrew consonants = YHWH], which was pronounced as â€Å"Yahweh,† God’s personal name revealed to Moses at the Burning Bush. In literary style, the Yahwist is concrete and imaginative, using anthropomorphism [â€Å"in human form†] in its theological description of YHWH’s activities. The Yahwist was a collector of the old legendary stories of the mythic ancestors. The Yahwist writes from the point of view of the south during the time of the Divided Monarchy. The Elohist Source: In contrast to the Yahwist source, the Elohist source prefers to use the generic common noun for God, elohim. The Elohist is sober and moralistic. The Elohist writes from the point of view of the northern kingdom during the time of the Divided Monarchy. The Priestly Source: The Priestly source concentrates on genealogies and on the traditions of the Israelite priests. The Priestly author at the end of the Babylonian Exile may have done the compiling and editing of the Pentateuch. The Deuteronomist Source: The Deuteronomist source, written at the end of the monarchy, is characterized by its

Accounting ds Coursework Example | Topics and Well Written Essays - 500 words

Accounting ds - Coursework Example A number of businesses use computerized systems to handle each step in their process of accounting. Companies usually improve their AISs to remain competitive in the industry and comply with the Sarbanes-Oxley Act of 2002 (Simkin, 2014). There are three types of Accounting Information Systems, namely manual systems, legacy systems and modern, integrated IT systems. An organization’s choice of the system to use depends on its size, business needs, and types of business and how sophisticated the business is (Simkin, 2014). A well and carefully designed AIS usually makes a business to run smoothly on daily basis, however, a poorly-designed one hampers its operations. Just like in the cases of Lehman brothers and WorldCom, the data in AIS can be used in uncovering the story of what actually went wrong. A successful business normally has an efficient and accurate accounting information system that is well maintained. Q2 A company purchased a cash register on January 1 for $5,400. This register has a useful life of 10 years and a salvage value of $400. What would be the depreciation expense for the second year of its useful life using the double-declining-balance method? Firstly, we record the ending balances from the bank statement. Secondly, prepare a detailed list of all the deposits in transit. Then we sum the two items. Thirdly, we prepare a detailed list of all the outstanding checks, checks written or sent but not cleared. We then correct any errors before getting the difference between the ending balance and the total outstanding to get adjusted bank balance. Fourthly, we adjust the general ledger balance by adding any interest received, subtracting NSF checks, correcting any errors and subtracting any service charges to get the adjusted general ledger balance. Finally, we compare the adjusted general ledger balance to the adjusted bank balance and the two items should agree. Q4 A company

Strategic HRD and HRM Essay Example | Topics and Well Written Essays - 4250 words

Strategic HRD and HRM - Essay Example Each cupboard is a complex ensemble of fume extraction units, plumbing, and electrical systems to be designed and fitted. Each cupboard is unique and requires flexibility and an attention to detail within the manufacturing process to suit client’s customization needs. The company delivers bespoke fume-cupboards to customers gate but does not get involved in its installation. The Company consists of 220 personnel, 175 of them work on manufacturing process-the core process. Balance of 45 personnel work in the sales department, design department and the support function. Support functions include payroll, accounts, HRM, and administration. HRD problem as identified in company structure appears to be the fact that HRM function is small and inadequately staffed within the company. Further evidence in the case reveals that this function is not able to achieve its objectives to a very large extent. Similarly, sales and design departments appear to be under Staffed.The Company has cor e operations in the manufacturing process in which 80% of employees are deployed. It comprises of several functional sections like the sheet metal cutting and folding for the cupboards, protective coating application, initial assembly, plumbing, and electrical sections. The first HRD/Organizational problem identified in core operations appears to be a loose span of supervisory control over laborers. Assuming 4 supervisors per functional section, we have about 20 supervisors in 5 sections and 155 laborers under such supervisors. Each supervisor on an average has about 8 laborers under him. The second problem relates to very high labor turnover on manufacturing shop floor. This disturbs the supervisor span of control further which is already high at 8 laborers and possibly obstructs the product customization process leading to defectives and quality deficiencies. Moreover, quality control function at the company is very weak too.

Loyalty Program and the effectiveness on Thai consumer decision-making Essay

Loyalty Program and the effectiveness on Thai consumer decision-making in Hotel Industry - Essay Example All quotations have been distinguished by quotation marks and all sources of information have been acknowledged by means of references including those of the internet. Using a random sample of 150 Thai hotel patrons, the survey questionnaire found that male respondents attached higher importance on the hotel providing programs for children; sending out newsletters; providing upgrades when available; checking in and checking out at a time that suits customer; and helping the customer you with all other reservations upon reservation at the hotel. The results on Pearson r show that except for the last item, all loyalty factors significantly increase in importance as the age of the customer increases. The idea of promoting loyalty in customers is composed of an intricate set of tactics and schemes which is not only aimed at attracting more consumers, but also seeks to add value to an organisation. A hotel’s management team has to oversee the operations as a whole and in detail, which includes monitoring the over-all performance of every department in order to ensure that guests are always satisfied beyond their expectations. Products and servic es must possess a quality which when compared to others, is far more superior and would make customers feel that they could not find and come across the same quality elsewhere. The current research has been effective at ascertaining the factors that promote loyalty in the Thai hotels. The researcher concludes that the Thai hotel management must be keenly aware of the peculiarities of the needs and wants of its clients, to be able to dovetail their strategies towards these needs. Thailand is the 51st largest country in the world, particularly when it comes to the total surface area that it encompasses. It is a Buddhist country, and a very devout one at that, since the religion is currently being practiced by the majority of the population. The government of

Virtue Ethics Criticsm Essay Example for Free

Virtue Ethics Criticsm Essay The biggest criticism of Virtue Ethics is that it doesnt give clear guidance on how to act in specific circumstances. It cannot tell us what the law should be about abortion, euthanasia, pre-implantation genetic diagnosis etc. It gives no clear answer to questions such as Is the environment intrinsically valuable?. The lack of moral rules or a method of addressing dilemmas is the main conceren here, but there is also uncertainty about how you decide on what the virtues are. Many critics say Virtue Ethics simply doesnt do the job of an ethical theory. There are many responses to this. There are no absolute answers to these questions, MacIntyre takes this view that contemporary ethics has distanced itself from real people and real issues by debating fine legalistic points which they will never agree on. Virtue Ethics asks a much more important question what sort of person should I be? This question may have different answers depending where and when it is asked, but it gives real direction and purpose to people. Nussbaum says that there are absolutes. However, it is virtues that have value, not rules. We should strive for Justice, Wisdom, Temperance etc. rather than looking for absolute rules. When thinking about whether to go to war, there are no absolute rules (You must not kill an innocent person, for example, is seen as impractical as all wars lead to innocent people dying). However, we have elected a leader who we want to act justly, to be temperate, to have wisdom etc. Issues such as Embryo Research depend a lot on answers to questions such as When does an embryo/foetus become a person? These questions cannot be answered by ethical theories. MacIntyre would say that to move forward in these issues, we need to better understand the context. For example, we are a society where thousands of embryos die at various stages of the IVF process. There is therefore a contradiction between our societys comfortable response to IVF and the often violent negative reaction to embryonic stem-cell research. When approaching these issues, we should aim to respond with wisdom, right ambition, temperance etc. Virtue Ethics responds confidently to many of these criticisms by drawing attention to the failings of deontological theories and consequentialist positions (GEM Anscombe coined the phrase consequentialism in her 1958 article Modern Moral Philosophy which attacked contemporary ethical theories for being out of touch with the real world. This article may have been largely responsible for the resurrgence of interest in Virtue Ethics). There are other criticisms, though. For example, Virtue Ethics rejects moral absolutes such as Do not lie, but then values the virtue of honesty. Critics claim that the virtues are really another way of stating moral rules, and that the virtues depend on the existence of these rules. Honesty is precisely a virtue because it is wrong to lie. This sort of criticism can lead to a circular debate, but it is actually the biggest threat to the virtue theorist.

Concepts of Electrical Principles

Concepts of Electrical Principles Everything is made of atoms; in turn atoms consist of a combination of minuscule particles known as neutrons, protons and electrons. The nucleus of an atom consists of protons and neutrons while electrons exist in a cloud surrounding and rotating around the nucleus. The electron and proton are capable of holding an electrical charge; electrons hold negative charges and protons positive charge. We know that like charges repel each other while opposite charges have the opposite effect in attracting one another. If we wish to measure the flow of electrons around a circuit we refer to this as a measure of electrical current. Electric current is represented by the symbol I and is a quantity of charge carriers passing a given point in a circuit. This is calculated as coulomb of charge passing a defined point in one second, which as a unit is given the name ampere abbreviated to A. This can be measured using an instrument called an ammeter which when connected in series with a circuit to measure the current passing through it. For electric current to flow around a circuit there must be a voltage across it. Voltage is a measure of the potential difference (p.d), which acts like electric pressure pushing the current around the circuit. The pressure can be read in a circuit by a voltmeter, which must be applied through the resistance. This happens when there is a deficit of electrons in a conductive material and this is then connected to another material with excess electrons. This is the case in a battery where chemicals allow electrons to flow from the negative terminal that contains an excess of electrons and the positive terminal containing positively charged protons. This happens because opposite charges attract one another. 1.4 Resistance This flow of current faces opposition from resistance; this is a quantity of how much the electrons bump against the particular conductor they are flowing through. Some materials conduct electricity better then others. Materials that have a high resistance conduct electricity less well. Resistance limits the flow of electrons between the positive and negative ends of a circuit. We measure resistance in units called ohms (ÃŽÂ ©). One ohm is defined as the amount of resistance you have in a conductor when applying one volt of electrical pressure creates one amp of current. 1.5 Energy When electrons sit high in there shells surrounding the nucleus they have electrical energy. This energy can be harnessed to do work in various ways, if the electrons bump into atoms this can cause them to move around which creates heat, they create electromagnetic waves as they travel which can use there attraction and repulsion to move things magnetically, and if the electrons move down there electric shells they give up excess energy giving out light in the manner of photons. 1.6 Charge Carriers The sub-atomic particles that carry charge are known as protons and electrons as previously discussed electrons are negatively charges while protons are positively charged. The unit to measure the quantity of electrical charge (Q) is the coulomb (C) where 1 coulomb of charge is equal to charged electrons. If one coulomb of charge passes a point in one second we say this is one ampere of current. We can use our knowledge of math to deduct that if then if we take (I) as the current in amperes and t as the time in seconds then: Electrical Principles/ Kirchhoffs Laws 2.1 Potential Difference The pull created by the difference in charge between the two sides of a circuit is called the potential difference, which is otherwise known as the voltage. Voltage sources that have higher attractive forces are known to have a higher potential difference. The units we use to measure voltage/potential difference is known as the ampere which is explained in section 1.6 as one coulomb of charge passing a given point in one second. 2.2 Ohms Law a) Ohms law relates Voltage, Current and Resistance in the following equation: I = current in amperes V = voltage in volts R = Resistance in Ohms This law states that the current I flowing in a circuit is directly proportional to the voltage applied to it and inversely proportional to the resistance. b) For a 5m length of wire with a resistance of 600 ohms we can apply this law. If you where to half the length of wire you would half the resistance as there would be half as much material for the electrons to bump into. c) If we where to increase the length of the wire to 8m we can see that the resistance increases as create more material for the electrons to crash into. d) To find the length of the same wire when the resistance is 420 ohms we do the following sum: So we can say that the same wire with a resistance of 420ohms would measure 3.5 meters. 2.3 Resistance Variation If a piece of wire has a cross sectional area of 2mm2 and a resistance of 300 ohms Find the resistance of the same length of wire if the cross sectional area is 5mm2. Given that resistance is inversely proportional to cross sectional area, increasing the cross sectional area increases the flow of electrons, we can calculate this mathematically as such: b) Find the cross sectional area of a wire of the same length and material of resistance 750. 2.04 Calculate the resistance of a 2km length of aluminium overhead power cable if the cross sectional area of the cable is 100mm2. Take the resistivity of aluminium to be 0.03 x 10-6 à ¢Ã¢â‚¬Å¾Ã‚ ¦m Show the equation you are using in your answer. We know that and that if we combine these rules we can create the formula . With one more piece of information we will be able to take the material used into account. This is done by including the resistivity of the material into the relationship treating it as a constant of proportionality. We use the symbol à Ã‚  (Greek rho). The final equation will look like this: 2.5 Power If electrical energy (W) = Charge (Q) x Voltage (V) then :- a) Show the equation for power in terms of current( I) and voltage (V). Electrical Energy (W) = Charge (Q) x Voltage (V) W = Q x V Power (P) = Current (I) x Voltage (V) P= V x I b) Using Ohms law explain how power can also be expressed in terms of I and R, and, V and R. P= V2/R P = I2R C) An e.m.f. of 250V is connected across a circuit resistance and the electric current through the circuit resistance is 4A. What is the power dissipated in the circuit? 2.6 a) To discover the potential difference across the winding we use Ohms law as follows: Voltage (V) = Current (I) X Resistance (R) V= 5A X 100ÃŽÂ © V = 500V b) If we wish to find the power dissipated by that same coil we use our equations for power: Power (W) = Voltage (V) X Current (I) P= 500V x 5A P = 2500 Watts 2.7 A 12V battery is connected a load having a resistance of 40ÃŽÂ ©. a) Determine the current flowing in the load. For this we must again use Ohms law rearranged to make I the subject. I = V /R I = 12V / 40ÃŽÂ © I = 0.3 Amps Determine the power consumed by the load. To calculate this we use our power equation again using the figure we just calculated for the current. P = VI P = 12V x 0.3A P = 3.6 watts c) Determine the electrical energy dissipated in 2 minutes. Electrical Energy (W) = Charge (Q) x Volts (V) Current is charge per second and we discovered that this circuit runs 0.3Amps, finding how much energy is dissipated in 2mins first requires changing minutes to seconds. 2mins = 120 seconds W = Q x V W = (120 X 0.3) x 12V W = 432 Watts 2.8 a) Explain what is meant by one unit of electricity with reference to Electrical Charge (Q), Voltage (V) and Time (T). A standard unit of electricity is usually calculated as a Kilowatt-hour (KWh), Which is 1000 watts of electricity dissipated for one hour. SEE MY BOOK ON THIS b) Determine the power dissipated by the element of an electric fire of resistance 20à ¢Ã¢â‚¬Å¾Ã‚ ¦ when a current of 10A flows through it. For this situation we are provided with the current at 10A and the resistance at 20à ¢Ã¢â‚¬Å¾Ã‚ ¦ therefore we can use our power equation to find how much power is dissipated. P = I2R P = 102 x 20 P = 2000 watts c) If the fire is on for 6 hours determine the energy used and the cost if 1 unit of electricity costs 13p. Firstly we take the power consumption in watts from we determined in question b then apply the following equation to it: Cost per Unit x Watts / 1000 Multiply the per-hour cost by the running time. 26p x 6h =  £1.56p 2.9 Analyse this resistors in series circuit: a) Express V in terms of V1, V2 and V3. VT = V1 + V2 + V3 Voltages in this circuit will each have a different value if the resistances are different but if you add all the values together they should in total equal the supply voltage. b) Express the total circuit resistance (RT) in terms of R1, R2 and R3. Resistances in series always add together. This can be expressed as: RT = R1 + R2 + R3 c) Express in terms of I what the electric current is through the ammeter-A, R1, R2 and R3. In a series circuit the current is the same in any part of the circuit so readings using the ammeter would be the same as any reading taken on each of the resisters R1, R2 or R3. 2.10 A 12V battery is connected across a circuit having three series-connected resistors of resistances 4à ¢Ã¢â‚¬Å¾Ã‚ ¦, 9à ¢Ã¢â‚¬Å¾Ã‚ ¦ and 11à ¢Ã¢â‚¬Å¾Ã‚ ¦. a) Determine the electric current through the circuit. As this is a series circuit the current would be the same throughout the circuit, to calculate this we must use ohms law, first we know that resistances add together in a series circuit to give the resistance total. 4à ¢Ã¢â‚¬Å¾Ã‚ ¦ + 9à ¢Ã¢â‚¬Å¾Ã‚ ¦ + 11à ¢Ã¢â‚¬Å¾Ã‚ ¦ = RT = 24à ¢Ã¢â‚¬Å¾Ã‚ ¦ Then we must implement Ohms law: I =V/R I = 12V / 24à ¢Ã¢â‚¬Å¾Ã‚ ¦ I = 0.5A b) Determine the p.d. across the 9à ¢Ã¢â‚¬Å¾Ã‚ ¦ resistor. Via Ohms law and our previous current calculation, we calculate the voltage across the 9à ¢Ã¢â‚¬Å¾Ã‚ ¦ resister. V2 = I x R1 V2 = 0.5 x 9 V2 = 4.5 Volts c) Determine the power dissipated in the 11à ¢Ã¢â‚¬Å¾Ã‚ ¦ resistor. P = I2R P3 = 0.52 x 11 P3 = 2.75 W 2.11 Two resistors are connected in series across a 24V supply with a flow of electric current of 3A within the circuit. If one of the resistors has a resistance of 2à ¢Ã¢â‚¬Å¾Ã‚ ¦ determine: a) The value of the other resistor. R2 = RT R1 R2 = 8 2 R2 = 6à ¢Ã¢â‚¬Å¾Ã‚ ¦ Trusting in Ohms law we can find the value of the other resistor using the values given for total voltage and current and knowing that resistances in series add together to give the resistance total. RT = V/I RT = 24/3 RT = 8à ¢Ã¢â‚¬Å¾Ã‚ ¦ b) The p.d. across the 2à ¢Ã¢â‚¬Å¾Ã‚ ¦ resistor. Solving this requires Ohms law. V1 = I x R1 V1 = 3A x 2ÃŽÂ © V1 = 6 Volt c) How much energy is used if the circuit is connected for 50 hours. P=VI P=24v x 3 P=72W 50h = 180000s W = Q x V Q (charge) = I (current) x t (time) W =180000 x 72 W = 12960000 Watt/joules 2.12 Analyse the resistors in parallel circuit. a) In terms of V, express the p.d. across R1, R2, and R3. V= I1R1 = I2R2 = I3R3 We see that the voltage is the same across each resistor. b) Express the total load current I in terms of I1, I2, and I3. 2.13 For the circuit shown below, determine: a) The reading on the ammeter, In a purely parallel circuit the voltage will be the same in each branch of the circuit. V=I x R V = I1 x R1 V = 8 x 5 = 40V I = V/R3 I = 40/20 = 2A b) The value of resistor R2. We now have all the values for I, = 11 8 2 = 1A R2 = V/I2 R2 = 40/1 R2 = 40à ¢Ã¢â‚¬Å¾Ã‚ ¦ 2.14 Find the value of resistor that can replace the six resistors in this diagram. We know that resistances in series can be added together to give the total resistance, in this example we have a parallel network of resisters in series with 3 more resisters. Treating this parallel network as a single resistance will allow us to calculate the total resistance of the circuit easily. Convert the resistances to conductance: Adding them together gives us the total conductance 0.52G This can then easily be converted to resistance. Now the parallel circuit can be treated as a single resister, we can add all the resistors together and find the total resistance of the circuit giving us the value of a resister we can replace it with. 2.15 Analyse the circuit below and determine: The currents I1, I2, I3, I4, I5, and I6 We can treat the two sets of parallel resisters as single resisters if we first convert them to conductance and then for each add the conductances together then convert back to resistance. For the set of 3 parallel resisters: The Set of two: The three resisters can be added to give our RT We can now add these conductances together giving us our total conductance for the set of two resistors. This can then be converted to a combined resistance easily: We now proceed to do this for the set of three resistors: We now have the equivalent of 3 resistors in series, which we know can be added together to create a single resistance: Now that we know the total resistance for the circuit we can find I1 easily using Ohms law: We must now find the voltages V1, V2 and V3 in order to later find the currents through the network branches. =20V And now V2 Next I will calculate V3 We can check this by adding all of the voltages to see if they equal the total voltage we have been given. This is over by 1.4V but I believe this is due to the compound effects of the rounding bug and that the calculations made are correct. We know that the current through I1 is 5A now we will work out the currents through the branches of the parallel resistances using Ohms law: 2.16 State Kirchoffs first (current) law. Show that the currents I2 and I3 combined are equal to the input current I1 Kirchhoffs Current Law states: The sum of the currents entering a particular point must be zero. So all currents entering a point must equal all the currents flowing from it. Therefore we must now think of the currents flowing from the junction as negative currents. i1  +  i2  +  i3  +  i4  = 0 Observing our circuit we see 11A of current going in, this means that the same amount of current must come out. Therefore To prove this we calculate I1 and I2 using Ohms law I2= V/R I2=10/10 I2= 1A I3= V/R I3=10/1 I3= 10A We can now calculate I1 expecting it to equal our given figure of 11A. I1= I2 + I3 I1=10+1 I1=11A 2.17 Using Kirchhoffs first (current) law, calculate current I1 and I2 in the network below. Kirchhoffs first current law states that the sum of the current entering a point must be zero. Examining the junctions we have 1.2A and 4.5A flowing in and 0.6A and I1 are flowing out. 1.2 +4.5 = I1+0.6 1.2 + 4.5 0.6 = I1 I1= 5.1A For I2 there are three currents flowing in but none flowing out. This must mean that the last value is a negative value. 5.1+3 + I3 = 0 8.1 + I3 =0 I3 = 8.1A 2.18 The potential divider shown below is used as a simple voltage calibrator. Determine the output voltage produced by the circuit: (a) When the output terminals are left open-circuit (i.e. when no load is connected); We can solve this using the Voltage Divider Rule. Connecting a resistor to V-out will create a parallel resistor network. We can use the product over sum formula to find the comparable resistance because there are only two resistors. to 1 dp With this information we can calculate the voltage. V=0.2V 1dp 2.19 A moving coil meter requires a current of 1 mA to provide full-scale deflection. If the meter coil has a resistance of 100à ¢Ã¢â‚¬Å¾Ã‚ ¦ and is to be used as a milliammeter reading 5 mA full-scale, determine the value of parallel shunt resistor required. REVIEW ME Make the meter useable over 5ma by adding a resistor to switch the range of the meter like you would on a none autorangeing multimeter. This is done by adding a resistor IN PARALLEL with the meter. 2.20 Two resistors, one of 15 à ¢Ã¢â‚¬Å¾Ã‚ ¦ and one of 5 à ¢Ã¢â‚¬Å¾Ã‚ ¦ are connected in parallel. If a current of 2 A is applied to the combination, determine the current flowing in each resistor. As there is only two resistors we can use our product over sum equation to find the total value of resistance the parallel network provides. Using this we are now able to find the voltage. Now we can find the current through each branch, I1: I=V/R I1 = 7.5/15 I1 = 0.5A I2: I=V/R I2 = 7.5/5 I 2= 1.5A 2.21 A switched attenuator comprises five 1 kà ¢Ã¢â‚¬Å¾Ã‚ ¦ resistors wired in series across a 5V d.c. supply. If the output voltage is selected by means of a single-pole four-way switch, sketch a circuit and determine the voltage produced for each switch position 1KÃŽÂ © 1KÃŽÂ © 5V Switch 1KÃŽÂ © 1KÃŽÂ © Vout Answer: 1V, 2V, 3V, 4V, 5V 2.22 With the aid of a diagram, briefly explain in your own words Kirchhoffs second law. In an electronic loop the sum of all the voltages around the circuit taking polarity into account will equal zero. For example if you where to travel around a circuit following conventional current taking the voltage at each resistance including the battery and added all of those voltages up including negative voltages the sum would equal zero. We would see that the battery would give the circuit charge a EMF while all of the resistances would dissipate this force. 2.23 Using Kirchhoffs second law, determine the value of e.m.f. (E) in the circuit below. E+5=14 E= 14-5 E=9V 2.24 Using Kirchhoffs laws together with the use of simultaneous equations, determine the current flowing in each branch of the network shown in the circuit below. Here we are presented with essentially two loops of current where readings in the connecting part of the loops will be affected by one another. We will use Kirchoffs laws to solve the problem by first treating the current as two separate loops. We use simultaneous equations to find our two unknowns I1 and I2 . Loop Two E2 = I2r2 + (I1 + I2)R 2 = I2 + 4I1 + 4I2 2 = 4I1 + 5I2 Loop One E1 = I1r1 + (I1 + I2)R 4 = 2I1 + 4I1 + 4I2 4 = 6I1 + 4I2 6I1 = 4 4I2 Substitute I1 into the second loop. Amps As we have obtained I1 we can now work on I2 4 = 6I1 + 4I2 R=I1+I2 2.25 Analyse the circuit shown below and determine the following parameters a) The current in each branch of the circuit. I1 = I2 = 1.233A b) The voltage across the load resistance. 0.426 c) The power dissipated by the load resistor. P= d) Use computer software to verify your results. 26) A temperature sensor is connected into a bridge measuring circuit as shown. If the value of the sensor is 110R at 0oC and it increases by 0.2% for every degree the temperature rises and falls a corresponding amount if the temperature drops. What voltage will be output on the voltmeter when the temperature is :- (a) 25oC (b) 100oC (c) -40oC Build the circuit using Multisim and demonstrate your answer to part (b) is correct. First we will calculate how the changes in temperature will affect the resistance of the sensor: Now we must find the voltage for the left hand side of this wheatstone bridge. V1=3V And now the right hand side of the bridge, this will vary each time as the resistance of the sensor changes. Firstly we will be doing question a) with the sensor representing 115.1ÃŽÂ ©: The reading on the voltmeter will be the difference between those two calculations b) Now we continue the calculations for the second value of resistance for the sensor. With the sensor representing 132ÃŽÂ ©: The reading on the voltmeter will be the difference between those two calculations c) Now we continue the calculations for the third value of resistance for the sensor. With the sensor representing 132ÃŽÂ ©: The reading on the voltmeter will be the difference between those two calculations 2.27 For the Wheatstone Bridge circuit below, what value of R1 will produce a balanced bridge? Using your calculated answer build the circuit in Multisim and demonstrate your answer is correct. 2.28 A 1m long resistive wire of uniform cross section is connected to a 6V source as shown. If a sliding contact is placed 0.35m from one end and connected to an unknown e.m.f. then no current is measured on the ammeter. A) What it the value of the unknown e.m.f.? This can be solved using the voltage division rule.

Principles and Influences of Gastronomy

Principles and Influences of Gastronomy Gastronomy is the study of food and culture, with a particular focus on gourmet cuisine. Modern gastronomy has its roots in several French texts published in the 1800s, but the idea of relating food, science, society, and the arts has been around much longer. True gastronomy is a demanding multidisciplinary art examining food itself along with its context, presentation, freshness, and history. While commonly associated with gourmets and gluttony, gastronomy is actually its own discipline, although some gourmets are certainly gastronomes, as are some gluttons. The principle of gastronomy is that food is a science, in addition to an art form. By understanding how all of the senses contribute to an experience, a gastronome can more completely understand what is happening when a consumer claims to dislike or enjoy a particular food item. Gastronomy also examines the sociological implications of food, along with integrating other social science disciplines such as anthropology, psychology, and philosophy. The role of food in the fine arts such as performance art, painting, and sculpture is also examined, as part of a closer look at the role of food in society in general. INFLUENCE ON NATIONAL FOOD CULTURE People mostly connect to their cultural or ethnic group through food patterns. For Immigrants food now become the means of retaining their cultural identity. Each and every individual have different cultural backgrounds and have different eating habits. The ingredients, methods of preparation, preservation techniques, and types of food eaten at different meals are different among cultures. The areas and the climate factors in which families live- and geographical location where their ancestors originated also influence food likes and dislikes. These food preferences result in varieties of food choices within a different cultural or regional group. Food items themselves have meaning and some cultural identity attached to them. For example in many Western countries a box of chocolates would be viewed as an appropriate gift while in other countries chocolates might be a less appropriate gift. Different nations or countries are frequently associated with certain foods. For example, many people associate Italy with pizza and pasta but Italians eat many other foods, and types of pasta dishes are popular throughout Italy. Methods of preparation and types of food also vary by regions and culture of a nation. Some families in the United States prefer to eat meat and potatoes, but in some families meat and potatoes are not eaten on a regular basis, nor even preferred, by many in the United States, so would not be labelled as a national cuisine. Grits, a coarsely ground corn that is boiled, is eaten in the southern United States. A package of grits is only available in the largest supermarkets in the upper Midwest and its difficult to find even in large Midwestern supermarkets a long time ago. This may be called as the geographical effect. Regional food habits also exist in nations and countries but they also change by time. As people travel from place to place food habits and preferences are imported and exported. Families move to other nations, countries or places bringing their food preferences with them. They follow their old recipes with new ingredients available at different places or experiment with new recipes, incorporating ingredients to match their own tastes. In addition, food itself is imported from other countries. Nevertheless, what is considered edible or even a delicacy in some parts of the world might be considered inedible in other parts. Although most of the times food is selected with some attention to physical need, the values or beliefs by which society attaches to potential food items and define what families within a cultural group will eat. For example, both plant and animal sources may contribute to meeting nutritional requirements for protein; soybeans, beef, horsemeat, and dog meat are all adequate protein sources. Yet, due to the some values and beliefs attached to these protein sources, they are not considered in all societies. Moreover, even when the foods perceived to be undesirable are available, they are not eaten by people who have a strong emotional reaction against those potential food item. CULTURE AND RELIGION Types and food associated to British culture: British cuisine encompasses the cooking traditions of the British Isles. It reflects the cultural influence of the colonial era as well as post-war immigrations. British cuisine boasts of a rich variety of sumptuous dishes from its different regions. Staple foods include chicken, beef, pork, lamb and fish, served with potatoes and other vegetables. The most popular dishes are fish and chips, sandwiches, trifles, pies and roast As the result of both globalization and global environmental change food systems face dramatic transformations. Change in global environment influence the physical and socioeconomic conditions that underpin terrestrial and marine food systems., Globalization is also responsible for transforming the production and storage of food, , access to and consumption of food, and the quality and safety measures associated with food and eating habits. Both processes also have direct effects on agricultural production, livelihoods, and the agricultural economies as well. More important, both processes can take place at the same time and interacting to create dynamic conditions that influence vulnerability to both rapid and gradual environmental changes. Global environmental change affects food systems through the loss of productive farmland, depletion of traditional seed stocks, loss of biodiversity, and changing climate conditions, including increasing frequency of extreme climatic events such as droughts and floods. Globalization-related changes include liberalization of trade in agriculture products, reduction of domestic subsidies and supports for agricultural production, expansion of the role of multinational corporations and supermarkets in food production and distribution, shifts toward urban and industrial land uses, and the growing influence of consumer movements in matters such as use of GMO technologies. Food is an important part of religious observance and spiritual ritual of many faiths including Christianity, Judaism, Islam, Hinduism and Buddhism. The role of food in cultural practices and religious beliefs is complex and varies among individuals and communities. Any introduction to such a diverse and complex topic will not be able to include everything. Instead, here is a sample of some ways in which various religious groups include food a vital part of their faith. Understanding the role of food in cultural and religious practice is an important part of showing respect and responding to needs of people from a range of religious communities. However, it is important to void assumptions about persons culture and beliefs. The various faiths of Christianity include Roman Catholic, Orthodox and Protestant. The regulations governing food and drink differ from one of the next, including some faiths that dont advocate any restrictions. Though todays avant-garde chefs are sometimes accused of turning their kitchens into scientific laboratories, theres no doubt that when a piece of meat is heated, the reaction that takes place is a chemical one. Science and cooking are processes that go hand-in-hand, now more than ever before. The link between science and cuisine is nothing new. Disciplines such as chemistry, physics, biology and botany have always been closely related to cooking. Debates about the existence of science-based cuisine or the controversy over the terms molecular gastronomy and molecular cuisine; have made the subject a topical one. To analyze it, we need to consider the approach adopted by certain chefs and other experts who want to know why things happen. Technology has dramatically improved and reshaped every part of our lives. It has hardly left any aspect of our existence untouched. It has revolutionized the way we work, entertain ourselves and even the things we eat. The food industry has increasingly developed by adopting more advanced technologies that can deliver us healthier, fresher and more varied food. Currently, the marketplace offers a vast variety of foods we can choose from, at a better quality and lower prices than in the past. By introducing new technologies, businesses can offer better products and services in increasingly larger quantities and thus, satisfy a wider range of clients. The same holds true for the companies in the food industry. Advanced technologies are used in all the stages of food production. The first step is to help evaluate and improve the quality of the raw ingredients used. Next, theyre used in the preparation stage, where they aid at shipping and handling the materials. The last stage of processing food will make use of methods like conservation and separation, potentially adding new ingredients to create the final product. The science of molecular gastronomy has given us knowledge about why foods do what they do, under what circumstances, and how. And it has fascinated us by busting myths such as these: Oil added to boiling water prevents pasta from sticking to the pan (it doesnt) The consistency of an egg that makes it hard The expression nouvelle cuisine has been used several times in the course of the history of cooking, particularly in France in the middle of the eighteenth century. It was introduced to subordinate the practice of cooking to principles of chemistry that were to be established by Lavoisier later on. People had mixed feelings about it: for instance, Voltaire wrote I must say that my stomach does not at all agree with the nouvelle cuisine.' Today nouvelle cuisine refers to a trend of opinion that appeared in France in the 1960s. At the time, it caught on rapidly and was a great international success. Yet, as it got tangled up in its contradiction, it stopped being fashionable, and nowadays it has a negative connotation. In spite of that, it was an innovative and quite important movement, which brought about a revolution within the grande cuisine whose lessons are still present in the grand chefs minds. http://www.enotes.com/nouvelle-cuisine-reference/nouvelle-cuisine Michael Symons (1999) recent analysis of Australian neo-global cuisine is an example of gastronomy studies at work in tourism contexts. The critical examination of this review of a current gastronomic debate of particular relevance to the tourism industry (Symons 1999:333) will ease the understanding of gastronomic terms of tourism issue. These terms are of a fundamental importance in any further development of research on gastronomic tourism. Culture in general means the attitudes and behaviour that are characteristic of a particular social group or organization. Its an environment to cultivate or build oneself ethically, socially and in all other aspects that lead an all over human development. Every culture is a combination of some good and bad features. All in one, culture means a way of life. Every geographical body has its own custom viz. culture. People of different nations are recognized by their culture. One should be proud on its impressive traditions. It is the responsibility of all citizens to preserve their own ethnicity. Indian culture is richly known in other parts of the world since the ancient age. Its  multi-diverse flavour has been consistently unique in its very own way. Manners, traditions, living and trading patterns etc. are one of the graceful components of Indian culture. The most important feature of Indian culture is its values. These values are deeply rooted within the heart, mind, body and soul of its dwellers. Western culture, considered as the most advanced culture on globe, has started surmounting its flavour on Indian roots. Western culture has always shown its influence on Indian society. This could be for the multiple reasons like fascination, dreamy autonomy etc., which are somehow absent in Indian culture. Western culture conveys and promotes the ideas and values of advanced civilization across people of India. There are ample of good things found in the western culture, which every Indian should proudly learn and adopt. But what about the negative influences of the western culture? Every package comes with pros and cons. Indians should definitely use the culture strain before getting diluted under the flow of any cultural influence. The leading reasons for such impact are pursuit of wealth and power of Western media. Source Used Symons, M. (1998) The Pudding that took a Thousand Cooks: The story of cooking in civilisation and daily life, Melbourne: Viking

Essay on Downfall and Denial in Streetcar Named Desire and Glass Menage

Downfall and Denial in Streetcar Named Desire and Glass Menagerie   Ã‚  Ã‚   Tennessee Williams allows the main characters in the plays, A Streetcar Named Desire and The Glass Menagerie, to live miserable lives, which they first try to deny and later try to change.   The downfall and denial of the Southern gentlewoman is a common theme in both plays.   The characters, Blanche DuBois from A Streetcar Named Desire and Amanda from The Glass Menagerie are prime examples.   Blanche and Amanda have had, and continue to have, many struggles in their lives.   The problem is that Williams never lets the two women work through these problems and move on.   The two ladies are allowed to destroy themselves and Williams invites the audience to watch them in the process (Stine 474).     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The downfall, denial, and need to change of the two women are all quite evident in these two plays. First the troubles of Blanche and Amanda need to be recognized. Blanche has apparently had practice hiding her drinking problem. When she arrives at Stella’s home, she sneaks a shot of whiskey (Williams, A Streetcar Named Desire, Scene1. Page 18. Lines 12-17). When she is later offered a drink, she acts as though she has no idea where the alcohol is kept (Williams, A.S.N.D. 1.19.12-15).   Amanda cannot accept the fact that no gentlemen callers are coming for Laura, her daughter, thus making that reality more difficult for Laura to accept (Williams, The Glass Menagerie, 1.28.1-5).   Neither Blanche nor Amanda allows herself to recognize her problems and work them out.   They both deny the existence of these problems, thereby enabling their difficulties to become larger and even more complicated.   When Stella offers Blanche a second drink, Blanche states, "One's m... ...Blanche and Amanda.   Tennessee Williams wrote very similar plays along common themes, plays that both disturbed and aroused sympathy for the characters as well as the real life counterparts that they represented.    Works Cited Baym, Nina et al, eds.   The Norton Anthology of American Literature.   New York: W.W. Norton & Co., 1995. Hassan, William.   Tennessee Williams: Parallels in Frustation.   Boston: Cambridge University Press, 1979. Krutch, Joseph Wood.   Modernism in Modern Drama.   New York: Cambridge University Press, 1953. Stine, Daniel.   Tennessee Williams: An Interpretation.   Chicago: University Press, 1977. Williams, Tennessee.   A Streetcar Named Desire.   New York: Signet, 1947. Williams, Tennessee.   Anthology of American Literature:   From Realism to the Present.   Ed. McMichael, George et al. New Jersey: Prentice Hall, 2000.    Essay on Downfall and Denial in Streetcar Named Desire and Glass Menage Downfall and Denial in Streetcar Named Desire and Glass Menagerie   Ã‚  Ã‚   Tennessee Williams allows the main characters in the plays, A Streetcar Named Desire and The Glass Menagerie, to live miserable lives, which they first try to deny and later try to change.   The downfall and denial of the Southern gentlewoman is a common theme in both plays.   The characters, Blanche DuBois from A Streetcar Named Desire and Amanda from The Glass Menagerie are prime examples.   Blanche and Amanda have had, and continue to have, many struggles in their lives.   The problem is that Williams never lets the two women work through these problems and move on.   The two ladies are allowed to destroy themselves and Williams invites the audience to watch them in the process (Stine 474).     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The downfall, denial, and need to change of the two women are all quite evident in these two plays. First the troubles of Blanche and Amanda need to be recognized. Blanche has apparently had practice hiding her drinking problem. When she arrives at Stella’s home, she sneaks a shot of whiskey (Williams, A Streetcar Named Desire, Scene1. Page 18. Lines 12-17). When she is later offered a drink, she acts as though she has no idea where the alcohol is kept (Williams, A.S.N.D. 1.19.12-15).   Amanda cannot accept the fact that no gentlemen callers are coming for Laura, her daughter, thus making that reality more difficult for Laura to accept (Williams, The Glass Menagerie, 1.28.1-5).   Neither Blanche nor Amanda allows herself to recognize her problems and work them out.   They both deny the existence of these problems, thereby enabling their difficulties to become larger and even more complicated.   When Stella offers Blanche a second drink, Blanche states, "One's m... ...Blanche and Amanda.   Tennessee Williams wrote very similar plays along common themes, plays that both disturbed and aroused sympathy for the characters as well as the real life counterparts that they represented.    Works Cited Baym, Nina et al, eds.   The Norton Anthology of American Literature.   New York: W.W. Norton & Co., 1995. Hassan, William.   Tennessee Williams: Parallels in Frustation.   Boston: Cambridge University Press, 1979. Krutch, Joseph Wood.   Modernism in Modern Drama.   New York: Cambridge University Press, 1953. Stine, Daniel.   Tennessee Williams: An Interpretation.   Chicago: University Press, 1977. Williams, Tennessee.   A Streetcar Named Desire.   New York: Signet, 1947. Williams, Tennessee.   Anthology of American Literature:   From Realism to the Present.   Ed. McMichael, George et al. New Jersey: Prentice Hall, 2000.   

Compare and Contrast how Thomas Hardy and Charlotte Perkins Gilman :: English Literature

Compare and Contrast how Thomas Hardy and Charlotte Perkins Gilman present the situation, behaviour and attitude of the women in the stories The Withered Arm and Turned. Explain what motivates these characters to behave as they do. Thomas Cookes Compare and Contrast how Thomas Hardy and Charlotte Perkins Gilman present the situation, behaviour and attitude of the women in the stories 'The Withered Arm' and 'Turned'. Explain what motivates these characters to behave as they do. Hardy and Gilman both share a similarity of characters and theme in their short stories. Both focus particularly on the female characters and the ways in which the other characters react and behave towards them throughout the stories. Both stories have two strong main female characters and two weaker more naÃÆ'Â ¯ve but also lead female characters. The way these characters interact with each other is very similar in both stories, how Marion and Rhoda seem to almost mother Gerta and Mrs. Lodge as they appear to have a kind of power over the two younger women. Although it can be argued that in the case of Mrs. Lodge, she has Rhoda's ex lover as her husband and this could be looked upon that she has an advantage over Rhoda. She feels as though Gertrude is 'closing doors' between herself and Farmer Lodge that finally there is no chance of rekindling the old flames she once had with him or for Farmer Lodge to make 'any reparation' for what he did to her. Both the elder women also have greater knowledge of men and how the world works, even if Mrs. Lodge is what is called a 'lady complete' she is still unaware of how society works and is treated. Both Rhoda and Marion are women who refuse to conform to how society expects them to act and behave. This is obvious when Marion takes in Gerta after discovering her husband to be having relations with the girl. Most women of the time would have taken back their husband and banished the girl, and although this is Marion's instinct she knows deep down this is wrong. Rhoda is similar to Gerta; she also had a sexual relationship outside of marriage with Mr. Lodge and bore a child from it, but yet still continues to hold her head high and not disappears in society as many women of the time would have done. In a way this difference between these two similar characters is kind of ironic as Marion has to deal with her husband having relations outside marriage with a girl, whereas Rhoda is a woman who had sexual relations outside marriage. Compare and Contrast how Thomas Hardy and Charlotte Perkins Gilman :: English Literature Compare and Contrast how Thomas Hardy and Charlotte Perkins Gilman present the situation, behaviour and attitude of the women in the stories The Withered Arm and Turned. Explain what motivates these characters to behave as they do. Thomas Cookes Compare and Contrast how Thomas Hardy and Charlotte Perkins Gilman present the situation, behaviour and attitude of the women in the stories 'The Withered Arm' and 'Turned'. Explain what motivates these characters to behave as they do. Hardy and Gilman both share a similarity of characters and theme in their short stories. Both focus particularly on the female characters and the ways in which the other characters react and behave towards them throughout the stories. Both stories have two strong main female characters and two weaker more naÃÆ'Â ¯ve but also lead female characters. The way these characters interact with each other is very similar in both stories, how Marion and Rhoda seem to almost mother Gerta and Mrs. Lodge as they appear to have a kind of power over the two younger women. Although it can be argued that in the case of Mrs. Lodge, she has Rhoda's ex lover as her husband and this could be looked upon that she has an advantage over Rhoda. She feels as though Gertrude is 'closing doors' between herself and Farmer Lodge that finally there is no chance of rekindling the old flames she once had with him or for Farmer Lodge to make 'any reparation' for what he did to her. Both the elder women also have greater knowledge of men and how the world works, even if Mrs. Lodge is what is called a 'lady complete' she is still unaware of how society works and is treated. Both Rhoda and Marion are women who refuse to conform to how society expects them to act and behave. This is obvious when Marion takes in Gerta after discovering her husband to be having relations with the girl. Most women of the time would have taken back their husband and banished the girl, and although this is Marion's instinct she knows deep down this is wrong. Rhoda is similar to Gerta; she also had a sexual relationship outside of marriage with Mr. Lodge and bore a child from it, but yet still continues to hold her head high and not disappears in society as many women of the time would have done. In a way this difference between these two similar characters is kind of ironic as Marion has to deal with her husband having relations outside marriage with a girl, whereas Rhoda is a woman who had sexual relations outside marriage.

Statesman VS Politician Essay -- essays research papers

When talking about a person who is trying to run for election in our country, two terms get thrown around loosely, a politician and a statesman. However, there is a difference between the two. A Politician is a leader engaged in civil administration whose main objective is to get elected. Human affairs are not that important to him, he just wants the title. A Statesman however takes interest in human affairs and works for the common good to help people. (http://www.dictionary.com)   Ã‚  Ã‚  Ã‚  Ã‚  George Washington can be defined as a Statesman. Washington always kept the common good for people in mind. When it was time to choose the first president of the United States of America, George Washington was unanimously voted. George Washington wanted to make sure that the citizens of the United States were all recognized so he traveled the country meeting them, assuring them he was there for the good of the people. (George Washington, American Political Leaders)   Ã‚  Ã‚  Ã‚  Ã‚  Aaron Burr, unlike George Washington, is classified as a Politician. Aaron Burr is known for killing Alexander Hamilton in a duel, but it is his ruthless personality that has him most remembered. Burr was most concerned in the title he wanted to win, rather than the good of the people. He took a dislike to Alexander Hamilton after meeting him in the Revolution and they soon became rival Politicians in New York. Burr had a seat in the Senate, but was defeated in reelection. Burr ...

A Definition of Collaborative vs Cooperative Learning Essay

I have been searching for many years for the Holy Grail of interactive learning, a distinction between collaborative and cooperative learning definitions. I am getting closer to my elusive goal all the time but I am still not completely satisfied with my perception of the two concepts. I believe my confusion arises when I look at processes associated with each concept and see some overlap or inter-concept usage. I will make a humble attempt to clarify this question by presenting my definitions and reviewing those of other authors who have helped clarify my thinking. Collaboration is a philosophy of interaction and personal lifestyle whereas cooperation is a structure of interaction designed to facilitate the accomplishment of an end product or goal. Collaborative learning (CL) is a personal philosophy, not just a classroom technique. In all situations where people come together in groups, it suggests a way of dealing with people which respects and highlights individual group members’ abilities and contributions. There is a sharing of authority and acceptance of responsibility among group members for the groups actions. The underlying premise of collaborative learning is based upon consensus building through cooperation by group members, in contrast to competition in which individuals best other group members. CL practitioners apply this philosophy in the classroom, at committee meetings, with community groups, within their families and generally as a way of living with and dealing with other people. Cooperative learning is defined by a set of processes which help people interact together in order to accomplish a specific goal or develop an end product which is usually content specific. It is more directive than a collaboratve system of governance and closely controlled by the teacher. While there are many mechanisms for group analysis and introspection the fundamental approach is teacher centered whereas collaborative learning is more student centered. Spencer Kagan in an article in Educational Leadership (Dec/Jan 1989/1990) provides an excellent definition of cooperative learning by looking at general structures which can be applied to any situation. His definition provides an unbrella for the work cooperative learning specialists including he Johnsons, Slavin, Cooper, Graves and Graves, Millis, etc. It follows below: â€Å"The structural approach to cooperative learning is based on the creation, analysis and systematic application of structures, or content-free ways of organizing social interaction in the classroom. Structures usually involve a series of steps, with proscribed behavior at each step. An important cornerstone of the approach is the distinction bet ween â€Å"structures† and â€Å"activities†. â€Å"To illustrate, teachers can design many excellent cooperative activities, such as making a team mural or a quilt. Such activities almost always have a specific content-bound objective and thus cannot be used to deliver a range of academic content. Structures may be used repeatedly with almost any subject matter, at a wide range of grade levels and at various points in a lesson plan. † John Myers (Cooperative Learning vol 11 #4 July 1991) points out that the dictionary definitions of â€Å"collaboration†, derived from its Latin root, focus on the process of working together; the root word for â€Å"cooperation† stresses the product of such work. Co-operative learning has largely American roots from the philosophical writings of John Dewey stressing the social nature of learning and the work on group dynamics by Kurt Lewin. Collaborative learning has British roots, based on the work of English teachers exploring ways to help students respond to literature by taking a more active role in their own learning. The cooperative learning tradition tends to use quantitative methods which look at achievement: i. e. , the product of learning. The collaborative tradition takes a more qualitative approach, analyzing student talk in response to a piece of literature or a primary source in history. Myers points out some differences between the two concepts: â€Å"Supporters of co-operative learning tend to be more teacher-centered, for example when forming heterogeneous groups, structuring positive inter- dependence, and teaching co-operative skills. Collaborative learning advocates distrust structure and allow students more say if forming friendhip and interest groups. Student talk is stressed as a means for working things out. Discovery and contextural approaches are used to teach interpersonal skills. † â€Å"Such differences can lead to disagreements†¦. I contend the dispute is not about research, but more about the morality of what should happen in the schools. Beliefs as to whast should happen in the schools can be viewed as a continuum of orientations toward curriculum from â€Å"transmission† to â€Å"transaction† to â€Å"transmission†. At one end is the transmission position. As the name suggests, the aim of this orientation is to transmit knowledge to students in the form of facts, skills and values. The transformation position at the other end of the continuum stresses personal and social change in which the person is said to be interrelated with the environment rather than having control over it. The aim of this orientation is self-actualization, personal or organizational change. † Rocky Rockwood (National Teaching and Learning Forum vol 4 #6, 1995 part 1) describes the differences by acknowledging the parallels they both have in that they both use groups, both assign specific tasks, and both have the groups share and compare their procedures and conclusions in plenary class sessions. The major difference lies in the fact that cooperative deals exclusively with traditional (canonical) knowledge while collaborative ties into the social constructivist movement, asserting that both knowledge and authority of knowledge have changed dramatically in the last century. â€Å"The result has been a transition from â€Å"foundational (cognitive) understanding of knowledge†, to a nonfoundational ground where â€Å"we understand knowledge to be a social construct and learning a social process† (Brufee, Collaborative learning: Higher Education, Interdependence, and the Authority of Knowledge, 1993). Rockwood states: â€Å"In the ideal collaborative environment, the authority for testing and determining the appropriateness of the group product rests with, first, the small group, second, the plenary group (the whole class) and finally (but always understood to be subject to challenge and revision) the requisite knowledge community (i. e. the discipline: geography, history, biology etc. ) The concept of non- foundational knowledge challenges not only the product acquired, but also the process employed in the acquisition of foundational knowledge. â€Å"Most importantly, in cooperative, the authority remains with the instructor, who retains ownership of the task, which involves either a closed or a closable (that is to say foundational) problem ( the instructor knows or can predict the answer). In collaborative, the instructor–once the task is set– transfers all authority to the group. In the ideal, the group’s task is always open ended. † â€Å"Seen fr om this perspective, cooperative does not empower students. It employs them to serve the instructor’s ends and produces a â€Å"right† or acceptable answer. Collaborative does truly empower and braves all the risks of empowerment (for example, having the group or class agree to an embarrassingly simplistic or unconvincing position or produce a solution in conflict with the instructor’s). † â€Å"Every person, Brufee holds, belongs to several â€Å"interpretative or knowledge communities† that share vocabularies, points of view, histories, values, conventions and interests. The job of the instructor id to help students learn to negotiate the boundaries between the communities they already belong to and the community represented by the teacher’s academic discipline, which the students want to join. Every knowledge community has a core of foundational knowledge that its members consider as given (but not necessarily absolute). To function independently within a knowledge community, the fledgling scholar must master enough material to become conversant with the community. † Rockwood concludes: In my teaching experience, cooperative represents the best means to approach mastery of foundational knowledge. Once students become reasonably conversant, they are ready for collaborative, ready to discuss and assess,†¦. † Myers suggests use of the â€Å"transaction† orientation as a compromise between taking hard positions advocating either methodology. â€Å"This orientation views education as a dialogue between the student and the curriculum. Students are viewed as problem solvers. Problem solving and inquiry approaches stressing cognitive skills and the ideas of Vygotsky, Piaget, Kohlberg and Bruner are linked to transaction. This perspective views teaching as a â€Å"conversation† in which teachers and students learn together through a process of negotiation with the curriculum to develop a shared view of the world. † It is clear to me that in undertaking the exercize of defining differences between the two ideas we run the risk of polarizing the educational community into a we versus them mentality. There are so many benefits which acrue from both ideas that it would be a shame to lose any advantage gained from the student-student-teacher interactions created by both methods. We must be careful to avoid a one-size-fits-all mentality when it comes to education paradigms. As a final thought, I think it behooves teachers to educate themselves about the myriad of techniques and philosophies which create interactive environments where students take more responsibility for their own learning and that of their peers. Then it will become possible to pick and chose those methods which best fit a particular educational goal or community of learners.