Effects of Globalization in China Essay

When it comes to globalization people will ask some questions. What is globalization? It seems that people who know little about globalization are out of date and lag far behind modern trends. Simon Jeffery (2002) asserts that globalization is the mixing of cultural and economic influences from around the world that has been going on for the last five hundred years. With the development of the global market in China, globalization plays an important role that is undeniably because China has the fastest growing economy in the world. Globalization provides good conditions for expanding international exchanges and strengthening mutual communication between different countries. Although there are many facets to globalization, the increasing acceptance of this concept has resulted in a certain homogenization of views, both economic and political as well as in cultural systems, but most noticeably in economics. (Diane Perrons 2004) The most obvious impact of globalization is as an economic phenomenon, the promotion of free trade in goods, both exports and imports, accompanied by the exchange of labour and services. China has a long history of trade, from the Han Dynasty onwards the Silk Road was the artery of communication which extended across continents as far as Rome itself, then the capital of a world empire. However, throughout the Ming and Qing dynasties China pursued a policy of economic protectionism, leading to a long period of isolation that was brought to an abrupt end with the Opium Wars. The resulting economic degradation enforced by the victorious British had such disastrous consequences for modern China that it was not until the advent of Deng Xiaoping and his reform and opening up policy that China’s development was accepted as inseparable from the outside world. (George T Crane 1999) In recent years the extent to which globalization has been gaining in popularity has increased at an amazing rate in China. The benefits of modern economic globalization since opening up are indisputably reflected in the nation’s booming economy so that China can only be considered undeveloped in comparison to the most developed nations. However, globalization does not always pose equal benefits and risks to all nations. With the developing of the economy in China, the inequality between developing countries and developed countries has been increasing and the gaps between the very poor and the very rich are becoming wider. China has an overwhelming advantage compared with most of the developing countries in terms of finance and the level of technology, culture and science but it is still the superpower countries and other developed capitalist countries which control the main situation of economic globalization in the world. Many people believe that opportunists, both individually and nationally, use globalization purely as a means to increase their profits at China’s expense. The advent of globalization in its present form would not have been possible without adaptations in national politics. Some view globalization as the means to create a form of world government or a union of governments, for example within the World Trade Organization, the World Bank and the International Monetary Fund, which helps to regulate the relationships between different countries and provide guarantees for the rights of peoples affected by the increase of economic and social globalization. (Francesco Stipo 2007) Recently, it has become more noticeable how the Chinese political authorities regularly cite the advances in ‘socialist construction’ and the vitality of new economic growth as an indication of national success. The association with other powers has encouraged the Chinese government to open up in all directions, by lowering tariffs, opening services to foreign competition, promoting exports and welcoming foreign trade the government has allowed a free exchange of ideas in all directions and helped China to become a more prosperous, strong, democratic and culturally advanced socialist country. Unfortunately, these benefits may carry a hidden danger. Since the end of the Second World War the United States has held an overall position of supremacy amongst the other nations of the world, a position which is enhanced by the power and wealth of the American economy. Due to the influence of globalization and to some extent the assistance of the United States’ itself, the People’s Republic of China has enjoyed a period of incredible growth within the last ten years. Should this rate of growth continue at the predicted levels over the next twenty years, there is a strong possibility of a major redistribution of influence among the leading nations. China could become the main rival of the United States and challenge America’s position as the world’s leading superpower. (Charles E Hurst 2007) It will take great political skill from fundamentally opposed ideologies to avoid serious resentment and possible conflict as a consequence of such a drastic shift in the balance of power. Alongside the other developments in globalization, there has been an increasing change to the original culture of China. According to David Held & Anthony McGrew (2002), national societies developed during a long period in which people were mainly content to live within their own native cultures. Although the spread of the world’s major religions can be seen as an early form of globalization, which brought new ideas and made many social impacts, this was a relatively slow process taking decades and centuries in China. People migrating from other countries and holding different beliefs naturally find it difficult to adapt to local customs but China has a long history of absorbing whole populations with diverse ethnic backgrounds. As a result of the economic and political benefits brought by globalization, people have increased their standard of living and enjoy foreign products and ideas. Modern developments in communication are widely available even in the remotest regions and many people want to acquire the equivalent of a westernized urban lifestyle. On the other hand, those who are against this trend suggest that modern globalization creates an atmosphere where there is a possible danger of the original national culture disappearing and that it exerts a negative impact on the preservation of national characteristics. While globalization advocates an open face policy, many people see this as a threat leading to erroneous concepts and a lowering of ethical standards, a kind of selfish and individualistic lifestyle which is harmful. For example, the preference for Hollywood films, shoppers buying from international malls, more people eating western food and staying in luxury hotels. Increasingly, people want the chance to live in foreign countries where they can have this lifestyle but the resulting ‘brain drain’ is considered a problem since it is mainly the educated and skilled workers who are leaving China. Gregory Chow 2006) Globalization is changing an increasing number of people’s daily life in China and it is difficult to predict the eventual cost in cultural damage to such a traditional people. To sum up, from what has been discussed about globalization, how does this affect China and her position in the world? Globalization could be identified as the means to end any con flict between different interests because different groups of people hold different views, ideologies, perspectives and methodologies. Globalization might have the impetuous to resolve the complicated competition between China and other countries. However, China should take some measures to protect both the national and local culture and consider adjusting the economic pace in the rush to catch up with other countries. As to the result, it might be very difficult to safeguard against the worst aspects of globalization and to preserve China and maintain that unique heritage which is such a feature in the world.

How Does Your Current School Meet the Holistic Needs of a Child?

Critically evaluate how the principles and approaches of your school meet the holistic needs of every child This assignment will look to critically evaluate how a school in which I am currently on placement meets the holistic needs of the children in their care. In order to protect the schools identity they will be known as School A. I will look to evaluate how the schools ethos is put into practice in everyday teaching and learning, and how this benefits/disadvantages the pupils.Due to the limited allotted word count for this assignment I am unable to describe in depth how the school meets the holistic needs of every child in attendance, therefore I will look at one group of children in particular who will be known as Group X. I am also unable to look in depth at all of the holistic needs and instead will focus on the intellectual and social needs.I will analyse the practice of Every Child Matters (2002)-(ECM)- this government initiative for England and Wales looked to help schools to meet what the government believed to be the basic needs of every child, these being: – Be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. Even though ECM is not current legislation, its themes still underpin the ethos of the majority of schools in England and Wales.I shall also look at current legislation and recent reports regarding education including: The Cambridge Primary Review (2009) and The Rose Review (2009) to examine how the government look to support and develop learning. I will look to debate the ideas of three major theorists – Jean Piaget (1932), Lev Vygotsky (1978) and Abraham Maslow (1943), to describe the practice that I have observed in School A. When looking at the holistic needs of a child we are really looking at the whole child, what they need in order to develop to their full potential. Feature Article  Country School  Allen CurnowThese needs are defined as the need for physical, emotional, intellectual, social and creative fulfilment. In order to meet the physical needs of a child we must endeavour to provide them with the basic provisions of air, food, water, sleep and exercise. Emotionally children need praise, love, trust, security, and a feeling of self-fulfilment. As teachers, it was often perceived in the past by people outside of the profession that we are solely responsible for the intellectual needs of a child, these being the need for challenging thoughts, reading, learning something new, and mind stimulation.In order to develop fully children need social interaction through companionship and friendship. Creativity is the need to express ones self in an imaginative way. This can include the arts, dancing, acting, and writing. Holistic education is the idea that every child finds identity, meaning, and purpose in life through connections to the communi ty, to the natural world, and to spiritual values such as compassion and peace. This can be achieved, not through an academic â€Å"curriculum†, but through contact with the outside environment.Montessori, for example, spoke of â€Å"cosmic† education: â€Å"Help the person feel part of the wholeness of the universe, and learning will naturally be enchanted and inviting. † Montessori (1912) It can be said that there is not one effective way to accomplish this goal, as there are many ways of learning and many types of learner and the holistic educator values them all; what is appropriate for some children, in some situations, may not be best for others. School A has been judged to be outstanding in two consecutive Ofsted reports.Behaviour is exemplary and pupils feel safe, confident and capable of, as they put it, ‘reaching our potential'. Ofsted, (2004) This is an example of many praising quotes from the schools 2008 Ofsted report. From this report it can be seen that Ofsted viewed the school to be meeting the holistic needs of the children. It is without question that the school provides excellent provisions to meet the children’s physical needs. There is a breakfast club, where children can have a healthy breakfast giving them a good start to the day.Hot meals are provided at lunchtimes for those who do not wish to bring packed lunches from home, and fresh fruit is provided free of charge at both morning and afternoon playtimes. The school are clearly still working under the guise of ECM- Be Healthy, hence why these provisions are in place. Socially, children are encouraged to form strong friendships and there is certainly a â€Å"family† spirit around the school. Parents are encouraged to take part in and support their child’s learning experience both in and out of school.Rewards assemblies are held every Friday morning, in which children from each class are reward for both their academic (writer & mathematici an of the week) and their social achievements (helpful & well mannered and effort stars of the week). Parents are invited to attend these assemblies to share in the celebration of their child’s achievement. There are an abundance of opportunities for the children to engage in creative activities, there are extra curricular clubs run almost every day after school including Yoga, Dance, Zumba and Art clubs.Creativity is also included within the classroom, most activities are concluded with an element of art or design to make the children’s work appear more attractive, which seems to help certain children (especially those who are visual learners) to embed their learning. Group X is small group of six children with some behavioural issues and some delayed intellectual development, they try hard but often become frustrated that they are unable to accomplish certain tasks, which then causes them to misbehave.These children are often sent to work with a Higher Level Teaching Assistant- (HLTA) who helps them to work at a slower pace in order for them to not feel inadequate in a whole class setting. In mathematics, for example, the HLTA will work with the children using a variety of apparatus such as cubes, coins and counters, to help them to use a tangible object in order to provide them with a context for their learning. She poses open ended questions in order for the children to show their method and understanding of the information.This is a clear example of Piaget’s theory being put into practice. The teaching is being matched to the needs of the individual and this kind of teaching is helping to trigger assimilation and accommodation for the child (Pound 2005, pg. 38). This theory is supported by a number of theorists, in particular Margaret Donaldson who believes that children’s errors or misunderstanding occurred as they are not responding to what was asked of them but were also seeking to understand the meaning of the task or reque st (Pound, 2005 pg. 0), hence by the HLTA using money to aid with the learning of mathematics she was demonstrating to the children why they needed to know this information. Theorist and writers, who believe in inclusion, would however argue that by separating these children from their peer group the school are not demonstrating inclusive practice. Len Barton for example argued that: Inclusive education is about the participation of all children and young people and the removal of all forms of exclusionary practice Barton (1998 cited in Clough and Corbett, 2000,pg. 85).By accepting both arguments benefits and disadvantages of this type of practice can easily be seen. The children are obtaining the knowledge and understanding they require at their own level and speed, however they are being removed from their peer group which may cause discomfort and embarrassment as it could be viewed that they are being highlighted as the individuals with special needs. It can also be argued that t hey are not being given the same opportunities as other children within the class as although the work has been planned by the class teacher the majority of their teaching is being conducted by a HLTA not a qualified teacher.However, by working in a small group and not being completely isolated or immersed in a whole class setting, the children have more opportunity to speak, listen and question what they are being taught. Vygotsky’s theory would be in support of this as he believed that language played a significant role in abstract thought and helped a child develop awareness for a particular way of thinking and interpreting their own ideas. This is in contrast to Piaget’s view, who believed that the use of relevant language follows the development of a concept. Bee and Boyd, 2007) Sir Jim Rose is in agreement with Vygotsky and outlined his findings in his final report. Good primary teaching involves far more than waiting for children to develop by following their ev ery whim. It deliberately deepens and widens children’s understanding by firing their imagination and interest and paving the way to higher achievement through ‘scaffolding’ learning in a community of learners. (Rose Review, 2009 pg. 56) School A are clearly meeting the expectations of the current government by helping children of all abilities to develop their language skills in a variety of ways in order to progress their learning.The children in Group X seem to be very sociable. Having observed them in the playground I have found that they interact well with each other; however tend to distance themselves from other children in their peer group. This could be due to the limited amount of time they spend in the classroom and therefore the stronger bonds they have forged with each other. Due to some of the behavioural problems these children possess, conflict with other children can sometimes lead to violence. The school manage these problems well and ensure tha t parents and the schools behaviour support worker are involved in resolving these issues.School A are clearly trying to help their pupils to â€Å"Make a Positive Contribution† (ECM, 2002) by encouraging them to develop positive relationships and not discriminate or bully. Many Children in attendance at School A are from impoverished backgrounds, the number of children eligible for free school meals are above the national average. It is clear that the school are striving to make this a non-issue in terms of the children’s attainment; however it is widely acknowledged that children from poor backgrounds can be disadvantaged due to a lack of resources, space, overcrowding and poor diet (Curtis and O’Hagan 2003 pg. 7) Abraham Maslow spoke of deficiency needs, these being the need for esteem, friendship and love, security, and physical needs (Maslow, 1954). I have observed during my time spent in the school that it is clear that the children feel a sense of belongi ng and safety, have forged solid friendships and are physically well and able to learn, in short the school are meeting the core needs of its pupils, as outlined by Maslow. The Cambridge Review found that there is a â€Å"pervasive anxiety† about the pressure on pupils at school, and this concern often overshadow and conceal the fact that poverty is the single biggest threat to children's lives.In this same report it is discussed that children like those at School A lack the massively compensating advantages of financial wealth, emotional harmony and a home life which is linguistically, intellectually, culturally and spiritually rich (Curtis, 2009, p. 6) The school is located in an impoverished area and the school are doing all they can in order to provide their children with a stable environment, which they may not experience at home. School A’s philosophy on achievement, attainment and children’s well-being is outlined in its prospectus (See Appendix A) and is clearly implemented in the teaching and learning.They have a child centred curriculum, which is broad balanced and differentiated to meet the needs of all children including those with special educational needs. The children clearly progress throughout their time at School A with attainment targets regularly being met and exceeded. In short the school meet all of their own targets, whilst encompassing the key themes of ECM. I believe that the short time I have spent in School A, has already helped me to begin to forge my own teaching philosophy. The school has the best interest of all children at its core.Even though ECM is no longer current legislation its themes are still at the heart of what makes a good teacher and a good school and School A encompasses these whole heartedly. For my future professional development, I believe that I will endeavour to encompass all of the points raised by ECM as I believe these things are the key to becoming not just an adequate but an outstandin g teacher. Vygotsky and Piaget both present theories which are not just useful but essential for the modern education professional to be everything they need to be. In conclusion, School A is an outstanding school.They are practicing the key points raised in recent legislation and reports and are demonstrating the theories of Vygotsky, Piaget and a variety of other theorists. The children’s intellectual and emotional well being is at the heart of its ethos and this is reflected in the everyday teaching at the school. References Curtis, P. (2009) ‘The Cambridge primary review's key findings’, TheGuardian, 16 October, p. 6 Department for Education and Skills (2002) Every Child Matters: Presented to Parliament by the Chief Secretary to the Treasury byCommand of Her Majesty, September 2003, Cm 5860, London: Stationery Office. Alexander, R. (ed) (2010) Children, Their World, Their Education: Final Reportand Recommendations of the Cambridge Primary Review. London:Routl edge Rose, Sir J. (2006) Independent Review of the Teaching of Early Reading:final report. [Online] Nottingham, DfES Publications. Available from:http://www. education. gov. uk/publications/standard/publicationdetail/page1/DFES-0201-2006 [Accessed 7th October 2012]. Montessori, M. (1948) The Absorbant Mind. In: Chattin-McNichols, J. (ed. The Absorbant Mind. New York: Henry Holt and Company Pound, L. (2005) How Children Learn. London: Step Forward PublishingLimited Clough,P. and Corbett, J. (2000) Theories of Inclusive education: a Student Guide. London: Paul Chapman Publishing Boyd, D. and Bee, H. (2007) The Developing Child. 11th edition. Boston:Pearson Education, Inc Curtis, A. and O’Hagan, M. (2003) Care and Education in Early Childhood. London: RoutledgeFalmer Maslow, A. (1970) Motivation and Personality. 3rd edition. New York: Harper &Row Ofsted (2008) School A Appendix 1

Research proposal - Impact of diabetes among the lebanese community in Essay

Research proposal - Impact of diabetes among the lebanese community in sydney - Essay Example The increasing cases of diabetes amongst Lebanese people are also a cause of worry. Sydney is host to a large number of Lebanese people, migrated to the country, hence the city, in search of better job opportunities living standards. There are many studies indicating increased prevalence of diabetes mellitus in these families. These have been ascribed to hereditary factors, food habits, prevalence of metabolic syndrome, and increased consanguinity over many generations (Abou-Daoud, 1969). Acculturation is a social phenomenon where family values tend to play important roles, and social and cultural factors related to the immigrant race determine the patterns of acceptance or resistance of newer cultural norms (Bhugra, 2004). This means community, family and social life will have an important impact of the disease on the family and quality of life of the individual (Dept Human Services (Vic), 2004). Diabetes in any population is associated with increased mortality, morbidity, economic, cultural, and social impacts on the person, family, relations, and the community (Zalloua, 2003). Therefore exploration into these factors can discover the qualitative indicators that are impacted with diabetes in this population which may be engineered to change these perspectives of diabetes amongst Lebanese population. With the availability of such details in the public domain, a literature review can be planned out. In order to have a comprehensive literature review, we have a variety of options like, medical and health journals, findings of similar researches undertaken in the recent past, studies undertaken by reputed institutions and organizations like the WHO, Australian Health Ministry etc. In the preliminary study that has been undertaken for this research, it has been observed that while lot of data is available on the lifestyle and its impact on diabetic cases on the

Adult Learners Postsecondary Academic Persistence Dissertation

Adult Learners Postsecondary Academic Persistence - Dissertation Example Actually, most community colleges rely on mature students with most of them learning part-time and staying outside the school. In the recent past, the mode of enrollment for most students has undergone a transformation with majority of them preferring to commute to and back from colleges (Bean and Metzner 485). The rise in the number of mature students was occasioned by massive dropouts of traditional students thus forcing college administrators to come up with a model that could take in mature students to replace those who were dropping out. Despite the high number of adult students joining colleges, trends also show that such students have an unlikely possibility of completing their studies. Majority of the non-traditional students live outside the school setting and this aspect alone sets them apart from the traditional students. Majority of these non-traditional are also part-timers since most of them are either working or taking care of families. Due to lack of adequate contact with the student’s faculty, non-traditional students are less likely to complete their study program (Bean and Metzner 485). Q.2 Commuter can come from any part of the country. Given the nature of these students, they are unable to reside within the schools and they therefore have to commute hence earning themselves the name commuter students. On their part, traditional students are classified as 18-24 years and they attend college full-time. By virtue of being mature, the commuter students have already developed self-control and values that usually come with being mature. This makes them less susceptible to socialization unlike their traditional counterparts (Garni 465). In many instances, traditional students are registered for degree programs than any other. While on the other hand, commuter students might be registered for a degree or any other programs. The commuter student is not mostly likely to be affected by what the college has to offer and most of them do not conti nue with the program after they are assured that they have attained the qualification that they were looking for. Most commuter students are usually in a certain location for some time and if for example one is transferred from their place of work, then they have to discontinue the program. This means that commuter students are less likely to continue with their academic programs as compared to their residence counterparts (Garni 466). Q.3 It is evident; there is a clear connection between a student’s high school GPA and their college performance. Students who demonstrate a low academic performance are most likely to drop out compared to their counterparts who perform well. Research has also shown that a student’s college GPA is strongly linked to their past academic performances. Although a student’s high school grades may not be directly linked to the rate of dropout, there is a clear link between high school grades and college grades and low grades are a key factor in the rate of drop-outs (Bontrager 9). Ideally, the academic outcome has a direct link with the psychological outcome. Students who attain good grades are more likely to stay in school compared to those who perform poorly. Research shows that most commuter students had a low GPA in high school and this translates to low GPA in their college education. In reality, even if a student has a low academic outcome but get adequate psychological support,

Rubric for nursing Theorist Teaching project Essay

Rubric for nursing Theorist Teaching project - Essay Example Kolcaba defines several levels of comfort that appear for patients over time. She defines three forms of comfort and four contexts where patients will find comfort. The three levels she defines are â€Å"relief, ease and transcendence† (March &McCormack, 2009, p. 76-77). The first level of comfort, relief, happens when a patient is provided with what they need when they are in pain. The patient will move to the ease level when they find out that not only are they having relief from pain, but this relief is continuing over time because of the way that they have relieved the pain. The patient will move to the transcendence phase, when they are able to move past the challenges they have and life a fulfilling life (Kolcaba, 2011). Kolcaba saw that these phases were appearing in much of the literature she was reading on the subject and she began to formulate her theory. When developing a theory, it is important to know what has come before the theory that one hopes to present (March &McCormack, 2009). Kolcaba began to write about the three levels of comfort that she had identified and realized that there was an important messages to nurses about these stages. As an example, nurses are supposed to be the ones who provide comfort for the patients in a holistic way; her theory looks at the patient in a holistic way by providing comfort on the physical, emotional and psychosocial levels. Her theory recognizes that each individual has their own need for comfort and there are many different interventions that are needed in these situations (Kolcaba and Kolcaba, 1991). According to Kolcaba (2011) there are four dimensions to the theory. The first dimension describes nursing as the process of interviewing the client about their comfort needs. In this phase, the patient is provided with interventions and then the nurses check the patient’s comfort level on a regular basis. The second dimension defines the optimal health of the

Marketing Degree Essay Example | Topics and Well Written Essays - 5250 words

Marketing Degree - Essay Example Marketing revolves around the entire business. The marketing penetrates in all areas of the business. All the business activities from purchases t till display all revolves around marketing. Marketing as a philosophy revolves around customer satisfaction and it do not focus on earning the profits. It can be done for social welfare. It can be done for customer orientation. The philosophy is to meet and satisfy the desires of the customers. However the marketing as a set of business activities is totally different concept. It basic aim is to earn profit. Though the marketing manager in any enterprise focus on customer's needs and desires but their aim is to earn profit and they were not doing marketing for social or charitable purpose. So marketing is also a philosophy to satisfy the customer's desires simultaneously it is a set of business activities to earn profit. And in this way both these terms are related to each other. In this ever changing and fast moving business world, the socially conscious customers are now become a challenge for the business enterprenurers. The social awareness of the consumer brings many opportunities and threats for the enterprises. ... They have to look for the brands which are on top, commodities which are in fashion and which gives them a nice and trendy look. No matter the consumer is buying clothes or accessories or house hold items. Except groceries and necessities the consumer is going trend conscious. This brings lots of new opportunities for the entrepreneurs. Now they focus more on producing trendy and in fashion products for the consumers. For this they have to work aggressively on their markets strategies. Further more the managers has to work hard to market their products as now the consumer focus on every little detail the company is offering in its product. The consumer looks at the design, availability, price, trends of the products. However it opens the doors for service industry as many people are offering their service to literate people about the trends in the market. This business is boosting up rapidly. In short, the socially conscious consumers is aware of his social values and now focus more on it while purchasing any product which brings many opportunities and threats for many businesses. 3. What are the differences between organizational buying behaviour and consumer buying behaviour (Jobber & Fahy, Ch. 3, P. 76, Study question 1) The consumer buying behavior is relatively a narrow terms. It describes the buying behavior of any consumer. In buying any product or service, the consumer prefers his need and choice. The quantity is small and can be purchased from any shop. However organization buying behavior is broader term. It focuses upon the need of the organization. It evolves a deep and thorough analysis of the product or service needs to be purchased. Organization purchases include high complex

The Role of Magistrates Essay Example | Topics and Well Written Essays - 3000 words

The Role of Magistrates - Essay Example Thus, magistrates' assignments and the organization of their workloads can vary, sometimes dramatically, not only from district to district and courthouse to courthouse, but also among magistrates with offices along the same hallway in a single courthouse. (Carroll, 2003) Although they receive task assignments from district judges, magistrates, as judicial officers with their own legal and support staffs, retain at least some degree of autonomy in designing the organization of their workload. In fact, because they generally are not as involved with the time-consuming business of presiding over trials, events which require definitive scheduling in order to have parties, attorneys, witnesses, jurors, and other actors simultaneously present in one room, the subordinate judges frequently have significant autonomy in deciding when to address particular assigned tasks during their workdays. The magistrates generally are not responsible for prisoner cases. Habeas corpus and civil rights cases by prisoners are reviewed by two staff attorneys assigned to the district court. An experienced senior magistrate supervises these staff attorneys. Although this magistrate was laden with additional responsibilities, unlike in some other districts, he was not rewarded with the title "chief magistrate." After the initial screening by the staff attorneys, prisoner cases meeting procedural and legal requirements may be assigned by judges to their paired magistrates. A "duty magistrate" system developed for handling preliminary criminal matters. In the large court, magistrates are "on duty" for separate, rotating, one-week periods in which they have exclusive responsibility for processing the criminal cases. Thus, the magistrates normally handle criminal matters only once every five weeks. In the large court, criminal pre-trial matters, such as arraignments, bail reviews, detention hearings, initial appearances, search warrants, and arrest warrants, arise virtually every day. In addition, some of the judges have magistrates handle criminal pre-trial conferences to coordinate and settle evidentiary and other matters prior to trial. Magistrates in Action The following incident observed at the courthouse provides a picture of the magistrates at work as subordinate yet authoritative judicial officers. In the large courthouse, there is a daily "Duty Call" scheduled at one o'clock each afternoon to handle preliminary criminal matters. On this particular day, the district's magistrates held their regular monthly luncheon meeting, which did not conclude until 1:15. Afterwards, the duty magistrate talked with the author about the magistrates' roles for ten more minutes prior to entering the courtroom. Magistrates, like judges, recognize that lawyers and witnesses are frequently late in getting to court. Therefore, court proceedings generally do not begin and the magistrate or judge will not enter the courtroom until all other relevant actors are present. The magistrate's lack of concern about beginning precisely on time did not indicate

Management information system (IT) case studies assignment Essay

Management information system (IT) case studies assignment - Essay Example They have a competitive edge because the web based program accurately predicts consumer buying pattern and accordingly, the company can facilitate the changes in its products and services, to meet the changing demands of its customers. Harrah’s approach to determining and rewarding customer loyalty has significantly increased the number of committed customers and opened scope for targeted marketing for customers with similar profiles. CDW and Harrah can considerably increase the number of products and services by efficiently analyzing customer buying behaviour and also introduce interactive and custom based products and services,at little extra cost. The purpose and business value of Web services is to provide a large platform for its users to improve their e-commerce activities and generate huge revenue. The ‘programmable website’ of Amazon has given its customers a readymade website of their own which can be customized as per their requirements. The benefits of Web services to Amazon, eBay, and their developer partners are extensive in the form of exposure to a whole new world of creative output, whose scope is unlimited with ever increasing customer base. The business benefits to Amazon and eBay of opening up some of their databases to developers and entrepreneurs are extensive in scope and revenue because each new developer brings many more new surfers in its ambit, each of which translates into revenue for Amazon and eBay. Google has been hesitant in opening its database to its users mainly because it thought that it may lose control over its core operations and gradual opening of its web based business areas would help it to better organize its activities to facilitate emerging opportunities. The other companies should follow Amazon and eBay’s lead and open up some of their databases to developers and

Philosophy Of Education And Methods Of Teaching Essay - 1

Philosophy Of Education And Methods Of Teaching - Essay Example Education is a serious matter. It must be taken as such. A lot of planning and skilled in dealing with pupils is necessary. As a teacher, I have to tread slowly, steadily and carefully for I have to be dealing with sensitive and impressionable precious human pupils. Philosophy brings forth rightful action. It provides the real cohesive force and necessary academic bonding among the students and the teacher. It leads to the evolving of a conducive environ from within and without. 'Catch them white and dye them hard' has been the aim of education in earlier years since time immemorial. This trend is changing today. Education and teaching are not just lecturing by the teacher. Creativity has to be there. Education is no more where 'rule rules the roost'. Caning of students is no more advisable. A teacher has to teach along while remaining as a friend to students. Philosophy is wisdom, knowledge, virtue, and truth. It is paradigmatic from within. It is always there. Philosophy has an element of timelessness in it. It is dynamic though it does not change. There is a generally accepted notion that 'change is the law of nature'. True it is. Yet, this law by itself does not change. That's how philosophy does not change. Despite this, it is not static but vibrant. Philosophy, as such, represents a way of life. Philosophy may differ from person to person because every individual interprets and understands the philosophy of life in one's own way. Indeed, the reality of philosophy is difficult to grasp fully. As many ways of realizing the ultimate truth are, therefore, amongst us as there are individuals in this world. The ultimate goal is, however, one only. This is the goal of knowing one's own self. This goal is pursued knowingly and, at times, unknowingly. The latter is the case when we do not know where and in which direction we are going while living on this spaceship Earth.

Describe the importance of voting in the American system Essay

Describe the importance of voting in the American system - Essay Example The first reason why voting is important related to ethics. Many people have put their lives on the line, and have been maimed and killed in order to preserve the basic fundamental liberties we enjoy today. These sacrifices of precious lives have been made in several wars in which America has fought, as well as various social movements such as women's suffrage and the civil rights movement. Among the most important of the liberties that were preserved by these sacrifices is the right to have a voice in one's own government. Whether we like it or not, those sacrifices obligate us on an ethical and moral level to make sure they were not made in vain. The right to vote is a gift from them; and it would be in very bad form to throw that gift away considering its cost. The second reason why voting is important is because it is a prerequisite to legitimate expression of discontent with the performance and direction of the government. A person who was able to vote but did not loses any credible force of opinion when things are going badly. This is because they chose to abdicate their ultimate opportunity to exercise their voice in government. It becomes a credibility issue. For example, a person who failed to vote one way or the other in the 2004 Presidential Election should not complain about the current state of the economy or the loss of lives in Iraq. Even those who voted for Bush have the right to complain about the way things are going because they utilized their opportunity to express their voice in the government. Any easy way to redeem that right to complain would simply be to vote in the next election. Finally, the American system of government depends upon the peoples' involvement in the political process through voting. If there were a mass failure to vote, it would threaten the very nature of republican democracy that is the essence of American government. Thus, Americans have a responsibility to their country and their way of life to make sure they vote. 20% voter turnout is dangerous, because it enables a small fraction of the people to determine the composition and direction of the government. At some point, there may be a very real concern about the democratic legitimacy of the government. The obligation of every American is to vote to ensure that such legitimacy comes through loud and clear. Voting is perhaps the most important civic duty in America. It is both a right and a privilege that was purchased with the blood of countless Americans. Thus, the responsibility to vote is as much a moral obligation as it is a civic responsibility. Those who fail to exercise their vote relinquish the right to credibly express discontent regarding state of public affairs. Furthermore, because voting is the very foundation of American government, American citizens have a responsibility to ensure government legitimacy by turning out to vote in strong numbers. The public apathy that has resulted in poor voter turnout in several election is a dangerous development for America. People must be educated about the importance of enfranchisement in their every day lives as Americans so they do not take for granted that which indifference could easily take

A Definition of Collaborative vs Cooperative Learning Essay Example for Free

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: 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 between st ructures and activities. 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 collaboration, derived from its Latin root, focus on the process of working together; the root word for 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: 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. 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 transmission to transaction to 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. The result has been a transition from foundational (cognitive) understanding of knowledge, to a nonfoundational ground where 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: 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. 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 instructoronce the task is set transfers all authority to the group. In the ideal, the groups task is always open ended. Seen from this perspective, cooperative does not empower st udents. It employs them to serve the instructors ends and produces a 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 instructors). Every person, Brufee holds, belongs to several 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 teachers 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 transaction orientation as a compromise between taking hard positions advocating either methodology. 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 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.

Ultrasonic transducers

Ultrasonic transducers 1.1 Introduction Transducer is a device which converts energy of one form to that of another. With reference to ultrasonic transducer the ultrasonic energy is to be converted to electrical, mechanical, or other energy form. A reversible transducer transforms energy in both directions with equal efficiencies. The transducers can be classified as follows: 1. Piezoelectric oscillators: Principle of piezoelectric effect is used and this is reversible. The possible frequency range is from 20 kHz to well over 10 GHz. 2. Magnetostrictive oscillators: Employs the phenomenon of magnetostriction, a reversible form of conversion. Can be made to operate at mega-hertz and even gigahertz frequencies. 3. Mechanical transducers: Includes whistles and sirens (mechanical oscillators) and radiometers, and are irreversible. Mainly used for high-power applications. 4. Electromagnetic transducers: Applied for high-intensity applications at low frequencies, in the audible range. They have been used for low-intensity work at frequencies of up to 50 kHz and, also as receivers at megahertz frequencies. 5. Electrostatic transducers: Used as generators at low intensities with an upper frequency limit of a few hundred kilo-hertz. Reversible in conversion and used as receivers at frequencies as high as 100 MHz. 6. Miscellaneous transducers: Includes thermal, chemical, and optical transducers. Ultrasonic receivers are categorized into two 1. Receivers terminating acoustic beams: The cross-section of the receiver embraces the whole or a large proportion of that of the beam and its dimensions extend from several to a large number of wavelengths. The presence of the receiver materially affects the configuration of the acoustic field, to give rise to regular reflections of the beam. 2. Receivers acting as probes: ultrasonic probe receivers are used for mapping out acoustic fields and for measurement of local intensities. the use of probe receivers is restricted to lower frequencies (e.g. in the kilo-hertz range)., as their dimensions need to be small enough, not to upset the characteristics of the field,( to be less than about one-tenth of a wavelength). 1.2 Piezoelectric transducers 1.2.1 General considerations Piezoelectric transducers employ the piezoelectric effect, discovered by the Pierre and Jacques Curie in 1880. The effect occurs naturally in certain single crystals with polar axes, (e.g. quartz, tourmaline, lithium sulphate, cadmium sulphide, and zinc oxide.) When mechanical stress is applied to the surfaces of piezoelectric crystals, coated with silver or gold, equal and opposite electric charges will be induced on them and a voltage will be observed. This is the direct piezoelectric effect, and the crystalline axis perpendicular to the coated faces is the relevant polar axis. When a voltage is applied across the electrodes to produce an electric field, a converse effect is observed, resulting in a mechanical strain. These effects are associated with compressions and shears, in quartz, for example, the principal polar axes are called the X- and Y axes, there is three of each. The X-axes are oriented at angles of 120Â ° apart, and with corresponding Y-axis perpendicular to it. The electrodes lie at right angles to an X-axis for X-cut quartz crystals, and are associated with compressions, and Y-cut quartz crystals with shears. The Z-axis, is known as the optic axis and lies perpendicular to the planes containing the X- and Y-axes. Optic is a non-polar axis for which the piezoelectric effect is not observed. A piezoelectric transducer oscillates at the applied frequency with amplitude of the order of 10-6 times its thickness, on applying an alternating voltage across its electrodes,. If, the transducer is excited at one of its resonance frequencies the amplitude is considerably increased, e.g. to about 10-4 times the thickness at the fundamental frequency Artificially induced piezoelectric transducers are of polycrystalline structure. They are made up of large numbers of minute crystallites bonded together, to the required shape and size. The final product is in the form of a ceramic. Prior to polarisation, these ceramic transducers do not require to be cut with reference to any particular axis, as they are isotropic. So it is possible to have a shape in any convenient form by adding small quantities of other materials, the transducers properties can be improved or adjusted. The piezoelectric effect is measured by the d coefficient, which can be expressed in one or two ways. (i) If the crystal is subjected to a mechanical stress, at the same time, the electrodes are short-circuited by a wire, charges induced by the stress will flow through the wire until the potential difference across the crystal is reduced to zero. Considering, q is the value of the total charge flowing and F the force producing the stress, then d coefficient can be given as d=q/f coulombs per Newton 3.1 (ii) When a voltage V is applied across the crystal, on which no load is applied e.g. vacuum, a displacement l is produced due to the resultant strain, then volts per metre 3.2 The electromechanical coupling coefficient is defined as Both d and k vary with temperature and reduce to zero at the Curie temperature Tc. The frequency response of a transducer depends on its Q factor. If the characteristic impedances of transducer and medium are R1 and R2, then Q can be represented as where K is a dimensionless constant. Ceramic transducers have higher d coefficients and electromagnetic coupling coefficients compared to the quartz crystals. But quartz crystals are highly stable. 1.2.2. Coupling of Piezo electric transducers A suitable liquid must be provided to avoid an air gap , for efficient coupling of ultrasound between the transducer and a solid. To generate longitudinal waves at normal temperatures, a film of oil is usually enough, but, at low temperatures a high-vacuum grease is used to prevent loss of continuity of characteristic impedance. While working with high temperatures, a couplant which does not evaporate, should be chosen. .For transverse wave propagation, it is necessary to use adhesive such as epoxy resin, so as to ensure the couplant has enough strength to withstand the application of the shear stresses without collapsing. Canada balsam or even nail varnish , on some occasions will provide good coupling for shear waves, depending on the temperatures. 1.2.3 Ultrahigh frequency (u.h.f.) piezoelectric transducers An early method of generating u.h.f. ultrasonics was to place one end of a single-crystal quartz rod inside an electromagnetic cavity resonator Ci (see Figure ). The surface was excited at the required frequency, and waves were propagated along the rod. Initially the method was applied only for producing ultrasound in single-crystal quartz , due to difficulty of coupling other materials to the free end of the rod. Another electromagnetic cavity resonator C2 at the other end of the rod acted as a receiver. In later stages the free ends of the rod and solid specimen was coated with thin film of indium. 1.2.4 Piezoelectric sandwich transducers To generate waves at the frequencies ranging from 40 kHz down to 20 kHz.frequency, for High-intensity applications ,with a piezoelectric ceramic, the thickness should exceed 100 mm. A ceramic block of this thickness is both expensive and is highly absorbent. Due to this, absorbed acoustical energy being converted into heat, results in a rapid increase of temperature and the Curie temperature is soon reached, with a consequent disappearance of the piezoelectric effect. To avoid this sandwiching of the piezoelectric transducers can be applied. A sandwich transducer consists of a comparatively thin piezoelectric plate located between two thicker metal plates.They have high compressive strengths and by compressing the sandwich permanently using high tensile bolt damage can be prevented. (see Figure 3.7); the transducer is said to be mechanically biased. 1.2.5 Surface wave piezoelectric transducers Surface waves can be generated by using mode conversion with a longitudinal wave transducer as the primary source, but it is also possible to propagate them directly. Surface waves are produced by placing an ordinary longitudinal wave transducer in contact with the edge of the material and inclined at an angle of 45Â ° (Fig 3.4) and are received in same fashion. Another method of generating and receiving surface waves is by coating two electrodes on the surface of a piezoelectric material and applying the exciting voltage at the required frequency across them (see Figure 3.5). This technique was used for delay line applications 1.2.6 Operation of piezoelectric transducers A quartz crystal mounted at its nodes, is an ideal one for propagating continuous waves over a narrow frequency band. Electrical connections must be made to the electrodes and additional damping caused by them should be kept minimal. Nodal mounting is not advisable for very thin transducers and where contact with a solid medium has to be maintained. For cases like these, the transducer is held in position by means of a light spring against a solid surface. Then the solid surface provides one electrical contact with the transducer electrode and the other is provided by the spring. To have maximum efficiency, the impedances of the exciting and receiving electrical circuits should be correctly matched to the electrical impedance of the transducer. For pulsed wave operation it is essential that the pulses are kept sufficiently short to prevent their overlapping. No stationary waves are to be produced in the medium. To produce very short pulses and where a narrow frequency band is not needed, transducer material, such as a ceramic is used. The transducer is backed by a block of a material having a very high acoustic absorption coefficient and of sufficiently large electrical conductivity to provide contact with that transducer surface. A mixture of tungsten powder and Aroldite is used for this purpose. A high direct voltage (typically from 300 V to 600 V) of instantaneous duration is applied periodically to the transducer electrodes at the required pulse repetition frequency. At each electrical impulse, the transducer experiences a high initial strain after which it oscillates over about two or three cycles, the amplitude decreasing rapidly.. Thus, for a transducer operating at a frequency of 6 MHz to produce pulses each of thre e wavelengths, the pulse duration is about only 0.5ÃŽ ¼ for propagation into most metals. The relation between pulse-length (PL) in seconds and the frequency bandwidth can be given as: PL= 1.3/ Frequency Bandwidth 3.4 1.3 Magnetostrictive transducers Magnetostrictive transducers are made of ferromagnetic materials, which can easily be magnetised and displays magnetostriction or the Joule effect. When a bar or rod of one of these materials is placed in a magnetic field, it suffers a change in length, either an increase or decrease, depending on the nature of the material and the strength of the field, immaterial of the sign of strain. Hence, when the direction of magnetic field is reversed, there is no change in the sense of the strain. Figure 3.11 shows the relationship between mechanical strain and the magnitude of the field strength for a few ferromagnetic materials. The graph imples, the variation is not a linear one, in general. Nickel is found to be the most satisfactory material for magnetostrictive transducers, having an electromechanical coupling coefficient of 31 per cent and a Curie temperature of 358Â °C. Permendur, an alloy, has a higher Curie point (about 900Â °C) and low electromechanical coupling coefficient. Though ferrites (non metals) has an advantage of being poor conductors and not being heated by eddy currents, and exhibit magnetostrictive effect are not often used as transducers due to their poor mechanical properties. There is a converse magnetostrictive effect, in which a mechanical stress applied to a ferromagnetic rod lying in a magnetic field gives rise to a change in the magnetic flux density. This is known as the Villari effect. Magnetostrictive transducers are in the forms of rods surrounded by coil windings (see Figure 3.7). An alternating magnetic field of the same frequency is induced by an alternating current through the coil ; giving rise to longitudinal oscillations of the rod. These oscillations take place at a twice the frequency of the field and take on the form of unsmooth, rectified alternating current, resulting in unwanted frequencies. As in the case of ceramic transducers. This disadvantage is avoided by polarisation, as in ceramic transducers. It is not possible to obtain a high polarising field by permanent magnetisation, and a steady direct field of suitable magnitude is provided by passing a direct current through another coil wound round the transducer. So, the oscillations occur about some other point instead of taking place about the origin of the curve. If the amplitude of the applied alternating field is low for changes to take place along the linear portion of the curve, and, is less than the value of the polarising field, then sinusoidal oscillations occur at the applied frequency. The resonance frequency inversely proportional with the length of the transducer rod. The frequency is increased by decreasing the length, but, simultaneously , there is a intensity is lowered for a rod of given cross-sectional dimensions , which results from the reduction in size of the vibrating mass. So, at frequencies more than 100 kHz ,the output from this type of transducer becomes vanishingly small. The considerable leakage of magnetic flux is observed , which is a disadvantage of using rod-shaped oscillators . Transducers designed to form closed magnetic circuits are used for high-intensity applications The window-type transducer is clamped nodally, and the vibrations produced are longitudinal. In ring-type transducer, vibrations are in a radial manner, and hence ultrasonic energy is focused at the centre resulting in high acoustic intensity. Absorption of ultrasound by induction of Eddy currents and Hystersis results in increased amount of eating. Though there are a number of ferromagnetic materials with low hysteresis losses, their magnetostrictive properties are poor. The losses due to eddy current can be reduced by using laminated stacks consisting of alternating sheets of the metal and of some insulating material such as mica. Since the rise in temperature may result in loss of magnetostrictive properties, it is necessary to cool the transducer during its operation. By using velocity transformer, an increased intensity, distributed over a smaller area, can also be obtained with both rod and window types of transducers. This consists of a tapered coupling rod and provides an increase in the value of the particle velocity at the end remote from the transducer. For maximum efficiency, the transformer is designed to resonate by making it one wavelength long and supporting it at a nodal point, i.e. at a distance of a quarter-wavelength from the transducer. The diagram illustrates the application of the velocity transformer to the construction of the ultrasonic drill Magnetostrictive oscillators being reversible can be used as receivers. An example of a magnetostrictive probe receiver consists of a nickel rod held vertically in a fluid in which ultrasound is radiated in an upward direction. The rod is contained in a plastic tube so that only the free end is exposed to the waves which are then transmitted along its length. A current is induced by the Villari effect in the pick-up coil placed near the upper end of the rod. Another coil carrying a direct current provides the polarising field. The formation of stationary waves is prevented by placing an absorbent material at the top of the rod. Nickel film transducers are used for producing and receiving ultrasound of very high frequencies ranging from 100 MHz to 100 GHz in solids. A thin film of nickel, of thickness corresponding to one half-wavelength at the resonant frequency, is deposited on the end-surface of the specimen into which sound is to be passed. The rod is located with its plated end inside a microwave electromagnetic cavity resonator, excited at the required frequency. The receiver may consist of a similar film coated on the opposite surface of the specimen and also located in a cavity resonator. Instead a single nickel film can act as both source and receiver, using reflection method. No coupling material is required and no special technique is necessary for coating the nickel film. 1.4. Mechanical Transducers Mechanical ultrasonic generators are used for high-intensity propagation in liquids and gases at frequencies of up to about 25 kHz .They exist mainly in the forms of whistles and sirens. They are powerful and less expensive than piezoelectric and magnetostrictive transducers, but with limited scope of applications. Ultrasonic whistles are of two types, the cavity resonator, used mainly for gases, and the wedge resonator, employed for both gases and liquids. . 1.4.1. Cavity Resonators Galton whistle (see Figure 3.12) consists of a cylinder terminated by the end-surface of a piston which can be adjusted to provide resonance at the required frequency The fluid, flows through an annular slit at high speed and strikes the rim of the tube where vortices appear and produce edge-tones. The frequency of the edge-tones depends on the velocity of the fluid which can be adjusted until the cavity resonates. For air, at a frequency of 20 kHz, fundamental resonance takes place for a cavity length of approximately 4 mm. The second type of cavity resonator is the Hartmann generator, similar in design to the Galton whistle, except that the annular slit is replaced by a conical nozzle (see Figure 3.13). The fluid is forced through the nozzle and emerges at a supersonic velocity to produce shock waves, which cause the cavity to be excited at a high intensity. Resonance is achieved by adjusting the fluid velocity. 1.4.2. Wedge Resonator The wedge resonator consists of a rectangular plate with wedge-shaped edges, mounted on nodal supports and placed in a fluid jet stream.(Figure 3.14). The wedge is set up into flexural vibrations having an intensity comparable with that attained by the Hartmann generator. Operating frequencies are of the order of 20 kHz. Sirens also are used for generating high-energy ultrasound in fluids. The siren consists of a rotor disc with a number of identical holes spaced evenly around the circumference of a circle slightly smaller than the disc. The rotor turns concentrically in front of a similar disc (the stator), which is kept at rest whilst fluid jets are directed through the holes. The frequency of the emitted ultrasound is equal to the frequency of interruption of the jet flow, as the holes move relatively to one another, and is calculated as the product of the number of holes in the rotor and the speed of revolution. The tone emitted by the siren is not a pure one but this is unimportant for the applications for which it is used. One advantage of this instrument is that by altering the speed of rotation the frequency can be varied in a continuous manner. The use of mechanical receivers has been restricted to measurements of intensities in liquids and gases. The two principal types of mechanical receivers are the Rayleigh disc and the radiometer. The Rayleigh disc consists of a thin circular disc suspended vertically in the ultrasonic field by means of a torsion fibre. Initially the disc is positioned, with its plane surfaces parallel with the direction of propagation. In the presence of ultrasound, the sound waves exert a couple on the disc, which rotates until brought to rest in a steady position as a result of an opposing couple exerted by the suspension. The angle of rotation required to reach the state of equilibrium depends on the the acoustic intensity. A radiometer is a device which measures directly the pressure of radiation, a quantity which is proportional to the acoustic intensity. The simplest form of radiometer is a tiny solid sphere suspended in the sound field. It is deflected horizontally in the direction of propagation when the ultrasound is present. The device is calibrated by subjecting it to known fluid pressures and then measuring the resulting displacements. The torsion balance radiometer is designed for waves travelling in a horizontal direction and the common balance type for vertically directed waves(Fig 3.15 a and Fig 3.15b) 1.5 Electromagentic Transducers A lightweight electromagnetic transducers have been used for low-intensity ultrasonic measurements in poorly conducting solids and liquids. But the method requires constant application of a steady magnetic field m which is a major disadvantage 1.5.1. Giacominis method: A bar of poorly conducting solid is coated with a thin conducting strip of negligible mass over opposite halves of the upper and lower surfaces and the end-face. It is supported horizontally at the nodal positions by electrically conducting wires, and the coated end is subjected to a horizontal magnetic field at right angles to the axis. When an alternating current is passed through the conducting strip, the bar vibrates longitudinally, in accordance with Flemings left-hand rule of electromagnetism. Because electromagnetic transducers are reversible, vibrations in the bar are picked up by the conducting strip which, in the presence of a steady magnetic field, will have induced in it an alternating e.m.f. in accordance with Flemings right-hand rule of electromagnetism. This e.m.f. is related to the acoustic intensity. Thus the device can be used as both a transmitter and a receiver of ultrasound. 1.5.2. Filipczynskis Method: An aluminium film in the form of a continuous and winding narrow strip is evaporated on to a perspex block to provide a coil of negligible mass. The block is then immersed in the liquid and located inside a gap between the pole-pieces of a permanent magnet which supplies a steady magnetic field of high intensity. Ultrasonic waves pass from the liquid into the block, giving rise to oscillations of the aluminium coil which induce in it an e.m.f. related to the intensity in the block. 1.6 Electrostatic transducers An electrostatic transducer consists essentially of two parallel plates of a conducting material placed close to one another to form an electrical capacitor. One plate is fixed and the other is free to vibrate in a direction at right angles to the surface of the plates. A high resistance is placed in series with the capacitor and steady charges on the plates maintained by a direct potential difference of several hundred volts (Fig 3.18). For operation as a transmitter, a signal at the desired frequency, is fed to the plates , output voltage of amplitude not exceeding the direct potential difference. The periodic variation of the charges induces vibrations of the movable plate. For use as a receiver, the movable plate is placed in position to receive the sound waves and its consequent vibrations give rise to periodic variations of the electrical capacitance of the transducer, producing an alternating current which flows through the high resistance; the resulting alternating voltage proportional the intensity of the received sound. The electrostatic transducer in the form of the condenser microphone has long been used at audible frequencies. Diaphragm being light , inertial effects are negligible and the sensitivity remains constant over a wide frequency range. It can be used for gases and liquids as both a receiver and a transmitter at frequencies of up to about 300 kHz. 1.7 Miscellaneous Transducer Other methods of generating and receiving ultrasound involve the uses of thermal, chemical, and optical devices. The chemical changes observed in materials irradiated with ultrasound, is used as a means of detection. It is also possible to generate ultrasonic waves in a transparent medium by the crossing of two laser beams originating from a common source. There are a number of applications which make use of thermal transducers. One thermal type of transmitter is the spark-gap generator, which radiates ultrasound as a result of periodic temperature changes taking place when a high alternating voltage of a given frequency is discharged across a gap in a circuit. The hot-wire microphone, is a receiving thermal transducer,consisting of a thin wire, made from platinum and heated to just below redness. When sound waves strike the wire, it cools down by an amount directly dependent on the intensity. This is indicated by a decrease in its electrical resistance. The hot-wire microphone has been used successfully for gases at frequencies of up to 600 kHz. Ultrasonic intensities can also be measured from the rise in temperature within the beam, as shown in Figure 3.19. The heat produced by the ultrasound is absorbed by the liquid in the thermally insulated flask. Expansion of the liquid results in a rise in the level of the liquid in the graduated capillary tube, calibrated by supplying a measured amount of heat from the heating coil. The waves transmitted through the liquid are finally absorbed by the glass wool placed at the end of the vessel. Acoustic powers of from 50 mW to 30 W can be measured to an accuracy of better than 10 per cent with this device.

Principles for good interpersonal relationship

Principles for good interpersonal relationship To live a contended and successful life with cordial relationship with people around is very important. The life of the person is always connected to others and the level of relation with other person depends on how you deal and treat them. While dealing with people there are many factors with influence the terms one has which includes communication skills, the way of dealing and interacting with others and social ethics. Thesis Interpersonal skills are important to live a happy successful living. In every step of persons life the interpersonal skills of person are tested and observe and those who have excellent interpersonal skills are always successful in both professional and personal living. This paper discusses the points which are important to maintain good interpersonal skills and why they should be kept maintained and polished. Interpersonal Relationship Skills The relation of the person with other people around him is known as interpersonal relationship. The skilled interpersonal qualities are very necessary for living a comfortable life with good social relations. No one is born with social skills. Everyone learns, perceives and absorb the social norms and the way of dealing people; which comes with time. The first school of social learning of a person is home. Home is the first place where one learns basic etiquettes, social norms and how to deal and respond to people. The basic learning of person is started and is leant from home. And since then a journey of learning and improving the social skills is constant. The social skills and interpersonal skills of a person are experienced when he enters the professional life. And with time these skills are polished. The interpersonal skills vary from person to person. There are two types of people while dealing with people, introvert and extrovert. Each of these people would be different in dealing with other and thus the relationship, communication and level of dealing of communication with each type would be different. The interpersonal skills are also affected by the environment we grew in, our personal preferences, the way we feel, the personality type etc. Interpersonal skills are needed everywhere. Whenever a person has to deal or communicate with other people or person the interpersonal skills of person are shown. Basically there are three stages where interpersonal skills are needed; personal dealing, social interactions and cooperation. All such relations such as friends, coworkers, family relatives, cousins, neighborhood and peers all are included in interpersonal relations. Five Principles for good Interpersonal Relationship Good interpersonal relationship leads people to deal and work in friendly and cozy environment. Health interpersonal relations provide people security, satisfaction, enjoyment and contentment towards each other. And those who are not successful to gain good interpersonal relations with people around them feel great sense of frustration, anxiety, failure and loneliness. To have good interpersonal relationship there are five important principals which are as following: Mutual Benefit Principle: The strong interpersonal relations are formed when people share same group of interests. It helps them to form a strong bond and meet up the social need of themselves; and as well as those one which are related or are connected with each other. So a health interpersonal relationship brings satisfaction to both sides of people. And to have such cordial terms both of the parties have to show a friendly affection with acceptance towards other. This is more successful when both parties share mutual interest and are capable of understanding each other. Credit Principle: For making the relation with the people fruitful and pleasant it is important to make people feel that you are useful for them. When people are treated this way they value you but more important is maintaining such interpersonal relation. The mutual understanding can be achieved through mutual sincerity and good intentions for each other. Only such feelings will enhance the good emotions and will make the relationship stronger no matter what type of relationship it is. When there is mutual understanding and benefits people tend to be more positive about such relations and to maintain such interpersonal relationships it is important to value the credit received and given. Respect Principle: No matter how alike the people are there can be many situations were two views are shared. When someone has to deal people socially there is always a presence of different views. And to keep the environment safe, friendly and healthy everyone should have a tolerance to accept and hear other point of views. Many times there comes a point when people exchange views which are different from other, even if someone doesnt seem to agree then the interpersonal skills teaches us to show tolerance and acceptance to listen other views. Everyone has a right of freedom of speech so everyone has right to share their thoughts. So only through tolerance and respect one can maintain good interpersonal relationships. Tolerance Principle: Tolerance means that a person does not care about small minor issues, and by keeping aside the disturbing issues one can work together for a common goal and can negotiate the issues separately without letting the environment and relationship to get spoil. As there is always an individual difference, everyone has different mindset which brings out different view somewhere, through tolerance one can only deal with such situations. If someone had shown harsh behavior or has hurt you then there are two basic ways to deal with it, first keep a grudge, plot revenge or try to forget about it and never bother to expect something from that person. A skilled interpersonal person would prefer the second option and will try to deal the situations with tolerance. Moderation Principle: There should be a health interpersonal relation with people. A distant relation brings distance and lack of communication where as too much communication and time together causes irritation, obsession and lack of sense of space. To maintain a good social interpersonal relation one should keep a moderate way to deal and communicate with people. So the degree of relation should be maintained properly regarding the type of relationship one has. (Elanso.com, 2007) Misconceptions in interpersonal relationships The misconceptions between two people can lead to poor communication and fragile relations. There are many reasons which can bring distance and bitterness in any relations. Following are some of the reasons which can lead to misconceptions. First impression: we often build up the first impression of people very quickly and those impressions get engraved in our mind which becomes very difficult to omit. First impression is not the last impression and one should never judge anyone completely in first impressions. There are many factors which should be noticed before making an observation about people. The reason for which I personally think the first impression causes misconception is that when the person have built a mind set about the person then it became difficult for him to deal with them. Even if they do well the other person would judge and make observation in a reflection of the impression he has built about him. Error in understanding: there are many reasons which can leads to error in understanding the person. As mentioned above due to the building up the first impression very quickly can also cause misconception in interpersonal relationships. There are many other factors which can cause error in understanding other persons impression such as the way of delivering or conveying the message, variety of thoughts and ideas which can also become objectionable to others. Pride and self-worth: if any other the person has too much pride and confidence then it will also militate against the good interpersonal relations. When the person is head headed then people find it difficult to communicate with them which lead other people not to open up with them. Such traits in personality dont let other people to communicate with them which lead to misconception and lack of good friendly terms. Barrier in communication: there can be many reasons which can cause barrier in communication. This barrier in communication between people causes distance and poor communication. When there is poor communication the person is not able to communicate their message or feelings well, which brings out distance in-between people. Barriers to Effective Interpersonal Interactions Following are the most basic and noticeable points which causes barriers to effective interpersonal interactions: Way of communicating the message to other. If the speech or message is not clearly delivered then such situations can lead to barrier in cordial interpersonal relations. Assuming a wrong meaning of message conveyed can also leads to misunderstanding, grudges and sometimes even to verbal fights. The body language and tone of delivering words also makes a great impact. The way of delivering ones message is the first thing which other notice. If the person finds it good and well-mannered then the good interpersonal relations are grown. The reference through which a person came to know someone also makes a great impact on the person. That reference always defines the person in the light of reference one has mentioned. Person is known by the company he keeps. In building a good interpersonal relations this line makes a great impact. If someones comes to know the third person through a bad reference then the image of the third person will be automatically bad. Or somewhere the impact of the reference would stay till one gets to know them properly. Developing the self-concept Having a self-concept about one self is very important. When the person knows his abilities, good points and weak points then it helps him to be a better person and let them to overcome the negative points. A person should be always open to learn new things which include the acceptance to the views which people give. Where the good views and comments help the person to build a confidence; the negative views also give the person the opportunity to see himself with a critical point of view and then overcome such points. Here is a list of points which help person to build a self-concept and how to improve one own self. By recalling the previous achievement. By recalling the good feedbacks and comments received By doing a self-analysis of the personality , keeping in mind the good points and the bad points Indulging oneself in a new tasks and situation to see how good and efficiently you can tackle them By meeting new people and seeing their response about you By adjusting yourself in new situations By overcoming the fears you have, as they will help you in being a better person Handling difficult situations and people and rechecking yourself that how good and successful you were Recalling the past mistakes so that you dont repeat them in future Polishing the capabilities and potentials one has Facing and overcoming the weak points Doing a self-analysis and rechecking the past mistakes and weak points helps the person in being a better person. We often make mistakes which we regret later. So by recalling the mistakes and trying to analysis ones mistakes gives a person a better picture. One should always be open to accept his mistakes so that he can correct them. We loses many of our relations because of our different mistakes, if we do a self-analysis more often than we would be able to maintain our relationships better and can bring the loved ones back in life. Maintaining a self-concept By maintaining a self-concept means that on should keep improving himself and should try to maintain a good self-image. One should cut down and overcome the flaws and try to deal with difficult situations. And keep venturing himself with new situations which will help the person to improve the personality and abilities of socializing. Here is a list of point which one should follow in maintaining a self-image. Being constant in good behavior By being down to earth Open to criticism and realizing self-mistakes Regular self-assessment Keeping tolerance while dealing with people By being polite to people Overcoming the one own flaws and keep improving the personality Finding new horizons in professional fields Giving task to oneself to see whether you can do t or not Challenging your own self in health way Keeping a positive thinking so that you are able to see positive things in people around you. Improving the interpersonal skills Little gestures and care can bring out the best in any relationship. Interpersonal relations are very important for a person to live a happy and successful life. We meet and deal with different types of people. Every person has different personality. So even if we dont seem to agree or like other people we should never criticize anyone with sarcasm. Continuous complaining and whining about others will make the self-image down. And even if one has to make the other person realize their mistakes then always chose a moderate decent way to convey the message. Whereas if someone does something good always appreciate them. Saying nice about other will bring the element of love and affection. A response of smile should be given with a smile. These little gestures and concern towards people bring people together and in such environment its easy n fruitful to carry healthy interpersonal relations. Conclusion Interpersonal skills are very important to maintain a good living. A life of a person is always surrounded by people. So dealing people with right attitude is very essential. For maintaining a healthy relationship with people one should deal other with patience, tolerance and care; one should always accept individual differences and personality traits of others. And very often one should do self-analysis so that a constant improvement in personality should be there. Social skills are only improved when one ventures to experience now situations. Holding good interpersonal skills with people is essential for successful living in all stages; personal, social and cooperation.

The Journey to Teaching Essay example -- Essays Papers

The Journey to Teaching My philosophy on education In taking this course there is one overwhelming fact that has become clear to me- Teaching is an ongoing process in which I will be te Student,as much as I am the Educator. My philosophy on education has greatly expanded from doing all that I can to help children learn, to a string of many ideas, and thoughts, which will shape my classroom. These are what i will discuss in this reflection. Lisa Delpit and her book Other People's Children, was influential to helping shape my educational philosophy. In her book, Delpit draws attention to educating minorities, and gives many examples as to why it is so hard. One reason is the language barrier between the teacher, and his/her students. I feel that from reading this book it is necessary for teachers to understand that culture impacts many of the ways our children speak. Delpit gives an example of this when discussing a conversation between a white teacher and her black student. The teacher is correcting the black child on how to say "brother." The student is reading to the teacher and he pronounces the word "bruvver," at which time the teacheer stops him and tries to get him to say the word in proper dialect (Delpit, 1995, p.59). There are a few problems that Delpit raises with doing this. First she says that you do not allow the child to gain confidence in their reading, and second, the child is interrupted continuous ly. Therefore the child will not be able to advance in the same manner as the other students who can read in the proper dialect. Culture plays a tremendous role in educating our youth, not only directly, like the example above, but also in the relationships between parent and teacher. Delpit ca... ...to a classroom, and embracing differences will help to create a multicultural room, full of respect and individualism. Each teacher has indifidual thoughts and beliefs, which they will bring with them to establish their own classroom. Although these values may not be the same for everyone, we need to respect them, because if we do not allow teachers to teach in their own way, then we are in fact telling them we don't trust their capabilities. This course has helped me gain an incredible amount of perspective on teaching, and there is one thing that I learned on the first day of class that will stick with me always. I think it sums up the every day routine that a teacher goes through, and will help me maintain my principles and strength through the most trying times. "BEWARE AND BE BOLD," never give up on a student, and never be scared to stand up for what I believe.

Confronting Death in Poetry Essay -- essays papers

Confronting Death in Poetry Raised fists and a fading smile usually follow the confrontation of death as we experience the first stages of denial in the grieving process. We not only grieve at the loss of a loved one, but at the loss of our own life as well. When death rears its ugly head, it demands this response. Whether through art or science, humor or ritual, mankind marks and confronts this passage with both defiance and trepidation that eventually turns into acceptance and submission. The fear of death seems to be based on two things: the finality of death and the uncertainty of what follows. Many works have been written on the topic, some to offer consolation, others hope, and still others to urge readers to correct their behavior during life itself. The conflicting views put forward by different societies may never be reconciled, since nobody comes back to tell of an afterlife. Robert Frost successfully delineates this process in his poem, "Out, Out -" as he describes how the boy in the poem experiences the first stage of impending death - that of denial. Frost paints a picture of school age children doing the household chores of adults. Death with children is especially disturbing because in our unconscious mind we are all immortal, so it is almost inconceivable to be openly confronted with the reality of death. For children, this thought is especially implausible because of their youth. It is much easier to turn our attention to less frightening possibilities. The boy states this to his sister after crying out in a rueful laugh, "Don't let him cut my hand off / The doctor. When he comes. Don't let him sister!" (Frost 25, 26) Step two and three of the grieving processes when confronting impending de... ...od's eternal reward. All three authors deal with and do a good job of portraying the stages of grief that impending death brings, no matter what form it comes in. There are allusions in all three poems of earlier years when life and death were narrower spans in time than they are today as our life expectancies rise. A true sign of the times each author lived in. Bibliography: Work Cited Dickinson, Emily. "I heard a Fly buzz - when I died." The Norton Anthology of American Literature. Ed. Francis Murphy. New York: Norton and Company, 1995. 1138. Robinson, Edwin Arlington. "Richard Cory." The Norton Anthology of American Literature. Ed. Francis Murphy. New York: Norton and Company, 1995. 1730. Frost, Robert. "Out, Out -." The Norton Anthology of American Literature. Ed. Francis Murphy. New York: Norton and Company, 1995. 1774. Confronting Death in Poetry Essay -- essays papers Confronting Death in Poetry Raised fists and a fading smile usually follow the confrontation of death as we experience the first stages of denial in the grieving process. We not only grieve at the loss of a loved one, but at the loss of our own life as well. When death rears its ugly head, it demands this response. Whether through art or science, humor or ritual, mankind marks and confronts this passage with both defiance and trepidation that eventually turns into acceptance and submission. The fear of death seems to be based on two things: the finality of death and the uncertainty of what follows. Many works have been written on the topic, some to offer consolation, others hope, and still others to urge readers to correct their behavior during life itself. The conflicting views put forward by different societies may never be reconciled, since nobody comes back to tell of an afterlife. Robert Frost successfully delineates this process in his poem, "Out, Out -" as he describes how the boy in the poem experiences the first stage of impending death - that of denial. Frost paints a picture of school age children doing the household chores of adults. Death with children is especially disturbing because in our unconscious mind we are all immortal, so it is almost inconceivable to be openly confronted with the reality of death. For children, this thought is especially implausible because of their youth. It is much easier to turn our attention to less frightening possibilities. The boy states this to his sister after crying out in a rueful laugh, "Don't let him cut my hand off / The doctor. When he comes. Don't let him sister!" (Frost 25, 26) Step two and three of the grieving processes when confronting impending de... ...od's eternal reward. All three authors deal with and do a good job of portraying the stages of grief that impending death brings, no matter what form it comes in. There are allusions in all three poems of earlier years when life and death were narrower spans in time than they are today as our life expectancies rise. A true sign of the times each author lived in. Bibliography: Work Cited Dickinson, Emily. "I heard a Fly buzz - when I died." The Norton Anthology of American Literature. Ed. Francis Murphy. New York: Norton and Company, 1995. 1138. Robinson, Edwin Arlington. "Richard Cory." The Norton Anthology of American Literature. Ed. Francis Murphy. New York: Norton and Company, 1995. 1730. Frost, Robert. "Out, Out -." The Norton Anthology of American Literature. Ed. Francis Murphy. New York: Norton and Company, 1995. 1774.