Social media as a distraction for African students Essay Example for Free

Online networking as an interruption for African understudies Essay Online networking as an interruption for African understudies internet based life has shaped an enormous piece of our lives whether we grasp the idea or dispose of it. Internet based life is surrounding us; on all mainlands and in many nations. It tends to be compared to death, with respect to its inescapable nature. Web-based social networking can be characterized as the relationship that exists between systems of individuals. (Walter Riviera, 2004). We as people can't envision a world without web based life, not to discuss the web. The salary or the profit of certain people really originate from online life because of the notice. One can unquestionably say that web based life has been of tremendous advantage to the overall population. It has assisted with decreasing correspondence hindrances, it has helped us relate better with our companions and family members, and it has made roads for business openings, yet like each regular marvel, it has a flip side too. Online life has been is as yet a significant interruption for understudies in Africa and as youthful grown-ups or understudies, we are for the most part made up for lost time in this web on incalculable events. This paper will discuss how online networking has been is as yet an interruption for understudies. Like expressed before via, web-based networking media has been praised for its advantages to the world. It has helped as far as socialization, in that, it causes us revamp our relationship with our tragically deceased companions, it encourages individuals to promote their items which really transforms their business into a worthwhile one, it additionally makes roads for business openings, etc. We could sit and commit our chance to depicting how internet based life has been a gift to this age yet as the expression goes each yin has its yang. Internet based life like each characteristic thing has its cons also. It has become a significant interruption for understudies in pretty much every nation in Africa. As indicated by a report by good judgment media, 75% of African young people by and by have profiles on long range informal communication locales, of which 68% of them use Facebook as their principle person to person communication apparatus. As indicated by Sephora, a computerized pr omoting site, considers have demonstrated that half of 18-24-year-olds go on Facebook when they wake up (Noyes, 2002). Most understudies in this advanced period, can't go a day without visiting web based life sites, not to try and discussion about their telephones. One significant impact of web based life on understudies is that there is no security in their lives. The figure beneath shows the sort of data individuals put via web-based networking media. Understudies of today discover nothing incorrectly in sharing their own data on Instagram, Twitter, LinkedIn and Facebook in light of the fact that they see it to be the â€Å"new thing† drifting or they attempt to adhere to the state of affairs. A few understudies intentionally choose to disregard the results or the impacts of putting such data out there, feeling that there are no destructive individuals on the planet or believing that it’s business as usual. All these data put out there can really carry mischief to the understudies in light of the fact that there are individuals out there who have awful goals or who have the outlook of getting the data of individuals and coercing them. As indicated by every day realistic, a multi year old young lady who consistently used to put her photographs or what is happening in her life via web-based networking media was one time coerced by one criminal since she put an express image of herself there deduction nobody would see a nd was solicited to pay a payment from GHS100, 000 for the image not to be spilled. She at that point needed to claim for subsidizes just to have the option to make up for herself. It at times would not be this simple to come out of extorting, so it’s better to maintain a strategic distance from every one of these issues, as the colloquialism goes â€Å"prevention is surely better than cure†. In a similar vein, internet based life is viewed as the reason for the low evaluations a few understudies get during the tests they take or the assignments they get from school. Most understudies when in class don't focus yet rather utilize their telephones with the reason of â€Å"checking what new melody Justin Bieber has released† or â€Å"what dress Serena Williams wore to her ongoing wedding†. In spite of the fact that it’s great to be exceptional on the things occurring around us, there is the ideal opportunity for everything. Time magazine US version, an article called Wired for interruption, led an exploration and understood that understudies who are genuinely engaged with online life have what we call â€Å"continuous fractional attention†, which was said by Linda Stone, a Microsoft official. This implies, their regard for center around a certain something or individual at a time is about incomprehensible. Most understudies think that its hard to focus in class since they are diverted by the least thing or clamor they hear. The consistent interruption of internet based life will in general influence how the understudies learn and retain data. Understudies who attempt to perform various tasks by utilizing their telephones to text and surf informal communities while tuning in to the teacher show end up not thinking carefully to its maximum capacity or limit. As per the University of California, Los Angeles, there are two sorts of learning sections in the cerebrum. The â€Å"focused learner† is one that focuses and isn't diverted by their telephones, companions or their workstations. These individuals utilize the â€Å"hippocampus† area of the mind, the piece of the cerebrum utilized in long haul memory. What's more, we have the multitaskers; these individuals attempt to perform at least one assignments simultaneously. They utilize the piece of the cerebrum called the striatum; this part, then again, is regularly for the individuals who attempt and study examples or propensities. Understudies of today are effectively occupied and should figure out how to give full consideration in class so as to transform their fantasies into the real world. Online life takes a ton of time from understudies. Understudies regularly have the goal of checking Facebook or Instagram for a particular measure of time. They plan on going through 5 minutes via web-based networking media yet before they can say jack, they go through more than 3 hours on it. In 2010, the Kaiser family establishment came out with a report that youngsters between the ages of eight (8) to eighteen (18) use more than at least 7 hours via web-based networking media locales. One examination study done by Phil Smith was that once 60 minutes, 9 out of 10 understudies are diverted by Facebook or Twitter. (Smith, 2011). References Noyes, D. (n.d.). Computerized Marketing Consultants top 20 important facebook measurements 2017.https://zephoria.com/top-15-significant facebook-insights/Sterling, G. (2014, July 22). Seat: 94% Of Teenagers Use Facebook, Have 425 Facebook Friends, But Twitter Instagram Adoption Way Up. https://marketingland.com/seat the-normal adolescent has-425-4-facebook-companions 44847 Conley, D. (2011, 19 May). Wired for Distraction: Kids and Social Media. Time Magazine U.S. http://www.time.com/time/magazine/article

The Distribution of Economic and Social Resources Essay

The Distribution of Economic and Social Resources - Essay Example The paper The Distribution of Economic and Social Resources examines the article Families on the Fault Line: America's Working Class Speaks about the Family, the Economy, Race, and Ethnicity by Lillian B. Rubin who recognizes four distinctive common laborers families: white, dark, Latino and Asian. They share a lot of practically speaking battling with unforgiving real factors of life and social issues. The three primary subjects spread social, social, and financial changes which influence these families. A significant worry of social believing is to distinguish the idea of these relations and to follow their social and political impacts. Considering social variables, Rubin discloses social real factors structure the scenery for people in the future. For example, Rubin clarifies that white ethnicity has profound roots and is firmly associated with mental and political elements. The creator underlines that new migrants including Latino, Asians, and blacks power the white regular worke rs to ‘establish an open identity’ that encourages them to transcend new comers. It incorporates openings for work and equivalent compensation, preparing and childcare, and so forth. Poor instruction and nonappearance of equivalent open doors with â€Å"white† common laborers larger part are the primary elements restricting the equivalent dispersion of financial and social assets. To investigate the issue of bigotry, it ought to be referenced that prejudices are portrayed as systems of state power sorted out through institutional structures as a major aspect of the disciplinary intensity of state offices, however which is dependent upon progressing contestations.

First Post

First Post Hi there, I’m Jenny Rifken and I am the new Director of Recruitment and Associate Director of Admissions at MIT. I’m so glad you’re joining us on this blog. Marilee, Stu, I, and the other guests hope to each write once a month or so to tell you what we’re thinking about, working on, and hear your thoughts on this whole admissions process. I look forward to getting to know you. To tell you a little about myself, I’ve had the privilege to be an admissions officer for nearly ten years at three terrific universities (including MIT). I never aspired to have a career in admissions. To tell the truth, I didn’t know one could have a career in admissions. Until there is a really popular TV show depicting a college admissions office (what an idea, by the way), high school students probably won’t think about admissions as a job opportunity. Just think, it could be the ER or Ally McBeal of admissions. But I digress… I fell into admissions by being a tour guide at my alma mater. I loved college and all of the opportunities it offered and loved being able to talk to students and their families about going to college. When I graduated, I knew I’d go to graduate school, but wanted some real world experiences first. Being an admissions officer gave me wonderful professional opportunities and I could continue to talk to families about college. Plus, I really like living near a college or university. The lectures, concerts, interesting conversations, and amazing discoveries that take place on campuses are inspiring. I couldn’t imagine a more exciting place to call home. I liked my job and the environment so much, in fact, that I decided to earn my master’s degree in higher education administration. What I have liked the best, though, is meeting the students. It’s easy to feel optimistic about the world when you meet (either in person or through their applications) the bright, engaged, motivated, and exciting young people who are applying to places like MIT. Because I’m new to this place, I’ll be learning about MIT just as you are. I’m excited to share with you all that I’m finding out and I hope you’ll tell me of the things you discover as you go through your college exploration process. Universities are never-ending places to learn â€" in and out of the classroom â€" and there will always be something new to talk about. One thing that I hope you’ll do (and I’ll be doing as well as I learn MIT) is to challenge the stereotypes of every school to which you’re thinking about applying. While its good to listen to the advice of others, you have to find out for yourself if a school is the right fit for you. To be honest, I didn’t know what to expect when I came to MIT. I knew the students would be smart and I knew how much I liked the people in the admissions office, but I had heard all sorts of rumors about how intense the place was, how competitive and unsocial it is. I’ve only been here a few weeks and I have found all of those negative claims to be false. Everyone I have met so far, in human resources, freshman advising, athletics, academic summer programs, the coffee houses, and, of course, the students, have been wonderful. And they all tell me how much they like MIT. Actually, they tell me that they love it. When I ask them what they like, they say they like that it is collaborative and that they constantly get to explore new aspects of their work or their jobs. They say they like the people and how friendly they are. They like the playful spirit and sense of humor of the campus. I have found the people here to be incredibly giving and helpful and I’m really enjoying my new home at MIT. I know I have only scratched the surface of this place, but thankfully, I have a lot of time to explore. I hope you’ll join me on this journey and tell me what you find interesting and exciting. It’s nice to meet you and I look forward to our travels together! Jenny First Post Hi, I am Stu Schmill, and I am responsible for organizing MITs alumni interviews. I am looking forward to discussing them on this blog, but first allow me to introduce myself. After growing up in Queens, NY, I went to MIT for college. I graduated about 20 years ago as a mechanical engineer. I went to work for General Motors in Detroit designing cars. Mine were the Chevy Lumina, Olds Cutlass, Pontiac Grand Prix, and Buick Regal â€" not the whole car but about 200 parts (which is about 1% of the car). While there, I also volunteered my time coaching the high school crew program at the Detroit Boat Club (I was on the varsity crew when I was a student at MIT). I found that I enjoyed my coaching more than I enjoyed my day job, so I did what any good MIT grad would do: I followed my passion. I quit my job at GM and became a full time crew coach. I wound up back at MIT and coached the crew here from 1987-2000. I had a great time and had some good crews (was voted EARC coach of the year one year â€" the EARC is our league with the Ivies and a few others). I loved coaching MIT students; they know how to focus as well or better than athletes Ive coached from other colleges. About five years ago I stopped coaching, largely because I had been coaching for a while and I thought it would be fun to do something else. I spent a few years in the MIT Alumni Association, and three years ago I came to work in the admissions office in my current role. Although my path has been somewhat untraditional, I wouldnt change any of it. I happen to love what I do every day. I am still active in rowing. I cox a few times every year, always racing in the Head of the Charles. Ive won the race quite a few times now, including one win with the United States National Team. This year I will be coxing a boat from Croatia in the Masters eight event. I also just spent this summer coaching crew. I just got back from a three-week trip to Israel where I coached the US rowing entries at the World Maccabiah Games (the Jewish Olympics). We entered every event offered. We won most of them, but I think it is more cool that we entered everything. I love racing, because it gets you into a heightened state of awareness (read Flow by Mihaly Csikszentmihalyi, which was recommended to me by my former professor Woodie Flowers years ago). John Everett, MIT class of 1976 â€" who learned to row at MIT in 1973, won the world championship in the US eight-oared shell in 1974, and was on the 1976 and 1980 Olympic teams â€" once told me hed rather be 10-10 than 10-0: he preferred to get 20 chances to race, to test yourself, to get into that state of awareness when growth occurs, regardless of whether he won or not (believe me, he preferred to win). The key is to look upon performances â€" a race, game, music or dance recital, speech for debate team or at a science fair, a test in school, or, yes, a college interview â€" as an opportunity to experience a heightened state of awareness, to experience, flow, or to be in the zone. It is in these times when life is fun and you learn about yourself. People sometimes get nervous about these performances because rather than looking at them as opportunities to experience life fully, they look at them as a test of their self-worth. If I fail, Im not so good. If you fail (which only means not doing as well as you can, it does not mean, not winning) it is only because something inhibited you from performing (lack of preparation, fear of failure, fear of success, etc.), not because you are a bad person. Think about this as you go through the college process. In particular, think about how this relates to the interview. View the interview as an opportunity. It is not something you can fail at â€" there are no tests, no admissions decisions being made â€" it is just a conversation between you and an alum. It is an opportunity for you to talk about your involvement in the things that interest you (which should be fun for you to do), and for you to learn about MIT and have your questions answered by someone who went here (which should also be fun for you to do). In my next blog entry in a few weeks, Ill offer some specific advice on how to approach the interview. For now, just relax and enjoy the rest of your summer. And get into that flow state as often as you can.

Hurry! The Book Police Are Coming! - 570 Words

Censorship of books is a very controversial and frequently debated topic. Many teachers, parents, and school boards believe that they need to censor books in order to keep children away from profanity, sex, and immorality books which are considered offensive and vulgar. However, many of these people do not see that, by censoring books, important life lessons are being left out of the formative years which will have a negative effect on children as they, inevitably, come in contact with these situations anyway. By censoring literature in schools, students become stunted in their ability to understand social issues and talk about them maturely, for if they only read the sugarcoated and â€Å"appropriate† books, they will not be able to understand the â€Å"real world† as it is: offensive and vulgar. Censorship has spun out of control in the past few years. Nowadays any book dubbed as too political, sexual, socially offensive, or irreligious is automatically put on the chopping block and deemed as unfit for young readers (Towner). How can this level of censorship be advantageous? How can this level of censorship ultimately advance the education of our students? Contrary to much belief, censorship does not need to be completely exonerated; however, it does need to be less severe, and critics need to be more thoughtful and selective in the books that they ban. Clearly, some literature is not suitable for high school students; however, they may be set aside to be taught at a higher levelShow MoreRelatedThe Importance Of Powerful Life837 Words   |  4 Pagesup in the mess of trap wires they’d created for themselves. The hackers hacked, infiltrating the digital security. The pawns were placed before the board was ever set, and the physical security was long gone before any of the clients knew what was coming for them. And then there was me, the one sent to end it all with a slash of a blade or an anonymous poisoning. I much preferred an anonymous killing, it was less work on my part—but some clients would fight tooth and nail against whatever drug youRead MoreAnalysis Of The Poem The Night Sky 1772 Words   |  8 Pageschased by an unknown force. The car was actually be chased by the police car and the helicopter, shining its light underneath, overhead. Inside the high speed getaway car was two anthropomorphic feline criminals. One was feline criminal has a darkish brown fur while his partner in crime has a dark blue fur and appears to have a smaller physique of a mere child than his partner. The dark brown feline complaining over the fact that the police force was gaining upon them, coincidentally, his partner remainsRead MoreCreative Writing : My Life966 Words   |  4 Pages A cool breeze was thrown into the hot summer air, and I breathed it all in. 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In the next ten minutes lots of police cars, army cars and soldiers arrive and they evacuate the whole building. Suddenly the bomb explodes. Michael drives home with a borrowed car. There are two police cars in front of his house. Coming home he notices that his wife is alright. A policeman explains that his phone call came at a time when the IRA had already leftRead MoreRace As A Category Of Difference Essay2145 Words   |  9 Pagesand value systems deliver themselves through language that shapes the perception of difference and phenomenon. Race plays a particularly important role as a category of difference in American society; the language most directly related to race often coming under intense scrutiny as attitude about the innate nature of race have shifted in recent history. 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Molodova I - Paleolithic Mammoth Bone Hut in Ukraine

The Middle and Upper Paleolithic site of Molodova (sometimes spelled Molodovo) is located on the Dniester River in the Chernovtsy (or Chernivtsi) province of Ukraine, between the Dniester river and the Carpathian mountains. Molodova I has five Middle Paleolithic Mousterian occupations (called Molodova 1-5), three Upper Paleolithic occupations and one Mesolithic occupation. The Mousterian components are dated to 44,000 RCYBP, based on charcoal radiocarbon from a hearth. Microfauna and palynological data connect the layer 4 occupations with Marine Isotope Stage (MIS) 3 (ca 60,000-24,000 years ago). Archaeologists believe that the stone tool strategies appear to be either Levallois or transitional to Levallois, including points, simple side scrapers and retouched blades, all of which argues that Molodova I was occupied by Neanderthals using a Mousterian tradition tool kit. Artifacts and Features at Molodova I Artifacts from the Mousterian levels at Molodova include 40,000 flint artifacts, including over 7,000 stone tools. The tools are characteristic of typical Mousterian, but lack bifacial forms. They are blades with marginal retouch, retouched side-scrapers and retouched Levallois flakes. Most of the flint is local, from the Dniester river terrace. Twenty-six hearths were identified at Molodova I, varying in diameter from 40x30 centimeters (16x12 inches) to 100x40 cm (40x16 in), with ashy lenses varying from 1-2 cm thick. Stone tools and burned bone fragments were recovered from these hearths. Approximately 2,500 mammoth bones and bone fragments have been recovered from Molodova I layer 4 alone. Living at Molodova The Middle Paleolithic level 4 covers 1,200 square meters (about 13,000 square feet) and includes five areas, including a pit filled with bones, an area with engraved bones, two concentrations of bones and tools, and a circular accumulation of bones with tools in its center. Recent studies (Demay in press) have focused on this last feature which was originally characterized as a mammoth bone hut. However, recent re-investigations of mammoth bone settlements in central Europe have confined the use dates to between 14,000-15,000 years ago: if this was a mammoth bone settlement (MBS), it is older by some 30,000 years than the majority of the others: Molodova currently represents the only Middle Paleolithic MBS discovered to date. Because of the discrepancy in dates, scholars have interpreted the ring of bones as either a hunting blind, a natural accumulation, a circular symbolic ring bound to Neanderthal beliefs, a wind break for a long term occupation, or the result of humans returning to the area and pushing away the bones from the living surface. Demay and colleagues argue that the structure was purposefully built as protection from cold climate in an open environment and, along with the pit features, that makes Molodova an MBS. The ring of bones measured 5x8 meters (16x26 feet) inside and 7x10 m (23x33 ft) externally. The structure included 116 complete mammoth bones, including 12 skulls, five mandibles, 14 tusks, 34 pelves and 51 long bones. The bones represent at least 15 individual mammoths, and included both male and female, both adults and juveniles. Most of the bones appear to have been intentionally selected and assembled by Neanderthals to build a circular structure. A large pit located 9 m (30 ft) from the circular structure contained the majority of non-mammoth bones from the site. But, most importantly, mammoth bones from the pit and dwelling structure have been linked as coming from the same individuals. The bones in the pit show cut marks from butchering activities. Molodova and Archaeology Molodova I was discovered in 1928, and first excavated by I.G. Botez and N. N. Morosan between 1931 and 1932. A.P. Chernysch continued excavations between 1950 and 1961, and again in the 1980s. Detailed site information in English has only recently become available. Sources This glossary entry is a part of the About.com guide to Middle Paleolithic, and the Dictionary of Archaeology. Demay L, PÃ ©an S, and Patou-Mathis M. in press. Mammoths used as food and building resources by Neanderthals: Zooarchaeological study applied to layer 4, Molodova I (Ukraine). Quaternary International(0). Meignen, L., J.-M. Genest, L. Koulakovsaia, and A. Sytnik. 2004. Koulichivka and its place in the Middle-Upper Paleolithic transition in eastern Europe. Chapter 4 in The Early Upper Paleolithic Beyond Western Europe, P.J. Brantingham, S.L. Kuhn, and K. W. Kerry, eds. University of California Press, Berkeley. Vishnyatsky, L.B. and P.E. Nehoroshev. 2004. The beginning of the Upper Paleolithic on the Russian Plain. Chapter 6 in The Early Upper Paleolithic Beyond Western Europe, P.J. Brantingham, S.L. Kuhn, and K. W. Kerry, eds. University of California Press, Berkeley.

Cognitive Explanation of Gambling Addiction (10 Mark) Free Essays

Outline and evaluate the cognitive explanation of gambling addiction (4 marks + 6 marks) The cognitive explanation of addiction focuses on the way humans’ process information, viewing addicts as people who have faulty thoughts/judgements. The faulty thinking that surrounds a gambling addiction, according to the cognitive approach, is the belief that we will win, or at least be able to control the odds of winning, for example, a gambling addict, using his/her ‘lucky numbers’ on the lottery gives them some control over the outcome of the gamble. According to the cognitive model, a gambling addiction may be maintained by irrational or erroneous beliefs. We will write a custom essay sample on Cognitive Explanation of Gambling Addiction (10 Mark) or any similar topic only for you Order Now For example, some gamblers may misjudge how much money they have won or lost, or they may over-estimate the extent to which they can predict/influence gambling outcomes. Griffiths held a study looking into these irrational biases, using fruit machine gamblers. His aim was to discover whether regular gamblers thought and behaved differently to non-regular gamblers. He compared the verbalisations of 30 regular and 30 non-regular gamblers as they played a fruit machine. Griffiths found that regular gamblers believed they were more skilful than they really were, and that they were more likely to make irrational verbalisations during play, for example, regular players may say ‘putting only a quid in bluffs the machine’, or they would treat the machine as if it were a person, giving it emotions: ‘this fruity isn’t in a good mood’. Regular gamblers also explained away their losses be seeing ‘near misses’ as ‘near wins’, i. . they weren’t constantly losing but constantly ‘nearly winning’, something that justified their continuation. The cognitive model also uses heuristics as an explanation of addictive behaviour. Heuristics are used to simplify decisions and justify behaviour, for example, some gamblers will have ‘hindsight bias’, saying after a gambling sessi on that they knew what was going to happen. This makes gamblers feel empowered as it suggests they have some control over their wins/losses. Other gamblers may use flexible attribution; this is where they ttribute any wins to their own skill and any losses to other influences. Others may solely concentrate on how much they won ignoring how much they lost to get it. This is called absolute frequency bias. The theories of the cognitive approach are strengthened by the substantial amount of evidence that supports its general principles, for example, it has been shown that alcoholics, smokers, over-eaters, gamblers and opiate addicts were particularly likely to lapse when they experienced negative emotional states. A further strength of the model is that it has initiated implications for treatment, for example, the cognitive approach has made clear that the relapse prevention model must be tailored to each individual addict. However, the model is criticised as there have been claims that irrationality is an erratic predictor of addictive behaviour, irrationality does not appear to have a strong relationship with other observable assets of gambling, such as level of risk taking or reinforcement frequency. Therefore cause and effect of cognitive bias cannot be established. Cognitive explanations may also be limited to particular addictions, for example, it may be less relevant to chemical addictions like heroin, but is useful and effective explanation for gambling or video game addiction. It is also difficult to establish cause and effect over skill perception and gambling – beliefs about skill in gambling vary across individuals, such beliefs are not necessarily irrational either. How to cite Cognitive Explanation of Gambling Addiction (10 Mark), Papers

The Story Behind The Atomic Bomb Essay Example For Students

The Story Behind The Atomic Bomb Essay The Story Behind The Atomic Bomb Essay Atomic Bomb August 6th, 1945, 70,000 lives were ended in a matter of seconds. The United States had dropped an atomic bomb on the city of Hiroshima. Today many argue over whether or not the US should have taken such a drastic measure. Was it entirely necessary that we drop such a devastating weapon? Yes, it was. First, look at what was going on at the time the decision was made. The U.S had been fighting a massive war since 1941. Morale was most likely low, and resources were probably at the same level as morale. However, each side continued to fight, and both were determined to win. Obviously, the best thing that could have possibly have happened would have been to bring the war to a quick end, with a minimum of casualties. What would have happened had the A-bomb not been used? The most obvious thing is that the war would have continued. U.S forces; therefore, would have had to invade the home island of Japan. Imagine the number of casualties that could have occurred if this would have happened Also, our forces would not only have to fight off the Japanese military, but they would have to defend themselves against the civilians of Japan as well. It was also a fact that the Japanese government had been equipping the commoners with any kind of weapon they could get their hands on. It is true that this could mean a Japanese citizen could have anything from a gun to a spear, but many unsuspecting soldiers might have fallen victim to a surprise spear attack! The number of deaths that would have occurred would have been much greater, and an invasion would have taken a much longer period of time. The Japanese would have continued to fight the US with all of what they had; spears, guns, knives, whatever they could get their hands on, just as long as they continued to fight the enemy. As mentioned before, it is a fact that some civilians had been ready to fight our military with spears! What made it possible that the Japanese would resort to using spears? Why wouldnt they use guns or other weapons? Well, the truth was, the government just didnt have the resources to give out a gun to just any citizen. US naval blockades are one of the major reasons that Japan was so low on resources, and a main point opponents of the decision to drop the bomb constantly bring up. Japan obviously was very low on resources. Japanese civilians were ready to die with spears in their hands, surely the military would do the same. Besides, the Japanese military did still have some resources to go on. So again I must bring out the fact that Japan could have continued to fight, and they would have. And Im sure anyone can realize what would happen if the war continued; more deaths. Admiral William Leahy, Chief of Staff to President Roosevelt and President Truman, wrote, By the beginning of September 1944, Japan was almost completely defeated through a practically complete sea and air blockade. If that was true, how could they have continued to fight and rack up enemy kills? If the Chief of Staff to the President figured they would soon surrender around September 1944; why were they still fighting almost a year later? And how can we be so sure that any other estimates on when the war would end would be correct? Basically, we cant. For all anyone knows, Japan would have kept fighting. It was the atomic bomb that forced Japan to surrender and in turn saved thousands if not millions of lives. How can anyone be so sure that Japan would continue to fight? No one can say exactly what would have happened, because lets face it, no one really knows. .ue7044fdb4286b8ed21073f6c3f3c8498 , .ue7044fdb4286b8ed21073f6c3f3c8498 .postImageUrl , .ue7044fdb4286b8ed21073f6c3f3c8498 .centered-text-area { min-height: 80px; position: relative; } .ue7044fdb4286b8ed21073f6c3f3c8498 , .ue7044fdb4286b8ed21073f6c3f3c8498:hover , .ue7044fdb4286b8ed21073f6c3f3c8498:visited , .ue7044fdb4286b8ed21073f6c3f3c8498:active { border:0!important; } .ue7044fdb4286b8ed21073f6c3f3c8498 .clearfix:after { content: ""; display: table; clear: both; } .ue7044fdb4286b8ed21073f6c3f3c8498 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue7044fdb4286b8ed21073f6c3f3c8498:active , .ue7044fdb4286b8ed21073f6c3f3c8498:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue7044fdb4286b8ed21073f6c3f3c8498 .centered-text-area { width: 100%; position: relative ; } .ue7044fdb4286b8ed21073f6c3f3c8498 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue7044fdb4286b8ed21073f6c3f3c8498 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue7044fdb4286b8ed21073f6c3f3c8498 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue7044fdb4286b8ed21073f6c3f3c8498:hover .ctaButton { background-color: #34495E!important; } .ue7044fdb4286b8ed21073f6c3f3c8498 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue7044fdb4286b8ed21073f6c3f3c8498 .ue7044fdb4286b8ed21073f6c3f3c8498-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue7044fdb4286b8ed21073f6c3f3c8498:after { content: ""; display: block; clear: both; } READ: Prostitution Essay Its possible Japan was just about to surrender, but most evidence would not agree with that statement. Im sure most have heard of a group of men called the Kamikaze. Kamikaze were suicide pilots. They would load an airplane up with explosives and try to nose-dive it into an enemy target. Think about what must be on this pilots mind. Imagine the undying love he must have for his country. He would fight until the end, for his emperor and his country. The scary thing about this is the majority of the .

Analytical Essay Sample on “Snow Falling on Cedars”

Analytical Essay Sample on â€Å"Snow Falling on Cedars† The aim of literature is to entertain and inform. We see this in the novel Snow Falling on Cedars by David Guterson. Guterson uses stylistic language techniques to capture the reader and involve them in the text. By integrating flash backs into the murder mystery genre, the characters are made three dimensional, and the reader becomes involved. The story informs the reader by integrating important themes into the text. Literature aims to entertain. Snow Falling on Cedars is entertaining because it is written in such a way that the reader becomes involved with the characters. Guterson uses metaphors of the surrounding area, to give insight into the characters. For example, the radiator in the courtroom is sluggish and slow to get started, and is in a state of disrepair. This is a metaphor for the townsfolk, and by using it, Guterson has made the reader link the two together. Through using descriptive metaphors in the early stages of the book, when the same character traits are brought up later, they already feel familiar to the reader. The book is well written in the murder mystery genre, which creates suspense. The plot draws and captivates the reader. Guterson integrates flashbacks from different character perspectives, which make the murder mystery more intriguing. These flashbacks hold in them vital clues and insights to the plot and the reader is forced to think. The layers of plot are graduall y built up, giving the book a three dimensional quality. Subtle clues given by the author create a question about Kabuos innocence. This question creates curiosity in the mind of the reader, who is entertained by the suspense and drama, and finally the conclusion. Literature also aims to inform. Through different characters experiences in Snow Falling in Cedars, Guterson subtly informs the reader of several strong themes. The rising snowstorm is a metaphor for the building tension between the two communities on the island, and through this and Ishmael and Hatsues relationship we are shown racial tension. Through Carl and Kabuos lost friendship, Ishmaels missing arm, Whaleys personality, and the racial prejudice shown by the townsfolk, we are shown the impacts of war, both on communities and individuals. These are the prominent themes in the book, although Guterson weaves several others in as well. Through the suggested incompetence of the lawyers and law enforcers, and the run down courtroom, Guterson questions the human ability to pass judgement accuracy. Ishmaels phantom pains in his missing arm are a metaphor for his heart, which still aches for Hatsue, even though she is long gone. This and the comparison between Ishmael and Carl highlight s the theme that we need to learn and move on. These themes are interlaced and layered throughout the text unobtrusively, but in such a way that at the end of the book, the reader subconsciously takes away a new understanding of people and their cultures. Snow Falling on Cedars is a good example of Literature that entertains and informs. The way it is crafted in layers, using a good murder mystery plot with stylistic language makes it entertaining. The subtle integration of theme into this plot gives the reader a better understanding at the end of the story. The reader is captivated and this is what makes it such a good read.

Promoting A Healthy Environment For Children The Role of the Practitioner Essays

Promoting A Healthy Environment For Children The Role of the Practitioner Essays Promoting A Healthy Environment For Children The Role of the Practitioner Essay Promoting A Healthy Environment For Children The Role of the Practitioner Essay My first piece of evidence is a Cleves Cross dinner menu, which displays the food that will be served to the children throughout the week. It displays a variety of foods which will suit the childrens daily intake as they are rich is carbohydrates, sugars, vitamins and minerals. Every meal will come with clean drinking water to fulfil a childs right to clean water. Each meal now also comes with a health nutritious salad or numerous vegetables such as broccoli or carrots, this enables children to stay fit and healthy. It is the role of the practitioner to plan and cook these meals daily for every child to ensure that every child has a nutritious meal so that children get their Guided Daily Amount (GDA) of nutrients and so they have the energy to participate in fun stimulating activities. If children have allergies or disliking in the food then it is the role of the practitioner to plan suitable alternatives which will provide them with the necessary nutrition, for example in my first placement Child A was a vegetarian and does not like to consume any meat or fish and that he does not like milk which was being served, so my supervisor and myself had to plan a substitute food and drink to give to him instead of serving him the tuna. This was discussed with another member of staff that usually prepares the meals and we decided that providing him with cheese and orange juice would be a suitable substitute for the tuna and milk, as it will provide him with the necessary nutrition that tuna would, such as protein, calcium and Vitamin C. It is the role of the practitioner to review the Childrens Dietary Needs file before a meal is served, to observe any dietary needs of the children within the setting and appropriate planning and action must be taken to suit these needs. It is also my role to act as a role model and eat healthy food with these children, as they will witness me doing this and imitate me according to Skinners imitation theory. [E8] Practitioners must know the specific needs of every child so that they can suit these needs to help them develop to the best of their ability, so practitioners must listen carefully to parents to respect and act professional about these needs. I learnt that practitioners must also follow inclusions polices to stop a child from feeling excluded, for example when serving the cheese to the child many other child has asked for some cheese too but I explained to them that it was just for Child A as they all had tuna, and they were all happy to eat the tuna instead, this ensures that everyone felt included and all had something to eat and drink. My second piece of evidence in a Fire evacuation procedure, this clearly shows step by step instructions about what to do if a fire occurs; these are placed all over the school in case of a fire. It is the role of the practitioner to create and put up these instructions all over the school to protect the children in case there is a fire, practitioners must also have regular fire drills and tests to ensure that all the alarms work correctly and teach every child how to line up and evacuate the building without panicking or getting upset. In my placement the teachers also arranged a visit from the local fire fighting team to come and give and talk about their job and the dangers of fire, they had a quiet chat with a particular young girl how was very scared of fire and this helped her emotional well-being as it put her mind at rest. My third piece of evidence is a Health and Safety Policy which Aims to provide a safe and healthy environment for children, teaching and non-teaching staff and all other people who come onto the premises of our school According to the Health and Safety Policy. This document clearly states many aim, principles and responsibilities that a parent must read and sign for their child to enter the school as a student. This policy will create a safe and secure environment for all children to protect them from all dangers and hazards. It states many policies and procedures to keep each child intellectually, socially, emotionally and physically safe from all hazards. It is the role of the practitioner to write these policies and ensure they are put into practise by safeguarding each and every child. My fourth piece of evidence is a risk assessment taken from my setting when we were conducting a school trip to the local village, every member of staff on the trip would read and sign the document to accept legal responsibility. The United Nation Convention on the Rights of the Child 1989 means that I must legally provide clean water, nutritious food and a safe environment for the children in my setting, to do this I must carry out many risk assessments of the environment to ensure the setting is safe for every child to attend. During school trips, indoor and outdoor play, practitioners must always conduct risk assessments to ensure that the environment with be as safe as possible for every child. Practitioners must fulfil the childrens right to be healthy by providing them with healthy food, physical exercise and a happy environment. Practitioners must take steps to keeping children safe e. g. risk assessments and ensure that children can enjoy and achieve by providing them with fun and stimulating activities to develop and reach their full potential in life. There are many risk assessments carried out to manage every risk to provide a healthy environment to challenge each child. Safety procedures are carried out regularly such as first aid and fire drills and there should always be the correct staff to children ratio. According to the EYFS Practise Card 3. 3 the Learning Environment, Help children to understand how to behave outdoors and inside by talking about personal safety, risks and the safety of others. Ensure safety without stopping reasonable risk-taking. My final piece of evidence is an accident report taken from my setting. At my setting, there are many policies and procedures that must be followed by all staff members if a child has an accident. Each child has their own Safeguarding: Accident Log which should always be filled in for minor accident and injuries. Every time a child has an injury the Date, Time, Place of accident, Circumstances, Nature and Treatment must be recorded and then the Supervisor, Manager, Witnesses and parents must all sign the log to prove that they have all been notified. The accident must then be given a number and that number must be placed on a diagram to show where the child has hurt themselves, it is the role of the practitioner to fill out all these forms and record each accident. After every accident the manager must be informed about all the details and then must sign the accident log to prove that they have been informed. If a childs injury gets worse than an Injury Monitoring Log must be filled in and the childs health must be recorded every 30 minutes, this is for things such as concussions where the parents of the child must be contacted as soon as possible. Confidentially must be maintained at all times throughout a childs accident, for example a supervisor cannot disclose any information to a parent about any other child other than their own. As a practitioner it is my role to promote this healthy lifestyle by following legislation and acting as a role model, by eating and providing a variety of healthy food and snacks with the children so they can choose which ones they prefer as every child is different and would have a different opinion. As a practitioner I must follow initiatives such as the 5-a-day scheme which states that a child should have at least 5 fruits or vegetables a day to keep healthy. As a practitioner it is my role to ensure that I encourage children to clean their teeth and go to the dentist and doctors regularly and to produce hygiene routines such as hand washing or teeth brushing before or after lunch, this will become a habit to children and they will continue to do this throughout their life. The Children Act 2004 promotes the five outcomes of the Every Child Matters (ECM) legislation, one of these outcomes is be healthy and this ensures that every child has the right to have all of their dietary and nutritional needs met while at the setting, it is the role of the practitioner to ensure that each child gets the nutrients they need. Early years settings are all influenced by legislation to create strict policies and procedures to safeguard and protect their children and according to Beaver et al (2008:92) Operating against policy will often have serious disciplinary implications for staff involved. E10] The ECM legislation ensures that every child matters no matter what background/ gender or belief a child has, they all must be given equal support to thrive and develop. It is the role of practitioners to never discriminate against a child because of their disability, race, gender or beliefs; they must be treated fairly and given equal opportunities to succeed. According t o Tassoni P et al (2007:115) It is an accepted view in society and the early years sector that every child is special and should be given opportunities to fulfil his or her potential. This is the bases on anti-discriminatory practise and focus of many laws today. Practitioners should always challenge discrimination in practise, they must follow the settings policies and procedures to stop the abusive behaviour or language as the welfare of the child being discriminated against may be at risk, also other children will imitate this attitude and grow up to understand that everyone is different and should be valued. E8] Every child is different and has different likes and dislikes and cultural background, this personal information can be used to help plan specific activities to keep a emotionally and intellectually healthy, for example a child who likes trains can count toy trains to develop their maths skills as every child is unique and will have different interests and will need different activities planned to help them develop. There are many policies, procedures and legislations to ensure that inappropriate behaviour must be kept to a minimum to safeguard the children, for example EYPs must legally undergo regular safeguarding training and Ofsted requirements to ensure they are capable to protect a child. Another example is the Children Act 1989 which explains thats children must be protected at all times; this is the duty of a practitioner. Workers must follow many health and safety procedures to never put staff members or children at risk; they must constantly behave as professionals to safe-guard every child in a setting. For example it is the role of the practitioner to always carry a first aid kit when taking children off the premises, as children made need medication or medical assistance while they are out. In a nursery it is the role of the practitioner to suit all over the childrens care needs, for example feeding, clothing, bathing and putting them to sleep when they need it. Although this may be difficult as every child is different and may want to eat/sleep at a different time of the day. If a child is showing signs of sickness or illness then a practitioner must follow strict policies and procedures to protect the welfare of the child. A practitioner must immediately take the childs temperature and follow a specific procedure, depending on that childs temperature. When this childs temperature was first taken, it was above 37i C, so a Sickness Monitoring Log must be filled in to record the childs temperature every 10 minutes. After 10 minutes the childs temperature had risen to over 37. 5i C so emergency calpol had to be administrated and her mother was called and informed, the setting then isolated the child so the infection could not spread, following their procedure for prevention of infection. The settings polices state that if the childs temperature had rose to over 38i C then the parents would immediately have to come and collect the child and take them to the doctors. Every child has a Sickness Monitoring Log and it must be filled in every time a child is ill, a practitioner must declare the time, symptoms, the action taken, if the childs parents were informed and if they were collected early. The parents of the child, supervisor present and the manager of the setting then had to sign the log. Another example is the Children Act 1989 which explains thats children must be protected at all times; this is the duty of a practitioner. A worker must Honour the confidentiality of information relating to the child and their family, unless its disclosure is required by law or is in the best interest of the child According to CACHE. Workers must follow many health and safety procedures to never put staff members or children at risk; they must constantly behave as professionals to safe-guard every child in a setting. According to Bruce T and Meggitt C (2010:365) Practitioners, including students, should not discuss or otherwise share this information for example, when chatting in the staffroom or with friends at the weekend. . Practitioners must understand that Settings will have strict confidentiality policies which will compel them to keep all private information about a child in a safe, secure place and only disclose this information if that specific childs well-being is at risk. Practitioners must also understand that if this private information is revealed it may cause harm or distress to the child or family involved and the child may have problems trusting adults in the future, as staff must be aware of the importance of confidentiality in the roles of the key person as Anyone working with your children, whether in a nursery setting, a school or in the family home, will need to practise confidentiality. Confidentiality is respect for the privacy of any information about a child and his or her family. According to Bruce T and Meggitt C (2007:499). For example, when I carried out my dairy tasks and observations in my setting I had to sign a statement of confidentiality to ensure that I respected my settings policies of confidentiality and instead of naming the setting and the children I used names such as Child A and Adult B to refer to each child. Although I could improve my practise by keeping all my observation about the children in a safer location such as a lockable file cabinet instead of my current plastic folder.

Coconut Oil, although a saturated fat, is good for you Essay

Coconut Oil, although a saturated fat, is good for you - Essay Example For that matter, different data and information regarding the use of coconut oil for different applications can be found in abundance. The study conducted is related to the said accumulation of data and information that can present the benefits and useful applications of coconut oil in different field and aspects of the human subsistence. In addition, one of the important objectives is to be able to state the different nutritional and health benefits of coconut oil. The determination of the composition of coconut oil is one of the primary aspects that are needed to be studied to be able to present the reasons behind the benefits of the said oil. Coconut oil is composed of saturated fat (90%). Although this is the case, the said fats are primarily medium chain triglycerides that are considered less harmful that other types of saturated fats that are generally considered harmful. Specifically it is composed if saturated fatty acids (92%), monounsaturated fatty acids (6%) and polyunsaturated fatty acids (2%) (Fife, 2004; 2006; Holzapfel and Holzapfel, 2004). The kinds of fatty acid composition are presented in Table 1. The fat content of coconut oil can be considered to bring about false impression that it is bad for the health due to the word fat itself. On the other hand, the main compositions of coconut oil which are medium chain triglycerides are different from the saturated fat that can harm a person upon high intake. On the contrary, the components of coconut oil with the unique saturated fat composition had been proven for its positive effects (Fife, 2004). Based on different studies and researches coconut oil can be used for both the nutritional and health benefits. For that matter it had been described as â€Å"nutraceutical† due to the capability to cure ailments and help in the nourishment of the body (Holzapfel and

Food and Society Coursework Example | Topics and Well Written Essays - 3000 words

Food and Society - Coursework Example Issues falling under this heading involve such things as health and safety, food labeling and even what constitutes 'organic' food (Drake University, 2012). Food policy has many benefits, all of which are multiplied when the policies themselves are especially effective. Such systems spark changes in dietary energy and nutritional balance, in effect helping to promote child growth, while staving off all manner of diseases. Apart from this, having a good policy also helps to increase a country's income through agricultural development, which also works recursively by improving the nutritional status of people - a phenomenon most readily observable in developing countries. The need for food policy, on the other hand, should be readily obvious. Atkins and Bowler (2001) note the instrumentality of food in economic, political and socio-cultural issues, as well as its role in ensuring health and pleasure in everyday life. Lang and Heaseman (2004) add to this, talking of the significant impa ct of the emergence of global markets not only on the kind of food being consumed, but also on issues such as health, food security, social justice and overall quality of life. In fact, food policy has been globally acknowledged as an important facet of public policy (Cardwell, 2004; Conway, 1997; Coleman et al, 2004). Needless to say, while food policy is not quite as thrust into the limelight as other global issues such as terrorism, its far-reaching implications and consequences make it equally important, if not even more so. One especially important food policy issue in this day and age is malnutrition. Contrary to popular belief, however, malnutrition does not always refer to a lack of food, but may also come about as the result of eating too much of the wrong kinds of food, and too little of the right kinds. This means that while those who eat too little are most likely malnourished, it will not necessarily follow that one who eats a lot can automatically be assumed to be heal thy - on the contrary, one who falls under the latter description could very well be classified as obese. This paper, then, shall aim to connect the issue of obesity and, to a lesser extent, malnutrition to the hospitality industry, and to come up with ways in which it can be addressed. Malnutrition and Obesity: A Food Policy Issue Malnutrition in general is said to result from a poorly balanced diet, wherein one's consumption of nutrients is skewed in some way, shape or form (Sullivan and Sheffrin, 2003). A report by UN Secretary General Ban Ki-moon in 2009 told of more than a billion people dying of hunger, with 17,000 children specifically dying everyday (CNN, 2009). In fact, it has been attested that malnutrition kills upwards of 9.5 million school-aged children each year. Such a high body count becomes even more understandable - and more terrifying - when one accounts for the interaction between malnutrition and certain killer diseases. Malaria, for instance, is already known t o claim many lives on its own; combined with malnutrition, however, it becomes capable of racking up a mortality rate comparable to that of the infamous Black Plague. Malnutrition usually, but not always, refers to a lack of food intake; however, as Pinstrup-Andersen and Watson (2011) point out, malnutrition can easily be about taking in way too much food, or even not taking the

Introduction to Field Effect Transistor

Introduction to Field Effect Transistor To sir Mateen Yaqoob Group Members Maira Naseer Aqsa Mahmood The University of Lahore Sargodha, Pakistan Introduction to Field Effect Transistor Transistor: The word transistor is the short form of transforming resistor. Transistor is the special kind of resistor. Resistor whose value changes, based on the input signal, and the resistor changes is transformative. DEFINITION OF FIELD EFFECT TRANSISTOR: The field effect transistor is a transistor which control the shape by using field effect transistor Field effect transistor (FET): In 1926 julius Edgar Lilienfeld was first patented the field-effect transistor and by Oskar Heil in 1934. But transistor effect was explained and oberserved by the team of william shockley at Bell labs in 1947 after it practical semiconductor were developed. The field effect transistor and the PN junction: The behavior of the field effect transistor hinges on the behaviour of a PN junction that is reverse biased. semiconductoris a material that is not a good conductor and not a good insulator but that when heat, light or voltage is added it conduct more electricity. which has two type ‘P type ‘and ‘N type’. P type and N type material: From type p material that has abundance of positive carriers, we called them holes to the type N material that has abundance of negative carriers, we called them electrons. By the way it’s not that the P material is positively charged and N material is negatively charged ,they both are electricallyneutral. The difference is that the p material has free to move positive carriers and N material free to move negative carriers. PN Junction: Formally we put P type and N type together and we form one we called PN junction. The PN junction was found to very interesting electric properties. It allowed to current to flow from p to n and when blocked current they try to move backward. Forward biased p-n junction: Now look at how p-n junction works when we try to pass current forward trade from p to n. We apply voltage source across a p-n junction such that p-side is positive and n-side is negative ,then this voltage source tries to get current into the p material which effectively means that it pulling out electrons out of the left of p material and by doing that its creating new holes of the left side of the material which increasing the density of holes on the left side of the p material. That source at the same time is pulling current from the right of the n material which is equivalent to saying it to feeding new electrons into the right of the n material which increasing the density of free electrons on the right side of the n material. Observe there is high density holes on the left of the p material and there is high density of electrons on the right of the n material. Is that the gradient of density will move holes towards the right and electrons to the left and they will joining in the center and recombine and disappear. The motion of the holes is facilitated by electric field created by external source. This is the way the p-n junction operates when it forward biased and this process is continuous forever. Reverse biased p-n junction: Now look at how p-n junction works when we try to pass current reverse biased from n to p. We apply voltage source across a p-n junction such that the negative terminal is connected at the p side and positive terminal is connected at the n-side ,then this voltage source tries to take current out of the p material which effectively means that it tries to feed electrons on the left of the p material, if we do that those electron are recombine with some of holes on the left of the p material and the density of holes will decreasing on the left side of the p material and holes disappears. That source at the same time is feed current into the n material and take electrons out of the n material which decreases the density of electrons on left side of the n material. Is that the difference of density in holes and electrons will gap the holes and electrons move away from the junction to even over the density of carries in p-n material when they do that is an uncovering some of the fixed charges near junction creating a region that is depleted of free charges so there is no carrier s in this zone and this is a region that is stationary charges, negative on the p side and positive on the n side and these stationary charges stop the flow of current. Basic information of FET’s : Field effect transistor is the majority-charge-carrier devices, in which the current is carried mostly by majority carriers, or minority-charge-carrier devices. The field effect device consists of an active channel through which charge carriers flow from the source to the drain. Source and drain terminal conductors are connected to the semiconductor. The FETs three terminals are Source (S): Source S is the terminal through which the carriers enter the channel. usually, current entering the channel at S is identify by IS. Drain (D): Drain D is the terminal through which the carriers leave the channel. usually, current entering the channel at D is identify by ID and drain to source voltage is named as VDS Gate (G): Gate G is the terminal which set the channel conductivity.when voltage is apply on gate G it control the ID. Type of FET’S: Junction field effect transistor (JFET’S): P type material and n type material is good conductor by themselves.so it’s possible to place two terminals on say the n material and get electrons to flow through a one end terminal to the other just like a wire and this is the basic junction field effect transistor. Electron flow through the n type region of p-n device from one terminal to the other and the name of this n region is the channel. The channel input is called the source and the channel output is called the drain. AND electrons flow from source to drain. The p type region of this device is called a gate. When there is no voltage applied to the gate electrons are completely free to flow to the channel so the source drain resistance is pretty much is zero ohms. When the JFETs is in this state we say it’s saturated, the channel electrons density is maximum. However, when you reverse biased a gate an interesting thing happens. Reverse biased in the p-n junction causes a depletion region to appear just did in a diode and part of p and n material is convert back to being in insulator but now that depletion region causes the physical with the n channel to become narrow so less electron flow through the channel which rises resistance of the channel . As we increase the negative voltage at the gate, the n channel become even more narrow and channel resistance rises further. If we increase voltage even further at some point the depletion will completely blocked the n channel, no current can flow across a channel and channel resistance is virtually infinite. At this point we say that the fact is cut off .Many also say that it is pinched off and the gate voltage pinched off the channel called the pinched off the voltage is around -4 volts. So this is how fact works, the reverse biased voltage of the gate causes channel resistance between source and drain to increase and it goes to infinite resistance at the pinched off voltage. It’s possible to have channel made of p material instead of n material and we have a gate made of n material instead of p material. This is called a p channel JFET and it works exactly as the same way n channel JFET does accept the polarity are reversed .Electrons still flow from source to drain but this time the gate is reversed biased with positive voltage control in the channel resistance. Difference between BJT and FET. BIPOLAR JUNCTION TRANSISTOR: The full form of BJT is Bipolar Junction Transistor. The BJT is a current-controlled device since its output is determined on the input current. The basic construction of a BJT is two PN junctions producing three terminals. Bipolar junction transistor is high voltage gain. Bipolar junction transistor is Low input impedance. Bipolar junction transistor is low output impedance. Bipolar junction transistor is low input impedance. Bipolar junction transistor is medium nose generation. Bipolar junction transistor have medium switching time. Bipolar junction transistor requires zero input to turn off. Bipolar junction transistor is cheap. Bipolar junction transistor is easy to bias. FIELD EFFECT TRANSISTOR: The full form of FET is Field Effect Transistor. Field effect transistor is a voltage-controlled device, due to its dependence on the field effect of the applied voltage. The field effect transistor construction does not have a PN junction in its main current carrying. Field effect transistor Is low voltage gain. Field effect transistor is high current gain. Field effect transistor is high input impedance. Field effect transistor is high output impedance. Field effect transistor is low noise generation. Field effect transistor has fast switching time. Field effect transistor requires some input to turn off. Field effect transistor is more expensive than BIPOLAR. Field effect transistor is difficult to bias. Advantages of FET: 1: Field effect transistor is high input resistance which is 100 MÃŽ © or more. 2:Field effect transistor is voltage-controlled device, and it show a high degree of separation between input and output. 3:Field effect transistor is depend on majority current flow and it is a unipolar device. 2: With shaping time base current will increase noise, and field effect transistor produce less noise as compare to bipolar junction and it is found in noise sensitive electronics. Disadvantages of FET: 1: field effect transistor has low gain-bandwidth product as compared to a bipolar junction transistor. 2:. When reisitance is â€Å"on† field effect transistor is low and when resistance is â€Å"off† field effect transistor is high and field effect transistor can vanish large amount of power during switching. Uses of FET: 1:.MOSFET is the most commonly used in field effect transistor 2: Field effect transistor used as an amplifier ,because it has large input resistance and low output resistance. FETS effective as a buffer. Page 1 of 9

Management Info System

20/11 In this exercise, you will use spreadsheet software to analyze company financial statements and create graphs important financial data As part of your analysis of the company for the management, you have been asked to analyze data on Dirt Bikes’s financial performance and prepare a report for management . Review Dirt Bikes’s selected financial data in the introduction to Dirt Bikes’s, which can be found at the laudon web site .There you will find Dirt Bikes’s income statement and summary balance sheet data from 2002/2006, and total domestics versus international sales between2002 and 2006 Use your spreadsheet software to create graphs of Dirt Bikes’s sales history from 2002 to 2006 and its domestics versus international sales from 2002 to 2006 select the type of graph that is most appropriate for presenting the data you are analyzing.Use the instruction at the laudon web site and your spreadsheet software to calculate the gross and net margins in Dirt Bikes’s income statements from 2004 to 2006. You can also create graphs showing trends in selected pieces of Dirt Bikes’s income statement and balance sheet data if you wish (You may want to rearrange the historical ordering of the data if you decide to do this) 1. What are dirt Bikes’s best-and worst- performing products? What is the proportion of domestic to international sales?Have international sales grown relative to domestic sales? 2. Are sales (revenues) growing steadily, and, if so, at what rate? What is the cost of goods sold compared to revenues? Is it increasing or decreasing? Are the firm’s gross and net margins increasing or decreasing? Is the firm heavily in debt? Does he have sufficient assets to pay for operational expenses and to finance the development of new products and information systems? 3. Prepare a slide show that summarizes your analysis of dirt Bikes’s performance

Comparing Two Adverts

Compare the two adverts The two diverse adverts I have selected to analyse consists of a Rimmel London mascara advert and a vegetarian â€Å"fight the fat† advert. I will discuss in detail the purpose of each advert, the layout, Language and audience amongst many other qualities these two adverts consist of. The purpose of Rimmel Londons advert is to inform females who are specifically interested in mascara of the Rimmel Londons â€Å"NEW EXTREAME BLACK MAGNIF’EYES MASCARA†. In doing so this advert is very persuasive as they would like their product to be bought. In comparison, the second advert annualised, is a healthy eating organisation. This PETA. org. UK advert is being used in order to persuade adults (someone other than a â€Å"child†) not to feed children meat as it â€Å"is child abuse†. Moreover this advert is being used to advertise the organisation supporting this claim and inform the audience of their web address. The objective to Peta. org. uk is to deter children from eating meat and communicate the idea that meat has a consequence on a child’s health and adult should not feed them it as they are causing them harm. Likewise, Women aged between eighteen and above are the targeted audience for Rimmel London’s product. I am given this impression as Kate Moss; a successful ‘cool’ style and beauty icon (many men love and women look up to) is the model being used to display and promote this product. This is an advantage as it would boost Rimmel London’s sales due to the fact that many women would purchase this product satisfied with Kate’s involvement and simply in order to feel beautiful, like Kate moss and model material. As with the Peta organisation advertisement, the audience this advert is being subjected to is everyone, although it is mainly for anyone other than a â€Å"child† yet imperative for parents. This advert uses the burger which is a common unhealthy food yet favourite to some, to attract the attention of their audience, everyone. However, a wide eyed obese child eager to consume the burger is being used in order to attract the attention of other children and parents. This image along with the adverts heading is very ironic and would shock parents above all as the child in the image is eating a substance which is â€Å"abusing† them. â€Å"Feeding kid’s meat† is not often related to â€Å"child abuse† although parents will relate to the image greatly for they would compare their child/children to the boy crossing the ine of morbid obesity in the picture. Popular Rimmel London mascara advert uses a wide range of persuasive techniques in order to boost the sales of their product. Such techniques include statistics, as the advert states â€Å"70% MORE VERTICAL LASHES†. This statement is a large claim and readers would be extremely amused by it , furthermore it is produced in capital letters in order to gather the reader’s attention and compliment its extremity, as with other statements in this advert. The name in which the product is labelled with plays with words cleverly, giving the impression that who ever purchases this product will immediately have magnificent eyes â€Å"MAGNIF’EYES† this clever conjunction additionally encourages the â€Å"BREAK THROUGH EYE MAGNIFIER BRUSH† Rimmel London have achieved. Standard English is the language used in the two adverts, however the statement â€Å"Feeding kids meat is child abuse† is written in as a matter of fact and not opinion. By doing so, this misleads readers along with being very controversial, as not many would agree with it. However now that many readers (parents) are informed of the negative opinions regarding meat, it is there obligation to research this claim and find out whether or not they are abusing children (their child). As this advert promotes healthy eating â€Å"FIGHT THE FAT† is a part of this advert slogan. This statement is not only alliteration but also a representation of the type of food they are encouraging, vegetables. The use of alliteration lightens the situation yet â€Å"GO VEG† gives the impression of a protest which portrays the determination and seriousness of the situation. â€Å"BLACK ON BLACK† again is the heading and example of alliteration used in Rimmel Londons Mascara advert. This phrase is not only used to describe the extreme colour of the mascara but also used to describe mutual violence between the African races, as a result the use of this phrase could trick a quick reader of African heritage as it relates to them, and therefor this advert would be receiving the attention of a wider audience. The choice of adjectives and nouns are to the highest standard. An impression of a fresh product is what I am given when I am presented with the word â€Å"NEW EXTREAME†. The Audience would feel honoured to buy a product which is so recent and exceedingly great in degree. â€Å"Outstanding lash lift† the use of this adjective marks the excellence in which this mascara lifts your eye lashes. By purchasing this product, women would believe that their eyelashes would extend as long as Kate’s (in the advert) when applying the ascara; although the picture has been edited by Photoshop and is in fact not her real eyelashes. â€Å"DOUBLE HIT† also indicates to the audience that they are purchasing two in one; the mascara does not only achieve length, but also volume making the audience feel privileged enough to purchase this product. Similarly the â€Å"BREAKTHROUGH EYE MAGNIFIER BRUSH† gives the impression that in order to make this product Rimmel London h ave overcome a restriction and have in turn achieved success which will allow their further progress. The writing is placed clearly with maximum of two rows at the bottom of the page in insure Kate Moss’s face is not hidden and make the reading easier for readers. As for the healthy eating advert white is the chosen background colour given. In doing so the audience’s full attention is directed to the writing making the background not at all a distraction but complimentary to the writing. A large font size is used in order for readers at first glance to read the statement. Two font sizes are used in this add one smaller than the other. The natural colours used are red, blue and green in order to portray the healthiness in the subject. The website is highlighted in order for it to be clear and concise for the audience in order to get in contact with the organisation. However the feminine use of the colour red (both in the background and font) not only attracts their attention of the Rimmel Londons audience, but also sets the scene and feel of this mascara making it an irresistibly, feminine and lustful object every women should own and not be without. The Black circle used in the background of Kate in addition gives a hypnotising effect to in order the audience to be given the impression that once this mascara is applied everyone will be mesmerised. The magnified image of the mascara brush gives the audience a scientific perspective into how minuet the brush bristles are making them even more wondrous. The Small font size is ironic as it complements the mascaras objective, whereas the use of white font is given in order to make the reading simple for the audience and is also used to highlight â€Å"Rimmel† to give awareness of the mascara brand. In conclusion the two adverts analysed contrast greatly, factors including the amount of design (Rimmel more than Peta), purpose of each advert, audience which the two adverts are aimed at alongside many more important factors, although the two adverts fit under the category of health and beauty. In my opinion the two adverts where indeed correct in how they communicated to their objective to the chosen audience making both as successful as each other.

A Guide to a Painless Undergrad Econometrics Project

Most economics departments require second- or third-year undergraduate students to complete an econometrics project and write a paper on their findings. Many students find that choosing a  research topic  for their required  econometrics  project is just as difficult as the project itself.  Econometrics is the application of statistical and  mathematical theories  and perhaps some computer science to economic data. The example below shows how to use  Okuns law  to create an econometrics project. Okuns law refers to how the nations output—its  gross domestic product—is related to employment and unemployment. For this econometrics project guide, youll test whether Okuns law holds true in America. Note that this is just an example project—youll need to chose your own topic—but the explanation shows how you can create a painless, yet informative, project using a basic statistical test, data that you can easily obtain from the U.S. government, and a computer spreadsheet program to compile the data. Gather Background Information With your topic chosen, start by gathering background information about the theory youre testing by doing a   t-test. To do so, use the  following function:   Yt 1 - 0.4 Xt Where:Yt  is the change in the unemployment rate in percentage pointsXt  is the change in the percentage growth rate in real output, as measured by real GDP So you will be estimating the model:  Yt b1 b2 Xt Where:Yt is the change in the unemployment rate in percentage pointsXt is the change in the percentage growth rate in real output, as measured by real GDPb1 and b2 are the parameters you are trying to estimate. To estimate your parameters, you will need data. Use  quarterly economic data  compiled by the Bureau of Economic Analysis, which is part of the U.S. Department of Commerce. To use this information, save each of the files individually. If youve done everything correctly, you should see something that looks like this  fact sheet  from the BEA, containing quarterly GDP results. Once youve downloaded the data, open it in a spreadsheet program, such as Excel. Finding the Y and X Variables Now that youve got the data file open, start to look for what you need. Locate the data for your Y variable. Recall that Yt  is the change in the unemployment rate in percentage points. The change in the unemployment rate in percentage points is in the column labeled UNRATE(chg), which is column I. By looking at column A, you see that the  quarterly unemployment rate  change data runs from  April 1947 to October 2002  in cells G24-G242, according to Bureau of Labor Statistics figures. Next, find your X variables. In your model, you only have one X variable, Xt, which is the change in the percentage growth rate in real output as measured by real GDP. You see that this variable is in the column marked GDPC96(%chg), which is in Column E. This data runs from April 1947 to October 2002 in cells E20-E242. Setting Up Excel Youve identified the data you need, so you can compute the regression coefficients using Excel. Excel is missing a lot of the features of more sophisticated econometrics packages, but for doing a simple linear regression, it is a useful tool. Youre also much more likely to use Excel when you enter the real world than you are to use an econometrics package, so being proficient in Excel is a useful skill. Your Yt  data is in cells G24-G242 and your Xt  data is in cells E20-E242. When doing a linear regression, you need to have an associated X entry for every Yt  entry and vice-versa. The Xts in cells E20-E23 do not have an associated Yt  entry, so you will not use them. Instead, you will use only the Yt  data in cells G24-G242 and your Xt  data in cells E24-E242. Next, calculate your regression coefficients (your b1  and b2). Before continuing, save your work under a different filename so that  at any time, you can revert back to your original data. Once youve downloaded the data and opened Excel, you can calculate your regression coefficients. Setting Excel Up for Data Analysis To set up Excel for data analysis, go to the tools  menu on the top of the screen and find Data Analysis. If  Data Analysis  is not there, then youll have to  install it. You cannot do regression analysis in Excel without the Data Analysis ToolPak installed. Once youve selected  Data Analysis  from the  tools  menu, youll see a menu of choices such as Covariance and F-Test Two-Sample for Variances. On that menu, select Regression. Once there, youll see a form, which you need to fill in. Start by filling in the field that says Input Y Range. This is your unemployment rate data in cells G24-G242. Choose these cells by typing $G$24:$G$242 into the little white box next to  Input Y Range  or by clicking on the icon next to that white box then selecting those cells with your mouse.  The second field youll need to fill in is the Input X Range. This is the percent change in GDP data in cells E24-E242. You can choose these cells by typing $E$24:$E$242 into the little white box next to  Input X Range  or by clicking on the icon next to that white box then selecting those cells with your mouse. Lastly, you will have to name the page that will contain your regression results. Make sure you have New Worksheet Ply selected, and in the white field beside it, type in a name like Regression. Click OK. Using the Regression Results You should see a tab at the bottom of your screen called  Regression  (or whatever you named it) and some regression results. If youve gotten the intercept coefficient between 0 and 1, and the x variable coefficient between 0 and -1, youve likely done it correctly. With this data, you have all of the information you need for analysis including R Square, coefficients, and standard errors. Remember that you were attempting to estimate the intercept coefficient b1  and the X coefficient b2. The intercept coefficient b1  is located in the row named Intercept and in the column named Coefficient. Your slope coefficient b2  is located in the row named X variable 1 and in the column named Coefficient. It will likely have a value, such as BBB and the associated standard error DDD. (Your values may differ.) Jot these figures down (or print them out) as you will need them for analysis. Analyze your regression results for your term paper by doing  hypothesis testing on this sample t-test. Though this project focused on Okuns Law, you can use this same kind of methodology to create just about any econometrics project.