Essay On Social Class - 1227 Words

Joshua A. Clark Dr. Benjamin Sword English 1302 22 September 2017 Empathy Relies on Social Class If it is suggested that class has anything to do with how people live their lives or treat each other in America people adamantly refuse to believe it. The thought that here, in this country built by revolutionaries and self-made men, people cannot be whatever they want with hard work and perseverance is intolerable. The truth is social class does exist and does influence how people see and treat each other. These revelations are not unique to one person, in fact, several people have touched on these points including, Paul Fussell the son of a millionaire who, based on his observations, wrote a piece explaining class distinctions and some of†¦show more content†¦Contrary to that view, the lower classes see themselves as simply being on the wrong side of fate. This leads to the lower classes lacking some of the drive and ambition that characterizes the upper self-made classes, because if fate is against them what hope do they have. Because of this difference in viewpoints, th e worldviews of these classes tend to be different as well, including how they see and respond to misfortune. The lower classes tend to be more empathetic towards each other because they either have, or know they could, go through the same thing any day. On the other hand, the higher classes see other’s misfortunes as partly their own fault and wonder why they did not prepare better and why they do not pick themselves up and keep going. These differences are due in part because of the imbalance of money between the two classes. One has plenty, and in many cases, has always had plenty, and so is not worried about the what ifs of life (Fussell 6-7). On the flip side, the lower or working classes are often living paycheck to paycheck, so they are constantly aware of what could happen. This makes them much more understanding and wiling to help when something does happen (Williams 40). The rich are not without empathy, they can still hurt when others hurt, and rejoice when others rejoice, it is just rarer than those of the lower classes. The lower classes are much closer together, and so are much more awareShow MoreRelatedEssay on Social Class1002 Words   |  5 Pages1. Discuss the importance of subcultures in segmenting the market for food products. Identify a particular product and show how it should be marketed differently to different ethnic groups. 2. Foxtel is marketing pay television services in Australia. What approach should it take to households where the main decision makers are: a) Baby boomers b) Generation X c) Generation Y? 3. 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Identify Some of the Factors That Make People Help Others. Free Essays

string(147) " state as it has been said that one allele would be incapable of encoding and identifying all the relevant information necessary \(Henrich 2001\)\." Identify some of the factors that make people help others. Who helps the most, and in what cases (whom) are they especially likely to help? Illustrate your answer with examples. Giedrius Statkus Department of Psychology, Keynes College, CT2 7NP Identify some of the factors that make people help others. We will write a custom essay sample on Identify Some of the Factors That Make People Help Others. or any similar topic only for you Order Now Who helps the most, and in what cases (whom) are they especially likely to help? Illustrate your answer with examples. Many different factors have been shown to influence people’s willingness to help others. The motive behind certain type of help can be certain rewards for helping however other types of help do not always appear to have a clear motive. This was noted by Comte (1875 as cited in Batson Shaw 1991, Baumaister Bushman, 2011) who studied the question of helping others, philosophically and suggests that there are two key types of help displayed by people. He describes these as either Egoistic Helping (EH) or Altruistic Helping (AH). The former refers to the type of help where an individual is clearly aware of a reward for performing the help, such as can be seen in some volunteers workers, whose clear reward is experience and recommendations. The latter however refers to situations where an individual’s willingness to help is unaided by any conscious reward. AH behaviour can be seen in such examples as helping a broken down stranger fix a car tyre on a road (Pomzal Clore, 1973 as cited in Baumaister Bushman, 2011). The factors influencing the latter type of help are the ones mainly considered throughout this essay. However these factors have a varied effect on different people, this variation can be based on gender, age and other individual differences. It has been suggested that one major factor influencing the willingness of people to perform AH is empathy (Batson, Batson, Slingsby, Harrell, Peekna Todd, 1991). The theory suggests that individuals witnessing someone in need of help, as they are displaying distress or pain, will experience similar feelings themselves. This is supported by many studies (Baumaister Bushman, 2011) however of key importance are studies conducted via observing the process of empathy in the brain using Functioning Magnetic Resonance Imaging (fMRI) (Singer, Seymour, O’Doherty, Kaube, Dolan Firth, 2004). In their study participants were subjected to electric shocks while undergoing an fMRI scan, after that they had to watch as their spouses undergo the electric shocks. The scans showed that the brain’s responses were similar, for both conditions, and that witnessing the shocks and receiving them affected the same areas of the brain. Other studies have also found empathy between emotional states such as happiness or sadness and other situations (Singer, Seymour, O’Doherty, Kaube, Dolan Firth, 2004). Therefore this confirms Batson’s et al. (1991) suggestion that if an individual is witnessing someone in distress, he also experiences some distress and therefore helping that person would be the fastest way to relieve it. There are many other factors playing roles in influencing willingness to help, however many of them may also be explained via empathy. As these other factors may increase or decrease empathy which could result in increased willingness to help. The fact that reward in AH is not obvious is not to say that it does not exist. As mentioned previously the relieving of distress may be one form of reward experienced through AH. Other rewards to be considered may be the need for praise or some sort of award (Batson, et al. 1988 as cited in Baumaister Bushman, 2011). Another motivation may be fear of punishment, often in the form of social disproval, the fear of people knowing you could of helped, but did not. This can aid understanding of AH on an evolutionary and survival basis. As in some cases AH may mean less resources or putting oneself in danger (Dawkins 1988 as cited in Baumaister Bushman, 2011) it can be said that such behaviour is counterproductive to survival. Except in clear cases of close family AH, where the help would favour the survival of the helping individual’s genes either way. However modern human survival, and therefore chance of reproduction, is highly dependent on social acceptance (Coie, Dodge Coppotelli, 1982). Therefore avoidance of punishment, in the form of social disproval is often a sufficient reward for AH. Empathy can be seen as a major aspect of other factors influencing willingness to help too, for example it has been shown that people feel more empathy for people similar (Frans, 2008) and are more willing to help based on similarity between them and the person needing help, such as similar clothes (Eimswiller, Deux Willts, 1971 as cited in Baumaister Bushman, 2011), personal values (Batson, Duncan, Ackerman, Buckley Birch, as cited in Batson Shaw, 1991) and other features. This may be because people are more likely to experience empathy for people who are ore like them instead of someone who is very different. This can be seen in Batson’s et al. (1981 as cited in Batson Shaw, 1991) study where participants who believed a person undergoing electric shocks held personal values that were very different to the participants’ values, were less likely to take the victim’s place and receive shocks instead of them. This is supported by the green beard theory, a term coined by Dawkins (1976 as cited in West Gardener, 2010) in reference to a theoretical gene that would encode the information of a green beard and make green bearded people more likely to help others with a green beard. In this theory the green beard is an example of an obvious visual feature. Although just a theoretical principal for which the relevant genes have only been observed in the study of micro-organisms (West Gardener, 2010) and other far less genetically complex, than humans, life forms (Fostner, Wensler Ratnier, 2006). It is suggested that a much more complex system may be a viable genetic explanation for the way in which AH is influenced by people with similar features. Although the theory is criticised in its current state as it has been said that one allele would be incapable of encoding and identifying all the relevant information necessary (Henrich 2001). You read "Identify Some of the Factors That Make People Help Others." in category "Papers" This however led others (Jansen Baalen, 2006) to suggest that, instead, a number of genes could encode some features of appearance, or a â€Å"visable tag† (West Gardener, 2010, p. 1344), and a separate, gene would encode the ability to recognise similarity and influence AH when it is recognised. For example it has been shown that people empathise more with close members of their family (Frans, 2007). As well as being more willing to help them (Burnstein, Crandall Kitayama, 1994). This was especially true for close members of the family such as siblings. The willingness to help was found to decrease as the family ties grew weaker. In all cases people were three times more likely to help close family members such as siblings than nephews and cousins, they were even less likely to help strangers or friends. This was especially true if the sibling in question is a monozygotic twin of the individual (Burnstein, Crandall Kitayama, 1994). The willingness to help for un-identical twins was considerably lower, by up to half as willing, suggesting that AH is an important behaviour for successful evolution and survival as it favours identical genes. This staggering difference between identical gene siblings and dizygotic twins could also be related to the green beard theory mentioned earlier. As the perfect visual tag for an altruistic gene to identify would, in the case of monozygotic twins, be a completely identical appearance. AH was also found to be dependent on age (Baumaister Bushman, 2011). For example Burnstein et al. (1994) found that people’s willingness to help young children of age 1 was identical to the amount of willingness seen at age 25. Overall, willingness to help was found to quickly reach a peak at the age of 10 and then steadily decrease as people get older. For the final recorded age, of 75, willingness to help had decreased by a quarter when compared to age 1. People’s health was also noted as an important factor in influencing willingness to help. It was found that people are more willing to help healthy individuals than those suffering from ill-health. This may be due to survival reasons as healthy individuals are much more likely to help the person in return and therefore increase their rate of survival. In cases of AH, it can be said that, the evaluation of ability to reciprocate may be performed unconsciously. The same concept applies to old and very young individuals who are also less able to reciprocate the help they receive. The attractiveness of an individual is also a recognised factor in one’s willingness to help (Harrel, 1978 as cited in Baumaister Bushman, 2011). This is often hard to explain in regards to evolution and survival theories. One aspect considered is that attractiveness may be evaluated as health, as attractiveness and health evaluations have been shown to positively correlate (Taylor and Brown, 1988). However a study by Juhnke et al. (2001) found that attractiveness does not necessarily rely on physical features. He found people dressed more attractively are also more likely to receive help. A possible critique of this finding could be that in this case the more attractive people were seen as richer, and therefore their ability to reciprocate would be higher. This would however contradict Burnstein’s et al. (1994) finding, which demonstrates that people would be significantly less likely to help rich people than poor people across every situation. And although based on participants’ conscious evaluation of their willingness to help, the results are consistent across all participants and therefore suggest that Juhnke’s et al. (2001) findings were related to attractiveness, if not as the sole factor than at the very least more than the effect of a ealthy appearance. This finding is also more supported by the survival via reproduction theory since in some cases it appeared to have a sex specific effect, (Pomzal Core, 1973 as cited in Baumaister Bushman, 2011) where male participants were found to be more likely to help females than males, especially if the female is attractive. They also report that males are more willing to help than females overall which is an important finding as this slightly contradicts Batsonâ₠¬â„¢s et al. 1991) theory, of empathy being the most important factor in AH as Davis (1980) has pointed out that females display a much higher level of empathy across many different AH related situations. This may be related to Dawkin’s (1989 as cited in Baumaister Bushman, 2011) theory. He proposes that willingness to help is directly affected by the loss incurred in the process of helping. Therefore although women may want to help more than males, as they feel higher empathy, they may be prevented by fear of loss. This is because most AH requires a form of loss of resources, time or putting oneself in danger (Batson Shaw, 1991) as only in cases of unconscious and reflex powered reactions are people willing to put their survival over the person in need of help. This sort of behaviour is most often seen in combat situations and almost never occurs if people are able to consider the threat posed to them (Batson Shaw, 1991) Individuals’ willingness to help people is affected by many factors as discussed. This can be seen in many forms. Some forms of help are motivated by feelings of distress caused through empathy. This coupled together with unconscious reward seeking and punishment avoidance influences people in making the decision of whether to help or not. Although empathy may be the predominant factor it is also important to mention that it is heavily influenced by other factors such as age, gender, family ties and physical or mental similarities. However empathy at times is affected by other factors such as the cost of helping someone. For example men are less likely to be helped, however are more likely to be willing to help than females. Females, although experiencing higher empathy and therefore maybe higher willingness to help are said to be more aware of fear of loss. This may also be influenced by the fact that males feel higher social expectations, to help, than females. Although another reason may simply be survival as the people most likely to be helped are often the same people who are most capable of reciprocating the help. In the case of 10 year old children and young adults receiving more help than elderly people or young children it may be because they can be said to be evaluated as having more chance of reciprocating this help. Same can be said for the health bias influencing willingness to help. Healthy people are more likely to receive help as they are more likely to have the ability to return the help. The fact that attractive people are more likely to be helped than less attractive people is thought to be highly linked to peoples’ willingness to help healthy people. Helping close family is also affected by health although the predominant factor here is the closeness of the family relationship. Children and parents are as willing to help each other as siblings who are significantly more willing to help each other than they are willing to help nephews, cousins or other family members. The only group more likely to help each other are identical twins, this evidence fits in with the selection of kin theory of evolution and therefore is most likely based on survival of the genes. Genes appear to be the most likely explanation for the fact that people are very likely to help individuals who appear similar to them. As suggested by the theory that certain genes may help their own survival by creating visual tags in people who share the same genes or by encoding recognition of similarity. This visual tag would be recognised by the other individuals carrying the same genes and therefore AH would be increased. When all the discussed factors are considered it can be seen that people’s willingness to help and their choice of whom they help, is motivated and influenced by many factors which all interact in a complex manner. References Batson, C. D. , Batson, J. G. , Slingsby, J. K. , Harrel, K. L. , Peekna, H. M. , Todd, R. M. (1991). Empathic Joy and the Empathy-Altruism Hypothesis. Journal of Personality and Social Psychology, 61, 413-426. Batson, C. D. , Shaw, L. L. (1991). Evidence for Altruism: Toward a Pluralism of Prosocial Motives. Journal of Psychological Inquiry, 2(2), 107-122. Baumeister, R. F. , Bushman, B. J. (2011) Social Psychology and Human Nature (2ed. ). Belmot, California: Wadsworth. Burnstein, E. , Crandall, C. , Kitayama, S. (1994). Some Neo-Darwinian Decision Rules for Altruism Wighting Cues for Inclusive Fitness as a Function of the Biological Importance of the Decision. Journal of Personality and Social Psychology, 67(5), 773-789. Coie, J. , Dodge, D. K. , Coppotelli, H. A. (1982). Dimensions and Types of Social Status: A Cross-Age Perspective. Developmental Psychology, 18(4), 557-570. doi:10. 1037/0012-1649. 18. 4. 557 Davis, M. H. (1980). A Multidimensional Approach to Individual Differences in Empathy, JSAS Catalog of Selected Documents in Psychology, 10, 85-104. Foster, K. R. , Wenseler, T. , Ratnieks, L. W. (2006) Kin Selection is the Key to Altruism. Trends in Ecology and Evolution, 21(2), 57-60. Frans, B. M. (2008). Putting the Altruism Back into Altruism: The Evolution of Empathy. The Annual Review of Psychology, 59, 279-300. Henrich, J. (2001) Cultural Group Selection, Coevolutionary Processes and Large-Scale Cooperation. Journal of Economic Behavior Organization, 53, 3–35. Jansen, V. A. , Baalen, M. (2006). Altruism Through Beard Chromodynamics. Nature, 44(30), 663-666. Juhnke, R. , Barmann, B. , Vickery, B. , Cunningham, M. , Hohl, J. , Smith, E. , Quinones, J. (2001). Effects of Attractivness and Nature of Request on Helping Behaviour, Journal of Social Psychology, 127(4), 317-322. Singer, T. , Seymour, B. , O’Doherty, J. , Kaube, H. , Dolan, R. J. , Frith, C. (2004). Empathy for Pain Involves the Affective but not Sensory Components of Pain. Science, 303, 1157-1161. Taylor, S. E. , Brown, J. D. (1988) Illusion and Well-Being: a Social Psychological Perspective on Mental Health. Psychological Bulletin, 103(2), 193-210. doi: 10. 1037/0033-2909. 103. 2. 193 West, S. A. , Gardener, S. (2010). Altruism, Spite, and Greenbeards. Science, 327, 1341-1344. How to cite Identify Some of the Factors That Make People Help Others., Essays

Gold Standard free essay sample

The ever-decreasing power of the dollar has made many an advocate of the gold standard and in-fact many want to return to the gold standard as a monetary system. Over the past 2 years alone the purchasing power of the dollar has decreased 30%. In the exact same time frame, the price of gold has increased by over 100%. Throughout this paper I will try to prove why the use of the gold standard in modern day society would not be better than paper money thru various analysis and logic. Definition of the Gold Standard What exactly is the gold standard? The gold standard is a monetary standard under which the basic unit of currency is defined by a stated quantity of gold. Typically this standard was used in the 1800’s into the early 1900’s as a means of currency. This currency today no longer exists; our current currency is called the fiat system, which is merely paper money that is printed in to existence. Introduction Using the gold standard in today’s society would be ludicrous; totally changing the way governing bodies would be able to conduct business. The gold standard is not a good monetary system for this day and age, though proven to be more stable in someway it lacks the ability to be readily available as the paper money is, in addition to acting as a line of credit to the government when needed. In order for the gold standard to exist, gold would need to become a fixed price commodity or asset. All debt that the government has would need to be paid off and the paper money would have to become inconsistent. The return to the gold standard would inherently deplete the worlds gold reserve because the amount of paper money in circulation in comparison to that of gold is not evenly yoked. Not to mention the increasingly numerous proponents of a gold standard persuasively argue that budget deficits and large federal borrowings would be difficult to finance under such a standard. Again, heavy claims against paper dollars cause few technical problems, for the Treasury can legally borrow as many dollars as Congress authorizes. † (1) â€Å"With unlimited dollar conversion into gold, the ability to issue dollar claims would be severely limited. Obviously if you cannot finance federal deficits, you cannot create them. However, the restrictions of gold convertibility would profoundly alter the politics of fiscal policy that have prevailed for over half a century. † (1) â€Å"In years past a desire to return to a monetary system based on gold was perceived as nostalgia for an era when times were simpler, problems less complex and the world not threatened with nuclear annihilation. But after a decade of destabilizing inflation and economic stagnation, the restoration of a gold standard has become an issue that is clearly rising on the economic policy agenda. † (1) The Constitution of the United States explains that the gold and silver standard was to be the only currency per the constitution. Figure 1 is the exact verbiage found in the Constitution of the United States, which at no point prohibits the printing of un-backed paper money. No State shall enter into any Treaty, Alliance, or Confederation; grant Letters of Marque and Reprisal; coin Money; emit Bills of Credit; make any Thing but gold and silver Coin a Tender in Payment of Debts; pass any Bill of Attainder, ex post facto Law, or Law impairing the Obligation of Contracts, or grant any Title of Nobility. Figure1: Article I, Section 10, Clause 1 Historical Gold Overview From 1833 – 1890 the price of gold was approximately $20. 65 per ounce of gold. This price only fluctuated roughly $0. 01 in these 57 years. From 1891 to 1930 the price of gold was approximately $21. 32 per ounce. With this being said from 1833 to 1930 the price of gold ranged from $20. 58 $21. 32 per ounce. During the great depression (1931) the U. S. economy took a turn for the worst, the price of gold struck an all time low; with the price of gold being a dismal $17. 06 per ounce, which essentially means the value of the gold decreased. Similarly, the way the U. S. dollar has decreased in value today the gold standard did they same thing during the Great Depression, when the economy was not doing well. Figure 2. Inflation Adjusted Gold Price If you look at figure 2, it shows the inflation of gold prices from 1914 thru 2007. In comparison if you look at figure 3, you will notice very similar trends. Since approximately 2001 the price of gold has began to increase at which time the dollar also started to decrease. This fluctuation is a direct result of the economy’s instability. If you look at figure 2, you can witness how around the 1980’s the price of gold hit an all time high with a rapid declination on the lat 1980’s on in to the early1990’s. Figure 2, 3, and 4 all show graphically how thru inflation the dollar lost its value, the price of gold rapidly increased, and how the price of gold matches up to the US dollar. Figure 3. U. S. Dollar vs. Gold Due to inflation, the price of gold and the US dollar, appear to be growing in two different directions. This growth equates to inflation. Figure 4 shows percentage of how much the US dollar is inflated. Figure 4. Cumulative Inflation Chart (1913 – 2007) Fiat System In a fiat system, there is no non-monetary demand for the money at all; it typically consists of pieces of printed-paper, and the supply is determined by a printing press controlled by whoever issues it. (Its value is maintained entirely by its monetary demand. ) This seems paradoxical, since the existence of a monetary demand for it is dependent on its having value. In practice, the problem has usually been solved by gradually creating a fiat system out of an existing fractional reserve system, eventually eliminating entirely the banks obligation to pay in the commodity. It could also be created out of a commodity system by gradually increasing the senior age at a time when monetary demand is increasing, and allowing the monetary demand to raise the price of the coin to a large multiple of the value of the commodity it contains. Once created, fiat systems have proved astonishingly stable; the convenience of using the same money as everyone else is apparently so great that people continue using a fiat money (instead of making their transactions in terms of some convenient commodity, such as gold) even when it is rapidly losing value. 2) In terms of producing stable and predictable prices, a fiat system is at the same time the best and the worst alternative. It is the best alternative because it is possible, by following some simple monetary rule (such as keep the amount of money in circulation constant), to make the supply of money perfectly predictable, or by following some slightly more complicated rule (print money when the price index goes below 1 , burn it when the price index goes above 1) to make (average) prices almost perfectly predictable, automatically accommodating the supply of money to the demand. It is the worst of systems because it is possible to expand the money supply virtually without limit (the cost being the cost of adding additional zeros to the newly printed bills to convert tens into hundreds, or hundreds into millions). (2) Presently in the United States we use the Fait System or â€Å"paper† money. This system has been in use formally since President Nixon and has been stable prior to the last few years. Only recently has this become a topic of controversy, whether to revert back to the Gold Standard or continue to operate using the fait system. Analysis of International Monetary Reserves in Current Monetary Cycle Figure 5 shows why examination of the phases in the development of the World Monetary system since Bretton Woods in 1944 in terms of International Monetary Reserves may be a guide to the future. (3) Figure 5. International Monetary Reserves (Gold at Market) Billion of SDRs In Phase One, total International Monetary Reserves (IMRs) grew at an average of 2. 8 per cent from 1952 to 1969. This first phase was therefore one of monetary stability via a US Dollar/Gold exchange standard where the World Monetary Base grew more or less in line with the World economy at approximately 3 per cent annually. Phase Two followed from 1969 to 1980 when World IMRs grew on average at 23 per cent annually. It was impossible for the World economy to grow as quickly, so this was a phase of acute monetary and price inflation. To accommodate such a development, the Bretton Woods Agreement was abandoned in 1971 in favor of the Smithsonian Agreement in which the US government ended its commitment to maintain the price of its Currency relative to Gold and all Currencies were obliged to float, thus terminating the official commitment to fixed exchange rates. This destructive phase was replaced by Phase Three in 1981 with a US led Central Bank commitment to â€Å"quantitative† stability in terms of the World Central Bank Monetary Base but no â€Å"qualitative† guarantee of stability through linkage to Gold at a fixed exchange rate. Since then and until recently, IMR’s have grown by an average of only 6 per cent, the period characterized by broad stability but subject to occasional interruptions. Much of this period experienced a phase of general monetary disinflation, although there have been periods of misaligned exchange rates between the US Dollar and the Japanese Yen in particular. In the absence of a stabilizing Gold Standard the danger of Phase Four has come upon us monetary instability. This could be either inflationary or deflationary, depending on the nature of social, political and economic pressures at the time. Given the cumulative rise already observed in World Debt in relation to World IMRs, presently â€Å"instability† has taken the form of monetary inflation as Debt burdens bear down on the World economy and take their toll. (3) Overall the system proved to be more of an inflation hazard than help. Without the gold standard US used inflation as a tool to mitigate the risks the economy was taking and to reduce the amount of debt the country was in. As you can see from figure 4 above, this was a predictable event that one economist saw in the making. It is no surprise to those who follow the price of gold and from my research it will not be the last time the price of gold escalates and the power of the dollar descends. Historically, after the dollar begins to regain its strength the price of gold begins to decrease, though this is not an instantaneous event. Why not the Gold Standard The gold standard would not be impossible to reinvent however it would pose a variety of limitations on the way the entire world lives and functions. The overall growth of money would have to be limited and the credit would have to become backed by some form of payment other than good faith. The giant uproar of the gold standard reared its head when confidence in paper money began to decline, which lead to the high cost of gold. 1980’s saw similar trends. Gold reached a phenomenal $850 only to decline in 1999 to $252. Gold may be susceptible to adverse economic, political or regulatory development. The price of gold is subject to substantial price fluctuations over short periods of time and may be affected by unpredicted international monetary and political policies. † (7) If you look at figure 4 it shows exactly how much inflation the US dollar is presently operating in, 2071. 23%. This high inflation further prevents the US from being able to revert to back to the Gold Standard in addition to other factors. Figure 3 also clearly identifies how money now is not the same as it was 1980’s. When looking at figure 3, the red line clearly shows how in 1980 using the price of the dollar from 2007 the price of gold would have bee $2145 per ounce. While using the US dollar from the 1980’s during the 1980’s the price of gold was $850 per ounce, which is a difference of $1295. This is an astronomical figure, which indicates that in order to in order to revert back to the gold standard deflation of the dollar would have o occur, the circulation of paper currency would need to be limited and the United States would have to make a huge effort to regain the paper money that is in circulation overseas by more than half. Pro’s and Con’s of the Gold Standard Pro: Money becomes a commodity Fixed price of currency Limiting the government’s ability to increase the money supply could possibly prevent inflation Con: Credit will be limited for the US Treasury Cost of p roducing gold will become astronomical due to supply and demand Gold will not be able to be produced quickly enough Gold mining would become overly expensive Unstable prices due to vulnerable economies Government may have to maintain significant reserves of gold in order to provide liquidity for banking Summary In conclusion there is no viable way in our current economic state that we could revert back to the gold standard. Presently in this day and age we function as buy now pay later world. In essence the gold standard would force us to live more within our means as a society and would force the government to use less I-O-U’s as methods of payment. When there is mention of the gold standard and how much better the USA would be in addition to how much better the gold standard is over the fait currency is all speculation. In the lat 1800 – early 1930’s the gold only fluctuated approximately $74 and the gold standard was the method of payment. Speculators believe that in our current day and age the gold standard would not have fluctuated nearly as much as the price of gold has, which is totally erroneous. Due to so much economic trauma and the precious metal that gold is, it seems absurd to believe the price of gold would remain consistent. However fact remains that the gold standard is though of as more stable because a commodity backs it where paper money is just that, paper. Ultimately it is not the price of gold that has risen; it is the purchasing power of the dollar that has decreased. It is my belief that the Federal Reserve has made it appear as if gold is the determining factor for the price of the US dollar, when it is not; ultimately the price of the US dollar affects the price of gold. At the days end it would be better if an asset, such as gold or silver, backed paper money- however it is nearly impossible. As of 2005, over 760 billion USD were in circulation. Of this 760 billion USD in circulation, half to two-thirds are outside of the United States. By the definition of the constitutional dollar, one ounce of silver equals a silver dollar coin. Given this definition there is no feasible way that the United States can afford to back our monetary system in such a way with out depleting our reserve and the would of its natural resource.

Investigation Brief Essay Example

Investigation Brief Essay Last night Mrs Leaf made two loaves of bread, she left them rising for half an hour and found that one rose a lot more than the other.She used the following: -0.5g yeast10cm3 water0.5g sucrose10g flourInvestigate the fact that the leaves rose to different heights.PLANAIMIn this investigation, I will be trying to find out what makes dough rise at different temperatures compared to my preliminary experiment in which I used only one temperature of 40 degrees. I will also try to make my measurements more accurate by taking more care thus leaving me with more accurate and reliable results.APPARATUSThe apparatus that I will be using for the experiment will be the following:10 test tubes3 beakers1 stirring glass rod1 measuring cylinder3 thermometersStop clockSyringeYeast solutionFlour.The apparatus is similar as used in the preliminary experiment except I will be using more test tubes.I will be using two sets of test tubes at five different temperatures of room temperature, ice, 40 degrees, 60 degrees, and 80 degrees, with the same measurement of mixture.For example: I will use 10ml of yeast to 10grams of flour in each test tube. I will then leave each tube at different temperatures of heated water.I will be testing the best temperature for dough to rise three times at the selected temperature so that I know my results are accurate and to make sure it is a fair test.The experiment consists of using dough. In the experiment I will be making the dough only by using yeast + sugar solution (liquid form) and flour. I will now explain thescience behind this experiment of what makes dough rise:The yeast (a single celled fungus) becomes throthy once mixed with water and sugar. It is then mixed with flour and kneaded, thus enabling the flour to develop enough gluten to support the carbon dioxide made by the yeast. The dough is then left in a warm place for an hour. During this time the yeast cells multiply, this is fermentation. The carbon dioxide gas produced by the yeast for ms pockets that makes the dough rise by doubling its size. This process is called proving. The loaf is then heated in an oven. The heat breaks down the yeast and evaporates the alcohol that is present in the yeast. It then cooks the dough leaving a risen loaf.Changing the temperature (condition) might determine on how fast or slow the dough will rise and how much it will rise in mm compared to its original height before heating.If the temperature of the water is higher then the dough will rise more and faster, if the temperature were lower the results would be the opposite. The temperature effects how fast or slow the dough will rise. I will be trying to find out if this hypothesis is true or not in this experiment.METHODFor the experiment we were given yeast solution and flour. The yeast mixture was made up of 0.5g yeast, 10cm cubed water and 0.5g sucrose. I was to use 10g of flour to put in each of the 12 boiling tubes and 10ml of the yeast mixture to make the test fair.We weighed out the flour to exactly 10.0g on weighing scales and measured out exactly 10 ml of the yeast mixture. Our group mixed the two ingredients in each boiling tube with a glass rod putting the same measurements of yeast and flour in each tube. Then, with a yellow pen we marked on each boiling tube the starting height of the dough in mm before putting them in the water baths, we did this so that we could measure in mm at which height the dough rose. We also put labels showing the temperature of which water bath it was to be put in.We controlled the water baths by putting a fixed temperature on each water bath. As soon as we put two boiling tubes in each water bath we started the stop clock. We used a stop clock to make sure that we did a fair test. We left the dough to rise for 30 minutes in the water baths.As soon as 30 minutes passed we took the boiling tubes out and with the yellow pen marked where the dough had risen. I then, with a ruler measured how much the dough rose in mm and t hen put the results in my results table.Compared with my preliminary experiment, I measured the mixture and flour more accurately and carefully. I did this by putting a mm scale on each of the boiling tubes to give me more accurate results .I also took the boiling tubes out of the water baths after exactly 30 minutes, I checked the times on the stop clock. As I have taken more care in this experiment I expect to have more reliable results, which will tell me if the hypothesis is true, or not.Data AnalysisFor my data presentation I showed a variety of graphs and tables. These included the class results, class average results, my own group results, my groups average results and a line graph showing my groups average results and the class average results. I have also included my preliminary results.I decided to do average results for my group results and the class results in case the class results and mine were not exactly accurate. I showed these results in a line graph. It showed tha t the dough rose at its best at 40 degrees for the class average and my groups average, the result for class average at 40 degrees was 5.6cm and for my group average was 6.8 cm. It showed that after 40 degrees the dough did not rise a lot or not at all. The line on the graph started to decrease after 40 degrees. Before 40 degrees, the line graph shows that the dough is steadily rising but not so high. My group and class average line shows that there was not much difference in the results between the classes and mine. The curve of best fit indicates that the dough slowly rises and reaches its highest height at 40degrees and then slowly stops to rise so high.The results will not all be the same for the class and my group as all the other groups may have not measured the mixtures as accurate or took the boiling tubes out at exactly 30 minutes and nor did our group so it is not surprising when seeing the class results that all results showed different figures. This is shown in my class results table that I drew on A4 paper in the data presentation. It shows that the general pattern was the same of the line graphs that I drew out.I also did a table and graph showing the results for the experiment my group did. It shows the results for the two boiling tubes we put in each water bath in the table and line graph. They both show the dough mixture rose best at 40 degrees. I also drew a curve of best fit to clearly show that the height rises as it gets heated till it reaches its optimum height and show the line decreases as the dough denatures (as explained below).The graphs and tables that I have drawn out, all clearly show that the dough rose at its best at 40 degrees compared to other temperatures and their results. This shows that temperature affects the way dough rises, whither it rises at all or rises quickly at high height. But why does temperature affect in which the dough rises? It is because when we raise the temperature the particles get more energy and move a round more faster therefore leading to more collisions in a certain amount of time. The more collisions produce a reaction; in this case the reaction is making the dough rise. However the enzymes (a large protein molecule which acts as a biological catalyst) start to break down when the temperature gets too high as they stop working.This is because when the enzymes get too hot it changes shape. This then means that the substrate (glucose) no longer fits into the enzymes active site. It is said that enzyme has denatured. It is when the yeast no longer consumes the glucose to produce alcohol and carbon dioxide, a process called fermentation. You can see in the graph that the line rises up to 40 degrees as it is heating up until it reaches it optimum height and temperature when the enzymes work at its best. The line then starts to go down which shows that the enzymes have started to denature so the dough does not rise any higher in height than the optimum height.The diagram below shows the enzyme and substrate before it gets denatured, and another diagram showing the enzyme and substrate denatured:EvaluationI think that for this investigation, there was a good range of temperatures as we got good results that enabled me to work through this investigation and to find out at which temperature the dough rose best. I think that doing two repeats for each water bath helped in enabling me to do average results and to see whither my results were reliable by comparing the two results with each other.However there were a few problems in doing the experiment but did not reflect the results and analysing them dramatically. The first problem that I encountered was stirring the mixture. This was because after stirring the glass rod picked up some of the dough mixture so there was not exactly 10ml of yeast mixture and 10g of flour in each boiling tube. Secondly there was the problem in measuring the exact height of the dough when using the yellow pen, as it was hard to see thr ough the dough. Thirdly the timing was not always exact because at times we left for over 30 minutes but only slightly e.g. we left for an extra 20-30 seconds or a minute accidentally. This could have a slight effect on the results because within that 20-30 second period the dough could have rose a little bit more than it would have been at exactly 30 minutes.Those were the only problems that I encountered with in the experiment. My data does not show any errors. I know this as looking at the class average and my average on the line graph, it shows that the results are similar and there are no points that go out of proportion. However in the class results table there was one group the had negative results meaning that the height of the dough decreased after it was heated at the temperatures of 20 degrees and 80 degrees. The group had probably made mistakes in doing the experiment so thats why the results were negative compared to the other groups results.If I were to do this experim ent again I would improve on the mistakes that I have just mentioned and I would do 3trys instead of 2trys so that I am sure of my results and therefore would no that they are reliable. I would also try different temperature of maybe 30 degrees or/and 50 degrees as both degrees are in between the optimum temperature of 40 degrees so either might also be the optimum height and temperature for dough.

SAT World History Subject Test Study Guide

SAT World History Subject Test Study Guide World history – its not just for the History Channel buffs. You can actually study for and take an entire test all about world history when you sign up for the SAT World History Subject Test. Its one of many SAT Subject Tests offered by the College Board, which have been designed to showcase your brilliance in a plethora of different areas. This one, in particular, helps you demonstrate your expansive knowledge of things like wars, famines, the rise and fall of civilizations, etc. from Before Common Era through the 20th century. Hows that for expansive? Note: The SAT World History Subject Test is not part of the SAT Reasoning Test, the popular college admissions exam. SAT World History Subject Test Basics Before you register for this test, here are the basics about the manner in which youll be tested. 60 minutes95 multiple-choice questions200-800 points possibleQuestions may be asked individually or could be placed in sets based on quotes, maps, charts, cartoons, pictures or other graphics. SAT World History Subject Test Content Heres the good stuff. What in the world (ha!) are you going to need to know? A ton, as it turns out. Take a look: Locations of Historical Information: Global or Comparative history: Approximately 23-24 questionsEuropean history: Approximately 23-24 questionsAfrican history: Approximately 9-10 questionsSouthwestern Asian history: Approximately 9-10 questionsSouthern and Southeastern Asian history: Approximately 9-10 questionsEastern Asian history: Approximately 9-10 questionsThe Americas history (excluding the United States): Approximately 9-10 questions Time Periods: B.C. E to 500 C.E.: Approximately 23-24 questions500 C.E. to 1500 C.E.: 19 questions1500 to 1900 C.E.: Approximately 23-24 questionsPost 1900 C.E.: 19 questionsCross-chronological: Approximately 9-10 questions SAT World History Subject Test Skills Your 9th grade world history class isnt going to be enough. You need more than just a meager knowledge of the Romans to do well on this thing. Heres the kind of stuff in which you should be well-versed before you sit for the test: Taking a multiple-choice testRecall and understanding of historical conceptsAnalyzing cause and effect relationshipsComprehending geography necessary for comprehending historyInterpreting maps, charts, graphs and other graphics Why Take the SAT World History Subject Test? For some of you, youll have to. If youre applying to enter a history program, especially one that focuses on world history, then you may be required to take it by the program. Check with your admissions counselor! If youre not required to take it, but youre seeking admission to some sort of historical program, it might be a good idea to go ahead and take it, especially if world history is your thing. It could showcase your knowledge if your regular SAT score wasnt so hot, or it could help to offset a less than stellar GPA. How to Prepare for the SAT World History Subject Test If you have 95 questions based on anything from early humanity to the year you were born, then Id study if I were you. The College Board offers 15 free practice questions for you, so you can get a feel for how youll be tested. It also provides a second pamphlet with the answers. We recommend a college-level world history course, with some expansive world history reading on the side. Test prep companies like The Princeton Review and Kaplan also offer some test prep for the World History Subject Test for a fee, of course. Sample SAT World History Question This sample SAT world history question comes straight from The College Board, themselves, so it should give you a snapshot of the kinds of questions youll see on test day (since they wrote the test and all). By the way, the questions are ranked in order of difficulty in their question pamphlet from 1 to 5, where 1 is the least difficult and 5 is the most. The question below is marked as a difficulty level of 2. 11. Social Darwinists such as Herbert Spencer argued that (A) competition allows individuals to develop their talents and meet their needs(B) competition and cooperation are equally important in building a productive and compassionate society(C) human societies progress through competition since the strong survive and the weak perish(D) human societies progress through cooperation, a natural instinct that should be encouraged(E) God predetermines that some members of society are fated to succeed and some members are fated to fail Answer: Choice (C) is correct. Social Darwinists  such as Herbert Spencer argued that the history of human societies and races has been shaped by the same principles as those that Charles Darwin had postulated for biological evolution, namely the principles of natural selection and survival of the fittest. Social Darwinists, therefore, tended to interpret the geopolitical dominance of Europe (and people of European birth or ancestry) in their late-19th- and early-20th-century world as both proof for the argument that Europeans were more highly evolved than other races and as a justification for continued European colonial rule worldwide.

Using the Spanish Verb Creer

Using the Spanish Verb Creer With few exceptions, the Spanish verb creer can be used much the same way as the English verb to believe. It sometimes can be a bit weaker in meaning than to believe and is thus often better translated as to think. In other words, creer is often used to mean that someone believes something is probable rather than that it is a certain fact. Creer Que When a statement is made about what a person believes or thinks, creer is typically followed by que and the statement of belief: Creo que el presidente hizo lo que tenà ­a que hacer. I think the president did what he had to do.Los mayas creeron que las formas en la luna que muchos ven como el hombre en la luna son un conejo que salta. The Mayans believed that the shapes in the moon that many see as the man in the moon are a jumping rabbit.Creen que los estudiantes no estudian. They think the students arent studying.Creemos que tenemos una mà ­nima chance. We believe we have a slight chance. No Creer If creer is used in a negative form, the verb following que typically is in the subjunctive mood: No creo que el paà ­s està © en crisis. I dont think the country is in a crisis.No creemos que exista un telà ©fono perfecto para todos. We dont believe there exists a perfect telephone for everyone.La Comisià ³n Europea no cree que el motor de bà ºsqueda vulnere la privacidad del usuario. The European Commission doesnt believe that the search engine violates the users privacy. Creer Object Creer also can be followed by a direct object rather than que: No creo lo que me dices. I dont believe what youre telling me.Cree las noticias malas y desconfà ­a de las buenas. He believes the bad news and distrusts the good news.Creo la televisià ³n. I believe the television. Creer En Creer en is typically the equivalent of the English to believe in or to have faith in. It can mean either to give credence to a concept or to have trust or faith in a person. Algunos no creen en la evolucià ³n. Some dont believe in evolution.Creo en la educacià ³n bilingà ¼e. I believe in bilingual education.No creemos en las polà ­ticas de extrema derecha. We dont believe in the politics of the extreme right.Cuando se lucha por una causa, es porque se cree en ella. When one fights for a cause, it is because one believes in it.Parece que el à ºnico que cree en Pablo es à ©l mismo. It seems that the only one who believes in Pablo is he himself.El paà ­s cree en Presidente y en las fuerzas armadas. The country trusts the president and the armed forces. Creer In a Religious Context In some contexts, creer standing alone can have a religious meaning, just as does to believe in English. Thus in some contexts, Creo (I believe) is the equivalent of Creo en Dios (I believe in God). Creerse The reflexive form, creerse, is often used with little discernible change in meaning from creer. However, the reflexive form sometimes is used to add emphasis: Me creo que eres mi ngel de la guarda. (I truly believe you are my guardian angel.) The negative reflexive form often offers a tone of incredulity:  ¡No me lo creo! (I cant believe it!) Related Words Creer is a cousin of English words such as creed, credibility, credible and credence, all of which have meanings related to the concept of belief. Related words in Spanish include creencia (belief), creà ­ble (credible), credo (creed), creyente (believer) and crà ©dulo (credulous). Negative forms use the prefix in-: increencia, increà ­ble, incrà ©dulo. Conjugation Creer is conjugated regularly in terms of pronunciation but not in terms of spelling. Irregular forms youre most likely to run across are the past participle (creà ­do), the gerund (creyendo) and the preterite forms (yo creà ­, tu creà ­ste, usted/à ©l/ella creyà ³, nosotros/as creà ­mos, vosotros/as creà ­steis, ustedes/ellos/ellas creyeron).

Lswee9 Essay Example | Topics and Well Written Essays - 1000 words

Lswee9 - Essay Example Nothing speaks for itself’ (Thorpe and Holt, 2008: p. 184). It can be anticipated that any researcher will have preconceived ideas about the area of study. This preconception will be founded upon the knowledge gained before actually commencing the research when interacting with others concerned. In my case, I am part of the company. The preconceptions held are going, in some way, going to have an influence both upon the way the research is conducted and could perhaps influence the results obtained. This occurs because it is the researcher who interprets the data, whether this be from his observations, the text of interviews, or from documents obtained from participants. When the researcher reflects upon the preconceptions he might have towards the subject of study and the participants involved, he must also reflect upon how his own characteristics will have an effect upon the data he collected. Hertz (1997: p. 8) stated that reflexivity allows the researcher to realise where he is in relation to the research undertaken , and so is able to minimise the effect he, and his personal ideas and knowledge has upon the research undertaken. When undertaking qualitative research it can be difficult for the researcher to operate in a detached way as they are required to interact personally with the respondents. Reflexive research is able to take this involvement of the researcher into account (Thorpe and Holt, 2008: p. 184). The writers are able to discuss this topic within reflexivity which is where methodological, discussing the proximity of the researchers to the matter under discussion. It is shown that the researcher need to be aware of this closeness and so be aware of the need to be professional and keep their distance so that the process of data collection and its outcomes is influenced in the most minimal way possible and not compromised. Johnson and Duberly (2000: p. 191) discuss

'it is more damaging to be sexually abused by a woman' PowerPoint Presentation

'it is more damaging to be sexually abused by a woman' - PowerPoint Presentation Example This article would further discuss the problem of sexual abuse with regard to both the genders. Sexual abuse is categorized into different sections such as the type of encounter one goes through while the abuse is being inflicted. The encounter could be in the terms of touch, attempts etc. The problem of sexual abuse is known to be fast spreading through out the world. It is estimated that women are more sexually abused than men are in the world (Molnar, Buka and Kessler, 2001). The basic health problems that women face after abuse are anxiety, depression, pain and mental traumas (Walker, Gelfand, Katon, Koss, Von Korff, Bernstein and Adult, 1999). A common belief among the masses is that a woman cannot sexually abuse an individual, however according to a number of researches reviewed by Russell and Finkelhor (1984) it is concluded that women account for 25 percent of the abuses in the world. Women who sexually abuse individuals belonging to their same gender (i.e. women) affect the victim greatly. These victims as conducted by a research by Goldsmith (2004) are known to suffe r through mental distresses and other psychological disorders. These psychological disorders are due to the fact that the individual was abused by its own gender.

Different control sensors Essay Example for Free

Different control sensors Essay The idea of a pressure sensor is to ultimately measure and monitor the pressure of either gasses or liquids. But, what is pressure? Well, pressure ultimately is an expression used to describe the process of the force that is used when restraining a gas or a liquid from expanding. It has a certain measurement normally in the force per unit area. When the pressure is measured it can be monitored in a number of ways, but, most typically it is done with an electrical signal. We can see many examples of pressure monitors/switches in appliances all over the world today. Pressure sensors are found in items such as cars and lifts. For example, a person walks up to a door and they wish for it to be opened on arrival, with a pressure switch located in the floor as soon as the pressure switch is activated the door will open, this form of switch will tend to require a form of displacement. Another example if where a pressure switch/monitor may be found is within a car. When the tyres reach a certain pressure the control system kicks in and then they are warned to pump them up. If we consider large industries such as factories with combustion engines then we need to bear in mind that there needs to be some form of indication when present conditions change within the mechanism, this is also where a pressure sensor will come in handy. The picture on the top left of this paragraph is similar to what may be found in an industrial placement. A Rotary Switch A rotary switch is used when we have a devise that needs to operate or change to two or more different states, for example, a rotary switch may be used for; A fan that regulates heat at different speeds A radio that needs to operate on different frequencies The most common type of rotary switch is the rotary light switch, and the way in which this works is pretty straight forward. A rotary switch is a device that has a rotating shaft connected to one terminal capable of making or breaking a connection to one or more other terminals (the rotating shaft can be seen in the picture on the left) to many other types of electrical switching mechanisms, the electromechanical rotary switch provides a desirable means to control large numbers of circuits over a wide range of currents, voltages and power requirements. Rotary switches provide electrical control for the following types of equipment; Medical equipment, Aircraft, computers, Â  Industrial controls, Â  Communication, Â  Ordnance, Â  Ground support equipment Different types of rotary switches are used in a variety of electric devices. They are in the form of at least two parts and have a rotatable switching means arranged in a grouping and a rotary knob having a coupling element which can be pushed into or onto the switching means. The rotary switches are provided with a contact/sensor system and with a detent mechanism. The detent mechanism determines the number of possible switch positions. Rotary switches may feature different switch positions that can be set by rotating the switch spindle in one or another direction. Rotary switches may convert positions into binary numbers; such switches are known as coded switches. A rotary electromechanical encoder includes the overall characteristics of a rotary switch, but has additional mechanical movements. Pyrometers A pyrometer comes in very useful in industrial places where measuring and controlling inputs and outputs of a computer system become far too dangerous for a human to undertake the responsibility. It is often used to determine and control the temperature; however, it can also be used for radiation purposes. The word pyrometer is derives from the Greek word for fire, and the Greek word for measure, which is meter. As previously said, pyrometers are optical aids and although now days there are many forms of pyrometer as the need for more specific, demanding control systems are required the most basic still works on the principle below; On the previous page we can see how a basic optical pyrometer works, the only problem being that it can display temperatures that are high (up to around 700oC, but is inefficient for very low temperatures. As temperature inside the work place/furnace increases, so does the filament inside the pyrometer giving off a red colour, indicating the heat capacity. Using digital readouts the user can use the pyrometer to calculate the temperature of the material and also use the pyrometer to heat the material or furnace, or wherever the control system is placed to whatever they require. Thermocouples A thermocouple is a very simple heat/temperature sensor and comprises of two components. One end is joined tightly and the other end is separated. It is the end that is separated that is considered to be the output of the control system, and this is the end that actually generates the voltage. This voltage is then proportional to the heat or temperature to which it is measuring. This then means that the hotter the temperature the more voltage is output. Below can be seen the two most commonly found applications of thermocouples; Measuring room temperature Monitoring the presence of a pilot light It is the actual materials used within the control system that determines the application. There are then thermocouple types derived which can be used for differing purposes. Thermocouples are easy to use and require no batteries or fancy electronics. However, the voltage signals generated are very small so an amplifier may be required if you wish to read the temperatures into a computer Control System Thermometers Control system thermometers consist of a normal day to day thermometer thats connected to an electric circuit. Then, when the heat/temperature reaches a certain level it can be indicated or displayed in a number of ways, for example if connected correctly we could have it so that the temperature, when it hits 20, displays a red light located somewhere else, and, then when it falls below the light goes off. Inductosyn The idea of an inductosyn is to read the measurements of current within a system and then make extremely accurate measurements or movements based upon these readings. The principal in which it works is as follows. Incremental Absolute An inductosyn has a metal block in which grooves are cut out. Along these grooves are continuous strips of magnetic metal, then, a current is passed from one end to the other. The sliding block has an identical strip set in to it completes the circuit when connected with the other strip. Now we have the possibility of resistance change, by sliding the sliding block from one end to the other we have a system that changes the resistance of the circuit. This then increases and decreases the current accordingly. This is then output to a display which the user can see. This relationship between current and movement can then be used to move objects very small distances with a tremendously high degree of accuracy. This is all based on the current. Thermistor A thermistor is a type of resistor that varies resistance in a computer control system according to the temperature readings. Thermistors are thermally sensitive resistors whose prime function is to exhibit a large, predictable and precise change in electrical resistance when subjected to a corresponding change in temperature. A temperature sensor application would be compared to that off the one found in a central heating system. A sensor would detect the temperature in the air, by using a thermometer and then change as desired using something like a thermistor. The thermistor would act as the thermostat. Therefore, when the thermostat is changed, we can change the output of the heating system accordingly. The thermistor is widely used and often unknown to the untrained eye. Linear Limit Switches The theory behind the linear limit switch is very straight forward. Basically the linear limit switch is a button, that when activated starts a process. In relation to computing its like an event drive operation. For the linear limit switch to be activated it must be pressed. For example, in a lift, how do we get the lift to stop going up, or, stop going down, or stop on the right floor. It would be of my opinion that a linear limit switch is implemented, so that when the lift reaches the required floor, a switch is activated and the lift stops and the doors open. However, its not limited to lifts, the linear switch is a very common device. In the picture on the left we can see a clear example of a linear limit switch. The operation needed to be performed is for that of the swimming pool cover, when the cover reaches the end of the pool the switch is pressed and the motor stops working, this then stops the problem of the cover falling off of the reel.

Ernest Hemingway After Fitzgerald :: Biography Biographies Essays

Hemingway After Fitzgerald Hemingway after Fitzgerald continued to be the man everyone expected him to be, superficially at least. He was famous, adventurous, had affairs with women, and continued to dominate the literary world. In the end, however, these very characteristics brought him into a state of depression that would ultimately defeat him. In the words of Kelly Dupuis, "[Hemingway's] final years were haunted by some of the same ghosts that haunted Fitzgerald: alcoholism, mental illness (in this case his own) and a creeping sense of diminished self-worth"1 Hemingway did not attend Fitzgerald's funeral after his death on December 21, 1940. It is not known when or how he had received word while in Cuba and Hemingway made no public statement regarding Fitzgerald's death.2 After The Last Tycoon was released to warm receptions that deemed Fitzgerald as capable of more "mature" work, Hemingway remained unmoved with the stories, saying "Scott died inside himself at around the age of thirty to thirty-five and his creative powers died somewhat later...the book has that deadness...as though it were a slab of bacon on which mold had grown" (Bruccoli, Dangerous 210). At this point in his life Hemingway had moved to a house outside Havana, Cuba with his wife Martha. While his public image continued to expand (seemingly at the expense of his work), he continued working on several writing projects that would later become Islands In The Stream and The Garden Of Eden. In 1942 (in one of the most bizarre stories I could imagine) Hemingway began an undercover operation with some friends and professional operatives to hunt down German submarines in the Atlantic ocean off the coast of Cuba. He used his own boat, Pilar, and attached radio equipment and extra fuel tanks, hoping that, in the offchance he found a German sub, he could "drop a bomb down the hatch". They called themselves the "Crook Factory." Nothing ever came of their sub hunts except a good time fishing and drinking together, in the process irritating Martha who thought Hemingway was avoiding the responsibilities as a great writer to report the real war then raging in Europe".3 From May of 1 944 to March 1945 Hemingway served in London and France as Collier's correspondent. There he met his fourth wife, Mary Welsh, who he married in 1946. Throughout the 1950's Hemingway's reputation grew as a celebrity as his public image dominated the literary world with every new book he wrote. Ernest Hemingway After Fitzgerald :: Biography Biographies Essays Hemingway After Fitzgerald Hemingway after Fitzgerald continued to be the man everyone expected him to be, superficially at least. He was famous, adventurous, had affairs with women, and continued to dominate the literary world. In the end, however, these very characteristics brought him into a state of depression that would ultimately defeat him. In the words of Kelly Dupuis, "[Hemingway's] final years were haunted by some of the same ghosts that haunted Fitzgerald: alcoholism, mental illness (in this case his own) and a creeping sense of diminished self-worth"1 Hemingway did not attend Fitzgerald's funeral after his death on December 21, 1940. It is not known when or how he had received word while in Cuba and Hemingway made no public statement regarding Fitzgerald's death.2 After The Last Tycoon was released to warm receptions that deemed Fitzgerald as capable of more "mature" work, Hemingway remained unmoved with the stories, saying "Scott died inside himself at around the age of thirty to thirty-five and his creative powers died somewhat later...the book has that deadness...as though it were a slab of bacon on which mold had grown" (Bruccoli, Dangerous 210). At this point in his life Hemingway had moved to a house outside Havana, Cuba with his wife Martha. While his public image continued to expand (seemingly at the expense of his work), he continued working on several writing projects that would later become Islands In The Stream and The Garden Of Eden. In 1942 (in one of the most bizarre stories I could imagine) Hemingway began an undercover operation with some friends and professional operatives to hunt down German submarines in the Atlantic ocean off the coast of Cuba. He used his own boat, Pilar, and attached radio equipment and extra fuel tanks, hoping that, in the offchance he found a German sub, he could "drop a bomb down the hatch". They called themselves the "Crook Factory." Nothing ever came of their sub hunts except a good time fishing and drinking together, in the process irritating Martha who thought Hemingway was avoiding the responsibilities as a great writer to report the real war then raging in Europe".3 From May of 1 944 to March 1945 Hemingway served in London and France as Collier's correspondent. There he met his fourth wife, Mary Welsh, who he married in 1946. Throughout the 1950's Hemingway's reputation grew as a celebrity as his public image dominated the literary world with every new book he wrote.

Famous Indonesia Musician

Today i want to tell you about one of Indonesian Top Musician named Ahmad Dhani. He's father of three boys. His music arragement is great, have the special taste of music. Although it's a certain kind of music season, his music is not influenced but reverse. He keep his music in his own track. It has strong side that other musician dont have. Market cant distrurb his regulation in music. He dont produce album too often. But, once he launch, it must be booming. Apart from his greatness in world of elody, Ahmad Dhani also famous because some controversial side, one of them is his arrogancy.My personal view are many arrogant side of him appeared because people also want to know about his private life. For example, things about his family and how he treat his sons. People also talk about him because of his scandal. He have a black story about his relationship with a woman. This woman is a friend of his wife. Now, after he divorced from his wife he married with the woman. He doesnt ant pe ople to step into his private world so he look very arrogant in this case. He grow in musical world and create the new music atmosphere in Indonesia.At the same time he prepare and develop new musician too. He recruit young and talented musician to his music management named â€Å"Republik Cinta†. Here, Ahmad Dhani gathering and developing new quality musician. Let us see some of the musician from this management ; Rajassa Ikmal as a drummer, The Virgin which consist of kak Mita and kak dara, Judika with his great voice, and others. One thing people know, his ons have musical talent as spectacular as him, and he developed it too.We can see from his last big concert called â€Å"Mahakarya Ahmad Dhani†. His son who is still teenager can play music in a very cool way. A1 played guitar, El played drum, and Dul played bass and piano. If we look at both side of the story, everyone have good and bad side. So, i would argue that we shouldn't Judge people Just in one side moreo ver his private life. We never be in his footso we don't have to mind his private bussiness. It's better to appreciate people because of his creation.

Professional Development

Professional Development Do it and Remember â€Å"Wherever you want to go, you have no choice but to start from where you are†, (Karl Popper) Abstract This paper will delve into the process of an already implemented and on-going proposal of teacher development at a private girls’ catholic school in Capital Federal. The introduction will state the nature of the project, the problems dealt with and the objectives, as well as the population involved. The Literature Review will provide the background necessary for its implementation, which includes some bibliographical references that served as backbone to the project.To conclude we will describe the results of the implementation of the proposal , the impact it has had on the subjects involved and its possible future changes, the latter based on a survey attached in the Appendix. Introduction Thirteen years ago I was offered to coordinate the English Department of Primary School at a catholic institution. The population inv olved in this task were the owners, the authorities of the school, the administrative staff, the teachers, who in the majority had been working at the school for some time, the pupils and, of course, their parents.On first analysing the situation, I set myself two types of objectives: short term objectives and a long term one. The long term objective the authorities commissioned me with, was to improve the level of English of the pupils. This overwhelming task could only be fulfilled if I set myself short term objectives, which would serve as a scaffold to realise such ambitious goal. It entailed thorough work on the teachers’ professional development, as it was my deep belief that the most important asset a school could rely on for its improvement was the teachers.After sitting in during lessons, holding meetings and getting to know the teachers better, I was able to have a clear insight of what the challenges were and, therefore take an appropriate course of action. 2 Liter ature Review Where to start? After roaming around the school, getting acquainted with the premises, the first task to tackle was create a harmonious atmosphere with and among the teachers and to try to work with them in the same way I expected them to work in their lessons. There were different dimensions to be considered and none was to be overlooked.One of those aspects was the teachers’ expectations with respect to the coordination. The new coordination would certainly bring about changes and I had to find out how eager and flexible they were and if they were not, the challenge would be to provoke the need for change in them. I teach only as well as the atmosphere that I engender. I believe that education is change and that I will not be able to educate unless I am also able to change. (K. Head and P. Taylor (1997- p. 10) For this change to be welcome, the affective dimension was crucial.There was a need to create unstructured time for them to be together and exchange expe rience and ideas: (†¦) many different experiences that shape your life and make you the person- and the teacher- that you are. (K. Head and P. Taylor, 1997- p. 19) Successful teamwork would only take place if each participants’ individuality were respected. This would create the ground for the teachers to feel that they could be themselves and could each contribute, in their own style, to the process of change and development in the area.Personal awareness of their capacities and skills would mainly result from self reflection and by their own questioning of who they are and what they do rather than by any external training agenda. (K. Head and P. Taylor, 1997- p. 1) The coordination’s initial job was to draw information about the teachers’ needs and deeds, to act accordingly. Sitting in on classes provided the coordination with a clear picture of reality. The positive features were to be enhanced and the negative aspects were to be reversed.To release pres sure from teachers, the focus of the coordination would not have to be on the result, i. e, the product of an individual lesson, but on a thorough analysis of the ongoing developmental process. Inspirandose en Sartre (1956), van Lier (comunicacion personal) comenta que en la formacion de profesores les parece util considerar el desarrollo del profesor dentro de un amplio espectro de experiencias (ver figura 1). Tener se relaciona con el conocimiento (de la materia que se ensenan y de pedagogia, del yo y de los demas) y los recursos de que disponen los profesores, hacer con sus destrezas y habilidades para construir oportunidades de aprendizaje, y ser con sus cualidades personales, su vision y su sentido de la mision. (J. Arnold, 1999, p. 22) Ser Tener Hacer Figura 1: Areas para el desarrollo del profesor Consequently the idea of providing workshops that would cater for the needs was implemented. Procedure Planning The implementation of the teachers’ weekly planning of their l essons proved to be effective. The teachers received active feedback, comments, suggestions, praising and criticism and were also able to ask questions and clarify doubts and exchange ideas.One way of seeing how the plans were put into practice was to watch lessons. This was very helpful both, for the teachers and the coordinator, as they showed the needs of the teachers, their individual strengths and weaknesses. Self reflection was fostered by posing the teachers questions on problems to consider and analyse. This type of work was demanding. It was carried out for two years, but then changed to personal chats which, though more time consuming, were more profitable and welcome. Collaborative work.Sharing ideas and achievements was an important part of the process. A travelling copybook was one of many resources used along the way. With the motto No teacher is an island (M. J. Wallace, 1998, p. 207) the copybook circulated among the staff. Teachers were encouraged to state the natur e of a problem they had. The copybook passed on the 4 rest of them who, voluntarily, tried to give a solution to their colleagues’ problem, or, if they couldn’t, just support. (†¦) professional isolation is ultimately a barrier to professional development (M.J. Wallace, 1998, p. 207) Enhancing teachers’ expertise The identification of individual assets led to, what Wallace calls: useful division of labour. Specifically this resulted in Drama lessons, provided by a teacher who was also an actress, Cooking lessons, a teacher whose family was in the catering business, just to mention some of a variety of contributions; each teacher with their special talent. Workshops In this process, the coordination saw the need to provide teachers with the state of the art in the area of ELT.In order to do this, the teachers were invited to attend in-service courses which sprang from an exploration of their needs. Guided by the motto â€Å"you learn by doing†, the te achers were not lectured on the different trends but experienced their application during the workshops; if they happened to be interested in the theory behind the practice, they could always resort to the detailed bibliography provided. It was important to raise the teachers’ awareness as to the theory behind their action so that they had the tools to choose and change.Teachers use their intuition a lot to tackle different issues in their daily work, what Head and Taylor call action-knowledge. They should become aware that there is always a theoretical background to what they do, and that the awareness of this will broaden their scope of choice in the classroom situation. Teachers’ language proficiency was another issue to consider and develop, as most of them had finished their teacher training courses and had stopped studying English systematically.The workshops were also oriented to improving their language skills. Conclusion The ultimate objective of the coordinat ion can be said to have been reached, though not completely. Its success can be measured externally by an International Exam the pupils sit at the end of their Primary School: Cambridge Preliminary English Test. After a lot of hard work, this has been a great achievement. The teachers were given a questionnaire to complete (Appendix 1) whose results are under analysis.However, the teachers’ immediate reaction to the task resulted in more food for thought than the actual written completion of the questionnaires. The teachers 5 expressed their satisfaction with what had already been done as regards their professional development, and couldn’t suggest any further subject for future courses. This may have two readings: on the one hand, teachers also have a sense of achievement; on the other hand, it should encourage the coordinator to go on with the exploration of possibilities for development and improvement of the teaching staff.To conclude, though we feel that the long term goal was partly achieved, as a result of the implementation of the short term ones, it is clear to us that teacher development should be an on-going, never-ending, life-long process. Appendix 1 Professional Development: Survey- November, 2003 6 Dear teachers, I would be very grateful if you could fill in the following questionnaire and give it back to me as soon as possible. 1. How long have you been teaching English in this school? Write X where appropriate) 1 year More than 2 More than 5 More than 8 2. Have you attended courses for Professional Development at school or elsewhere? Yes: No: If your answer is yes, which courses can you mention? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 3.Have your teaching strategies changed in some way as a res ult of the courses? If so, in what way? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 4. What aspects of the school have contributed to your professional development ? give each a mark from 1 to 5, 5 being the most relevant aspect) Choice of text-books: Project work: Collaborative team-work: Coordination meetings: In-service training: Others: ____________________________________________________________________ ____________________________________________________________________ 5. What type of course would help develop your teaching further? Make suggestions. _____________________________________________________________________ _____________________________________________________________________ _________________________________________________________ ____________ Appendix 2 Budget The school paid a salary to the coordinator to perform her duties as such and to help the teachers develop professionally. The teachers, on the other hand, were â€Å"invited† to participate in the workshops and the owners of the school considered that the teachers’ participation in in-service workshops was a fringe benefit for them. References Head, K. and Taylor P. , 1997, Readings in Teacher Development, Heinemann, Oxford Arnold, J. , 1999, La dimension afectiva en el aprendizaje de idiomas, Traduccion de Alejandro Valero, CUP, Madrid. Wallace, M. J. , 1998, Action Research for Language Teachers, CUP, UK.

Free Essays on Halfback Tough

HALFBACK TOUGH by, Thomas J. Dygard Setting: This story takes place in the fall, at Graham High School. Characters: Joe - main character, Richard and Marty – Joe’s old friends from his old school, Joe’s mom and dad, coach – Joe’s football coach, Andy – one of Joe’s friends at Graham High, Paul – one of Joe’s friends at Graham High. Point of View: The narrator (Joe) told the story from a first person point of view. Theme: What the author of this book is telling us is that you can always start over and do things right. Everyone deserves a second chance, such as Joe did by moving to another school. Plot: When Joe Atkins lived in his old school the only thing that he ever did was get in trouble, and cause problems. When he moves to Graham High School he knows that he has a chance to change his life and to do things right. He starts out by joining the football team and finds out that he is very good at it. Before he knows it he is the local football hero. But the problem is Joe's past reputation at his last school, he brought his attitude with him to Graham. He thinks that the rest of the football team are looking bad at him for his past. When Joe’s old troublemaking friends come to Graham and vandalize a nearby store, he is one of the ones suspected for it. After this he started feeling the same way about life as he did at his old school. After winning his last game against Alexandria, he realized how great it felt to be a winner, and not a troublemaker. Connection to Course Content: I think that during this story, there was a conflict going on, but this conflict was going on inside of Joe’s head. The conflict was between being a jock, or a troublemaker.... Free Essays on Halfback Tough Free Essays on Halfback Tough HALFBACK TOUGH by, Thomas J. Dygard Setting: This story takes place in the fall, at Graham High School. Characters: Joe - main character, Richard and Marty – Joe’s old friends from his old school, Joe’s mom and dad, coach – Joe’s football coach, Andy – one of Joe’s friends at Graham High, Paul – one of Joe’s friends at Graham High. Point of View: The narrator (Joe) told the story from a first person point of view. Theme: What the author of this book is telling us is that you can always start over and do things right. Everyone deserves a second chance, such as Joe did by moving to another school. Plot: When Joe Atkins lived in his old school the only thing that he ever did was get in trouble, and cause problems. When he moves to Graham High School he knows that he has a chance to change his life and to do things right. He starts out by joining the football team and finds out that he is very good at it. Before he knows it he is the local football hero. But the problem is Joe's past reputation at his last school, he brought his attitude with him to Graham. He thinks that the rest of the football team are looking bad at him for his past. When Joe’s old troublemaking friends come to Graham and vandalize a nearby store, he is one of the ones suspected for it. After this he started feeling the same way about life as he did at his old school. After winning his last game against Alexandria, he realized how great it felt to be a winner, and not a troublemaker. Connection to Course Content: I think that during this story, there was a conflict going on, but this conflict was going on inside of Joe’s head. The conflict was between being a jock, or a troublemaker.... Free Essays on Halfback Tough HALFBACK TOUGH by, Thomas J. Dygard Setting: This story takes place in the fall, at Graham High School. Characters: Joe - main character, Richard and Marty – Joe’s old friends from his old school, Joe’s mom and dad, coach – Joe’s football coach, Andy – one of Joe’s friends at Graham High, Paul – one of Joe’s friends at Graham High. Point of View: The narrator (Joe) told the story from a first person point of view. Theme: What the author of this book is telling us is that you can always start over and do things right. Everyone deserves a second chance, such as Joe did by moving to another school. Plot: When Joe Atkins lived in his old school the only thing that he ever did was get in trouble, and cause problems. When he moves to Graham High School he knows that he has a chance to change his life and to do things right. He starts out by joining the football team and finds out that he is very good at it. Before he knows it he is the local football hero. But the problem is Joe's past reputation at his last school, he brought his attitude with him to Graham. He thinks that the rest of the football team are looking bad at him for his past. When Joe’s old troublemaking friends come to Graham and vandalize a nearby store, he is one of the ones suspected for it. After this he started feeling the same way about life as he did at his old school. After winning his last game against Alexandria, he realized how great it felt to be a winner, and not a troublemaker. Connection to Course Content: I think that during this story, there was a conflict going on, but this conflict was going on inside of Joe’s head. The conflict was between being a jock, or a troublemaker....

7 In-Demand Skills You Can Learn Quickly That Will Boost Your Job Prospects

7 In-Demand Skills You Can Learn Quickly That Will Boost Your Job Prospects Skill acquisition is super important to advancing your career. But you’re busy- or you live in a remote location- or you just feel daunted by how long it takes to gain proficiency, let alone mastery, of any given skill. Never fear! There are a ton of in-demand and highly marketable skills you can learn quickly. Here are some of the best.1. Web Design/DevelopmentEver notice just how many job postings ask for some variant on this? Or call it a bonus or a plus? There are tons of online sites and programs that can help you learn how to do all of this and more, in your spare time. And this skill will help make you look really good to a wide range of companies needing help launching, updating, or redesigning their sites.2. Data Analysis/StatsEven if you were terrible at math in school, it’s time to give it another try. Big data is the next frontier. Try sites like Khan Academy to get free instruction in how to harness, organize, and analyze mega data sets and put that skill s mack on your resume. Learn something like Mini-tab, Statistical Package for Social Sciences (SPSS) or E-view to really set yourself apart.3. Cloud ComputingIt’s okay if you don’t even know what that is now. You can learn! Heard these buzz words? Virtualization, software as a service (SaaS), platform as a service (PaaS)? You too could become an expert in them. Try ALISON.com for a free introductory course to cloud computing. Then you can put Customer Management Software (CRM) expertise on your resume and be that much more marketable.4. Excel and PowerPointThese more complicated programs of the Office suite- and usually the ones you ignore? Never underestimate the power of expertise in either of these programs. Take an online class in either- or both- and revel in how far you can get being a super genius at these programs.5. Public SpeakingThe skills you build while beefing up your public speaking expertise are multipurpose and can bring about a huge confidence boost. Wh en in doubt, improve your communication skills- both written and oral. But public speaking can make you that much more effective when speaking, interviewing, asking for a raise†¦ There are platforms like Udemy and Skillshare available through Toastmasters International or Dale Carnegie Training. You can even sign up for Skillshare through Monster.com and get your first month free.6. CodingAugment your new web development/design skills with some coding knowledge. These technical skills are all the rage right now, can help whether you’re going into marketing or management, and can really set you apart in the hiring pool. Start with HTML and CSS and then see if you can pick up some skill with JavaScript. Try the Web Development Bootcamp for a nine-week course.7. BloggingNot just for teenage girls! Every company needs a blog these days, and having the talent to generate interesting, well-written content, plus the knowledge of SEO and some of the more technical aspects can re ally set you apart from the crowd. When in doubt, be a blogging maven!

Early literacy Article Example | Topics and Well Written Essays - 750 words

Early literacy - Article Example 2), and the top of these other things is an orderly household. b. In-depth critical analysis Whalen has discussed a report in support of his arguments and tried to convey to the reader why he thinks that an orderly house assists in the development of early reading skills in young children. She mentions a study by researchers at Columbia University’s Teachers College and Ohio State University, which says that parents can help their children to read by doing much more than just providing them with books. They can provide them with a well-managed and orderly household in order to assist them in reading. This research was done on 455 kindergarten and first-grade twins. It was concluded that â€Å"mothers who are above-average readers are also those who are more likely to keep a tidy home and to implement daily household routines†, and these mothers are better teachers for their children. The subject matter of the article very well goes with the title the author has suggeste d and has good scholastic importance. The problem can be well understood by an average reader and the research is not limited to the author’s own aptitudes and ideas. However, the author has not been able to provide enough evidence to support his claim and has only discussed one study. The article lacks proof and sound arguments and the reader is not convinced as to how an orderly home can help a child in developing reading skills. It would have been better if Whalen had discussed multiple researches to back up her claim. It is only the last paragraph that is convincing enough for the reader because it discusses the important role of book reading in the development of reading skills. 2. Review of the Literature/ Comparison with other Researches We cannot deny the significance of an orderly home in the early literacy skills. We are just arguing that Whalen did not provide much evidence. To back up the article’s argument, we compared it with some other writings provided by profound scholars. Lee and Croninger (1994) assert in their writing that â€Å"variations in the home environments of poor and middle-income children affect their literacy development, which leads to substantial differences in reading ability and behavior† (p.286). Now, this research more clearly describes what the main causes of inequity of home environments of children are and how their literacy gets affected by the disorderliness of their homes. Other researchers like Morrow and Weinstein, and Rasinski and Fredericks (as cited in U.S. Department of Education, 2011) affirm that a literate home environment is vital if the aim of the parents is to enable their children develop literacy skills. A literate home environment is a complement of the school. According to the article, a literate home environment does not mean that the parents should be able to read and write in English; instead, it means that they must be able to provide their children with a lot of reading materi al and a good study location inside the house. This article supports Whalen’s arguments in his last paragraph, that parents must support their children’s reading abilities through provision of books, anywhere and anytime. Connor (2007) conducted a study regarding the influence of school and home environments upon the literacy skills of children, and states in his research that, â€Å"Home learning environments and parenting, along with preschool opportunities in the community, have been shown to directly relate to children’