Analysis Of The Poem Tell Tale Heart By Edgar Allen Poe

In â€Å"To Tell-Tale Heart† by Edgar Allen Poe many different ideas are challenged to the deepest extend. This short story is a horror story, in the first person perspective, and based on the behavior of paranoia, guilt and murder. Most of Poe’s short stories are deep and dark just as this one is but ultimately have a background to the a plot. The author in the story finds himself fighting between the power of evil and pride. He or she fulfills that burden by committing an act that is immoral for most of humanity. That act was the murder of an old man. The narrator defines the line between insanity and pride with that gruesome murder, and throughout the short story Poe uses many literary devices to explain how significant things are in the story. When the story continues does the author free himself or still burdened by the so-called â€Å"evil†? The evil that is being referred to has to do with the idea of someone watching you at all times. The old man r epresents that higher power, and the fact the narrator is overwhelmed by not being able to beat that higher power results in a murder. Does that make the narrator insane or moral? The prolonged sentences at the beginning of the story reflect the craziness because of the excessive use of hyphens. In the beginning of the story the murderer is denying the fact of insanity, â€Å"why will you say that I am mad? The disease had sharpened my senses – not destroyed – not dulled them. †¦ How, then, am I mad? Hearken! and observe howShow MoreRelatedComparitve Analysis of the Raven Tell Tale Heart by Edgar Allan Poe1257 Words   |  6 PagesComparative Analysis of the Tell Tale Heart and the Raven Edgar Allen Poe was the author of several daunting works of literature. Two examples of Edgar Allen Poes literature are The Tell Tale Heart and The Raven. If we compare these two works, one a short story and the other a poem, we will see that Poe shows great mastery of symbolism, as well as other forms of literary technique. In these two stories, many people would say that Poe uses the tales to reflect the way he perceivesRead MoreRunning Head: Edgar Allen Poe 1. Edgar Allen Poe2. . .1286 Words   |  6 PagesRunning head: EDGAR ALLEN POE 1 EDGAR ALLEN POE 2 Edgar Allen Poe Name Course Professor’s name Institution Date Edgar Allen Poe Edgar Allen Poe is well recognized as the author of numerous great stories of suspense and horror. He also needs to be remembered as the single author who did help in establishing and developing the real contribution of the America to the actual literature of the world, the short-story form (Bagert, 2008). Poe was the initial writer who recognizedRead MoreEdgar Allan Poe and Love 1059 Words   |  5 Pages Edger Allan Poe is one of the most influential authors of his time. Well known for his short storys The Raven and A Tell-Tale Heart, Poe also wrote poems that reflected his struggles through out his life. Poe was born in 1809, Thomas Jefferson was president. Lots of events occurred during Poe’s life with the beginning of the war of 1812, to the writing of â€Å"Frankenstein† by Mary Shelley, and â€Å"The Vampyre† written by John Polidori. Slavery was banned in England in 1833 and a year later, The SpanishRead MoreDeath Is Death And The Idea Of Death1290 Words   |  6 Pagescommon phrase in today’s culture is â€Å"only two things are certain in this world; death and taxes.† Death has always stirred mysticism and aversion, maybe even fear in the hearts of women, men and children alike. Death, in the past, has come sooner to many due to plague, diseases and lesser heath cares so characters in older poems were younger at their time of death. It ma kes since that authors tap into this emotion and this mystery that surrounds death. Human nature tends to fear things unknown andRead MoreRomanticism Defined By The Merriam Webster Dictionary1864 Words   |  8 Pagesfamous writers, such as Edgar Allan Poe. Edgar Allan Poe was the best writer of his time, born January 19 1809, to actors David and Eliza Poe. From the very beginning that he had a troubles childhood. His parents, couple of years after his birth, died from sickness He was separated from his siblings and went to live with foster parents, John and Frances Allan. He did not get along with his foster father but grew fond and close to his foster mother Frances. When going to school, Poe was a superb studentRead MoreAnalysis Of The Tell Tale Heart By Edgar Allen Poe1320 Words   |  6 PagesRory Spillane Mr. Bruno English IV period 8 1.29.15 Analysis of the Tell-Tale Heart Edgar Allen Poe was born on January 19th, 1809 in Boston, Massachusetts. He went on to become one of the most famous American poets and authors in history. The subjects of his poems and stories were often morbid in nature, many of them having to do with death and murder. Unfortunately, the dark tone of his work reflected the darkness of his life, which was marked with notable instances of tragedy, such as theRead MoreThe Tell Tale Heart By Edgar Allen Poe Essay1452 Words   |  6 Pagesâ€Å"The Tell-Tale Heart† Analysis and Opinion Edgar Allen Poe, born January 19, 1809 in Boston Massachusetts, is famously known for his tales and poems of horror and mystery that evoked the interest of readers worldwide, and still do to this day. Some background about Poe is that his father, David Poe Jr., left his family early in Poe’s life, and his mother, Elizabeth Arnold Poe, died when Poe was just three years old due to tuberculosis. He had to be separated from his sister, Rosalie, and his brotherRead MoreCommon Themes of Edgar Allan Poe3152 Words   |  13 PagesAn Analysis of the Common Themes Found in selected works of Edgar Allan Poe A Research Presented to The faculty of the English Department In Partial Fulfillment of the Requirements in English IV By March 2010 Acknowledgement The researcher would like to thank the following people who help and give guidance to make this project To the Project adviser and the home room adviser of the researchers, who gave his outmost patience and time to check the drafts and format of eachRead MoreCommon Themes of Edgar Allan Poe3166 Words   |  13 PagesAn Analysis of the Common Themes Found in selected works of Edgar Allan Poe A Research Presented to The faculty of the English Department In Partial Fulfillment of the Requirements in English IV By March 2010 Acknowledgement The researcher would like to thank the following people who help and give guidance to make this project To the Project adviser and the home room adviser of the researchers, who gave his outmost patience and time to check the drafts and format of each part of this veryRead More Juxtaposing the Most Similar Contradiction in Edgar Allan Poes Work2077 Words   |  9 PagesThroughout all of Edgar Allan Poes works are common ideas that oppose each such as madness versus sanity, reality versus the imagined reality and life versus death. Usually these sentiments are taken as contrasting ideas with little similarities to each other, like black and white. However, many of these motifs are situated in the grey category. Poe uses the communal thought pathway to highlight its antithesis; the pathway of grey. With the new pathway, he emphasizes the similarities of the opposing

Should Marijuana Be Legal - 2853 Words

INTRODUCTION Cannabis-focused media has recently been on the rise as a result of its recent legalization in several States in the United States. The legalization has attributed to the creation of a high demand for cannabis related news. The primary characteristics that have been linked to marijuana making the headlines of the news is its ability to generate revenue for the States and the media that is set to handle all the marijuana advertisements. The promise to help the media recover from its loss of revenue as a result of cigarette ad ban has seen the media stand firm on its decision to support the legalization. The effort of the media publicizing the legalization of marijuana has so far succeeded. The recent rise of marijuana media†¦show more content†¦It aims at supporting the evidence that the media’s role in the legalization of marijuana has been paramount. It also seeks to investigate and apparently conclude the economic impact of the media’s intervention in the legalization situation as a way of recovering from the tobacco advertisement ban. LITERATURE REVIEW In 1970, the President of the United States Richard Nixon, signed legislation that officially banned cigarette advertisements on both television and radio (Washington Post, 1971; History of Tobacco Regulation). Since then, the media has suffered a decrease in the total income from drug ads. Media channels have been seeking an opportunity to bounce back to their booming drug ad business since 1970, and the recent legalization of marijuana presented an opportunity to reclaim the lost revenue glory. With that in mind, the media has been on the forefront fighting for the legalization of marijuana, and the effort has paid off. The media actively advocated the coming legalization of marijuana in the States that recently took the initiative of making marijuana for recreation legal. The move by the States of Colorado and Washington made the headlines of the news in most media channels in the United States. For instance, The New York Times led the media channels that received the legalization news as a victory on their side. The New York Times central idea was a

Proper Waste Disposal

First of all, I would like to thank my wonderful parents whose support has inspired me greatly in making a willful choice in doing my best. I appreciate the skills that they have imparted to me to upon doing this research and their editing of my work has been of great help. Also, I would like to thank the library of Trinity College for being a good source of books which had aided me in writing the main body of this research. We will write a custom essay sample on Proper Waste Disposal or any similar topic only for you Order Now Very special thanks to my fellow classmates who have been readers to my research paper and who have pointed out my mistakes. I would like to thank them for exchanging ideas with me and for helping me deal with the arduous publishing process of paper. I doubt that I won’t be able to express my appreciation to them fully, but I owe them all my gratitude. I would also like to acknowledge my friends for being the ones who have motivated me to develop focus, as well as self-confidence. Without their support and understanding, I would not have accomplished this research paper. Lastly, I must acknowledge my beloved teacher, Ms. Nancy Ramos, for being the greatest help I would ever need in this research. Without her skills and assistance in writing this, I won’t be able to finish this research. And without her, this research wouldn’t have been made possible. Abstract Improper ways of disposing are common nowadays. Therefore, researches about proper waste disposal and waste management are of great interest. This study shows how the collection, transport, processing, recycling, and monitoring of waste materials can be as important as can be. Its immediate objective is to inform the readers, the community, and the society about how properly disposing of our waste materials can change lives. To come up with a research output, some books were used as a good source of materials and some people who worked for the government’s waste management had been interviewed. Also, observation of wastes all around Metro Manila had been done for a good source of evidence of whether or not people dispose of their wastes properly. As a result, the knowledge of waste disposal will be imparted not just to any special figure or anyone who works for the government management, but also to any citizen, may it be a student or a teacher, or a parent or a child, just like you. I, therefore, conclude that it is important and beneficial for everyone to know how to dispose their wastes properly to contribute to the improvement of our Mother Nature. Hopefully, this research may be of good use to better understand how our wastes affect our atmosphere greatly. IntroductionIn the early pre-industrial times, wastes compose of ashes from fires, woods, bones, bodies, and vegetable wastes. They are disposed of underground to serve as compost and contribute to the soil’s improvement. But only small amounts of ash, broken tools, and pottery were excavated by the archeological digs. Everything was repaired and reused and populations were smaller before. The change from nomadic hunter-gatherer to farmer meant that wastes could no longer be left behind. Because waste could no longer be left behind, it had become a big issue. Reusing and recycling became an everyday routine since the industrial revolution, wherein materials became more available than labor. There was a reuse system of bronze scrap operation 4000 years ago in Europe where they discovered that composting started in China. Reusing and recycling is widely recognized in the form of salvage, the usual tradition until the Rag-and-Bone men. Conventionally, salvaged materials included leather, feathers, and textiles. Feeding vegetable wastes to farm animals is also considered as a form of recycling, and as well as using green wastes as fertilizers. Soon after, some activities for improvements were done such as the melting down and re-casting of gold, the salvaging of timber, etc. But as the populations in cities had increased, the space for disposal had decreased. And because of that, societies had developed waste disposal systems. Proper waste disposal reduces the impact of waste into the atmosphere by observing the proper methods of disposing of. Because improper disposal of our wastes imposes cost on others, waste disposal has been a big political issue. Dirty disposal methods such as dumping are big problems nowadays. Though the easiest among any method, it creates health risks for the public. Waste disposal was not always observed and monitored properly; therefore, everyone must comply with the methods used in order to achieve environmental advantages. Achieving this awareness in proper waste disposal is important to lessen the waste we dispose of improperly. Discussion Waste disposal is either disposing our wastes in the water, on land or anywhere. Waste is usually managed where it can prevent the releasing of pollutants in our environment. Before disposing of our wastes, it is a must that they may be classified according to its physical, chemical, and biological characteristics. By classifying them according to consistency is the major way of classification; whether it is liquid waste, solid waste, or sludge. Liquid wastes must be less than 1% solid. On the other hand, solid wastes must contain less than 70% water. Sludge is another classification of waste materials; being somewhere in between a liquid and a solid. It must contain 3 and 25% solid and the rest is made up of water. Hazardous and Non-hazardous Wastes One must also know how to differentiate the waste between hazardous and non-hazardous. Hazardous wastes are possible threats to public health and the environment. To certify that the waste is really hazardous, one must observe the following factors attributed by the waste material: ignitability, reactivity, corrosivity, and toxicity. It is said to be ignitable when a waste contains liquid with a flashpoint of less than 60o C or 140o F. The waste is also ignitable if it is a solid that burns spontaneously, flammable compressed, an oxidizer, and a material with National Fire Protection Association (NFPA) or Hazardous Materials Identification System (HMIS) flammability hazard rating of 3 or 4. But if the material tends to be unstable at normal temperatures and pressures, it is a hazardous waste that is classified as a reactive. Examples of this are explosives and cyanide or sulfuric bearing wastes. (â€Å"Waste Types† p.1) A corrosive substance, on the other hand, is a substance that will permanently damage another substance or surface whenever it comes in contact with it. To people, it can cause damage to the eyes, the skin, and tissues under the skin. Inhaling corrosive substances can also damage the respiratory gastrointestinal tracts. Lastly, hazardous wastes can be considered as toxic wastes. Toxic wastes are poisonous. They spread easily and can contaminate bodies of water. These wastes can pose a long-term risk to the public health and environment. In disposing of hazardous wastes, bear in mind those we should recover and dispose of waste without endangering human health and harming our environment.If factors of hazardous materials were not determined, it must then be a non-hazardous waste. Non-hazardous wastes do not pose any threats to the public health and environment. They can be in the form of sewage wastes, cesspool wastes, food industry wastes, vehicle wash, drain cleanings, etc. Solid and Liquid Wastes When disposing of liquid wastes, there are certain ways in order to prevent pollutants to the storm drain systems. These include the Erosion Control, Sediment Control, Tracking Control, Wind Erosion Control, Non-stormwater Management Control, and lastly, the Waste Management and Materials Pollution Control. Practicing effective erosion control can help in the prevention of water pollution and soil pollution. Sediment control is designed to keep eroded soil in a construction site, so as to not let any nearby bodies of water to wash it off. This is done to reduce water pollution. Lastly, wind erosion is the control wherein water or any dust palliatives is applied to lessen dust created by construction sites. (â€Å"Liquid Waste Management† pp. 1-4) Landfills However, when solid wastes are being disposed, they are usually thrown in landfills. Pavoni, Heer Jr.Hagerty (1975) defines landfills as: Landfilling of solid wastes is a method of waste disposal which has been practiced since very early times. As a general rule, it is still one of the most economical waste disposal techniques in current use. It is often referred to as the only final solid waste disposal method since, unlike incineration or composting, it is not a processing operation which yields a residue or end product which requires disposal. The wastes deposited in a sanitary landfill are considered to be ultimately ‘eliminated’; the landfill is their ultimate destination. Because of this, landfilling of solid waste material is in some ways a very undesirable procedure; many potentially useful materials which could be recycled are buried in the earth and lost. Disposing of waste materials in landfills is commonly done by waste management. This involves the burying of wastes in abandoned places such as quarries, mining voids, and borrow pits. It is a must for landfills to be properly arranged in order to prevent the scattering of garbage everywhere, the growing of undesired vermin, and as well as the multiplication of the growth of liquid leachate. And even though we get certain benefits from the usage of landfills and though it had been a helpful place for waste burial, it was proven that landfills may contaminate drinking water. Also, the byproduct of landfills is gas. And these organic wastes break down anaerobically. The produced gas may develop foul odors, may kill a high percentage of vegetations and crops, and lastly, the most trivial of all, it may be a greenhouse gas. (â€Å"Landfill† p. 2) Greenhouse Effect Greenhouse gases are gases that happen to be the reason of the so-called greenhouse effect. Greenhouse gases generally clouds the earth and keep it about 33 degrees Celsius warmer than it would be without these gases present in the earth. They are generally known as warmers of our world. There are many compounds in the earth that act as greenhouse gases. These gases allow sunlight (relative shortwave energy) to reach the earth’s surface without hindrance. As this energy produced heats the surface, longer wave energy is reradiated to the atmosphere. (â€Å"Greenhouse Effect† p. 1) The greenhouse effect usually occurs brought by greenhouse gases such as carbon dioxide, methane, water vapor, and nitrous oxide. But some gases are man-made which includes the chlorofluorocarbon (CFC), hydrofluorocarbon (HFC), perfluorocarbon (PFC), and the sulfur hexafluoride (SF6). Concentrations of these gases had risen due to different activities done by man. As the population of human and the reliance upon fossil fuels had increased, the release of these gases had also increased. Though carbon dioxide reacts naturally with the atmosphere, but because of the obstruction of man in the carbon cycle by burning, mining, etc, we move carbon from solid to its gaseous state, leaving the earth with atmospheric concentrations. â€Å"Greenhouse Effect† p. 1) The production of carbon dioxide is achieved from the terrestrial biosphere. But as mentioned, human activities had intervened in the natural cycle of carbon production through the burning of coal, oil, natural gas, and wood. Carbon dioxide is the first greenhouse gas which had increased in atmospheric concentration. Earlier industrial revolution concentrations were steady and stable at 280ppm. But nowadays, there are at around 380ppm, increased by 30%. Atmospheric concentration has fluctuated due to the extent of landmass and vegetation from the northern hemisphere.A great drawdown of carbon dioxide happens in the spring and summer season in the northern hemisphere as plants convert carbon dioxide. Then, it would again be released during the fall and winter when plants undergo decomposition. (â€Å"Greenhouse Effect† p. 2) Incineration But aside from disposing our waste materials through landfills, incineration is also commonly used. Pavoni, et al. , (1975) states that: Incineration is a controlled combustion process for reducing solid, liquid, or gaseous combustible wastes primarily to carbon dioxide, other gases, and a relatively noncombustible residue. The residue is usually deposited in an accompanying landfill (generally located in a distant spot) after recovery of any valuable materials. The carbon dioxide and other gases generated through the combustion process are released to the atmosphere. Incineration is known to be the second oldest form of waste disposal. And until the present time, it is still practiced. Certainly, the discovery of fire had brought to men different kinds of advantages. From the advantages, the fire obtained led to primal incineration as a disposal practice. Until the present time, men relied greatly upon waste fire.Most of them ignored the consequences of burning wastes. But, established communities can no longer ignore this open burning because rather significant production of air pollutants is related to uncontrolled burning. (â€Å"Incineration† p. 2) For several years, incineration of wastes consisted of open burning in pits. The use of fire wagon was once an innovation during the early industrial times. The wagon was pulled by a horse through medieval towns so people in the cities can just toss their wastes in it through upper story windows onto this moving bonfire.People’s interest on this brilliant innovation grew. And so, in the late 1950s, a proposal of enclosed mobile incinerator was approved. The incinerator was to be used for the reduction of domestic and demolition wastes in a number of districts. Two American engineers, Hering and Greely, have explained the historical developments of incinerators. (Pavoni, et al. p. 59) Certain arguments about the usage of incinerators had been done, although it does contribute to the reducing of wastes. It had been a controversial method of waste disposal due to certain issues such as gaseous pollutants, etc. Incineration is very common in some countries like Japan, wherein their lands are very scarce. Because of that, they need not too much area of landfills. Waste-to-energy (WtE) or Energy-from-waste (EfW) are widely used terms for facilities that burn wastes in furnace to make, produce, or generate heat, steam, and/or electricity. Combustions in incinerators are not always perfect and highly recommended because there had been concerns about micro-pollutants in gaseous emissions from incinerator stacks. But aside from the facts argued about, this method produces heat that can be used as energy.(Pavoni, et al. . 162) Innovations in Disposal Although traditional methods of disposal are used (composting, sanitary landfills, and incineration), they are not fully practiced without following the three R’s, also known as the Reduce, Reuse, and Recycle method. Inadequate markets for compost have practically stopped composting as a feasible disposal technique. Also, the volume reduction provided by incineration necessitates the need of a larger landfill for residue disposal. The sanitary landfill method is also weighed down by an increasing scarcity of adequate land areas. (â€Å"Innovations in Disposal† p.224) Accordingly, there is a need for an upgrade in such methods or other innovations to develop proper waste disposal. Innovative disposal methods are as follows: aside from the widely known three Rs method, proposals have included both new methods of disposal; medium-temperature and high-temperature incineration. According to Pavoni, et al. (1975), â€Å"A new development in incineration, the so-called ‘high-temperature incineration’ process, consists of combustion and fusion of wastes at temperatures between 3000 and 3300o F, which is 1200 to 1500 o F higher than combustion temperatures in conventional incinerators. However, medium temperature incineration will most likely to be available. Older community solid waste incinerators are medium temperature incinerators and the use of these facilities is encouraged as a short-term measure, rather than less safe options, such as inadequate discharge to a landfill. Waste Management Hierarchy Waste hierarchy refers to the widely known Reduce, Reuse, and Recycle method, which classify waste management according to their appeal in terms of minimizing our wastes. The aim of waste hierarchy is to encourage citizens to generate a minimum amount of waste.Extended producer responsibility (EPR) is the strategy made to support the addition of all costs associated with products throughout the life cycle into market prices. This simply means that manufacturers are required to be responsible and hold account for their products. (â€Å"Waste Managing Concepts† p. 6) Lastly, the Polluter pays principle is states that any pollutant party shall pay for the impact damage caused to the environment. With regard to waste management, they are required to pay for the appropriate disposal of waste. (â€Å"Waste Managing Concepts† p.6) Conclusion The best way of disposing our wastes properly may vary in different techniques, may even cause pollution, and may even recover materials and energy. Preferably, the so-called Incineration method is the best way for hazardous wastes, organic wastes, and combustible miscellaneous wastes. By doing so, ashes can be used as nutrients, too. Not only can we dispose through the use of incineration, but we can also classify our wastes by their kinds: biodegradable and non-biodegradable. Recyclables should be reused intact if possible, processed on board if that is cost-effective, or compacted and shipped to recycling plants on land otherwise.Also, recycling has many advantages in our environment. It uses less energy while causing less pollution and it reduces the waste disposed in landfills. In the 18th century, the disposal of waste wasn’t always monitored. However, since then, our trash has become more complicated. We have many different types of wastes and it is a must that they may be disposed properly to prevent contaminating our environment. Nowadays, our natural sources have become scarcer and scarcer. That is why, putting the three R’s into action is the most efficient and forward-thinking approach to waste. And so, one must learn the proper ways of disposing of and pass it on from generations to generations. How to cite Proper Waste Disposal, Papers

Oil & Gas Management SR Limited

Question: Describe about the facing various problem related to their field size, location, finance and coordination with their employees of SR limited? Answer: Executive Summary SR limited is an oil and gas exploration and production company and there exploration activities are performed on number of fields. In present years company is facing various problem related to their field size, location, finance and coordination with their employees. SR limited main business partner is Boring holes US, they perform many activities jointly. But recently on apache field SR limited and Boring Holes US has to stop their exploration activity as suddenly military attacked on them. There are several recommendation mentioned in report for SR limited board, as a management consultant of orgnaiztaion. 1. Introduction The report is all about one of the oil and gas exploration and production organization as SR Limited major challenges and the steps which SR limited management took regarding the problems. As mentioned in case study the problems faced by SR Limited some of the recommendations are given which may help management of SR limited to recover from such problems in future. SR limited is associated with both production and exploration of oil and gas without affecting the surroundings and environment (Haerens, 2010). The major problems which organization is facing is regarding ethical, production, exploration, licensing, outsourcing their products and while drilling field for extraction of oil and gas. As mentioned by Anderson (n.d.), both oil and gas are natural fuel and are extracted from under earth, so the SR limited while performing their drilling and final production task they have to consider environment and surrounding safety (Inkpen and Moffett, 2011). SR Limited after extracting and reefing the final product outsource it so to maintain a proper work environment within the organization they have work in a hierarchy so that no step is missed out while production of oil and gas. As commented Chaudhry (2004), to work properly organization has to maintain a proper relation with their society, people involves employees, customers and other living in surroundings, government people and other sub organizations as well as partners. The recommendation mentioned in this report is regarding the problems mentioned in case study which are barriers in production and exploration of oil and gas. 2. Major Challenges faced by SR Limited Haerens (2010) commented that while production and exploration SR limited faced several problems which sometimes acted as barrier in their production and exploration cycle. The major problems while production and exploration of oil and gas which SR limited mangers faced were regarding financial condition and support, ethics, rules and regulation followed by SR limited within workplace, location of their fields and other political bodies interference while business cycle. As stated by Inkpen and Moffett (2011), to run a organization proper financial structure and support is very important but in case of SR limited as mentioned in case study organization management was not ready to provide proper amount for drill test of new fields for oil and gas exploration which increased the problem among both field employees and management. On the other hand, while testing fields for production of oil and gas SR limited was having mismatch in thoughts and recommendation regarding size of field, le ngth of drilling, expenditure required for whole process and other. As mentioned by Jacoby (2012), to maintain the sustainability of oil and gas in all old as well as new fields SR limited did not planned strategies which as mentioned in case study effected their business cycle. As mentioned in case study SR limited while business have to face several ethics problems which are as their employees sometimes due to dissatisfaction from work and workplace environment stopped working or decided to stop drilling, exploration and production work until management fulfill their needs and requirements. Kolosova (2011) also commented to work under the rules and regulations of country law regarding the industry every organization should have proper corporate social responsibility as it helps organization to maintain their business as per the rules and regulations so that any act of their business cycle is never against the rules and social responsibilities. SR limited as stated in case study wa s having separate corporate social responsibility department who only work for the marinating the rules and regulation of the organization taking into consideration all constitutional laws of the country (Kramer and Fusaro, n.d.). As SR limited was outsourcing their products so to maintain a proper relation with their business partners they were supposed work in ethical way but as mentioned organization management was lacking in ethics and norms regarding their employees as well as their business cycle (Kolosova, 2011). As discussed in case study when are apache field both SR limited and Boring Holes started working for oil and gas production but after some time due to military attack work was stopped, this situation represents the bad coordination among the organization and local bodies. Kramer and Fusaro (n.d.) mentioned that to run a business successfully organization has to coordinate and consider the local bodies, local citizens and etc. SR limited as oil and gas industry has t hree business processes which are important for them as upstream, midstream and downstream (Romanova and Kotov, 2014). If any oil and gas exploration business cycle has to be successfully run then all three functions are important as upstream deals with exploration of oil and gas, midstream deals with production of final product from obtained raw oil and gas product (Inkpen and Moffett, 2011). On the other hand, downstream deals with the activities like outsourcing final product to other organizations. In contrast to this, Lebedko (2014) stated SR limited was facing problem regarding their coordination between employees and management which sometimes affected their production and exploration process of oil and gas. 3. Analysis of problems faced by SR Limited Romanova and Kotov (2012) stated that the main factor behind all the above mentioned problems of SR limited are the mismanagement among internal and external elements which are very important for running a business. When SR limited applied for getting license for their 4th oil and gas exploration field but due to supply of insufficient finance they did not received license for oil and gas drilling. As stated by Rusco (2009), if organization do not supply proper amount of finance then their business process and functions will be affected definitely. . As stated in case study the reason behind all problems is mis management in SR limited organization which sometimes became barrier in their production and exploration process. Oil and gas are naturally extracted i.e. they are extracted under earth but in case of SR limited due to their insufficient finance and mis-coordination among their field employees and management their many fields function were stopped (Kramer and Fusaro, n.d.). SR limited was facing several problems regarding their outsourcing and in sourcing functions due to internal and external factors as employees, management, ethics, finance, partnership , business environment and their policies. As commented by Rusco (2009), to start a new business process every organization should have proper business plan in case of SR limited as mentioned in case study there was lack of proper business plan which resulted in poor finance result (Lebedko, 2014). The other main reason behind closure of SR limited work in apache field was bad coordination among organization and local bodies. SR limited as an oil and gas exploration and production organization was having problem in maintain their raw materials sustainability due to which in future there may face problem regarding production of oil and gas. SR limited was facing several problems regarding their field size for drilling test which was initial step of exploration of oil (Lebedko, 2014). As stated in case st udy SR limited was having problems regarding ideas and thoughts with the local government bodies as well as their employees (Rusco, 2009). The problem which SR limited faced while drill testing was due to their management and employees, they both were having different thoughts and ideas which make organization unable in drill testing the field for exploration of oil and gas (Lebedko). SR limited is a production and exploration organization of two main natural resources, so to maintain the sustainability of production of oil and gas organization should have a proper sustainability plan as well as production plan. As mentioned by Savaresi (2012), SR limited if would have provided with a good amount for their drilling test for 4th field, they would be earning more profit in comparison of other competitors 4. Recommendation With expertise in oil and gas exploration and production and a management consultant in SR limited list of some recommendations are as the very think on which SR limited should work is their financial planning , as it is main element to run every part of business cycle. SR limited mangers should always keep spare amount in case of any uncertainty or risk if occurs (Rusco, 2009). The coordination or relation with local and national government bodies so that all business process performed by them are under rules and regulations (Romanova and Kotov, 2014). The management of SR limited should always plan their business process by considering their employees, other local bodies as well as their surroundings. Management should work on their risk management plan and strategies related to their employees welfare as performance reward and etc. Sharaev and Pavlyuchenko (2012) mentioned that to improve workforce performance management of organization should try to plan rewards and strategies in favor of their employees welfare so that it increases their performance as well as companys benefit. While planning any new strategy or working system they should consider their employees, stakeholders, surrounding and environment. As stated by Singh (2010), to run a business in profitable condition every SR limited should have long term and short term planning considering their employees, business environment and other factors. Long term planning of SR limited if planned properly it will help organization in increasing their profit share in comparison of their competitors (Romanova and Kotov, 2014). In case of SR limited also they are not having any risk management or plan which if in future they face any problem regarding business process or any other function can be solved with the help of risk management plan (Rusco, 2009). On the other hand, short term planning helps in getting profits in small business cycles. SR limited managers should always consider their employees and pee r feedback regarding work environment, working style, culture and other factors (Sharaev and Pavlyuchenko, 2014). Oil and gas production done by SR limited should always follow a proper hierarchy as well as ethical way so that society and environment is not affected by their functions. The main motive of oil and gas exploration and production organization should always be to motivate their employees by providing them different rewards and appraisals. As said by Sorrentino et al. (2012) if employees are influenced in proper manner by using positive strategies organization performance will automatically be increased. SR limited should provide their employees proper security at the work place as it is stated in case study that many employees were scared working with SR limited after apache field incident. While SR limited and Boring holes in US where working together suddenly military attacked there which make both organization stop their work (Romanova and Kotov). Management of SR lim ited should have proper coordination and relation with local and national government bodies so that in future there is no disturbance. SR limited managers should try to interact their employees regularly so that if employees are facing any problem it can be recognized and solved out. As mentioned by Tarnoczi and Driver (2012) outsourcing decreases the work load of organization but on the other hand it increases the level of risk while operation 5. Conclusion SR limited functional area is oil and gas exploration and production as stated by Sharaev and Pavlyuchenko (2014) to make their business run in profitable condition management should plan strategies and working system by considering their employees, stakeholders, peers and government suggestion and feedback. As stated in case study article 2 major banks rejected to assign loan for expanding the exploration of oil and gas, according to bank it will increase organization expenses and on the other hand loan debt will also be increased on organizations. As commented by Savaresi (2009) all major banks focus on balancing the want for nation economy will help in increasing job and development of nation. As commented by Tarnoczi and Driver (2012), major element on which oil and gas exploration and production is dependent is their stakeholders, employees, demand of product in market, sustainability of the raw materials used in production of oil and gas, so as management consultant of SR limit ed the most important recommendation for them is to build such a plans and strategies which influence their employees to perform better and work in a team with their respective managers. Bibliography Anderson, G. (n.d.).Oil gas in federal systems. Chaudhry, A. (2004).Oil well testing handbook. Amsterdam: Elsevier/Gulf Professional. Haerens, M. (2010).Oil. Farmington Hills, Mich.: Greenhaven Press/Gale, Cengage Learning. Inkpen, A. and Moffett, M. (2011).The global oil gas industry. Tulsa, Okla.: PennWell. Jacoby, D. (2012).Optimal supply chain management in oil, gas, and power generation. Tulsa, Okla.: PennWell Corp. Kolosova, O. (2011). Problems of salaries management in oil and gas companies.EoR, pp.167-175. Kramer, A. and Fusaro, P. (n.d.).Energy and environmental project finance law and taxation. Lebedko, A. (2014). Scope of state involvement in the management of oil and gas complex.OGBUS, (1), pp.397-411. Romanova, T. and Kotov, D. (2014). A Modern Approach To Personnel Management In The Oil And Gas Sector Of The Russian Federation.OGBUS, (6), pp.562-587. Rusco, F. (2009).Federal oil and gas management. [Washington, D.C.]: U.S. Govt. Accountability Office. Rusco, F. (2009).Oil and gas management. [Washington, D.C.]: U.S. Govt. Accountability Office. Savaresi, S. (2012). Automatic-Control Challenges in Future Urban Vehicles: A Blend of Chassis, Energy and Networking Management.Oil Gas Science and Technology Revue dIFP Energies nouvelles, 67(4), pp.633-645. Sharaev, N. and Pavlyuchenko, V. (2014). Improvement Of The Pump Equipment When Carrying Out Technological Operations On The Arlansky Field In Oil And Gas Extraction Management Arlanneft.OGBUS, (6), pp.424-434. Singh, A. (2010).Strategies for oil and gas companies to remain competitive in the coming decades of energy challenges. Sorrentino, M., Arsie, I., Di Martino, R. and Rizzo, G. (2010). On the Use of Genetic Algorithm to Optimize the On-board Energy Management of a Hybrid Solar Vehicle.Oil Gas Science and Technology, 65(1), pp.133-143. Tarnoczi, T. and Driver, K. (2014). Navigating Canada's greenhouse gas policy landscape: a comparison of carbon market mechanisms in the oil and gas sector.Greenhouse Gas Measurement and Management, pp.1-27.

Linear Motion Lab Essay Example

Linear Motion Lab Paper 2. LINEAR MOTION In this experiment you will study the motion of an object in one dimension from a number of points of view. You will demonstrate how the variables of motion are related by differentiation and integration and investigate the relationship between potential and kinetic energy. Theory Why Study Motion? Motion is everywhere in the universe. Only at a temperature of absolute zero is the motion in any body truly absent. If motion exists then so also does energy. To the delight of the modern-day physicist the tools that were invented by Galileo Galilei, Isaac Newton and others 200 years ago to describe motion apply everywhere in the universe, from electrons in our own bodies to the farthest galaxy. The study of motion and of energy is at the heart of physics. This experiment deals with motion of the simplest kind, motion in one dimension or motion in a straight line. Kinematics and Dynamics The subject of motion is divided for convenience into the subtopics of kinematics and dynamics. Kinematics is concerned with the aspects of motion that exclude the forces that cause motion. In a manner of speaking, kinematics is focussed on the development of definitions: position, displacement, velocity, acceleration and on the relationships that exist between them. Dynamics widens the study of motion to include the concepts of force and energy. Definitions Position Kinematics begins with the idea of position. Suppose that we photograph an object moving to the left along a horizontal path at two instants of time and superimpose the images for study (Figure 1). We will write a custom essay sample on Linear Motion Lab specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Linear Motion Lab specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Linear Motion Lab specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We examine one image with a ruler and mark off the number of units that separate the object from the ruler’s zero. The zero is a reference or origin at a position of zero units by definition. The position of the object at any another place is, say x units. x is an instantaneous quantity since it applies to a specific clock time—the instant the photograph was taken. Position like length is a basic quantity and is dependent only on the unit used. But position involves direction also. In principle the object could be to our right or to our left. To include the information of direction we use a vector. The magnitude or length of the vector, say r, is r (or perhaps x), while the direction is to the right, meaning the object is to the right of the reference point. We could also agree that, by convention, the sign of x is positive in this particular case. Elapsed Time The two positions of the object in Figure 1 must be described with different vectors and different clock times. The photographs can be said to show two events, an initial â€Å"i† event and a final â€Å"f† event. There is now an elapsed time between the events equal to the simple difference: ?t = t f – t i , †¦[1] unit seconds, abbreviated s). Keep in mind that the concepts of clock time and elapsed time are different; an elapsed time is the difference between two clock times. L2-1 L2 Linear Motion 0 rf clock time tf object ri displacement ? r = rf – ri clock time ti object ? r = v ? t Figure 1. This drawing illustrates an object moving toward the origin (left) â€Å"photographed† at two positions. The corresponding clock times are indicated. Position, displacement and velocity vectors are given different head styles to emphasize their different natures. Displacement Displacement differs from position. In the elapsed time between the events the object moves from one position to another. The displacement is the difference between the two vectors describing the two positions: d. Eq[3] then becomes what is known as the instantaneous velocity ? dr ? =v. dt †¦[4] ? ? ? ? r = rf – ri , †¦[2] (unit meters, abbreviated m). Displacement, being the difference between two vectors, is also a vector. The displacement is negative in this case (according to our convention) since it points towards the origin. Velocity Average Velocity. Another quantity in kinematics is the average velocity. This is the displacement an object undergoes in one second of elapsed time. It is the ratio ? ? This quantity is abstract and tricky to imagine: it can be thought of as the average velocity that might be measured with a superior detection system over an infinitely short elapsed time (or the velocity at a specific clock time). In practice, with equipment available in a first year physics lab, it can be measured only approximately. If the displacement is known as an analytical function of time, r(t), then the instantaneous velocity at some clock time t0 is the tangent to the function at t0, or the first derivative of r(t) at t0. The finding of tangents is one of the objectives of this experiment. Acceleration The velocity of the object in Figure 1 may change with time. The velocity might decrease as a result of a force of friction between the object and the path. Or the velocity might increase if the path were not horizontal and a component of the force of gravity acts on the object. The time rate of change of the average velocity is called the average acceleration and the time rate of change of the instantaneous velocity is called the instantaneous acceleration. Both types of acceleration are defined as in eqs[3] and [4] with â€Å"v† subsituted for â€Å"r â€Å"and â€Å"a† substituted for â€Å"v†. ? ? r rf – ri ? = =v, ? t ? t †¦[3] (unit meters per second, abbreviated m. s–1). The average velocity, being a vector divided by a scalar, is a vector. The average velocity is negative here, too, since it points towards the origin. The magnitude of the average velocity is the speed. The elapsed time in eqs[1] and [3] is a finite interval. What would happen if this interval were infinitely small? Mathematically speaking, this amounts to taking the limit of eq[3] as ? t>0. The increments ? ust be replaced by the differentials L2-2 Linear Motion L2 Motion of an Object Whose Velocity is Constant In this experiment you will mostly be studying the motion of an object whose velocity is changing. However, for purposes of completeness we first consider motion at constant velocity. The case of an object moving t owards the origin on a horizontal plane is drawn in Figure 2. We suppose that the data pairs (t, r), where t is the clock time and r is the position are measurable at regular intervals by some detection system. Two such points when plotted on a graph might appear as shown in the upper half of Figure 3. A computer could be programmed to calculate the â€Å"average velocity† as the slope between the two datapoints and plot it as a point on a graph (lower half of Figure 3). The result is negative, the sign indicating the direction of the velocity vector. The computer software used in this experiment does something similar by finding the average velocity by averaging over the slopes between a number of datapairs (7 by default). Thus if a number of datapoints were measured and the results plotted on a graph, the result might resemble Figure 4. As the glider approaches the origin here the position decreases but always remains positive. The velocity remains at a constant negative value. The velocity is therefore just the derivative or the slope of the displacement versus clock time graph (or the slope of the position versus clock time graph here in one dimension). The velocity is seen to change little (if at all) with clock time and so the acceleration (decceleration) is very small. Motion Detector 0 clock time: tf rf clock time: ti ri positive displacement ? r = rf – ri v = ? r also to the left ? t Figure 2. An object is shown at two positions (events) while moving toward a detector on a horizontal plane. ti , ri ) Position ( tf , rf ) clock time Velocity ( tf , vf ) Figure 3. A graph of the two position-clock time datapoints described in Figure 2. Shown also is a point on the velocity graph as it might be generated from the slope between the two datapoints multiplied by the sign of the velocity vector. L2-3 L2 Linear Motion Figure 4. Typical position and velocity graphs as might be produced for an object mo ving as shown in Figure 2. Can you see how these graphs are consistent with Figure 3? Motion of an Object Whose Velocity is Changing with Time In this experiment you will mostly be ignoring the effects of the force of friction. However, for purposes of understanding it is useful to consider friction briefly. A small force of friction must exist between the glider and the layer of air on which it moves because the glider is seen to slow down. Friction acts opposite to the direction of motion (to the right in Figure 2) and therefore produces an acceleration also toward the right. This acceleration is often described as a decceleration in the sense that it is opposite to the velocity and describes a velocity decrease. (The object is slowing down. The velocity and acceleration versus clock time graphs in this case will resemble Figure 5. It is known from other experiments (â€Å"Simple Measurements†) that the force of friction, though small, has a complicated functional form giving rise to a decceleration that depends on the first (and sometimes the second) power of the speed. Gravity, unlike friction, is a constant forc e and is therefore much easier to deal with; the effect of gravity on motion we consider in the next section. Figure 5. Velocity and acceleration graphs for an object moving as shown in Figure 2 while subject to a small force of friction. Remember, graphed here are the magnitudes of the vectors multiplied by the sign corresponding to the direction of the vectors. Motion of an Object Whose Acceleration is Constant and Nonzero An object moving with constant non-zero acceleration down an inclined plane (neglecting friction) is shown in Figure 6. Its free body diagram is drawn in Figure 6b. Starting from the assumption that the acceleration is constant and nonzero we can develop the mathematics of the object’s motion using successive integration. If friction is negligible, then the L2-4 Linear Motion L2 agnitude of the force giving rise to the object’s movement is the component of the force of gravity along the incline, that is, where C2 is another constant of integration. C2 = r(0), the position at a clock time of 0 seconds; thus F = ma = –mgsin ? , †¦[5] r(t) – r(0) = 1 2 at + v(0)t . 2 †¦[9] where the minus sign means that the force vector points towards the origin. The glider†™s instantaneous speed at some arbitrary clock time t is obtained by integrating a from eq[5]: 1 v(t) = ? adt = at + C1 , where C1 is a constant of integration. C1 is the instantaneous speed at a clock time of 0 seconds, i. . , the quantity v(0); thus We can now make the following correspondence. If at event i we let ti = 0, then ri = r(0) and vi = v(0). Then we can also write for the event f, tf = t, rf = r(tf) and vf = v(tf). Then equations [9] and [7] take on the more familiar forms: rf – ri = and 1 2 at – v it 2 †¦[10] †¦[11] v f = vi + at . v(t) = v(0) + at . †¦[7] The glider’s position at the clock time t is found by integrating v(t) from eq[7]: r(t) = ? v(t)dt , = ? (at + v(0))dt , = 1 2 at + v(0)t + C2 , 2 †¦[8] In this experiment you can test these equations with the detection system and software several ways. Firstly, you can test if the position, velocity and acceleration data you collect really is described by functions of the form of eqs[10] and [11]. In other words, you can perform polynomial â€Å"fits† to the data, finding in the process the value of a. You can test the differential and integral relationships between the variables by invoking the options of slope and integral. These are some of the objectives of this experiment. ti , vi tf , vf Motion Detector rf m g sin ? 0 ? ? r = rf – ri (a) (b) ri posi tive N mg Figure 6. (a) A object is shown at two positions while moving down an inclined plane. The object’s free body diagram is shown in (b). The object is â€Å"pulled† toward the origin by the component of the force of gravity mgsin?. The acceleration is negative here according to the sign convention employed by the detection system. L2-5 L2 Linear Motion Work and Mechanical Energy In Figure 6 the object is shown moving down an inclined plane. It is therefore accelerating. Any time an object is accelerating, work is being done upon it. The concepts of force and energy take us in this section into the area of dynamics. The concepts of work and energy are closely related. The work done on a point mass2 by a net constant force F is defined Work-Energy Theorem the work done on an object goes to increase the object’s mechanical energy. This energy can be either kinetic energy, potential energy, or both. Both types of energy can be defined with reference to Figures 7 where an object of mass m is shown responding to an applied force in two ways. In Figure 7a the object is being moved to the left in our field of view along a horizontal, frictionless surface. In Figure 7b the object is being moved vertically upwards. Figure 7a enables us to define kinetic energy most easily. Figure 7b enables us to define potential energy. We first consider the former in the next section. ? ? W = F †¢ r = Frcos ? , †¦[13] (unit joules, abbreviated J). Here r is the object’s displacement vector and ? is the angle between the vectors F and r. (The †¢ symbol indicates the scalar or â€Å"dot† product of vectors. ) According to the F m hf Fg ? v = 0 F speed vf m ? h = 0 F speed vi m ? h reference position m Fg Figure 7. An object is shown responding to a force in two ways. In (a) the surface is horizontal and frictionless, so the work done by the source of the force F goes entirely into increasing the object’s kinetic energy. In (b) F is greater then the weight | F g | of the object by some infinitesimal amount so the work done by the source of the force goes entirely into increasing the object’s potential energy. F (a) hi (b) L2-6 Linear Motion L2 Kinetic Energy Suppose (Figure 7a) that we are able to measure the instantaneous speed of the object at the clock times ti and tf when the object is at positions ri and rf, respectively. The object is receiving a force F and is being accelerated. In general, F is not constant. The work done on the object between ri and rf is, from a generalization of eq[13] 3 1 1 = m? v 2 – vi2 ? . f ? 2 ? The work done is therefore the difference between two terms: W= 1 2 1 2 mv – mv . 2 f 2 i †¦[14] ? ? ? ? W = ? F †¢ dr = m? a †¢ dr = m? adr , since the vectors a and dr are parallel. Changing the variable of integration from r to v gives 4 If we call the expression mv2/2 the kinetic energy Ek, or the energy of motion, eq[14] can be written W = Ekf – Eki = ? Ek . †¦[15] dv dr ? , W = m? ? ? dt dt dt ? = m? v vdv , i vf In this particular case W is a positive number, i. e. , the kinetic energy of the object is increasing. The work done on the object is therefore equal to this increase in kinetic energy. This is one-half of the Work-Energy Theorem. Potential Energy If we assume in Figure 7b that the magnitude of the applied force F is insignificantly greater than the weight of the object acting downwards then the object moves upwards a distance ? h = hf – hi in some elapsed time at zero speed (thus acquiring negligible kin-etic energy). From the definition, eq[13], the work done on the object is W = E pf – Epi = ? Ep . †¦[17] ? ? W = ? F †¢ dr , = ? h mgdr . i hf Once again the work done is seen to be equal to the difference between two terms: W = mghf – mghi . †¦[16] If we call the expression mgh the potential energy of the object at the position h relative to the position 0 and denote it Ep we can write eq[16] as This is also a positive number. Thus the work done on the object is equal to the increase in the object’s potential energy. This is the second half of the Work-Energy Theorem. The change in kinetic energy is zero here. This energy is potential energy, gravitational potential energy to be exact. This is the energy an object possesses by virtue of its position relative to some reference position in a gravitational field. This energy is the work required (by us) to move the object (very slowly) to the final position from the initial, reference position. Now Figures 7 describe two idealized situations where the object is moving either horizontally or vertically. Should the object be moving on an inclined plane it will be moving at an acute angle relative to the horizontal and will therefore undergo changes in both kinetic and potential energy. One of the objects of this experiment is to study this general case. L2-7 L2 Linear Motion The Experiment Exercise 0. Preparation First Steps Identify the glider stowed on top of your air blower. Find the spacer. Identify the detector (the blue box) mounted just beyond the near end of the track) and the universal interface (ULI) board mounted on the front of the blower box. Simple Measurements You are going to log the glider’s mechanical energy so you need its mass. You can weigh it on one of the electronic balances in the lab. Measure the thickness of the spacer with the vernier caliper. The Air Track The object whose motion you will study is a glider on an air track (Figure 8). An air track is an ideal device for studying the motion of an object like a glider since it supplies a thin film of air on which a glider, having just the right shape, can move with reduced friction. Identify the air track’s two rear feet and its single front foot. Confirm that elastic bands are in place to serve as bumpers for the glider. The detector and associated electronics in the ULI board log the glider’s position at clock times you can select. The detector emits pulses of ultrasound at a frequency of 50 kHz. These pulses travel out from the detector through the air, reflect from the reflector on the glider and then return. Since the speed of ultra-sound in air at room temperature is known, the computer is able to calculate the distance of the glider from the detector (the position) by timing the round trip of the pulse. 5 To get velocity and acceleration, the computer makes several measurements and calculates averages and rates of change. Motion Detector near bumper far bumper single front spacer goes under front footpad ? X = (2. 29  ± 0. 01) m spacer Y Figure 8. The air track shown in an inclined position (scale is exaggerated here). X is the distance between the single front foot and the midpoint of the two rear feet. For all tracks X = (2. 29  ± 0. 01) m. L2-8 Linear Motion L2 Checks to Minimize Friction To ensure that your glider moves with minimum friction check the following: Motion setup should run. The Opening Screen The opening screen shows three narrow graph areas (one of which is shown in Figure 10). The position versus clock time graph should be currently selected (a box should be drawn around it). To select any graph move the mouse to position the cross-hair pointer over the graph and then click the mouse button once. Notice on the clock time axis of the graphs that the program is set by default to record for 10 seconds. The Expected Value of Acceleration Locate the spacer you will be placing under the front footpad of your track. Based on the geometry of Figure 8 what value of acceleration should you expect for your glider? You need this number in the formula for potential energy (next section). Entering Formulas LoggerPro automatically computes velocity and acceleration from the basic values of position it records, but it must be instructed to calculate energy (since energy depends on your glider’s mass). You have to enter the formulas into LoggerPro’s spreadsheet. To do this select Data New Column Formula. Figure 9 shows a fragment of the screen which then appears. On separate calls to New Column enter formulas for kinetic energy, potential energy and total energy as is shown in the figure. Pay attention to the common spreadsheet syntax (â€Å"*† means multiply, â€Å"^† means to the power of, etc. ) Notice that you can select variables and functions from the popdown lists. You enter velocity as â€Å"Velocity† which you can either type in yourself or select from the Variables popdown list. Take your time here. Your TA will help you with these tasks. The formula you will likely have the most difficulty with is potential energy. Convince yourself the formula can be written ? Ep = m x (expected value of a) x position. Or, in LoggerPro notation: ? If ON, turn any and all equipment OFF. ? In order to run properly, the â€Å"V† angle of your glider must match the â€Å"V† angle of your track. Read and follow the instructions on the blower box. Turn the air blower ON. In order to run properly, your glider must be supported by air at sufficient pressure. Read and follow the instructions on the blower box. ? ? Level Check Your air track must be level when you start this experiment otherwise your glider will experience an unaccounted for acceleration. To check for level first remove any spacer that might have been left under the front footpad of the track. Place your glider on the midpoint of the track and look for any drifting right or left. If your glider does drift adjust the screw on the front foot of the track to compensate. When the track is level your glider should not drift appreciably left or right. Setting up the ULI Board Turn the ULI board ON by means of the switch located in its lower right hand corner. A LED on the board should glow red or green. ? Booting LoggerPro To boot the program follow these steps: ? With the computer ON log into your account n the FISSURE server as you learned to do at the Orientation Workshop. (If for any reason you cannot log in you can save your work temporarily in the â€Å"Student Temp Save† folder on the local hard drive. In any case, you can log in and out at any time. ) On the local harddrive â€Å"Macintosh HD†, locate and open folders in this order: â€Å"Physics† †PHYA10 †02. Linear Motion†. Inside â€Å"02. Linear Motion† double click the icon Linear Motion. LoggerPro and the Linear ? ? L2-9 L2 Linear Motion m * (expected value of a) * â€Å"Position†. What is the expected value of â€Å"a† based on a 2 cm spacer? If later, you find you have made a mistake in typing and wish to modify or remove the column go back to Data Modify Column and correct your mistake. When ready click OK. Changing the Graph in an Area By the time you have finished entering these formulas you may observe that the label down the left hand side of the graph has changed (look ahead to the left hand side of Figure 10). You can change what is displayed in a graph area. To do this place the pointer over the label and hold down the mouse button. You can then select the graph you wish from the list of Columns to Plot. Do this now to change the label on the first graph back to r (m). Figure 9. A fragment of the screen which appears when you select New Column. Exercise 1. First Launch, More Options and First Observations The objective of this exercise is to obtain some data from a first launch, to explore a few options of the program and to examine the data qualitatively. First Launch After you have levelled your air track to your satisfaction place the spacer under the front footpad of the track. The track is now inclined by some angle. Now release (don’t push) the glider from the top end of the track. Make sure the glider’s reflector is facing the motion detector. It is suggested that you record data between two bumps of the glider with the lower end of the track. When you are ready, click the Collect button. Repeat a few times to get graphs to your liking. After 10 seconds you should see screens resembling Figure 10. You should have 6 graphs of information altogether: Position, Velocity, Acceleration, Kinetic Energy, Potential Energy and Total Energy (the last three you have to select using Option 1 below). Before you get down to serious business you may wish to investigate one or more of the following options. However, if you wish to bypass the options you can go directly to the section First Observations. Option 1. Changing the Graph in an Area Notice in Figure 10 the label â€Å"r (m)†. You can L2-10 Linear Motion L2 change what is displayed in a graph area. To do this move the mouse to place the pointer over the label and hold down the mouse button. A list of Columns to Plot will then pop down. Select the graph you wish to be displayed in the area from this list. Option 2. Number of Panes You may wish to display one graph at a time or as many as four graphs. To change the number of panes select View Graph Layout†¦. Then click on the number of panes selection you wish. Graph produced by LoggerPro, copied to the clipboard and pasted directly into Microsoft Word. Figure 10. A Position vs time graph. This is one of the six screens of information you have collected at this stage of the experiment. Option 3. Saving If you wish to save your experiment choose File Save As†¦. Make sure you save your file in your account space on the campus server or in the â€Å"Student Temp Save† folder on the local hard drive. Option 4. Preparing for Printing Eventually, you will want to print your graphs on the laserwriter printers in the physics lab as proof of your work. To prepare for printing, choose File Page Setup. Fill in your name and any comment you wish to have appear beneath your graphs on the printed page and then click OK. Your partner may change this later to print graphs for his or herself. Option 5. Printing Before you attempt to print anything on the laserwriter printers in the physics lab, confirm that your output will go to the printer you expect. Select Chooser LaserWriter 8, then confirm that the correct printer (Physics LaserWriterI or PhysicsLaserWriter2) is selected. If in doubt about a printing issue ask your TA. To actually print a graph choose File Print Graphs. First Observations Before you apply mathematics to your data in any experiment it is often useful to obtain an overall qualitative â€Å"impression† of your data to determine if it is â€Å"reasonable†. To this end consider these questions: Questions: ? With reference to eqs[10] and [11] do you have a graph which is quadratic in time? Linear in time? Which graph describes a constant (between bumps)? ? Your position versus clock time graph resembles the path of a projectile in two dimensional space. Why? ? Explain in your own words why the velocity and acceleration graphs have the form you observe. ? From your velocity versus clock time graph you should be able to find a clock time at which the velocity of the glider was zero. What L2-11 L2 Linear Motion was the acceleration of the glider at this clock time? If the velocity of a body is zero can its acceleration be non-zero? Explain. With LoggerPro’s tools you can call up instantaneous values and tangents. To see instantaneous values choose Analyze Examine. One of the graphs will resemble Figure 11. If you now choose Analyze Tangent the tangent or slope at the position of the cursor will be shown on the graph. By means of the tangent function can you demonstrate to your satisfaction the validity of eq[4] and its counterpart for acceleration? A few tests are sufficient because you will continue this study in Exercise 3. When you wish to turn Analyze OFF choose Analyze Examine a second time. A better test of the validity of eqs[10] and [11] is a polynomial fit. This you will do in the next exercise. Graph produced by LoggerPro, copied to the clipboard and pasted directly into Microsoft Word. Figure 11. One of the six graph screens with Examine turned on. As you move the cursor with the mouse the position and time are updated at the top left corner of the screen. Exercise 2. Fitting Functions to Data The objective of this exercise is to test the validity of eqs[10] and [11] by seeing if they can be fitted to the appropriate set of your data, position, velocity or acceleration. The result of the fitting will yield the acceleration â€Å"a†. This value you can then compare with the â€Å"expected value† of Exercises 0 and 1. Fitting To fit a function to your data first select (click on) the appropriate graph. Then choose Analyze Examine. Place the cursor at the beginning of the range you wish to fit, hold down the mouse button and drag over the range you wish fitted. Make sure the range you select does not include a bump (after all, you are interested in linear motion and a bump is defnitely non-linear). If you wish to fit a straight line choose Analyze Linear Fit. If you wish a different kind of fit (a quadratic for example) choose Analyze Curvefit. The result of a linear fit might appear as shown in Figure 12. For this process to succeed you must pay close attention to the function to be fitted and the terms to be included. For example, eq[11] is what kind of function of time? Linear? Quadratic? What is the slope? What is the intercept? If you wish more information on the linefit (more digits etc) double click on the bar of the information window. The result will resemble Figure 13. L2-12 Linear Motion L2 Fit Results Find the acceleration â€Å"a† from the results of the fit of all three graphs (position, velocity and acceleration). How do the a alues compare with each other and with the expected value? Comment on the quality of the fits. If the fits are good it can be said that the equations â€Å"describe† the data. Graph produced by LoggerPro, copied to the clipboard and pasted directly into Microsoft Word. Figure 12. A range of data on a velocity vs clock time graph has been selected (shown by the square brack ets) and fitted to a straight line. To request more information about a fit double click on the bar of the fit information window (Figure 13). Graph produced by LoggerPro, copied to the clipboard and pasted directly into Microsoft Word. Figure 13. The graph of Figure 12 showing more information about the linefit. The slope is now seen to be -0. 0897  ± 0. 0001. Cor is the correlation coefficient. Exercise 3. Differentiation and Integration The objective of this exercise is to investigate how the variables of motion are related by differentiation and integration. Differentiation (Slope Studies) Identify the sections on the position versus clock time graph where the glider is moving towards and away from the origin. Explain in your own words why the position increases or decreases and when. Is the value obtained for the slope of the position versus clock time graph at some arbitrary clock time consistent in magnitude and sign with the value given for the velocity? Is the value obtained for the slope of the velocity versus clock time graph consistent in magnitude and sign with the value given for the acceleration? A few tests will suffice. L2-13 L2 Linear Motion Integration (Area Studies) Comparing two variables of motion related by differentiation—when one is the slope of the clock time graph of the other—is easy. But what if the relation is integration? To prepare ourselves we put eqs[9] and [10] in this form: (t 2 ) – r(t1 ) = ? t v(t)dt , 1 t2 †¦[18] where t1 and t2 are, of course, the clock time limits. As preparation for the following studies describe eq[18] in your own words. What does its left hand side mean? What does its right hand side mean? You might wish to include in your word description the phrases â€Å"difference between† and â€Å"area under the curve of†¦ † or other equivalent phrases. Pay attention to the clock time limits. If you understand this expression enough to explain it in your own words you will have no trouble with the following activities. Calculating the area under a curve is easy with the software supplied. LoggerPro will compute the area under a region of a curve you select, i. e. , between two limits. You must first select the region by dragging with the mouse as was illustrated in Figure 12. Pick a region of the velocity versus clock time graph between two bumps (which is linear) and drag over the region to select it. Next choose Analyze Integrate. Your result might resemble Figure 14. Do your best to confirm eq[9]. Repeat in a similar fashion for the relationship between the velocity and acceleration. Graph produced by LoggerPro, copied to the clipboard and pasted directly into Microsoft Word. Figure 14. A velocity vs clock time graph showing an integration. The area under the curve for the time limits chosen is 0. 222 m/s/s. Other Features and Other Questions There are other features of the graphs whose interpretation involves interesting physics. For example, explain in your own words and with sketches why the features shown in Figures 15a and 15b appear on the velocity and acceleration graphs. Why does the acceleration go from zero to a maximum positive value then drop to zero again? Explain why both â€Å"positive† and â€Å"negative† bumps appear on the acceleration graphs. Does the magnitude of the velocity have the same value after, as before, a bump? What does this say about the kind of collision at the bump? L2-14 Linear Motion L2 Figure 15. Interesting structures in the velocity and acceleration graphs. Exercise 4. Energy The objective of this exercise is to examine as many aspects of energy as time permits. Viewing the Energy Graphs To view the energy graphs follow the procedure of Option 1 of Exercise 1. Your total energy graph may or may not resemble Figure 16. Observations and Questions Explain in your own words the characteristics of the kinetic energy graph. That is, answer or otherwise account for the following (interrelated) questions: Conservation of Energy Questions: ? Is mechanical energy conserved in this experiment? If not, why not? ? Why are the potential energy and kinetic energy graphs curves and not straight lines? Energy Loss Of course, friction is present here and does account (at least partially) for the decline in total energy. Explain how you might calculate the total energy lost per second? Other Questions What might be another source of energy loss besides friction? How would you go about quantifying this loss? ? ? ? What accounts for the â€Å"dips† in the kinetic energy graph? The dips in the kinetic energy graph show that the kinetic energy is zero for a brief instant. How is it possible for the glider to lose all of its kinetic energy and then regain it again? Describe all instances of work being done and by what agent. ? ? Graph produced by LoggerPro, copied to the clipboard and pasted directly into Microsoft Word. Figure 16. A total energy vs clock time graph. The energy is nearly a constant here at just under 0. 05 J. It would still be useful to find the energy lost per second from a linefit. L2-15 L2 Linear Motion Physics Demonstrations on LaserDisc There are many physics demonstrations on laserdisc dealing with motion in one dimension. Here are just a few of them: from Chapter 2 Linear Kinematics Demo 01-08 Constant Velocity Demo 01-11 Constant Acceleration from Chapter 3 Linear Dynamics Demo 03-01 Air Track Friction Stuart Quick 2003 End Notes for Linear Motion 1 2 If you can’t follow the calculus here go directly to the main equations [10] and [11]. By point mass is meant an object whose internal structure is to be neglected. Or in other words, a point mass is an idealized object of mass m of infinitely small size. Some of the work done on an object of finite size could conceivably go into increasing the object’s internal energy, something we wish to avoid here. In this guidesheet the word object will mean point mass. 3 If you wish to bypass the calculus go directly to the main results, eqs [15] and [16]. 4 5 This change is effected by putting a = dv and dr = dr dt. This is similar to how a bat sees in the dark using its own kind of ultrasound. It is also how a Polaroid autofocus camera determines the distance to an object to focus properly. Similar principles apply to ultrasound devices used in medicine and to various range-finding devices. dt dt L2-16

Profile of Serial Killer Richard Cottingham

Profile of Serial Killer Richard Cottingham Richard Cottingham was a serial rapist and killer that used the streets of New York and New Jersey as his hunting ground in the 1970s. Known for being particularly cruel, Cottingham earned the nickname The Torso Killer because he would sometimes mutilate the body of his victims, leaving just their torso intact. Early Life Relocating to a new school in the seventh grade proved to be socially challenging for Cottingham. He attended St. Andrews, a co-ed parochial school, and spent a lot of his after-school time friendless and at home with his mother and two siblings. It was not until he entered Pascack Valley High School, that he had friends. After graduating from high school, Cottingham went to work as a computer operator at his fathers insurance company, Metropolitan Life. He stayed there for two years and then moved to Blue Cross Blue Shield, also as a computer operator. First Kill and The Family Man Cottingham abducted Carr  from her apartment parking lot, took her to a hotel where he raped, tortured, and murdered her, and left her body at Ledgewood Terrace. In 1974, Cottingham, who was now the father of a baby boy, was arrested and charged with robbery, sodomy, and sexual assault in New York City, but the charges were dropped. Over the next three years, Janet gave birth to two more children- a boy and a girl. Soon after their last child was born, Cottingham began an extramarital affair with a woman named Barbara Lucas. The relationship lasted for two years, ending in 1980. Throughout their affair, Cottingham was raping, killing and mutilating women. Killing Spree March 22, 1978: New York City- Kidnapped, drugged and raped Karen Schilt, age 31.October 13, 1978: Hackensack, New Jersey- Drugged, tortured and raped prostitute Susan Geiger who was pregnant.December 2, 1979: New York City- Tortured and murdered Deedeh Goodarzi, 23, and â€Å"Jane Doe,† an unidentified woman in her 20s. The two women were found in a room at the Travel Inn Motel Hotel, bound together, raped, tortured and murdered. Cottingham mutilated their bodies, removed their hands and heads, then set fire to the hotel room.May 4, 1980: Hasbrouck Heights, New Jersey- Valerie Ann Street, 19, was found at the Quality Inn Motel, naked, beaten, and with multiple cuts on one of her breasts.May 12, 1980: Teaneck, New Jersey- Drugged, beaten, and with several bite marks on her body, Pamela Weisenfeld was found in a parking lot.May 15, 1980: New York City- Jean Reyner, 25, was raped, stabbed, mutilated and strangled to death in a room at the Hotel Seville in New York City.May 22, 1980: Hasbrouck Heights, New Jersey- Feeling invincible, Cottingham returned to the Quality Inn Motel with Leslie O’Dell, 18, where he raped, beat, tortured and tried to kill her, however, he was interrupted by hotel security. Finally Busted A search of a private room in Cottinghams home turned up various personal items linking him to his victims. The handwriting on hotel receipts was also matched to his handwriting. He was charged in New York City with a triple homicide (Mary Ann Jean Reyner, Deedeh Goodarzi and â€Å"Jane Doe†) and on 21 counts in New Jersey, plus additional charges for the murder of Maryann Carr. Courtroom Drama and Sentence During the New Jersey trial, Cottingham testified that since he was a child he was fascinated with bondage. But this monster who often demanded that his victims call him master showed no backbone when faced with the prospect of spending the rest of his life in prison. Three days after he was found guilty of the New Jersey murders he attempted suicide in his cell by drinking liquid antidepressants. Then a few days before the New York verdict he attempted suicide by cutting his left forearm with a razor in front of the jury. Ironically, this master of mutilation could not master his own suicide Cottingham is currently housed at the New Jersey State Prison in Trenton, New Jersey.

Southwest Washington Essay Example | Topics and Well Written Essays - 250 words

Southwest Washington - Essay Example It is true; the dams are hydroelectric and are possessed and managed by the US Army Corps of Engineers. These four major dams are of great importance in the area since they produce 3033 Megawatts power energy (Whitesell, 2004). More so, they provide navigation, recreation and aquatic conservation. Rivers include The Snake River which flows through the Snake River valley. It is the largest tributary of Columbia River which empties into the Pacific Ocean runs from known for salmon and other aquatic animals. This river is well known for salmon and other aquatic animals. The natives relied on fish, especially salmon, for food and source of income The southeastern Washington has fertile farmland where wheat is grown. The region also has strong, reliable winds suitable for wind energy. The wind power development has boosted the economic potential in the region; there is a tremendous increase in employment opportunities and other social, economic activities. However, the rate of crime has risen in the region. The effects of pollution are also felt in the ecosystem, that is to say there is a decrease in farm produce the number of salmon has also decreased. I agree that this region is a place to be because of its beautiful physical features and lucrative economic development. Energetic (2009, October 4). Lower Monumental Lock and Dam ~ Hydroelectric Energy.  Lower Monumental Lock and Dam ~ Hydroelectric Energy. Retrieved May 23, 2014,

Cost advantage Essay Example | Topics and Well Written Essays - 750 words

Cost advantage - Essay Example Learning: Productivity improves as the process of learning to do a task attains peak level. It provides opportunities - from a complex machine center operation to even routine tasks like collecting stores or selecting a channel for distribution. It is one of the drivers behind the success of suggestion-box schemes, where employees with hands-on experience are rewarded for suggestions for improving efficiency. (your last name) 2 Capacity utilization: Resources of a firm in the form of different assets like men, machinery, money etc. are put to different levels of utilization. It is possible to improve the levels and achieve better balance in order to reduce fixed/variable costs per unit, with better volumes. Linkages: This explains the interrelationship between activities both within and without a firm. At the broadest level, the critical path method (CPM) or project evaluation and review techniques (PERT) can be seen as typical study of linkages in project planning operations. The id ea is to see that wastage and inefficiency is eliminated in completing different tasks that have dependencies. The Japanese inventory control system, just-in-time (JIT), is typical of the examples of deriving cost efficiencies of input supplies, a process in which even suppliers’ value activities are studied and improved upon to create win-win situation for both. Interrelationships: This is the process of identifying interrelationship of activities of the different units of a firm, which are amenable to improved efficiencies e.g., administration, recruitment/training or purchases. Integration: Popularly called backward and forward integration processes, this identifies activities upstream or downstream of the current operations with a view to locate opportunities for (your last name) 3 integration which would result in cost efficiencies/value addition or both. For example, a steel rerolling unit may examine setting up facilities for steel melting (backward) or end-product fab rication (forward). Timing: First-mover or late-mover advantages/disadvantages play a role in operational costs. First-movers gain brand advantage and enjoy premium prices but may be tied up with expensive/obsolete machinery or methods over a time; Late-movers learn from the mistakes of early-movers, employ more modern and efficient machines but have to fight entrenched players to gain market share. Also, market conditions and seasonal factors influence operations and underscore the importance of timing. Finally, a firm’s discretionary policies as per its objectives and goals, and institutional factors of agencies like the local/state/national governments and creditors, drive the cost advantage of a firm. Porter’s analysis also emphasizes the interplay of the different cost drivers and searches for scope for improved efficiencies, going beyond conventional cost accounting method. In other words, for gaining cost advantage, it is less important to know ‘how muchâ €™ an activity costs than ‘why so much’. 2. Analyzing and deciding steps The competitor enjoys an average price premium of 0.6% and lower costs of 0.5% on account of maintenance and scrap, resulting in net higher pre-tax margin of 5.1%, compared to my 4%. These cost benefits accrue to him due to the modern machinery employed by him. Since (your last name) 4 replacing my 30-year old machinery or charging higher prices is ruled out, I have to look for alternative ways to generate

Chemistry Research Paper Example | Topics and Well Written Essays - 1750 words

Chemistry - Research Paper Example the historical background of hydrogen, its chemical formula and elements, as well as its use in compounds that make up the fabric of our very existence. Hydrogen was first produced artificially by a scientist named T. Von Hohenheim in the 16th century. In combining metals and strong acids he created a flammable gas; however he didn’t realize that what he had created was hydrogen. It wasn’t until 1671 that Robert Boyle combined iron fillings and dilute acids that the element was rediscovered. In 1766 Henry Cavendish became the first to understand that the gas produced by these combinations itself constituted a wholly unique substance. Finally, in 1783 Antoine Lavosier gave the element the moniker of hydrogen upon discovering that water was produced when the then unnamed substance was burned. (Rigden 2003) The name is derived from hudur, which means water and and gennan, meaning generate, thus giving it water generator. It was named this because of Cavendishs experiment where he combined oxygen and hydrogen. Hydrogen has the atomic number 1 and the symbol H. Hydrogen is a colorless, odorless, tasteless gas (at room tempe rature) and highly explosive. Hydrogen is the least dense gas known to man. Its melting point is 14o K and the boiling point is 20.28o K. The atomic mass of hydrogen is 1.00794 amu. Because it has only one electron it will react very quickly and, in many cases, violently. To view this, combine hydrogen with fluorine. Hydrogen has three isotopes. The first is H-1, Protium, which is stable. Protium makes up 98% of naturally occurring hydrogen. The second is H-2, Deuterium, which is also stable. Deuterium makes up 1.99% of naturally occurring hydrogen. The third is H-3, Tritium, which is radioactive. Tritium has a half-life of 12.3 years. Tritium makes up about 0.001% of naturally occurring hydrogen. Hydrogen has numerous uses, the most common of those are balloons, metal refining, and production of electricity. Some of those uses are dangerous.

Humanistic Theology and the Educational System

Humanistic Theology and the Educational System The influx of humanistic theology into the educational system has given rise to considerable tension within the Christian community in the recent years. Questions have been asked of what humanism is and where it comes from. Humanism is a methodology that concentrates on the welfare or progress and happiness of all humanity in this alone and only life. Humanism can be traced back to the times of Democritus and Aristotle of Ancient Greece. (Lamont, 1992). Its tie to the Greek culture resulted in pagan features such as glorification of mankind (Dodgen, 1986, 195).). It is said that the Greek set about humanizing everything. They humanized God, nature and daily life, and it is out of these acts that great minded men measured all things and gave a firm and noble body of standards to the human life which came after them (King). The theory of humanism as said has given rise and considerable tension within the Christian community. This brings out curiosity to know what the statement of concern is. Well Humanism is a school of thought that gives primacy to the study of human needs and interest, for instance looking at the theory of Abraham Maslow and his definition of humanism which says â€Å"The focus of the humanistic perspective is on the one self who translates to, â€Å"you† and â€Å"your† perception of â€Å"your† experiences. This view proposed by Maslow argues that you are free to choose â€Å"your† own behaviour rather than react to environmental stimuli or reinforces. This statement is also in contrast to the beliefs of operant conditioning developed by the American research psychologist Burrhus Frederic Skinner. Skinner believed that all behaviour is the result of application of consequences. The theory of humanism emphasized on faith in action. Faith in action but not in a good way. Humanism teaches that it is immoral to wait for God to act for us. It emphasizes that we must act to stop the wars and the crimes and the brutality of ties and future ages. Humanism says we have powers of remarkable kind. We have a high degree of freedom in choosing what we will do. It tells us that whatever our philosophy of the world may be, ultimately the responsibility for the kind of world in which we live in lies with us. All this brings the fact that the issue of concern is that humanism is a philosophy for those who love themselves, a philosophy of imagination and it is focused upon human’s means for comprehending reality. It does not leave any room for God as the Creator of the universe rather it only portrays God as one who ordains the good or bad that we do. Hence Humanism causes tension because it does not preserve the legitimacy of the spiritual world and God being the deity of all things All that left aside the understanding of humanism becomes relevant to the practices of Christian education when one begins to look at the principles of humanistic education or educational humanism. Keep in mind that humanism did not birth in a conference room, educational reform or legislative act. It has been influenced by people of different fields. Perhaps it is the advocacy by the modern or naturalistic humanists that seems to have drawn the ire of religious leaders towards humanism, especially fundamentalist Christians. This is in spite of the fact that modern humanists advocate a strict separation of church and state, especially in the domain of public education. When humanism is applied to education it encompasses a variety of assumptions about the teacher, learner, curriculum and the context of learning. There are a lot of principles and each principle highlights the understanding of humanistic education. Some of the principle and objectives that can be seen as basic are: Teachers should be trusting, sincere and empathetic with their students. They should prize their students and hold them with high regard. This as proposed by Carl Rogers who concludes that such an attitude on the part of the learning leader would set stage for successful experiences and students would become more self accepting and aware of themselves. As proposed by Gage and Berliner(1991) there are five objectives that a teacher must meet which are: promote positive self-direction and independence, develop the ability to take responsibility for what is learned, develop creativity, develop curiosity and lastly create an interest in the arts in students. This can also be known as sponsoring invitational learning. Affective factors should be explored as much as the cognitive dimension of classroom instruction (Beihler, 1986, 399). Research by Bayer (1986) indicates that children who are taught in an atmosphere which is conclusive to effective learning will also have a more positive self concept (130-131). The relationship between the teacher and the pupil has important impact on the learning process. Thomas Gordon (1974) a popular humanist educator, describes a healthy teacher student relationship. He says that the relationship between a teacher and a student is good when it has (1) openness or transparency-so each is able to risk directness and honesty with the other, (2) caring-whereby each know they are valued by the other, and lastly (3) interdependence on one another. William Purky (1978) call attention to the relationship between a student’s self-concept and scholastic achievement and recommends that instructors develop and use skill of invitational learning. Such a skill as learning students names, having one on one contact with them outside of class, praising and affirming them, demonstrating personal and classroom discipline , and being transparent with personal feeling will help the child recognize his/her values and capabilities or in other word influencing self efficacy. That all teachers must always keep in mind that learning is facilitated when the pupil is prized, valued and respected by the teacher who can care without being possessive. This is what Abraham Maslow would call promotion of self actualization which would push students to work very hard. Teachers should use techniques for encouraging students to identify with others, emphasize with them, and relate their feelings to the feeling of others. Teachers are to endorse self determination or self regulation to make students accountable for their action and choices. Looking at those principles of humanistic education it becomes clear that many of them are based upon sound principles of education. It would not be difficult to cite biblical references to demonstrate examples form scripture where many of the principles can be seen. That is not to say that educational humanism has its roots in scripture, because such a statement would be based on faulty methods of hermeneutics. For someone who would study humanism there are a few key terms that would help them understand more about humanism and what it stands for when it comes to education. Some of these are: Self-efficacyis the extent or strength of ones belief in ones own ability to complete tasks and reachgoals. This can be seen as the ability to persist and a persons ability to succeed with a task. As an example, self-efficacy directly relates to how long someone will stick to a workout regimen or a diet. High and low self-efficacy determines whether or not someone will choose to take on a challenging task or write it off as impossible. Self-actualization Maslow explicitly defines self-actualization to be the desire for self-fulfilment, namely the tendency for him [the individual] to become actualized in what he is potentially. This tendency might be phrased as the desire to become more and more what one is, to become everything that one is capable of becoming Self- determination, the process by which a person controls their own life. Invitational learning, William Purky said â€Å"no aspect of education is more important than the feeling on the part of the teacher that the individual student is important, valuable, and can learn in school† However humanism goes much further than modernism in its view towards the bible .the view of the humanist is much more radical. Humanism believes in few things that as Christians we may consider them as blasphemy. Some of which are; â€Å"We believe however those tradition dogmatic or authoritarian religions that place revelation, God or creed above human need do a disservice to the human speciesAs non-theists; we begin with humans, not God, nature not deity†. As Paul Blanshard, an editor of the Humanist (a slick national publication) wrote: â€Å"The evangelists reverently call the Bible â€Å"The Book†, and they say it is God’s word. Let’s be blunt about it. By no stretch of the imagination can the bible be called either the revealed word of God or the errorless work of God. It is not one book, and it is not holy. It is very bad history and even of questionable morals† Looking at this we see that humanism is not indifferent toward the Bible-but is at all out ward against it. The quotations are fully typical and representative of humanistic thinking toward any revelation from God. The only way Christians can combat their vicious and desperate influences of humanism and its war on the bibles, is by being so knowledgeable and conversant in the scriptures that can effectively wield the mighty sword of the Spirit. The essence of positive pride is confidence and contentment, a sense of gratitude and accomplishment in the productive use of your gift (Faw, 134-136). There is a need to have a Biblical perspective of the person and human experiences in order to correctly understand the insights contained in certain theories. The truths about human nature in scripture focus largely on our relationship with God and our need for salvation He alone can provide (Faw, 137). A Christian who meditates upon the word of the lord and keeps in his heart will have no difficulty seeing the vast superiority of Christianity over humanism or any other vain philosophy. The bible has something real and stable. The Bible offers a perfect guide for day to day living: teaching the value of time (Eph. 5:15-16); honesty (Eph. 4:25,28); the putting away of every vice which is harmful to ones self and others (Col. 3:5-9); benevolence and kindness in thought and deed (Col. 3:11-14). The Bible condemns all partiality and prejudice (Col. 3:11; Gal. 3:26-28; James 2:19). The Bible teaches moderation, patience, and peace (Phil. 4:4-8). Humanism stresses that this life is all there is that our existence is extremely brief and ultimately hopeless. The Bible, on the other hand, teaches us that while the outward man perishes, the inward man is renewed day by day. Gods word offers us eternal life and provides the motivation to live an honourable, godly life that we might live eternally with God. The Bible and humanistic philosophy are at war. The battle is bitter, but there is only one way that wickedness can prevail: If Christians fail to study and practice the teaching of Gods word. There is a major difference between the belief system of the messengers of God and those who reject the word of God. Others find their beliefs humanistically upon their evidences form senses, logic, philosophy and observation. Instead of founding their human study upon the word of God, they sought to test the Word of God by their human study. Paul warned: â€Å"As you have therefore received Christ Jesus the lord, so walk in Him, rooted and built up in Him and established in the faith. Beware lest anyone cheat you through philosophy and empty deceit, according to the tradition of men, according to the basic principles of the world, and not according to Christ†(Colossians 2:6-9). The difference between the humanistic system of the world and God’s system is outlined in 1Corinthians 1 and 2. The world bases faith in the wisdom of men. Some seek signs- that which can be measured, seen, touched, tasted, and heard. Others look for Philosophical reasoning. Humanistic and Biblical concepts of faith can be compared in many ways some of which are: The humanism starts with doubt in order to prove assertion while the Bible starts with the gift of God. Humanism relies on the autonomy of humanity while the bible relies upon the word of God. Humanism is based on 5 senses while the bible is based on the power of God rather than the wisdom of men. The comparisons are many but the point still stand that humanism cannot attack the bible because God gave us all our reasoning abilities and our senses too. All this raises the question that, what is the implication for Christian education. The focus of humanism is somewhat curious as other scientific theories regarding humans learning and behaviour also advocate a strictly materialistic view of human’s beings. The general issue of concern is how humanism affects Christian education and somewhat advocates a strictly materialistic view of human beings. Its focus has been on helping the student become ‘’humanized’’ or ‘’ self-actualized therefore helping the student discover, become and develop his or her real self and full potential. This brings us to what implication humanism has on Christian education. Humanistic approach to learning means a process that is inevitable and unique for every individual. Humanistic approach considers human being as the central part of learning by humanistic approach. Place of the child in teaching-learning: According to this approach student plays a central role in whole teaching-learning process. This approach believes in child-centred-education. This approach, considers that we should first understand the needs, interests, abilities, age level, attitudes, aptitude of students then try to organize teaching learning process according to these. It emphasizes on reach, touch and teaches the child according to his nature, and interests. All teaching material and its process must be related to individual characteristics of students. 2. Emphasis on individuality: According to this approach every individual has his own individuality. Teacher should respect and develop this individuality through education. Individual differences should be respected and internal virtues of individual be developed. Teacher should understand this individuality and organize his/her teaching-learning process according to this individuality. 3. Understanding the child: According to this approach, we should understand the child first of all, and then teach him. We, as a teacher, should know our students, their interest, personality, capabilities and background environment and use teaching methods and content accordingly. Because this approach believes in student centred education so before teaching, a teacher should understand students thoroughly. 4. Method of teaching: In this approach teacher should use methods of teaching which are based on psychological principles. Teacher should not use teacher centeredness and traditional methods of teaching in it. Teacher should emphasize on active learning which could consider the learner. Teacher should use the methods which could teach according to needs, interests, abilities and attitudes of learners. Learners readiness, mental set and motivation are considered as basis for deciding the method of teaching to be used. So teacher should use learner centred innovative methods of teaching. 5. Discipline: Teacher should not force student to be disciplined. He/she should encourage self discipline and self-control among students. Students should be given the responsibility of to be disciplined. 6. Place and role of the teacher: According to this approach student plays a central role in teaching learning process. Teacher acts as a guide, friend or helper of the students. Students should freedom to develop and make progress according to their own pace, needs and interests. Teacher should be considered as the milestone in the journey of total development of the child. Teacher should not force his own methods and views on students but he should be only a guide in this development process. Looking at all this we wrap it all up in a nutshell that the implication or consequence that humanism has on Christian education is that it helps Christian educators become better teachers, educators and facilitator. Having discussed all this we see that we come to a conclusion that humanism is a rational philosophy informed by science, aspired by art, and motivated by compassion. System of values and beliefs that is based on the idea that people are basically good and their problems can be solved using reason instead of religion. We have seen what the general issue of concern is on humanism form a Christian perspective. We have also seen why the understanding of the topic is relevant to Christian education and lastly the implications it has for Christian education. That humanism gives primacy to the study of human needs and interests. Bibliography . (n.d.).. Retrieved, from http://www.mc.mancopu.edu/dept/d46/psy/des/fallas. Anthony, M. J. (2001). Humanism.Evangelical Dictionary of Christian Education(ed,). : Baker Book House Company. Bayer. D.L. (1986).The Teaching and Learning Process. Beihler.R. F. and Snowman. J.(1986). Humanism in the classroom: An Eclectic Approach to Teaching and Learning. Blanshard. Paul.(1978). Humanism versus Orthodoxy. Truth Magazine. Dodgen.D.J., McMinn.M.R.(1986). Journal of Psychology and Theology. Dolio .J. (2000).Symposium on the Bible and Adventist Scholarship( ed.). Dominican Republic: Dominican republic publishers. Gage, N., Berliner, D. (1991).Educational psychology(5 ed.). Boston: Houghton,: Mifflin. Lamont. C. (1982). The Humanistic Altenative. Lefrancois, G. R. ().Psychology for Teaching( ed.). Boston: Houghton, : Wadsworth. Moody. T. (). Humanism And The Bible:Truth Magazine. Louisville, Kentucky/ Rogers.C, Freiberg,H.J. (1994). Freedom to Learn(3rd ed). New York: Macmillan/Merrill. Rogers.C. (1969). Freedom to learn(1st ed.). New York: Macmillan/ Merrill. Faw, W. Harold. (1995). Psychology in a Christian Perspective, an Analysis of Key Issues. Baker Books