Precision Teaching: Theories, Implementation and Research

Exactness Teaching: Theories, Implementation and Research Tiffany Elmore Prologue to Precision Teaching Exactness Teaching (PT) has been applied in numerous settings and has been enormously fruitful in expanding learning execution in students with a wide-scope of capacities (White, 1986). It is a methodology that estimates whether an instructional technique is effective in accomplishing learning objectives. It centers around legitimately discernible conduct, screens the recurrence of the conduct acted in time and dissects the conduct on a uniform visual showcase called a Standard Celeration Chart (SCC). Exactness Teaching doesn't figure out what educational programs ought to be educated however offers an efficient methodology with respect to the instructional strategies to apply (White, 1986). It puts together the educational plan with respect to the child’s execution, at the end of the day, the student knows best (Lindsley, 1971). The learner’s progress determines if the program is suitable for the student or if changes should be made to the program. So as to measure a learner’s progress, the objective conduct should legitimately perceptible. For instance, perusing a book out loud can be legitimately seen to decide the reader’s aptitude level of the words and appreciation. Nonetheless, there has been some ongoing help for utilizing Precision Teaching on inward practices. Despite the fact that, it has been demonstrated to be successful in diminishing sentiments of despondency (Kubina et al., 2006), it is broadly utilized on discernible conduct. In Precision Teaching, a learner’s execution depends on conduct recurrence which is the normal number of reactions during every moment of the appraisal time frame (White, 1986). Conduct familiarity is that blend of exactness in addition to speed of reacting that empowers students to work proficiently and successfully in their regular habitats (Binder, 1996). Exactness alone isn't the best measure of learning movement as it might show slanted improvement in execution. Basically, by just surveying the precision of a learner’s reaction, an improvement in the learner’s execution isn't genuinely reflected in light of the fact that the reactions might be right yet the absence of speed in giving those reactions additionally shows an absence of authority. Recurrence is estimated by tallies every moment. The speed of a learner’s execution of reacting and the exactness of the reactions demonstrates the student has either aced the material, as such, accomplished familiarity, or the advancement has slowed down and the instructional program must be modified. Familiarity applies three learning results related with familiar conduct: Retention, continuance and application (Binder, 1993, 1996 as refered to by Kubina, Morrison Lee, 2002). Maintenance is the capacity to play out the conduct after the intercession is ended. Without maintenance, the student loses the capacity to play out the conduct. Perseverance is the capacity to play out a conduct at a predefined level over a length of time (Binder, unpublished doctoral paper; Binder, 1996, Binder, Haughton Van Eyk, 1990 as refered to by Kubina, Morrison Lee, 2002). For students who need continuance may think that its hard to perform practices inside a 30-second or 1-minute stretches and may eventually quit playing out the ideal practices. Application is applying some component of a conduct to the whole conduct. For instance, on the off chance that the student experiences issues in essential composing strategies, at that point the use of expanding familiarity with composing spelling words rapidly can't be accomplished. The advancement of a student is recorded on a visual presentation called a Standard Celeration Chart (SCC). The graph is known as a standard celeration diagram since it generally delineates pace of progress or progress in a standard way, paying little mind to the underlying recurrence of the conduct (White, 1986). The SCC uses a proportion scale which implies that all adjustments in execution will be estimated in equivalent proportions paying little mind to where they are set apart on the graph. The adjustment in recurrence from 1 to 2 is a similar proportion as 50 to 100 on the SCC. The outlines shows whether there is an increasing speed, deceleration or no adjustment in conduct. At the point when a conduct recurrence pairs, or moves from 1 to 2, it is viewed as a â€Å"times 2† increasing speed. In like manner, when a conduct is divided, or moves from 2 to 1, it is viewed as a â€Å"divided by 2† deceleration (Lindsley, 1990a). Usage of Precision Teaching Five stages are associated with the execution of Precision Teaching: (1) select an undertaking, (2) set a point (3) check and instruct, (4) build up a learning picture and (5) choose what to do (McGreevy, 1983). The initial step of usage is choosing an errand for the student to learn. An errand has five sections: (1) a development that can be tallied regularly every day, (2) an including period, (3) a right/erroneous pair, (4) a learning channel set, and (5) a development that is â€Å"hard to do† (p. II-1). A development is a discernible, physical development, something that the student is doing. To ensure the development happens regularly, the student ought to have 8-10 learning openings for every day (p. II-5). On the off chance that the development is excessively hard, at that point the development can be changed to a cut back, a stage back or an apparatus development and, on the other hand if a development is too simple it can switched to a jump up development (p. II-11). A cut back is a littler development of the first development. A stage back is a simpler development than the first development. An instrument development is the essential body development required to play out the first development. A jump up development is a development that is more enthusiastically to perform than the first development. An including period is measure of time went through every day checking the development (p. II-12). The period ought to be sufficiently long so the development can happen in any event 8-10 times. The tallying time frame ought not be long to such an extent that it demonstrates hard to tally the development. Be that as it may, modifications can be made if the tallying time frame is excessively long or too short to even think about counting the development. Essentially, Kubina and Yurich (2012) fused these two sections into their investigation PT. They recommended that the initial step of PT is pinpointing. Pinpointing applies centering detectable conduct and estimating conduct dependent on recurrence. Consider the Dean Man decide that states in the event that a dead man can do it, at that point it isn't conduct. The thought is that any straightforwardly detectable conduct ought to include some physical development. For instance, rather than watching a youngster sitting still in a seat, the instructor can watch the occasions the kid gets out the seat. A right/inaccurate pair includes tallying the right developments and wrong developments (McGreevy, 1983, p. II-15). Rather than concentrating on dispensing with a development without including a substitution development. For instance, as opposed to diminishing shouting, it best for the student to build talking in milder voice. A learning channel set blueprints the info channel (got) and yield channel (sent). The info can differ from hearing, contacting, seeing, smelling, and so on and yield can incorporate saying, composing, doing, pointing, and so forth. The learning channel sets â€Å"tells [others] how we are showing a task† and â€Å"reminds us that are numerous ways for a [learner] to get familiar with a similar development (McGreevy, 1983, p. II-18). In conclusion, the development must be difficult to for the student to perform (p. II-20). The goal is to get familiar with another undertaking as opposed to chipping away at recently learned errands. By choosing undertakings that are difficult to do, the student, furnished with adequate learning openings, will ideally accomplish more revises and less amends after some time and at last reach or approach the point. The subsequent stage in executing exactness instructing is to set a point (p. III-2). The point is last picked goal of the exhibition likely accomplished by a high recurrence of right reactions and low to zero recurrence of off base reactions. It is important that students figure out how to perform right developments in a brief, smooth and unequivocal way. On the off chance that the student is experiencing issues arriving at point, it might be important to change the manner in which the development is instructed, change the learning channel or change the development as demonstrated above as a stage back, smooth back or device development. The third step in actualizing exactness instructing is to tally and educate (p. IV-1). This means requires checking the right and mistaken reactions and showing the errand to the understudy (p. IV-1). A development is found out when the student comprehends what the right and wrong reactions are. Each undertaking will be tallied and instructed day by day until the student arrives at point or the learning picture mirrors a requirement for change. The fourth step in executing exactness instructing is to build up a learning picture. Using the Standard Celeration Chart, the outlines shows the right and wrong reactions gave day by day by the student (p. V-1). The patterns of the diagram build up the learning picture. The learning picture shows how rapidly the reactions are expanding or diminishing and predicts whether the student will accomplish point. The last advance in executing accuracy instructing is to choose what to do (p. VI-1). When a learning picture has been uncovered, a choice can be made with regards to whether to proceed with the present program or roll out an improvement. On the off chance that the student isn't learning or not adapting rapidly enough, it might be important to make changes to the development (for example a cut back), the checking time frame (for example increment 10 seconds to 20 seconds), the learning channel set (for example see-write to see-say), the point (i.e can be brought down), or how the undertaking is educated (for example exercises, untimed practice). Accuracy Teaching in Research Accuracy Teaching has been applied in an assortment of settings and situations. It has demonstrated helpful in improving familiarity with students everything being equal and all learning capacities. Exactness Teaching has been executed in proficient situations just as homeroom settings. In 2002, Binder examined the familiarity execution in a client call focus. In the wake of going to a FluencyBuilding works

Americas Fallen PastimeHow Baseball Players Have Damaged a National Institution essays

Americas Fallen PastimeHow Baseball Players Have Damaged a National Institution expositions How Baseball Players Have Damaged a National Institution Baseball fans are anything but difficult to please. Give them a warm summer day, a virus drink, and their preferred group in the main part of the flag race and they feel like rulers. Watch them re-think the administrator as he pulls the groups pro pitcher for the youthful fireballer. Hear them out cheer as he strikes out the rivals slugger with the bases stacked, making sure about the success. Watch them do it once more the following day. Who is the best player ever? Ty Cobb? Darling Ruth? Ted Williams? Mickey Mantle? Ken Griffey Jr.? Should the assigned hitter be abrogated? Ought to Pete Rose be in the Hall of Fame? Approach them for their preferred baseball snapshot of the past and get ready to have your ear talked off. More seasoned fans may pick Bobby Thompsons Shot Heard Round the World, which caught the 1951 National League flag for the New York Giants over the Brooklyn Dodgers, or Willie Mays over-the-shoulder, back-to-the-plate catch to loot Clevelands Vic Wertz of an extra-fair hit in the 1954 World Series. To some degree more youthful fans may take Carlton Fisks unhinged waving as his match dominating homer in Game 6 of the 1975 World Series clanked off of Fenway Parks left field foul shaft or the strength of Johnny Bench, Joe Morgan, Tony Perez and the remainder of the Big Red Machine during the mid-1970s. The most youthful may call up Baltimore shortstop Cal Ripken Jrs triumph lap around Camden Yards subsequent to obscuring Lou Gehrigs apparently unbreakable successive games streak or the energy of St. Louis Mark McGwire and the Chicago Cubs Sammy Sosa as they persistently sought after Roger Maris single season grand slam record. Take baseball at its most straightforward, its perfectionist, and it tends to be practically strict. Baseball fans just request one thing consequently. As Braves fan William Correa argues, I know baseball ha... <!

Join SIPA Students of Color for their annual Career Summit COLUMBIA UNIVERSITY - SIPA Admissions Blog

Join SIPA Students of Color for their annual Career Summit COLUMBIA UNIVERSITY - SIPA Admissions Blog From SIPA Students of Color: SIPA Students of Color would like to extend an invitation to those of you who may be interested in attending next weeks 2nd Annual SIPA Students of Color Career  Summit  entitled, A New Generation of Economic Empowerment and Political Activism. This half-day seeks to highlight the entrepreneurs, activists and organizations on the front line of the fight to empower and uplift marginalized communities at home and abroad. Also in attendance at the event will be members from our student org partners including Women in Leadership, Gender Policy Working Group, Spectrum, Technology and Innovation Student Association and the Human Rights Working Group. Please have a look at  the Eventbrite for an updated schedule, a  list of participating  organizations and employers and more general information. If you are interested in attending for the whole half-day, just for the luncheon or just one panel specifically, that is totally fine. We just ask that you respond to this email here so we can make sure that you are registered on the Eventbrite, free of charge. This will help us better anticipate capacity issues throughout the day.

Bandura s Social Learning Theory Essay - 714 Words

Introduction I chose the Bandura’s Social Learning Theory Scavenger Hunt, because social learning theory is widely used in daily life and vary easily to be found around us. Bandura’s Social learning theory is an extension of behaviorism that emphasizes the influence that other people have over a person’s behavior (Berger, 2014, p. 28). To apply this theory, I observe people and environment around me for three days and try to find the relationships of people’s behaviors. I observed classmates’ activities during the class. When I went to my friend’s house, I also played with her daughter and found some examples. Course Concepts Application Concept 1 During the microbiology class, we needed to make some media for our experiments. No one had done this procedure before. The professor showed us a YouTube video. In that video, there was a woman making media. She calculated how much powder she would use, and then weighted by balance. Then she added the powder to the flask and added 250mL distilled water. Finally, she mixed the solution with magnetic stirrer. The process of our observations of her behavior is modeling. Modeling is observing the behavior performed by others (S. Anderson, personal communication, September 14, 2016). We had never experienced the process before. In order to learn this behavior, we first modeled it. We have information of how to do it. Concept 2 Attention is a significant step of the cognitive process. Attention determine what is selectivelyShow MoreRelatedBandura s Social Learning Theory969 Words   |  4 Pagesthat make the most sense in the world. Something like the social learning theory was overlooked. But it has provided such great insight as to why we do certainly in our lives. Bandura’s theory has paved the way to many studies and has open our minds to the possibility that we affect each other in a way we would not imagine. I believe that this theory can shape a lot of people s lives. I agree with Albert Bandura’s social learning theory by modeling and in this paper, I will present an argumentRead MoreBandura s Theory Of The Social Learning Theory952 Words   |  4 PagesDr. Albert Bandura, who is the creator of the social learning theory, suggest that individuals learn by examining others. Bandura’s theory is conceivably one of the most instrumental theory regarding learning and de velopment. Bandura’s approach to the social learning theory is that we learn by observing and modeling the actions of those who are close to us. Bandura also suggested that our internal feelings and perceptions helps us to learn through our cognitive behavior. Social learning additionallyRead MoreBandura s Theory On Social Learning1734 Words   |  7 PagesC1 Bandura s theory is based on social learning. He emphasises the importance of observing and modelling the behavior, attitudes and emotional reaction from others. Children from large families or children who attend day care may do this a lot, they will always be observing other children or their siblings behavior, attitude or emotional reactions even if they don’t intend to. . In society, children are surrounded by many influential models, such as parents within the family, characters on children’sRead MoreAlbert Bandura s Social Learning Theory1340 Words   |  6 PagesIntroduction Albert Bandura’s Social Learning Theory is a theory that includes development theories in order to understand how children learn. Bandura’s theory is based on how people can learn by observing others, how internal mental states influence people, and how learning something does not change one’s behavior every time. Bandura was able to find out that people learn by three observational models. The first model is the live model which includes observing how someone demonstrates the behaviorRead MoreAlbert Bandura s Theory Of Social Learning1404 Words   |  6 Pages Albert Bandura s (1986) theory of social learning emphasizes the role of learning by observing and imitating models and allows us to understand aggression. Bandura identified four steps by which this learning occurs: â€Å"the first is simply that a particular type of behavior of a model catches our attention. Second, we store a mental image of such behavior in memory. Thirdly, a particular kind of situation leads us to convert that memorized behavior into action; And finally, if the behavior is reinforcedRead MoreAlbert Bandura s Social Learning Theory1503 Words   |  7 PagesBandura’s Social Learning Theory with Piaget’s Cognitive Theory. compare and contrast Albert Bandura’s Social Learning Theory with Piaget’s Cognitive Theory. How applicable is the Social learning Theory to the Zambian Educational system. Both Albert Bandura and Jean Piaget were psychologists who contributed greatly in the field of psychology. This implies that there are some similarities and differences between Albert Bandura’s Social learning theories with Piaget’s cognitive theory. On the otherRead MoreBandura s Social Learning Theory And Attachment Theory1260 Words   |  6 PagesQuestions 1: Social Learning Theory and Attachment Theory Bandura’s social learning theory and Bowlby’s attachment theory. Each of these theories has similarities and distinctions regarding the mechanisms that underlie the impact of child abuse. This essay will examine these competing theories to determine which mechanisms are most strongly supported for families at high risk for child abuse and/or neglect (Begle, Dumas Hanson, 2010). Social Learning Theory Social learning theory suggests thatRead MoreAlbert Bandura s Social Learning Theory1323 Words   |  6 PagesAlbert Bandura’s Social Learning Theory has aided in the understanding of human development. Humans are a unique set of individuals who continue to evolve in nature. They are social beings and interactions make up a significant part of their daily lives and general nature. My interest in this theory comes from my tendency to observe others. It’s fascinating to see how people are going to react to situations that come their way and how they develop from it. People tend to learn from others as wellRead MoreAlbert Bandura s Social Learning Theory1737 Words   |  7 PagesTheory of Social Learning Albert Bandura’s social learning theory posits that observation is a major constituent of behaviour development (Bandura, 1978). Observation models include attractiveness, status and perceived similarities. The imitation of behaviour is determined by the outcome of the observation model (Bandura, 1978). There is a high probability of behaviour imitation when the observed behaviour is reinforced on condition that the reinforcement is appealing to the observer. However, ifRead MoreHow To Be an Active Leaner in a Group Environment 1639 Words   |  7 PagesThis essay aims to highlight the various ways in which to be an active learner in a group environment, I will be doing this by using different theories and relevant experiences of both myself and others. It will specifically focus on the Bandura’s social learning theory and situated learning by Lave and Wenger. The essay itself will consist firstly of a Literature review where I will be using third party sources for sup port, next there will also be a critical analysis section which will further develop

Unwind Teen Book Review

Unwind is a dystopian thriller by Neal Shusterman that follows three teens on the run from a government that believes â€Å"unwinding,† or body harvesting, is an alternate solution to abortions and unwanted teens. Unwinding is also a choice for extremely religious families who want to tithe one of their teens. Although controversial in topic, this disturbing novel inspires deep thought about organ donation, abortion, and one’s personal right to make decisions regarding his or her body. This book is recommended for mature teens. Story Overview After America’s Second Civil War between the pro-life and pro-choice factions, a compromise was reached and called The Bill of Life. In this bill, any teens between the ages of 13-18 who are troublemakers, a ward of the state, or a tithe could be â€Å"unwound†. In other words, their bodies could be harvested for organ donation in order to give others the opportunity for a better quality of life. To be unwound was to continue â€Å"living† through another human being. Connor, Risa, and Lev are three teens who are scheduled to be â€Å"unwound†. Connor is seventeen and according to his parents a troublemaker. Risa is sixteen, a talented pianist and a ward of the state, but she isnt talented enough for them to keep her alive. Lev is thirteen and the tenth child of a religious family. He is proud to be a Tithe until an opportunity to run away is presented and his church pastor tells him to run. Through unusual circumstances, the three teens find one another, but Connor and Risa are separated from Lev and are taken to the Graveyard, a hiding place for teens on the run. Eventually, all three are captured by the police and are escorted to the Happy Jack Harvest Camp. Now their goal is to find a way to escape and survive until they turn eighteen. Eighteen is the magic number, and if a teen on the run can survive until that golden age, he or she will no longer be a target for unwinding. Author Neal Shusterman Neal Shusterman is an award-winning author who has been writing books and screenplays for more than twenty-five years. When asked about his purpose in writing Unwind Shusterman responded, â€Å"Unwind intentionally does not take a side on any issue. My point was to point out the fact that there are two sides on all of these gray-area issues, and that’s part of the problem. You have to look at it from a different perspective.† For more information about the author and his writing career, read Spotlight on Neal Shusterman. The Unwind Dystology Unwind is Book One in the Unwind Dystology. The complete Unwind Dystology includes the books Unwind, UnWholly, UnSouled and UnDivided. All the books are available in hardcover, paperback, e-book, and audio editions. Review and Recommendation Unwind is a classic study on the value of human life and personal choice. Who owns our bodies? Does the government have the right to determine whose life is more valuable over another? Although the storyline seems  extreme, it is not unlike other classic novels such as 1984 and A Brave New World where the individual, in this case, teens, become subordinate to the state. However, in this story, the three teens are determined to fight back. Without a doubt, Unwind is a disturbing read, but it is a thinking read. Questions about personal rights, especially teen rights, government power, and the sanctity of life flow through your mind as you read. Reading this book puts a new spin on organ donation and gives readers the opportunity to wrestle with difficult topics and think about their personal convictions on emotionally charged subjects. The publisher recommends this book for ages 13 and up. (Simon and Schuster, 2009. ISBN: 9781416912057) Source â€Å"Interview with Author Neal Shusterman.† YA Highway.

Learning and Memory Biology vs. Society Free Essays

There has been much debate about the nature of human’s intelligence.   Questions arise from the matter.   Is the way you think and learn inherited, or as the nature side of the debate argues, biological?   Or is the way you think influenced by outside forces, or as the nature side of the debate argues, societal?   This paper aims to present the points of view of each side of the argument. We will write a custom essay sample on Learning and Memory: Biology vs. Society or any similar topic only for you Order Now    At the end of the paper, the author gives not just a summary of what has been presented but also an integration of the two views that gives the more believed perspective nowadays.   From this point on, the society that is referred to in the title is the environmental factors and biology is the genetic factors. During the last twenty years, genetics has moved from a relatively difficult to understand sub-field of biology to one of its most well funded segments.   Over these twenty years, there has been an explosion of genetic discoveries.   Nevertheless, more and more questions pop out from our minds regarding genetics.   One of these is the question: How does genetics research fit with our existing notions of us as humans? Recently, there have been an increasing number of researches that prove that cognitive abilities such as learning and memorizing are determined by genes.   That is, that our intelligence is hereditary.   Our human knowledge and cognitive processes are passed on from our parents.   Nature theorists believe that our cognitive abilities are the product of â€Å"a unique web of interactions among genes† (Lickliter and Honeycutt 461). These nature theorists believe that when we were born, our intelligence and everything that we know of are already part of ourselves because of our genes.   That is, they believe that â€Å"Nature is everything, nurture nothing† (Gopnik).   Leamnson and Betz (as cited in McMahon) argue that learning is a biological process as much as respiration or circulation is.   McMahon further explains that cognitive abilities such as thinking, learning and memorizing take place when biochemical reactions occur across synapses which then form the neural networks. While some researchers agree to the fact that genetic and environmental factors both play an important part in our cognitive development, they still believe that genes take the primary part in influencing our thinking, learning and memorizing abilities.   In their study, Genetic and Environmental Influences on the Development of Intelligence, Bartels et al. found that as the child grows up, the genetic influence on his intelligence increases while environmental factors decrease influence to his cognitive ability.   Thus, they conclude that â€Å"genetic influences are the main driving force behind continuity in general cognitive ability† (Bartels et al. 247). On the other side of the debate are the nurture theorists.   These theorists believe that environmental factors have a more significant part in sharpening our cognitive processes.   These nurture theorists believe in John Locke’s philosophy that when we were born, our minds are in blank states or as they call it tabula rasa. That is, when we were born, we do not know anything.   We only acquire knowledge, that is, we only learn as we experience the world around us.   That is, as Gopnik puts it, â€Å"nurture is everything, nature nothing.†Ã‚   Locke believed that we learn through experience. James Flynn, a NZ-based political scientist, found that after World War II, the average IQ in all countries increased which he claims is due to environmental effects.   Ulric Neisser explains further that this is because children are increasingly exposed to sophisticated visual images such as ads, posters, videogame and television in contrast to the methods of learning before the world war.   This suggests that the children’s cognitive abilities are influenced by the environment (Gopnik). Recently, however, there are an increasing number of researchers who believe that intelligence is influenced by both genetics and environmental factors.   There is no dominant factor; both play an equal role in the development of human intelligence.   Lickliter and Honeycutt describe the developmental systems theory (DST) that believes in the power of both genetics and environment to influence our cognitive abilities.   According to this theory, our cognitive abilities cannot be determined by genetics or environmental factors alone. As Lickliter and Honeycutt explain, â€Å"development is seen as a self-organizing†¦process in which pattern and order emerge and change as a result of complex interactions and relations among developmentally relevant resources both internal (including genes, but also cells, hormones, organs) and external to the organism (and not from some set of prespecified instructions)† (Lickliter and Honeycutt 462).   In contrast to the solely nature theorists, DST argues that genes and the mere passing of it to a child is not a sufficient explanation or cause of an individual’s learning and memorizing.   That is, although genes and environment both play an important role to the cognitive development of human beings, we cannot separate them and consider them as independent causes. The nature vs. nurture debate is likely to continue on but unlikely to be resolved to the satisfaction of those who strictly believe that intelligence is solely nature caused or nurture caused.   However, recently both environmentalists and behavior geneticists have called for the matter to have be ended by echoing Anastasi’s call to emphasize more on the question â€Å"How?† rather than â€Å"How much?† in the study of heredity and environment. Works Cited: â€Å"Nature Vs. Nurture in Intelligence†.   2005. November 20 2007. http://wilderdom.com/personality/L4-1IntelligenceNatureVsNurture.html. Bartels, M., et al. â€Å"Genetic and Environmental Influences on the Development of Intelligence.† Behavior Genetics 32 (2002): 237-49. Gopnik, Alison. Nature vs. Nurture. 2004. Lickliter, Robert, and Hunter Honeycutt. â€Å"Evolutionary Approaches to Cognitive Development: Status and Strategy.† Journal of Cognition and Development 4 (2003): 459-73. McMahon, Graham Peter. â€Å"Getting the Hots with What’s in the Box: Developing Higher Order Thinking Skills within a Technology-Rich Learning Environment.† Curtin University of Technology, 2007.    How to cite Learning and Memory: Biology vs. Society, Essay examples

Norse Runes, Divination, and Jackson Square an Example of the Topic History Essays by

Norse Runes, Divination, and Jackson Square At first, it would seem that Norse runes would have nothing in common with Jackson Square. After all, Norse runes have their history as far back as the fourth century in Norway and Jackson Square is firmly rooted in modern day New Orleans. What connects the two is the aspect of pination. Runes, once their usefulness as a part of a written language ended, were useful for their magical properties. However, the Elder Futhark runes have undergone a dramatic transformation during that time, which I find interesting. In this essay, I will briefly explain the original form and purpose of the Elder and Younger Futhark runes, their evolution into modern pination tools, and the way that the psychic readers of Jackson Square use them. Need essay sample on "Norse Runes, Divination, and Jackson Square" topic? We will write a custom essay sample specifically for you Proceed A Brief History of Norse Runes According to the American Museum of Natural History, runes have no clearly traceable history. The museum website states that the name rune suggests this, given its meaning, mystery, which comes from the Gothic root runa (par. 1). The figures were originally carved into stone or wood, a task that was made easier by their straight lines (American Museum of Natural History [AMNH] par. 2). I believe that this connection with the natural world may have been seen as an aid to pination, given that the early readers assigned them names and powers that were associated with natural creatures and items, not manufactured items. During my research, I found a list of the Elder Futhark runes. This list included pictures, as well as their names, meanings, uses, and the Latin letters and elements that they corresponded with. I was interested to learn that some runes represented more than one letter, either independently or in combination. For example, a rune that resembles a lesser than caret, Kenaz, represents the letters K, C, or Q. It is up to the inpidual reading the text to decide the proper letter being associated with, if such a distinction existed. In addition, a rune that resembles a modified P, called Thurisaz, represents the letter combination th (Meanings 1).Runes were never intended to support or represent a spoken language; instead, they were used solely as a written language or as symbols on their own (AMNH pars. 2-3). The Elder Futhark set of runes consist of a common set of 24 runes had spread across northern Europe, based on Etruscan and possibly Greek and Latin origins (AMNH par. 1). These 24 runes had only one case and, like the horizontal words in word search puzzles, were not read in any set direction (AMNH par. 1). Runes were eventually replaced by the Latin alphabet as the Christian church broadened its reach across Europe. The Elder Futhark runes remain in use in New Age practices today (AMNH par. 4). Divination Todays New Age practices have precedent; as early rune casters used the runes to predict the future. They linked the runes to specific gods and meanings (AMNH par. 3), laying out the runes in certain patterns to foretell events. Paul Rhys Mountfort notes that: The Runes contain a blueprint or road map to the Northern Mysteries, and, above and beyond their fortune-telling role, a kind of initiation into a profound cultural tradition. By using the Runes, the reader can not only access this unique wisdom tradition but also participate in its contemporary revival. It is an interesting observation; however, I think it lacks validity, since so little is truly known about the original, traditional use of runes. Even Mountfort acknowledges that the origin of the Elder Futhark runes is unknown, although he theorizes on its origin being from the north of Italy and associated with the Germanic tribe that were in the region (19). Mountfort explains that the runes are each assigned one of several values: gods and other supernatural beings, nature, animals, and actions. He also theorizes that the magical characteristics of an earlier primitive Swedish script may have influence the development of the Elder Futhark (21). The use of runes in pination probably didnt take place until the age of the Vikings, although Mountfort expresses the opinion that pination may have been one purpose for their being created (57). Two things are certain, however. First, the runes are connected by names and meanings to the Norse myths. Second, the runes are connected to the natural world. And, according to Mountfort, the runes are relevant even in todays world. He states that by applying their meaning to the actual contours of our present-day lives, we ensure that not only the Runes but also these attendant tales take on a powerful, contemporary relevance (57). Nature and the natural world seem to be the farthest thing from the minds of todays piner, however. Although early rune casters certainly had rituals, ritual devoid of meaning seems to be part of learning about using the runes today. Paxson recommends rune groups that sound more like study groups than religious groups. Thee group members use the same book and also have a notebook in which to take notes on discussions, collect handouts, record the results of inpidual work [. . .] (Paxson 18). Diane Paxson then goes on to discuss scheduling and dress. She recommends dressing appropriately, which might help the rune caster shift into a Norse mode of consciousness (20). What this mode of consciousness is supposed to be, Paxson does not explain. However, she does go on to recommend her own book, called Germanic Costume, which contains illustrations of, and patterns for, such clothing. Although the Paxsons book soon moves into discussion of the runes themselves, the first part of the book seems to make rune casting into playacting, robbing the rituals of a lot of their legitimacy. Jackson Square The Tarot card readers and amateur psychics that once littered the majority of Jackson Square are largely gone now, first cleared out by a prominent member of the New Orleans City Council member, Jacquelyn Brechtel Clarkson, and then by Hurricane Katrina. As the city rebuilds, the readers will filter back; as long as there are tourists to provide tips, artists, readers and street acts will be a part of that city. What I found most interesting about these alleged psychics was that, although the Jackson Square readers are considered something of an unsavory element by some, even they are pided on who should be permitted to set up in the Square. It is clear to me from Glynn Wilsons article that Clarkson has a personal mission to prevent certain people from using Jackson Square. The people of whom she approves appear to be artists and tourists. In addition, Clarkson at least tolerates the restaurateurs and shop owners, and perhaps even the tour guides, although all of these people do little more than lend a pedestrian air to the site. In the past, Clarkson passed ordinances that prevented the readers from setting up tables for their trade (Wilson par. 2) and replaced the old benches in the Square with new ones that had center armrests, intended to prevent people from stretching out on them (Wilson pars. 12-13). Clearly, Clarkson feels that the Jackson Square readers are charlatans. The readers on Jackson Square primarily read Tarot cards and palms; however, some of them use runes on request. The readers who use runes sometimes use the commercially available set of ceramic runes. Unlike the early rune casters, it is rare to find a hand-carved set among the Jackson Square readers. Interestingly, however, the runes have undergone yet another transformation. In many cases, rune readers use rune cards, which are Tarot-style cards with depictions of the runes inscribed on them. In these cases, the runes have been transformed from living stone or wood to either commercially processed and artificial stone or printed slips of cardboard coated with plastic. In neither case is these things particularly original, nor are they in tune with the universe, since they are identical to every other manufactured set. In addition to these limitations, the meaning behind the runes have changed. Modern meanings have been assigned to the traditional runes by todays neopagans, moving the runes even further from the world and from the stories that they are intended to represent. Personal Observations and Conclusion The Norse myths have always fascinated me, ever since I was able to read and even partly understand them. The myths explained the natural world, just as the Greek and Roman myths did, so that the early cultures were able to make sense of the things going on around them. Even though I understood that there were no eight-legged horses and that a sprig of mistletoe could not swear to do no harm to anyone, young, old, or otherwise. But the stories spoke to me, just as they must have to the original listeners. The Norse myths seem to have been forgotten in the practice of using runes in pination today. Even if a person accepts the idea of psychics having real talent for predicting the future, many of the readers in Jackson Square today are more successful in reading people than they are much else. They are, in fact, better at pining hints from the people at their tables than they are in pining the secrets of the runes. I think that it is disturbing that so many things in our world have changed from their original form. However, few things seem to have changed as much as the runes and their original meaning. Originally, the runes were part of these stories and part of the world; now, however, you can actually print rune cards at home using computer software. Far from being part of the natural world, todays runes reflect the artifice of the modern world. If pination were ever possible in the past, I think that even the ancient rune casters would agree that it would not be possible today, given the lack of connection with the myths that drive their meanings. Works Cited American Museum of Natural History. The History of Runes. 29 May 2007. Mountfort, Paul Rhys. Nordic Runes: Understanding, Casting, and Interpreting the Ancient Viking Oracle. Rochester, VT: Destiny, 2003. Paxson, Diana L. Taking Up The Runes: A Complete Guide To Using Runes In Spells, Rituals, pination, And Magic. York Beach, ME: Red Wheel-Weiser, LLC, 2005 Wilson, Glynn. Battle of New Orleans Pits Artists against Psychics. Dallas Morning News. 25 May 2003. http://www.southerner.net/fast/dntexlaquarter.html>.

Social Greetings in English For ESL Students

Social Greetings in English For ESL Students Greetings are used to say hello in English. Its common to use different greetings depending on whether you greet a friend, family or a business associate. When you meet friends, use informal greetings. If its really important, use formal greetings. Formal greetings are also used with people you do not know very well. Greetings also depend on whether you are saying hello, or you are saying goodbye. Learn the correct phrases using the notes below, and then practice using greetings with the practice dialogues.   Formal Greetings: Arriving Good morning / afternoon / evening.Hello (name), how are you?Good day Sir / Madam (very formal) Respond to a formal greeting with another formal greeting. Good morning Mr. Smith.Hello Ms. Anderson. How are you today? Informal Greetings: Arriving Hi / HelloHow are you?How are you doing?Whats up? (very informal) Its important to note that the question How are you? or Whats up? doesnt necessarily need a response. If you do respond, these phrases are generally expected: How are you? / How are you doing? Very well, thank you. And you? (formal)Fine / Great (informal) Whats up?   Not much.Im just (watching TV, hanging out, cooking dinner, etc.) Informal Greetings After a Long Time If you havent seen a friend or family member for a long time, use one these informal greetings to mark the occasion. Its great to see you!How have you been?  Long time, no see.  How are you doing these days? Formal Greetings: Departing Use these greetings when you say goodbye at the end of the day. These greetings are appropriate for work and other formal situations.   Good morning / afternoon / evening.It was a pleasure seeing you.Goodbye.Goodnight. (Note: Use after 8 p.m.) Informal Greetings: Departing Use these greetings when saying goodbye in an informal situation.   Nice seeing you!Goodbye / ByeSee you laterLater (very informal) Here are some short example conversations for you to practice greetings in English. Find a partner to practice and take a role. Next, switch roles. Finally, make up your own conversations. Greetings in Informal Conversations: Practice Dialogue Anna:  Tom, whats up?Tom:  Hi Anna. Nothing much. Im just hanging out. Whats up with you?Anna:  Its a good day. Im feeling fine.Tom:  How is your sister?Anna:  Oh, fine. Not much has changed.Tom:  Well, I have to go. Nice seeing you!Anna:  Later! *** Maria:  Oh, hello Chris. How are you doing?Chris:  Im well. Thanks for asking. How are you?Maria:  I cant complain. Life is treating me well.Chris:  Thats good to hear.Maria:  Good to see you again. I need to go to my doctors appointment.Chris:  Nice seeing you.Maria:  See you later.   Greetings in Formal Conversations: Practice Dialogue John:  Good morning.Alan:  Good morning. How are you?John:  Im very well thank you. And you?Alan:  Im fine. Thank you for asking.John:  Do you have a meeting this morning?Alan:  Yes, I do. Do you have a meeting as well?John:  Yes. Well. It was a pleasure seeing you.Alan:  Goodbye.   Notes Greeting someone when you are introduced.   Once you have been  introduced  to someone, the next time you see that person it is important to greet them. We also greet people as we leave people. In English (as in all languages), there are different ways to greet people in formal and informal situations. Introduction (first) Greeting:  How do you do? The question How do you do is only a formality. In other words, the question does not need to be answered. Rather, it is a standard phrase used when meeting some for the first time. Tom: Peter, Id like to introduce you to Mr. Smith. Mr. Smith this is Peter Thompson.  Peter: How do you do?Mr. Smith: How do you do? Use these phrases to say that you are happy to meet someone when introduced for the first time.   Its a pleasure to meet you.Its nice to meet you. Greetings after an  Introduction:  How are you?   Once you have met someone, its common to use standard greetings such as Good Morning, How are you? and Hello. Jackson: Hi Tom. How are you?Peter: Fine, and you?  Jackson: Im great.

Easy on the adjectives - Emphasis

Easy on the adjectives Easy on the adjectives New research suggests that if you want your writing to be shared online then overusing adjectives is not wise, advisable, judicious, big or clever. [Mental note: should probably edit this.] The findings come from social media scientist Dan Zarrella, who aims in his book Zarrellas Hierarchy of Contagiousness to demystify social media marketing for the masses. After examining how often online content was shared, he came to one definite conclusion: the less complex the language, the more likely it was to be passed on. And, after studying which types of words were the most mobile, he found the biggest no-nos were adjectives and adverbs. This is actually a good tip for just about any writing. Its easy to imagine that cramming in adjectives will give your writing colour or help create more vivid images in your readers mind. But more often than not they do just the opposite, and merely add clutter that slows your reader down. Fledgling fiction writers are taught to adopt the lotus position and chant the mantra show, dont tell over and over until their posture is perfect and they never want to overdo the adjectives and adverbs again. But this advice evidently isnt only for creative writing. Its much better to choose verbs (the most-shared word type) and nouns that work hard, rather than using adjectives or adverbs as crutches for your writing to hobble along on. The finished piece will be tighter and more expressive for it. For example, instead of ran quickly, how about sprinted? Or bounded? See how either could replace the phrase, but each gives a very different and more distinct mental image? Sometimes adjectives are simply redundant. Forward planning, for example. Is anyone out there still planning what to do yesterday? Have a look at these (genuine) examples and spot the pointless words: Teen dies after fatal stabbing Gunned down by armed rebels A visual treat for the eyes Ill-chosen adjectives can also lead to unintentional silliness (which can be delightful for everyone but the writer): Stiff opposition expected to casket-less funeral plan Statistics show that teen pregnancy drops off significantly after age 25 This isnt to say that all adjectives should be banned on pain of death. Mark Twain put it nicely, if youll forgive the adverb: When you catch an adjective, kill it. No, I dont mean utterly, but kill most of them then the rest will be valuable. They weaken when they are close together. They give strength when they are wide apart. Perhaps its worth thinking of them like magnets: repellent together, useful kept apart, and not recommended anywhere near computers.

Exemplary of the kinds of arguments made by realist, liberal and Essay

Exemplary of the kinds of arguments made by realist, liberal and critical theorists of International Politics - Essay Example The liberal theorists believe that there should be equality for all, while critical theorists critically analyze the mechanisms determining international politics. The liberal theorists believe that the facilities and entertainment offered in the Olympic Games should be available and accessible to all the sections of the interested community. They believe that the fact that the organizing committee has reserved some features exclusively for the athletes and sponsors’ representatives only is unjust and should be available to local community as well. (Boykoff & Tomlinson, 2012) The liberals have argued the fact that since the inception of the International Olympic Committee (IOC) in the 1890’s (known as some other association at that time) was formed as a body consisting of elites only which included lords and princes, and these were the people who would vote and decide the fate of the Olympics. This process then started to include more stakeholders in this decision makin g body but still only a select few that is the big businessmen who would control the commercial aspect of the games. Even today, the voting process is not completely impartial and the votes have been allegedly to be biased with the help of bribery and other benefits to nations who involve in such corruption. Other than this, the security measures taken to protect the Olympic Games involves huge costs which will have huge economic costs as well as psychological ones. The army soldiers deployed in London in areas near the Olympic venue even exceeds the number of British soldiers deployed in Afghanistan. This highlights the fact that the locals have not been treated as equals because the majority of these soldiers are deployed for the security of athletes and organizers’ representatives and not the locals. The realist theorists can present an argument to this according to their beliefs. The realists argue that the security of the nation and in this case, the security of London i s much more important for the good of the nation than sending out more troops to Afghanistan. Sending more troops to Afghanistan will benefit the world overall by fighting the terrorists and keeping them at their home rather than letting them enter into their countries for terrorist attacks. On the other hand, the soldiers deployed in London for the security of the Olympic games is much more important to the nation as it has higher stakes attached to the credibility of England and London to host such a major and prestigious event. Since the reputation, injection of finances and tourists, and credibility of the nation and British government was attached to these games, it is only fitting that the security measures are taken for the good of the country itself. Since the realist theory believes that self-interest has to be the first priority, in this case the security of the nation is more important as self-interest has to take priority. (Dowling, 2012) The realists also argue that in case of an aerial strike with the help of a ground-to-air missile, there may be some damage caused to the residents living in the locality where the incident occurs. However, the damage caused by this will be collateral damage and one that cannot be avoided or rather should not be given the fact that this collateral damage will be much less compared

Marketing Term Paper Example | Topics and Well Written Essays - 500 words - 1

Marketing - Term Paper Example Branding strategies enables companies to charge a premium price (Kotler, 2003). Michael Kors built his retail empire by joining forces with some smart investors that had lot of experience and success in the retail industry. In 2003 Lawrence Stroll and Silas Chou bought a controlling interest of 85% in Kors brand for $100 million. These two entrepreneurs invested in Tommy Hilfiger in 1989 and three years later they turn his company into a publicly traded corporation. The process to turn a company from a private business into a public firm that can sell its stock in the open market is known as an initial public offering (IPO) (Investopedia, 2011). Kors has implemented a lot of smart marketing strategies that have allowed his brand to differentiate from other designers. The firm recently introduced a new collection of clothes that has the same prestige of the Kors line, but at a lower price point. Another strategy that Kors utilized to increase the profitability of the company was produ ct diversity. The utilization of a product diversification strategy enables companies to expand their market (Theproduct, 2011). Kors began selling perfumes, handbags, and watches. These products have a higher profit margin than clothes. These new products are considered cash cow products. A cash cow is a product that produces a constant dependable source of income (Answers, 2011).

The Photovoltaic Energy Calculation Engineering Essay

The Photovoltaic Energy Calculation Engineering Essay We used the program PVSYST in order to calculate accurately the output of our photovoltaic installation. PVSYST was the only program we had access to and it is a very widely known industrial program for sizing and designing photovoltaic systems. We used the most up to date version of 5.0.6. Procedure First from the main menu above we choose project design and we select the stand alone system because ours is not connected with an existing grid (i.e. electrical generator) In order to create a project in PVSYST, here is the Eco-friendly bulk carrier, we have to define: The project name, which will identify the project in the file list in our data library. The geographical location. The hourly Meteo file, which is given from the program. A geographical site is defined by: its name, country, and world region, its geographical co-ordinates: latitude, longitude, altitude and time-zone, Monthly meteorological data. To be used in the simulation, the minimum meteorological data include: the monthly Global horizontal irradiation Monthly averages of the ambient temperature. Meteo values are displayed and easily defined on the screen. It is to be noted that for the verification of rather uncertain data, the clearness index Kt is also displayable, which is the irradiation actually received on earth, normalised to extra-terrestrial irradiation in monthly values. The monthly average of Kt should usually lie between about Kt = 0.25 and Kt = 0.75 at any place (PVSYST defaults). Monthly meteo values can be used as a basis for the generation of synthetic daily data. Then we generate a graph for the specific site (i.e. Broome): Where, the blue line is the clear day model (irradiation values with clear sky). The above graph shows us graphically the irradiation sum per month (diffuse and global) with daily change values. The Clearness Index Kt for Broome: We can see that the values range from 0.25 to 0.75 The ambient temperature changes through the year. The above graphs were generated by the program from the below table: Also it is interesting to show the solar path at Broome or what is the solar height with respect of the plane through the day in order to understand how the sun moves from east to west. The graph also shows some landmark dates (denoted as 1 to 7) where the sun changes height: Our next step to the program is to find the albedo Coefficient: The albedo coefficient is the fraction of global incident irradiation reflected by the ground in front of a tilted plane. This effect takes place during the reversal computation of the horizontal irradiation onto a tilted plane. The albedo seen by the plane is of course null for a horizontal plane, and increases with tilt. In the project definition, the albedo values can be adjusted each month in order to take any possible snow-cover into consideration. The value usually admitted in the urban localities is of the order of 0.14 to 0.22, and can go up till 0.8 for a snow-cover. Ideally, the best value is obtained by a direct measurement on the site. But in practice, except for vertical planes, this value does not take on any great importance as the albedo component is relatively weak in the incident global irradiation (this contribution can be visualised in the results of the simulation). The following table gives some usual values for the albedo: We used the 0.35 value of the Albedo coefficient because it matches on our material. After defining the above values through the program we proceeded to the orientation of our PV plane. Our project consist a fixed tilted plane (The plane tilt is defined as the angle between the plane and the horizontal), because we considered placing the panels at the hatches due to the fact that they would be exposed all day to the suns radiation. PVs are placed onto the hatches of the ship with zero tilt (Azimuth is zero as well because it doesnt affect the global on collector plane output. In northern hemisphere, the plane azimuth is defined as the angle between south and collector plane. In southern hemisphere, the plane azimuth is defined as the angle between north and collector plane). As the program calculated, our loss with respect to an optimum orientation is 3.8% and the available irradiation on this tilted plane is 2370kWh/m2 We also considered using various configurations of panels as to maximise the output per m2 before choosing the above configuration. The below configurations was rejected due to the sun is changing place constantly throughout the day and the ships movement reinforces the situation, we decided that the best configuration was the above due to sturdy design (one panel placed along the hatch), high efficiency (sun always hit the panel at any time) and simple installation. Using two panels on each hatch half, tilted for 25o each having an output of 2445 kWh/m2 and the loss to an optimum orientation is 0.7%. Sun hit the panels only east and west when the ship goes north. (Highest efficiency, complex design, not easy installation). Using two panels on each half, tilted for above 25o the output is greatly decreased and we have great loss to an optimum orientation. The next step is to calculate the near shadings effect or shading. Near shadings are partial shadings which affect only a part of the field. The shaded part changes during the day and over the seasons. We call shading factor the ratio of the illuminated part to the total area of the field, or inversely shading loss is its complement. Through the construction/perspective tool we created a model of the ship from the ships particulars with the PVs installed on it in order to calculate the shading loss we have in various positions of the ship: The real effect of partial shadings on the electrical production of the PV field is non-linear, and depends on the interconnections between the modules. In the PV array, the current of each cell string is limited by the current of the worst cell in the series. That is, when one only cell is shaded the entire string is strongly affected (which has also dramatic effects on the I/V(current/voltage) characteristics of the whole array). Even with by-pass protection diodes, this string does not participate more than slightly in the production of the PV array. This phenomenon is too complex to be treated in great detail . Nevertheless, the program provides a simplified method, giving the possibility of partitioning the field into rectangles, each of which supposed to represent a string of modules in series. Then it calculates a Shading factor according to strings, stating that as soon as a string is hit by a shadow, the entire string (rectangle) is considered as electrically unproductive. A lthough not perfect, this approach should give an upper limit for the real shading loss evaluation. In practice, one often observe that (except for regular arrangements like sheds), this upper limit is not so far from the lower limit (that is, the linear loss). And the losses percentage due to shading in any sun height. After we define the natural parameters, we proceeded to the system consumption during a month in the specific site (BROOME). We cannot apply the maximum load 669.64 kW because it is the 100% and it is impossible to achieve it, but we apply an acceptable amount of about 20% of the max output which is 140Kw as a fixed load for 12 hours. After that we proceed to battery set and module selection: Where: LOL Loss-of-load probability This value is the probability that the users needs cannot be supplied (i.e. the time fraction when the battery is disconnected due to the Low charge regulator security). It may be understood as the complement of the Solar fraction (although it is described in terms of time rather than energy). During the sizing process, the LOL requirement allows for determining the PV array size needed, for a given battery capacity. Here the default program value is 5% which is acceptable. Autonomy and battery sizing: In the Presizing process, the proposed battery pack capacity is determined according to the required autonomy of the system, given in days. The autonomy is defined as the time during which the load can be met with the battery alone, without any solar inputs, starting of course from a full charged battery state. With non-constant loads (seasonal or monthly definition, weekly use), this is accounted as the worst case over the year. The calculation takes the minimum state of charge (SOC) disconnecting threshold, and the battery energy efficiency into account. For our project we decided that 4 days is enough autonomy for our ship. Battery Voltage Choice In a stand-alone PV system with direct coupling to the user (without inverter), the battery voltage determines the distribution voltage. As now many DC appliances can be found as well in 24V as in 12V, this choice should be made according to system and/or appliance power, as well as the extension of the planned distribution grid to minimise the ohmic wiring losses. This choice should be done from the early planning of an installation, since the existing appliance voltage usually cannot be changed, and voltage translators will be expensive and not 100% efficient. The rated distribution values could be chosen according to the following criteria (inverter supposed directly connected on the battery pack): 12V: little systems for lighting and TV: Appliance max power 24V: medium size, with fridge and little appliances, or wiring extension to more than 10 m. Appliance max power 48V: special industrial or agricultural use Appliance max power Higher powers require either high DC voltages (special appliances) or AC feeding through inverter. Here we choose 440V The module which we choose was the highest output monocrystalline silicon module in the program database, from SunPower company, constructed in 2009 the specifications of the module are: The batteries specification ,model and Manufaturer: Continuing: below is a brief sketch of the system The battery operating temperature was set to a fixed value of 20oC and the program let us use a default regulator with a DC-DC converter which specs are above. Array Losses Array losses in PVSYST program: Array loss parameters are initially set to reasonable default values by the program, so that modifications only need to be performed during a second step of the system study. PVSYST treats in detail the following loss types in a PV array: Thermal losses Ohmic wiring losses Module quality losses Mismatch losses Incidence angle (IAM) losses. In the simulation results, the effect of each loss will be available in hourly, daily or monthly values. They may be visualized on the Loss diagram. Array Thermal losses Thermal Model The thermal behaviour of the field which strongly influences the electrical performances is determined by a thermal balance between ambient temperature and cells heating up due to incident irradiance: U  · (Tcell Tamb) = Alpha  · Ginc  · (1 Effic) Where Alpha is the absorption coefficient of solar irradiation, and Effic is the PV efficiency (related to the module area), i.e. the removed energy from the module. The usual value of the Absorption coefficient Alpha is 0.9. When possible, the PV efficiency is calculated according to the operating conditions of the module. Otherwise it is taken as 10%. The thermal behaviour is characterised by a thermal loss factor designed here by U (formerly called K-value), which can be splitted into a constant component Uc and a factor proportional to the wind velocity Uv: U = Uc + Uv  · v (U in [W/m ²Ã‚ ·k], v = wind velocity in [m/s]). These factors depend on the mounting mode of the modules. For free circulation, this coefficient refers to both faces, i.e. twice the area of the module. If the back of the modules is more or less thermally insulated, this should be lowered, theoretically up to half the value (i.e. the back side doesnt participate anymore to thermal transfer). Determination of the parameters The determination of the parameters Uc and Uv is indeed a big question. We have some reliable measured data for free mounted arrays, but there is a severe lack of information when the modules are integrated. What value should be chosen according to the air duct sizes under the modules, and the length of the air path? One can observe that the heat capacity of the air is very low. Even with large air vents, the flowing air under the modules may quickly attain the equilibrium with the modules temperature at the end of the duct, leading to no heat exchange at all. Therefore for the top of the array the U value may be the fully insulated U-value; you can have big differences between the regions of the array near the air input, and at the output. The program doesnt take this inhomogeneity of the array temperature into account. On the other hand, the use of the wind dependence is very difficult. On one hand the knowing of the wind velocity is extremely rare. On the other hand the meteo wind velocity (taken at 10 meter height) is not representative of the temperature at the array level (there may be a factor of 2 between them). In this respect the Uv value is obviously not the same for these two definitions of the wind velocity. Default and proposed values The default value is fixed for free-standing arrays, as: Uc = 29 W/m ²Ã‚ ·k, Uv = 0 W/m ²Ã‚ ·k / m/s If you have fully insulated arrays, this should be halved: Uc = 15 W/m ²Ã‚ ·k, Uv = 0 W/m ²Ã‚ ·k / m/s These values suppose an average wind velocity of around 1.5 m/sec at the collectors level. In very windy regions (larger average wind velocities), you can increase the values; but we cannot say by which amount in a reliable way. NOCT Values Some practicians and most of PV modules catalogues usually specify the NOCT coefficient (Nominal Operating Collector Temperature), which is the temperature attained by the PV modules without back coverage under the standard operating conditions defined as: Irradiation = 800 W/m ², Tamb=20 °C, Wind velocity = 1 m/s, Open Circuit. The NOCT factor is related to loss factor U by the thermal balance (from the expression of the top Alpha  · 800 W/m ²  · (1 0) = (Uc + Uv  · 1m/s)  · (NOCT 20 °C). In the definition dialog, the user may define either the U factors or the NOCT. The program immediately gives the equivalence (using Alpha=0.9 and Effic = 10%, without wind dependence). Ohmic wiring losses Ohmic Loss Ratio The Ohmic Loss ratio is referred to the PV array at standard conditions (1000 W/m ², 25 °C), It is the ratio of the wiring ohmic loss Pwir = Rwir * Isc ² compared to the nominal power Pnom(array) = Rarray * Isc ² (SC= short circuit). Where: Rarray = Vmp / Imp at Standard Test Conditions (STC) Rwir = global wiring resistance of the full system. This is computed for a given sub-array as the resistance of all strings wires in parallel, in series with the cables from the intermediate connexion box on the roof to the inverter input. The global wiring resistance Rwir is obtained by putting all the sub-array wiring resistances in parallel. Use in the simulation The Global wiring resistance value finally used during the simulation may be defined here: as an Ohmic Loss ratio (the default value is 1.5% at STC) or given explicitly in mOhm. Wire diameter optimisation and Wiring Resistance Wire sections are determined by the maximum allowable current and the ohmic resistance. Here the proposed diameters are automatically limited to the minimum allowable section, according to the European standards for isolated wires mounted in apparent mounting ducts. Now for a given global loss target (at STC, i.e. maximum operating current), the best section choice is determined by the program in order to minimise: The global copper mass, The ohmic losses behave in a quadratic way with the array current (Ploss = R  · I ²), so that the ratio diminishes linearly with the output current. Therefore the average wiring losses are much lower during the whole running year. Metal resistivity The resistivity of wiring metals is strongly dependent on the temperature, which can widely vary due to dissipating currents. For pure metal, one has: Copper: Rho = 1.68 E-8 * (1 + 0.0068 * Temp [ °C]) [Ohm ·m] Default value: Temp = 50 °C => 22 mOhm ·mm ²/m Aluminium: Rho = 2.7 E-8 * (1 + 0.0043 * Temp [ °C]) [Ohm ·m] Default value: Temp = 50 °C => 33 mOhm ·mm ²/m We use copper which have minimum resistivity. Module quality losses / mismatch Module quality loss It is well-known that most of PV modules series dont match the manufacturer nominal specifications. Up to now, this was one of the greater uncertainties in the PV system performance evaluation. Now, with guaranteed power statements and increasing availability of independent expertise, the situation seems going toward some clarification. Module series are sold with a given tolerance, and actual powers usually lie under the nominal specified power, but stay in the tolerance. We decided that the program default was acceptable. Array mismatch loss Losses due to mismatch are related to the fact that the real modules in the array do not strictly present the same I/V characteristics. The graph below helps for visualising the realistic behaviour of such an array, with a random distribution of the characteristics of short-circuit current for each module. This allows for the quantification of power-loss at the maximum power point, as well as of current-loss when working at fixed voltage. (MPP= maximum power point) Array incidence loss (IAM) The incidence effect (the designated term is IAM, for Incidence Angle Modifier) corresponds to the weakening of the irradiation really reaching the PV cells surface, with respect to irradiation under normal incidence. In principle, this loss obeys Fresnels Laws, (They describe the behaviour of light when moving between media of differing refractive indices. The reflection of light that the equations predict is known as Fresnel reflection), concerning transmission and reflections on the protective layer (the glass), and on the cells surface. In practice, it is often approached using a parameterisation called ASHRAE (as it has become a standard in this American norm), depending on one only parameter bo: FIAM = 1 bo  · (1/cos i 1), with i = incidence angle on the plane. For single-glazed thermal solar modules, the usually accepted value for bo is of the order of 0.1. But in a PV module, the lower interface, in contact with the cell, presents a high refraction index and our specific measurements on real crystalline modules actually indicate a value of bo = 0.05. Final Report for Broome for January

Outline and Evaluate the Psychodynamic Model of Abnormality

Outline and evaluate the psychodynamic model of abnormality. (12 Marks) The psychodynamic model (which is based on Freud’s theories) states that abnormalities are results of a conflict which has gone wrong in the â€Å"psyche† (in the mind). Freud’s idea states that the psyche – which is made up of the (id, ego and superego), should all work in perfect harmony with each other to avoid being an abnormal person.It is the idea that conscious thoughts and feelings are determined by the unconscious mind, and essentially being mentally healthy requires a good balance between: the id (which controls the desires for which we live for in order to satisfy ourselves), the superego (which takes into consideration morals and the difference between right and wrong) and the ego (which balances the superego and id to keep our behaviour in check).From these 3 components in the psyche, you can quickly see that the id and superego are constantly in conflict. This ultimately means that for a person to not develop a psychological disorder – a strong ego is necessary as it will â€Å"get the best of both worlds† and create a balance, while allowing the superego and id to express themselves (when suitable), without dominating the personality and hence, causing a psychological disorder.An example of an abnormality which could occur from the id being too strong in kids (is developing conduct disorders). In adults (they become psychopaths), all because of the personality being taken over by the id. If the superego is too strong socially acceptable pleasures will be hard to come by as neurotic behaviours such as phobias and obsessions will be apparent, as they will be constantly fixated with things that they want to do but â€Å"cant† because their too scared.Freud thought that the childhood of an individual was essential in the development of personality and that all abnormal behaviours are linked to childhood. There are different ages as sociated with different stages. An example of this is the oral stage which usually happens between (0-18 months) – the focus of pleasure is the mouth (feeding or dummy) and if this is fixated upon, this could lead to overeating or smoking in order to comfort themselves and their mouth. Another example is the anal stage (2-4 years).A conflict may arise when potty training as if the child receives either excessive punishment or the parents are too lenient during this stage it can lead to a fixation which will be taken to adult life. The end result could either be a person who has an anal retentive personality (stubborn perfectionist obsessed with tidiness) or an anal repulsive personality (messy person with no self-control), according to Freud. The evaluation of Freud’s model is that many detailed pieces of data were obtained as it was a case study.The findings did support Freud’s hypotheses and theories. However Freud’s ideas were very subjective as not mu ch – if any scientific data was produced to back his work up. This therefore raises question marks over the reliability of his findings and theories. Also the evidence from the case study came from his own patients who could compel us to think that his results are unreliable, as his patients may have been biased and essentially gave the answers Freud wanted, because they were his patients.

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Project Management Process Group And Network Tunnel Project

This week was the introductory week. It was a bit overwhelming with all of the information but I have accessed blackboard course outline and course materials. I started reading Channel Tunnel Project case study as part of this week course material. It was an enormously complicated project involving two languages, two governments, numerous subcontractors, and a syndicate of 220 banks which huge cost overruns and delays had severely eroded stakeholder confidence. I believe if more effective communication and teamwork, and more importantly, scope change control system had been in place, those huge claims due to cost overruns and schedule delays wouldn’t have happened. I have also started reading chapter 3 of PMBOK standard 5th edition (PMI,†¦show more content†¦WEEK 2 The focus of the learning material this week is to understand the process and issues involved with handover and commissioning of the project. Throughout the readings and lesson materials, I realized the proper commissioning of building services is crucial to ensure the correct operation of the system and its associated building services plant. It affects both the effectiveness and efficiency of building services and hence the comfort of occupants, and the environmental and financial costs of maintaining it. It is worth mentioning that good commissioning of building services requires specialist skills and knowledge. It also requires an early input in the life of a project, when key decisions relating to the construction process are taken which demands a proper commissioning management. The main objective of commissioning management is to manage the overall pre-commissioning and commissioning activities, including programming and co-ordination of energizing the installation, to achieve the project completion date. Based on what I have learnt from the heavy construction projects that I have been involved so far, the key requirements to successfully commission a building, service or product can be summarized as follows: †¢ There should be a sufficient time to complete the pre-commissioning and commissioning activities. †¢ A commissioning management team should be formed early in the design and construction process to advise on