Organizational Life Cycle Essay -- essays research papers

Running head ORGANIZATIONAL LIFE CYCLEOrganizational Life oscillationOrganizational Life CycleOrganizations go through different life cycles similar to those of people. For example, people go through infancy, child-hood and early-teenage phases, which ar characterized by rapid addition over a short period of time. Similarly, Organizations go through start-up, growth, maturity, decline, renewal and death. Employees in these phases often do whatever it takes to stay employed. (Ciavarella, 2001)In the start-up phase of an organisational life cycle, employees are eager to make a name for themselves and often act impulsively, making highly reactive decisions based on whatever is termination on around them at the moment. Struggling to survive. This is just one of the many challenges a manager will face during this phase of change. To help staff come across the complexities of the early phase of organizational development. The manager must provide a clear understanding of the purpose of the organization to the employees. Emphasizing the importance of recognizing the direction the fraternity is going and how its methods of working stool be improved. Plus, explaining the identification of general objectives would lead to the clarification of responsibilities and purpose at each level of the organization. When a manager discusses these issues with his team, he is encouraging ownership by the employees. (Moore, 2004)The distinction between the start-up and growth stages in not easily defined. The distinction lies in the revenues, profits are stronger and are self-consistent with an increase in customers, as well as, new and exciting opportunities for the employees to pursue. Managers can look forward to many managerial challenges, perspective policy issues and re-evaluating the business pattern for revisions. A managers focus should be in the running of the business, with a greater emphasis on accounting and human resource way systems. New staff will have to be hired, trained and prepared for the influx of business. Managers should be ready to teach the importance of decision-making skills and reinforcing organizational policy. Avoiding hasty, careless decisions, which can have devastating results on the managers unit or the entire organization. Decisions made with forethought, using the many managerial tools available will lead to better and more than profitable operatio... ...ity of purpose and direction for an organization. We create and maintain the internal environment in which people can become fully involved in achieving the organizations objectives. Managers are responsible for changing behaviors. Which is probably the most critical area in the organizational life cycle. Finally, managers empower and involve people to achieve the organizations objective. (Lester, Parnell, & Carraher, 2003)ReferencesAdizes, I. (2004, Mar/Apr). constrict One Problem After Another. Industrial charge, 46(2), pp. 18 pp.7.Ciavarella, M. A. (2001). Hi gh Involvement Environments to the Organization Life Cycle A Descriptive and Prescriptive Approach. Academy of Management Proceedings, , pp. C1 pp. 6.Lester, D. L., Parnell, J. A., & Carraher, S. (2003). Organizational Life Cycle A Five Stage Empirical Scale. International Journal of Organizational Analysis, 11(4), pp. 339 pp. 16.Middlebrook, B., Caruth, D., & Frank, R. (1984, Summer 85). Overcoming Resistance to Change. Management Journal, 50(3), pp. 23.Moore, G. A. (2004, Jul/Aug). Darwin and the Demon Innovating within Established Enterprises. Harvard Business Review, 82(7/8), pp. 86 pp. 7.

Iago’s Use of Language and Villainous Behavior in Shakespeare’s Othello

Iagos Use of Language and Villainous Behavior in Shakespeares Othello In Othello, Shakespeare forms the villainous character, Iago through his colonial language. Iago shows his evil nature towards Roderigo through his use of demeaning animal imagery. Iago also uses an extended metaphor to try and trick the ignorant Roderigo and (unknowingly to Roderigo), insults him. Lastly, Iago uses repetition to beguile Roderigo to conceal paying him. Iagos slyness is clearly seen through his deceiving language towards the end of Act I.In Act I, scene iii, line 319, Iago addresses the issue of love and appetency through an extended metaphor. In this speech, after Roderigo says he wants to kill himself, Iago tries to convince Roderigo not to end his life for a woman. By doing this, he manages to give the theory that he is advising Roderigo, while at the same time insulting him and making him and others part of his plan. Iago states, Our bodies are our gardens, to the which our wills are gard eners suggesting that our will (the gardener) has power over our bodies (the garden). Also...

Attention Defecit Disorder Essay -- ADD Behavior Disorders Essays

anxiety Defecit DisorderAttention deficit disorder, also called take, is defined as a disorder primarily a characteristic of childhood, marked by a consistent problem in paying attention, in the book, The Lifespan by Guy R. Lefrancois (1999). It is more common among boys than girls solely can effect all ages. Focusing on children between the ages of five thru ten, it is estimated that three to five percent, which is 1.35 - 2.25 million, of all children are living with ADD. When accompanied by well(p) hyperactivity, ADD is labeled as attention deficit hyperactivity disorder, or ADHD. This disorder makes it very challenging for educators to deal with. Understanding the characteristics of this disorder, how to treat the disorder thru medicine, and how to teach a child with this disorder, will make it better for children and educators inside and out of the classroom.In the article, Teaching Children with Attention Deficit Disorder, it is said that there are two kinds of ADD regula r ADD and ADHD. To have ADHD, a student must portray at least eight of the symptoms from the following list 1.) fidget, squirm, or seem uneasy 2.) encumbrance remaining in a seated position 3.) easily distracted 4.) difficulty taking turns 5.) blurts out answers 6.) difficulty following instructions 7.) difficulty sustaing attention 8.) does non complete assignments 9.) difficulty playing quietly 10.) talk excessively 11.) interrupts or intrudes on others 12.) does not listen 13.) loses possessions 14.) frequently engage in dangerous actions. It also says that having ADD means that you have a short attention span, impulse control problems, and extreme hyperactivity. The disease begins in infancy and does not end until adulthood. It ha... ... do not know how to teach students with the disorder, then you are failing your duty as an instructor. The only way to help these children is to learn rough them first. By doing this, a healthier learning environment is created for you, the students, and the school. ReferencesI. Franciois, G. (1999). The Lifespan. Belmont CA Wadsworth Publishing Company. II. (1989). Teaching Children with Attention Deficit Disorder. Eric Clearinghouse. Retrieved April 3, 2005. Cook Library database.III. (1992). Providing an Appropriate Education to Children with Attention Deficit Disorder. Eric Clearinghouse. Retrieved April 3, 2005. Cook Library database.IV. Blair, C. (2003). Self Regulation and School-Readiness. Eric Clearinghouse. Retrieved April 3, 2005. Cook Library database.V. Theresa Davis- Relay Elementary School- Baltimore County Public School

cvbcvbcvbcvb Essay --

Truth has been discussed by philosophers over the course of history, going back to Aristotle, in this essay we will life a two theories of truth in order to determine which is the most plausible and general criticisms. It is important when discussing this matter to have a correct description of truth, the meaning of it within the context of this question. This conception of truth is the question of ones beliefs and things that one supports, it is the nature of this form of truth that philosophers have tried to escort and have debated. The two theories that will be discussed are the correspondence possibility and the coherence theory additionally briefly we will look at the intellect of truth-bearers, as these vary between different philosophers. Finally, there will be a brief comparison of the two ideas in the conclusion. Arguably, the coherence theory appears to be a less flawed theory of truth.Kirkham gives a discussion of the debate of what is a truth bearer in his introductio n to the theories of truth, and this is a debate unto itself, up to now broadly the main candidates for this are propositions, sentences, beliefs, and statements (Kirkham, 1992, p. 59). Propositions, which is the information contained within a sentence, have been subject to debate as to whether they can represent truth and have been supercharged with being vague by Russell and it has also be questioned as whether they exist at all (Ibid. p. 57). Sentences too are criticised as they can be see as both false and true at the same time, additionally both statements and beliefs as truth bearers mean that there are unstated statements and unbelieved beliefs, which is a paradox. The first theory of truth to consider is correspondence, this theory states that stat... ...which appears to be more convincing as this gives a whole definition of the question of what is true quite a than Reschers internal truths.In conclusion, both conceptions of the theory of truth appear to have contradic tions within them, however correspondence theory appears to be more flawed. It moldiness be taken into consideration that other theories of truth exist, and one could argue that neither of these appear to be a satisfactory account of truth in a general context. One important point that Walker raises is that coherence theory and correspondence theory do not necessarily have to strife with each other, although if correspondence theorists see it as the nature of truth then there will be a conflict (Walker, 2001, p. 124). Nevertheless coherence theory gives a more satisfactory account of the nature of truth and to some extent as a test of truth as well.

Diana of the Crossways: A Novel :: Free Essays Online

Diana of the across A NovelBefore reading Diana of the crosswise it is important to understand the facts surrounding the life of George Meredith, as corresponding elements can be found in many of his works. George Meredith was born on February 12, 1828 in Portsmouth. During his first years he faced several accounts of hardship. His mother died when he was hardly five years of come on. Shortly after her death, George Merediths father, Augustus, inherited a failing line and heavy debts from his own father. Augustus was forced to declare bankruptcy and travel to London to earn a living, leaving young Meredith in the care of relatives. At age fifteen, Meredith attended the Moravian school at Neuwied on the Rhine. He remained there for less than two years accounting for his only formal education. Meredith was apprenticed to Richard Stephen Charnock who introduced Meredith to his literary readiness of friends. Among them were Edward Peacock and his sister Mary Ellen Nicolls. Mary Elle n Nicolls can be described as having lively intelligence and wit. This seems to characterize many of Merediths heroines. They married in 1849, exactly they had very little success as a couple. Since they were both intelligent and demanding they bankd more from the family relationship. In 1858 Mary Ellen Nicolls eloped with artist Henry Wallis ending her relationship with Meredith. From here, Meredith married his second wife Marie Vulliamy who was the contrast of Mary Ellen Nicolls. She was a very practical, domestic woman who was a good hostess and housekeeper. It is quite ironic that Meredith would desire a helpmeet relationship when all of his works surround the independent, headstrong woman. Meredith was an energetic man who would frequently toss around a weight nicknamed the beetling for exercise. In the 1870s Meredith began to develop symptoms of locomotor ataxia, which crippled him. In 1892 Meredith was elected president of The Society of Authors, a position that was previ ously held by Alfred Lord Tennyson. In 1905 he was awarded the Order of Merit. Over the years, Meredith became increasingly disabled and deaf before passing away on May 18, 1909 (Casal, The Victorian Web).During his lifetime Meredith produced fifteen novels, eight metrical composition collections, and countless minor works most of which are out of print today. His best work is characterized by brilliant insights, carefully chosen diction, and powerful imagery. Diana of the Crossways is rich and interesting with realistic characters that come alive for the reader.

Diana of the Crossways: A Novel :: Free Essays Online

Diana of the Crossways A NovelBefore reading Diana of the Crossways it is important to understand the facts border the life of George Meredith, as corresponding elements can be found in many of his works. George Meredith was born on February 12, 1828 in Portsmouth. During his early years he face up several accounts of hardship. His mother died when he was hardly five years of age. Shortly after her death, George Merediths father, Augustus, inherited a failing business and heavy debts from his own father. Augustus was coerce to declare bankruptcy and travel to London to earn a living, leaving young Meredith in the care of relatives. At age fifteen, Meredith attended the Moravian school at Neuwied on the Rhine. He remained there for less than two years accounting for his only formal education. Meredith was apprenticed to Richard Stephen Charnock who introduced Meredith to his literary circle of friends. Among them were Edward Peacock and his sister bloody shame Ellen Nicolls. Mary Ellen Nicolls can be described as having lively intelligence and wit. This seems to characterize many of Merediths heroines. They married in 1849, but they had very little advantage as a couple. Since they were both intelligent and demanding they desired more from the relationship. In 1858 Mary Ellen Nicolls eloped with artist Henry Wallis ending her relationship with Meredith. From here, Meredith married his second wife Marie Vulliamy who was the contrast of Mary Ellen Nicolls. She was a very practical, domestic woman who was a good hostess and housekeeper. It is quite ironic that Meredith would desire a helpmeet relationship when all of his works surround the independent, headstrong woman. Meredith was an energetic man who would frequently toss around a weight nicknamed the beetle for exercise. In the 1870s Meredith began to develop symptoms of locomotive ataxia, which crippled him. In 1892 Meredith was elected president of The Society of Authors, a position that was previously held by Alfred Lord Tennyson. In 1905 he was awarded the Order of Merit. Over the years, Meredith became increasingly disabled and deaf before passing away on May 18, 1909 (Casal, The Victorian Web).During his lifetime Meredith produced fifteen novels, eight poetry collections, and countless minor works most of which are out of print today. His best work is characterized by brilliant insights, carefully chosen diction, and powerful imagery. Diana of the Crossways is rich and interesting with living characters that come alive for the reader.

Customer Review Essay

1. Describe the Michelson Morley experiment and discuss the importance of its negative result. 2. channelize the fringe shift in Michelson-Morley experiment. Given that pic, pic, pic, and pic. 3. verbalise the fundamental postulates of Einstein special theory of relativity and deduce from them the Lorentz Transformation Equations . 4. beg off relativistic length contraction and time dilation in special theory of relativity? What ar proper length and proper time interval? 5. A rod has length 100 cm. When the rod is in a satellite moving with velocity 0.9 c relative to the laboratory, what is the length of the rod as measured by an observer (i) in the satellite, and (ii) in the laboratory?.6. A clock keeps correct time. With what speed should it be moved relative to an observer so that it may appear to lose 4 minutes in 24 hours? 7. In the laboratory the life time of a fragment moving with speed 2.8x108m/s, is found to be 2.510-7 sec. face the proper life time of the member. 8. occur relativistic law of addition of velocities and prove that the velocity of light is the same in all inertial frame irrespective of their relative speed. 9. Two particles observe towards from each one other with speed 0.9c with respect to laboratory.Calculate their relative speeds. 10. Rockets A and B are observed from the earth to be traveling with velocities 0.8c and 0.7 c along the same tie in the same direction. What is the velocity of B as seen by an observer on A? 11. Show that the relativistic invariance laws of preservation of caprice leads to the concept of variation of concourse with speed and spate aptitude equivalence. 12. A proton of rest mass pic is moving with a velocity of 0.9c. Calculate its mass and momentum.tutorial SHEET 1(Module1 Special Theory of Relativity).13. The speed of an negatron is doubled from 0.2 c to 0.4 c. By what ratio does its momentum increase? 14. A particle has kinetic energy 20 times its rest energy. Find the speed of the particl e in terms of c. 15. Dynamite liberates more or less 5.4106 J/Kg when it explodes. What fraction of its total energy is in this amount? 16. A stationary body explodes into two fragments each of mass 1.0 Kg that move apart at speeds of 0.6 c relative to the original body. Find the mass of the original body. 17. At what speed does the kinetic energy of a particle checks its rest energy? 18. What should be the speed of an electron so that its mass becomes equal to the mass of proton? Given mass of electron=9.110-31Kg and mass of Proton =1.6710-27Kg.19. An electron is moving with a speed 0.9c. Calculate (i) its total energy and (ii) the ratio of Newtonian kinetic energy to relativistic energy. Given pic andpic. 20. (i) Derive a relativistic expression for kinetic energy of a particle in terms of momentum. (ii) Show that the momentum of a particle of rest mass pic and kinetic energy pic, is addicted bypic. 21. Find the momentum (in MeV/c) of an electron whose speed is 0.60 c. Verify t hat v/c = pc/E TUTORIAL SHEET 2(a)(Module2 Wave Mechanics)1. What do you understand by the reel nature of vogue out? Obtain an expression of de Broglie wavelength for matter waves. 2. Calculate the de-Broglie wavelength of an electron and a photon each of energy 2eV. 3. Calculate the de-Broglie wavelength associated with a proton moving with a velocity equal to 1/20 of the velocity of light. 4. Show that the wavelength of a 150 g rubber ball moving with a velocity of pic is short enough to be determined.5. Energy of a particle at domineering temperature T is of the order of pic. Calculate the wavelength of thermal neutrons atpic. Given pic, pic and pic. 6. Can a photon and an electron of the same momentum have the same wavelengths? Calculate their wavelengths if the two have the same energy. 7. Two particles A and B are in motion. If the wavelength associated with particle A is pic, calculate the wavelength of the particle B if its momentum is half that of A. 8. Show that when e lectrons are accelerated through a potential difference V, their wavelength taking relativistic correction into account is pic , where e and pic are charge and rest mass of electrons, respectively. 9. A particle of rest mass m0 has a kinetic energy K. Show that its de Broglie wavelength is given by pic TUTORIAL SHEET 2(a)(Module2 Wave Mechanics)16. Explain Heisenberg uncertainty principle. Describe gamma prick microscope experiment to establish Heisenberg uncertainty principle. 17. How does the Heisenberg uncertainty principle hint about the absence of electron in an ingredientic nucleus? 18. Calculate the uncertainty in momentum of an electron confined in a one-dimensional loge of lengthpic. Givenpic.TUTORIAL SHEET 2(b)(Module 2 Wave Mechanics)1. Differentiate amidst and II2. Discuss Born postulate regarding the probabilistic interpretation of a wave function. 2. Write down the set of conditions which a solution of Schrdinger wave equation satisfies to be called a wave functio n. 3. What do you mean by normalization and orthogonal opposition of a wave function? 4. Show that if potential energy V(x) is changed everywhere by a constant, the time independent wave equation is unchanged. What is the achievement on the energy Eigen values? 5. Show thatpic, where picthe reduced mass and B is the binding energy of the particles. 6. Show that picis an acceptable eigen function, where k is some finite constant. Also anneal it over the regionpic.7. Explain the meaning of expectation value of x. write down the Eigen operators for position, one-dimensional momentum and total energy. 8. Show that time independent Schrdinger equation is an eccentric of Eigen value equation. 9. Derive the time independent Schrdinger equation from time dependent equation for free particle. 10. For a free particle, intend that Schrdinger wave equation leads to the de-Broglie sexual intercourse pic. 11. Derive expression for probability current density or particle flux. Also , doom that the probability density and probability current density pic replete the continuity equationpicTUTORIAL SHEET 2(b)(Module 2 Wave Mechanics)12. Write Schrdinger equation for a particle in a box and determine expression for energy Eigen value and Eigen function. Does this predict that the particle dejection possess zero energy? 13. Find the expectation values of the position and that of momentum of a particle detain in a one dimensional rigid box of length L. 14. The potential function of a particle moving along positive x-axis is given by V(x) = 0for x 0V(x) = V0for x pic 0Calculate the reflectance R and transmittance T at the potential discontinuity and show that R+T=1. 15. An electron is bounded by a potential which closely approaches an infinite square well of widthpic. Calculate the lowest three permissible quantum energies the electron can have. 16. A particle is moving in one dimensional box and its wave function is given by pic. Find the expression for the normalized wave function.17. Calculate the value of lowest energy of an electron moving in a one-dimensional force free region of length 4pic. 18. A particle of mass pickg is moving with a speed of pic in a box of lengthpic. Assume this to be one dimensional square well problem, calculate the value of n. 19. A beam of electron impinges on an infinitely wide energy barrier of height 0.03 eV, find the fraction of electrons reflected at the barrier if the energy of the electrn is (a) 0.025 eV (b) 0.030 eV (c) 0.040 eVTUTORIAL SHEET 3(a)(Module 3 Atomic Physics)1. What are the essential features of Vector Atom model? Also discuss the quantum issuings associated with this model. 2. For an electron landing theatre of accomplishments with quantum number l = 2, state the possible values of the components of total angular momentum along a specified direction. 3. Differentiate betwixt L-S couple (Russel-Saunders Coupling) and j-j coupling schemes. 4. Find the possible value of J under L-S and j-j coupling scheme if the quantum number of the two electrons in a two valence electron atom are n1 = 5 l1 = 1 s1 =1/2 n2 = 6 l2 = 3 s2 = 1/25. Find the spectral terms for 3s 2d and 4p 4d configuration. 6. Applying the selection rule, show which of the following regenerations are allowed and not allowed D5/2 pic P3/2 D3/2 pic P3/2 D3/2 pic P1/2 P3/2 pic S1/2 P1/2 pic S1/27. What is Paschen back effect? Show that in a strong magnetised field, anomalous Zeeman pattern changes to normal Zeeman pattern. 8. Why does in normal Zeeman effect a singlet line always splitted into three components only. 9. Illustrate Zeeman Effect with the example of Sodium D1 and D2 lines. 10. An element under spectroscopic examination is placed in a magnetic field of flux density 0.3 Web/m2. Calculate the Zeeman shift of a spectral line of wavelength 450 nm. 11. The Zeeman components of a 500 nm spectral line are 0.0116 nm apart when the magnetic field is 1.0 T. Find the ratio (e/m) for the electron. 12. C alculate wavelength separation between the two component lines which are observed in Normal Zeeman effect, where the magnetic field used is 0.4 weber/m2 , the specific charge- 1.76x1011Coulomb/kg and =6000pic. TUTORIAL SHEET 3(b)(Module 3 Atomic Physics)1. Distinguish between spontaneous and stimulated emission. Derive the simile between the transition probabilities of spontaneous and stimulated emission. 2. What are the characteristics of laser beams? Describe its important applications. 3. Calculate the number of photons emitted per second by 5 mW laser assumptive that it emits light of wavelength 632.8 nm. 4. Explain (a) Atomic excitations (b) Transition process (c) Meta stable state and (d) Optical pumping. 5. Find the intensity of laser beam of 15 mW power and having a diameter of 1.25 mm. Assume the intensity to be uniform across the beam.6. Calculate the energy difference in eV between the energy levels of Ne-atoms of a He-Ne laser, the transition between which results in the emission of a light of wavelength 632.8nm. 7. What is population inversion? How it is achieved in Ruby Laser? Describe the construction of Ruby Laser. 8. Explain the operation of a gas Laser with essential components. How stimulated emission takes place with exchange of energy between Helium and Neon atom? 9. What is the difference between the operative principle of three level and four level lasers? Give an example of each type. 10. How a four level Laser is superior to a three level Laser? TUTORIAL SHEET 3(c)(Module 3 Atomic Physics)1. Distinguish between continuous X-radiation and characteristic X-radiation spectra of the element. 2. An X ray tube operated at 100 kV emits a continuous X ray spectrum with short wavelength limit min = 0.125pic. Calculate the Plancks constant. 3. State Braggs Law. Describe how Braggs Law can be used in determination of crystal structure? 4. Why the diffraction effect in crystal is not observed for visible light. 5. Electrons are accelerated by 344 volts and are reflected from a crystal. The first reflection maxima occurs when glancing angle is 300 . Determine the spacing of the crystal. (h = 6.62 x 10-34 Js , e = 1.6 x 10-19 C and m = 9.1 x10-31 Kg) 6. In Braggs reflection of X-rays, a reflection was found at 300 glancing angle with lattice planes of spacing 0.187nm. If this is a second order reflection. Calculate the wavelength of X-rays.7. Explain the origin of characteristic X-radiation spectra of the element. How Mosleys law can explained on the basis of Bohrs model. 8. What is the importance of Mosleys law? Give the important differences between X-ray spectra and optical spectra of an element? 9. Deduce the wavelength of pic line for an atom of Z = 92 by using Mosleys Law. (R= 1.1 x 105 cm-1). 10. If the K radiation of Mo (Z= 42) has a wavelength of 0.71pic, determine the wavelength of the corresponding radiation of Cu (Z= 29). 11. The wavelength of L X ray lines of Silver and platinum are 4.154 picand 1.321pic, res pectively. An unknown substance emits of L X rays of wavelength 0.966pic. The atomic numbers of Silver and Platinum are 47 and 78 respectively. Determine the atomic number of the unknown substance. TUTORIAL SHEET 4(a)(Module 4 Solid State Physics)1. Discuss the basic assumptions of Sommerfelds theory for free electron gas model of metals? 2. desexualize the Fermi energy of the electron. Obtain the expression for energy of a three dimensional electron gas in a metal. 3. Prove that at absolute zero, the energy states below Fermi level are filled with electrons while above this level, the energy states are empty. 4. Show that the average energy of an electron in an electron gas at absolute zero temperature is 3/5pic, wherepic, is Fermi energy at absolute zero. 5. Prove that Fermi level lies half way down between the conduction and valence band in intrinsic semiconductor. 6. Find the Fermi energy of electrons in copper on the assumption that each copper atom contributes one free electr on to the electron gas. The density of copper is 8.94(103 kg/m3 and its atomic mass is 63.5 u.7. Calculate the Fermi energy at 0 K for the electrons in a metal having electron density 8.4x1028m-3. 8. On the basis of Kronig Penney model, show that the energy spectrum of electron in a linear crystalline lattice consists of alternate regions of allowed energy and forbidden energy. 9. Discuss the differences among the band structures of metals, insulators and semiconductors. How does the band structure model enable you to better understand the electrical properties of these materials?10. Explain how the energy bands of metals, semiconductors and insulators account for the following general optical properties (a) Metals are opaque to visible light, (b) Semiconductors are opaque to visible light but transparent to infrared, (c) insulator such as diamond is transparent to visible light. 11. Discuss the position of Fermi energy and conduction mechanism in N and P-type extrinsic semiconduct ors. TUTORIAL SHEET 4(b)(Module 4 Solid State Physics)1. What do you mean by superconductivity? Give the elementary properties of superconductors. 2. Discuss the effect of magnetic field on a superconductor. How a superconductor is different from a normal conductor. 3. Discuss the effect of the magnetic field on the superconducting state of type I and type II superconductors. 4. What are the elements of the BCS theory? Explain the formation of Cooper pairs. 5. Explain the phenomena of Meissner effect and zero resistivity with the help of BCS theory. 6. The metals like gold, silver, copper etc. do not show the superconducting properties, why?7. Describe the V-I characteristics of p-n junction diode. What do you understand by drift and diffusion current in the case of a semiconductor? 8. Explain the working and characteristics of a photodiode by using I-V curve. 9. Describe the phenomena of carrier generation and recombination in a semiconductor. 10. Define the phenomenon of photocond uction in a semiconductor. Deduce the relation between the wavelength of photon required for intrinsic excitation and forbidden energy gap of semiconductor. 11. Establish the relation between load current and load voltage of a solar cell. Describe the applications of solar cell in brief.

Renaissance and Discovery

Renaissance and Discovery I The Renaissance in Italy A. The renaissance was the period when people began to adopt a rational and statistical approach to reality and rediscovered the worth and creativity of the individual. Most scholars agree that the Renaissance (which meaner rebirth in French) was a transition from medieval to modern times. Before the change, atomic number 63 was a fragmented feudal society with an agricultural economy with a church who dominated their thoughts and culture. Once the change happened, Europe was a growing nation, an urban economy, and people had new opinions on thought, culture, and religion.The Italian Renaissance began with the deaths of Patriarch (the father of hu worldly concernism) and Biochip (author of the Decadence). With that, the Florentine humanist culture spread through Italy and into northern Europe. Scholars considered civic humanism find out the coalescence of humanism and civic reform. 1 . The Renaissance first shaped up within the me rchant cities of late medieval Italy. Italy had a cultural favour over the rest of Europe because it had a natural gateway between East and West.Once commerce revived on a large scale, their merchants quickly get the hang the business skills in organization, book keeping, cutting new markets, and securing monopolies. The trade-rich cities became force outful city-states and dominated the political and economic life around the area. The endemic warfare spawned assisted the emersion of Italian cities and urban culture. The factions might dedicate subdued the cities as they permitted each other to concentrate on. Instead, they decided to weaken each other which strengthened the merchant oligarchies of the cities.Unlike cities which were dominated by kings and princes, the Italian cities remained free to expand their own. Five major, competitive tastes evolved the duchy of Milan, the republics of Florence and Venice, the Papal States, and the kingdom of Naples. Social strife and co mpetition for political power intensified that most evolved into despotisms in order to survive. Florence was the best example of social division and anarchy. Four social groups existed within the city the old rich, or grand, the nobles, and merchants who rule the city.In the late 13th and early 14th centuries they began to challenge the old rich for political power. In 1457 about 30,000 people were officially considered paupers, which meant having no wealth at all. These divisions caused conflict to every level of society which added to fear of foreign intrigue. True stability did not return until the ascent to power of the Florentine banker and statesman in 1434. Medici was the wealthiest Florentine and natural statesman who controlled the city internally behind the scenes, manipulating the constitution and influencing elections.A council which was known as the Signora governed the city, these men were chosen from the most powerful guilds representing the major enclothe industri es, or other groups like bankers, judges, and doctors. Medici was able to keep councilors loyal to him in the Signora. His grandson Lorenz the Magnificent ruled Florence in almost totalitarian fashion during the last topsy-turvy quarter of the 15th century. To prevent internal social conflict and foreign intrigue from stopping their cities, the dominant groups installed hi strongmen or despots. Their purpose was to maintain integrity and order.Since despots couldnt count on the loyalty of the populace, they worked through mercenary armies through military brokers known as conditi unmatchedr. Not only was a despot subject to loss by oligarchies which hired him, exclusively he was also a popular object of assassination attempts. Most city-states ambassadors not only represented them in ceremonies and negotiations, but became their watchful eyes and ears at rival courts. Such widespread support occurred because of the main requirement for patronage of the arts and letters was what Italian cities had in abundancegreat wealth. . Some scholars believe humanists were the champions of Catholic Christianity, opposed to the pagan teachings of Aristotle and the Scholasticism his writings nurtured. To others, it was a neutral form of historical scholarship adopted to encourage above all sense of responsibility and political liberty. Humanism was the study of the Latin and Greek classics and the ancient church Fathers for its own sake and in intrust of reviving respect ancient norms and values. The Florentine Leonardo Bruin gave the name humanists to the learning that resulted from scholarly pursuits.Bruin was a star student of Manuel Chrysalis, the Byzantine scholar who exposed the world of Greek scholarship to humanists when he taught in Florence. The first humanists were orators and poets who wrote original literature in classical and vernacular languages inspired by and modeled on the newly discovered workings of the ancients. The study of classical and Chri stian antiquity existed before the Italian Renaissance. These precedents only departially compared with the achievements of the Italian Renaissance of the 14th/1 5th centuries.Unlike their Scholastic rivals, humanists were less bound to recent tradition nor did they focus their attention on summarizing and comparing the views of recognized authorities. Italian humanists do the full riches of Greek and Latin antiquity available to contemporary scholars. Patriarch was the father of humanism. He was involved in a popular revolt in capital of Italy and served the Viscount family in Milan. His most famous contemporary work was a collection of juicyly introspective love sonnets to a certain Laura, who was a married charr he romantically admired from a distance.His critical textual studies, elitism, and contempt for the learning of the Scholastics were later shared by humanists. He was far to a greater extent blue in orientation than his near-contemporary Dante Aligner. He had also been an avid collector of manuscripts and also assembled an encyclopedia of Greek and Roman mythology. The goal of humanist studies was wisdom eloquently spoken, two knowledge of the good and the ability to move others to sire it. Pitter Paolo Verger left a summary of the humanist concept of a liberal education. The ideal of a utilizable education and well rounded people inspired far- reaching reforms in traditional education.Vitiation ad Felt exemplified the ideals of humanist teaching. He had his students read the difficult works of various writers and subjected his students to vigorous physical exercise and games. Balderdash Castigations Book of the Courtier illustrates, the rediscovered knowledge of the past was a model and a challenge to the present. The successful courtier is to be one who knows how to integrate knowledge of ancient languages and history with athletic, military, and musical skills, while at the same time practicing good manners and exhibiting a high moral ch aracter.After the shine of Constantinople to the Turks, many Greek scholars fled to Florence for refuge. This became the background against which the Florentine Platonic Academy evolved under the patronage of Cosmic De Medici and the vision of Amarillo Fiction and Pico Della Miranda. Renaissance thinkers were attracted to the Platonic tradition and to those Church Fathers who tried to synthesize Platonic philosophy with Christian teaching. The appeal of Platonism lay in its flattering view of human nature.Its distinguished between an everlasting sphere of being and the perishable world in which humans lived. Strong Platonic influence is evident in Picots oration on the Dignity of Man. Pico wrote the Oration as an introduction to his pretentious collection of nine hundred theses. Palpations teaching depicted humans as the only creatures in the world who possessed the emancipation to be whatever they chose and be at will to rise to the heights of angels. The humanists could become critics of tradition even when that was not their intention.Dispassionate critical scholarship shook yearn standing foundations, not at the least of which were those of the medieval church. Lorenz Villa revealed the explosive character of the new learning. Although a Catholic, he became a hero to Protestant reformers. Humanists believed education should tug individual lawfulness and public service, hence civic humanism. Toward the end of the Renaissance, many humanists became cliquish and snobbish, and intellectual elite more concerned with narrow scholarly interests and writing pure, classical Latin than with revitalization civic and social life. . In Renaissance Italy, the values and interests of the laity were no recollectiveer subordinated to those of the clergy. This development was due in part to the churchs loss of international power during the great crises of the late Middle Ages. This new perspective on life is prominent in the painting and sculpture of the high Renais sance when art and sculpture reached their full maturity. Renaissance artists were helped by the development of new technical skills during the 1 5th century in addition to the availability of new materials.Leonardo ad Vinci was a true master of many skills and one of the greatest painters of all time. His inventive mind foresaw modern machines as airplanes and submarines. Raphael was a man of kindness and a painter of great sensitivity, he is famous for his tender Madonnas and the great fresco in the Vatican which was a perfect example of Renaissance technique. Michelangelo excelled in a variety of arts and crafts. His David showed a great example of Renaissance devotion to harmony, symmetry, and proportion, all serving the glorification of the human form.His works were later more complex and suggested deep personal changes which marked artistically and philosophically, the passing of High Renaissance painting and the advent of a new Tyler. 4. Throughout the Renaissance, slavery f lourished ripe as extravagantly as art and culture did. Contemporaries looked on such slavery as a merciful act since their captors would otherwise form killed the captives. After the Black Death reduced the supply of laborers, the demand for slaves became higher. Slaves were imported from Africa, the Balkans, Constantinople, Cyprus, Crete, and the lands surrounding the Black Sea.Owners had complete dominion over their slaves which meant the power to suck, hold, sell, alienate, exchange, enjoy, rent or UN-rent, dispose of in their wills, edge soul and body, and do with in perpetuity whatsoever may please them and their heirs and no man may gainsay them. Tartars and Africans appeared to have been the worst treated but in ancient Greece and Rome, slaves were generally accepted as family members and integrated into households. Not few women slaves became mothers of their masters children.Fathers often adopted children of such unions and raised them as their legitimate heirs. Slave s remained a foreign and suspected presence in Italian society as uprooted and resentful people. B. Italys Political Decline The French Invasions (1494-1527) . Italy had incessantly relied on internal cooperation for its peace and safety from foreign invasion (by the Turks). This was maintained during the second half of the fifteenth century thanks to an alliance known as the Treaty of Load. Around 1490 hostilities between Milan and Naples resumed.The peace that the Treaty of Load made possible ended in 1494 when Naples be Milan. funny made made a fatal response to these political alignments by appealing to the French for aid. Breaking an Italian rule, he invited the French to re-enter Italy and revive their dynastic claim to Naples. He hadnt noticed that France also had dynastic claims to Milan or how there would be more French territory once they encamped in Italy. 2. The French king Louis XSL resisted the temptation to attack Italy while keeping French dynastic claims in Ital y alive.Such appeasement only brought about Piers exile by a citizenry that was revolutionized by a rotatory Dominican preacher (Savonarola). Savonarola convinced the fearful Florentine that the French kings arrival was a long-delayed and fully Justified divine vengeance on their immorality. This allowed Charles to enter Florence without resistance. N the end, the Florentine proved not to be the stuff theocracies are made of. After the Italian cities reunited and ousted the French invader, Savonarola days were numbered. Eventually he was imprisoned and executed. Ludicrous IL Moor desired a French invasion only so long as it weakened his enemies, he saw events created by himself which threatened Milan. In reaction, he Joined the alliance of Venice which was strong enough to send Charles into retreat and end the menace he posed to Italy. 3. The French returned to Italy under Charlies successor, Louis XII. probably the cost corrupt pontiff who ever sat on the papal throne, he openl y promoted the political careers of Cesar and Lucrative Boring.In Roman the popes ally within the League of Venice continued to contest the Papal States for their loyalty. Seeing that French alliance would allow him to reestablish control, Alexander secured French favor. He annulled Louis Xis marriage to Charles Vics sister so he could marry Charlies widow (Anne of Brittany). Most important Alexander agreed to abandon the League of Venice. In exchange, Cesar Boring trustworthy the sister of the king of Invader. Cesar also received land grants from Louis XII and the promise of French military aid in Roman.All was a scandalous trade-off that made it possible for the French king and the pope to realize their ambitions within Italy. In 1500 Louis and Ferdinand of Argon divided Naples between them and the pop and Cesar Boring conquered the cities of Roman without opposition. Alexander victorious son was given the title duke of Roman. 4. primeval Giuliani Della Rover succeeded Alexande r VI as Pope Julius II. Julius raised the Renaissance papacy to its peak of military prowess and diplomatic intrigue, gaining him the title of warrior pope. This humorous line purported to describe the popes unsuccessful efforts to convince Saint Peter that he was worthy of admission to Heaven. Pop Julius drove the Venetians out of Roman and fully secured the Papal States. Realizing this long sought papal goal, he turned to the second major undertaking of his pontificate ridding Italy of his former ally, the French invader. The French were nothing besides persistent. They invaded Italy a deuce-ace time under Louses successor, Francis l. The victory won the Concordat of Bologna from the pope in August 1516.This concordat helped keep France Catholic after the outbreak of the Protestant Reformation, but the new French entry into Italy set the stage for the first of four major wars with Spain in the first half of the sixteenth century. 5. The foreign invasions made shambles out of Ita ly. Machiavelli was more convinced through the more he saw. He became the Italian political unity and independence were ends which Justified any meaner. Machiavelli was affect by the way Roman rulers and citizens defended their homeland. They possessed the ability to act decisively and heroically for the good of their country.Such romanticizes of the Roman past exaggerated both ancient virtue and contemporary failings. He also held republican ideals which he didnt want to vanish from Italy. He believed a strong and determined people could struggle successfully with fortune. He scolded the Italian people for the self-destruction their own internal feuding was causing. He wanted an end to that behavior so a reunited Italy could drive all foreign armies out. Its been argued that he wrote The Prince as a cynical satire on the way rulers behave and not as a serious recommendation of unprincipled despotic rule.But Machiavelli seems to have been in earnest when he advised rulers to discove r the advantages of fraud and brutality. He apparently hoped to see a strong ruler emerge from the Medici family which had captured the papacy with the pontificate. At the same time, they retained control over the powerful territorial state in Florence. The Prince was pointedly dedicated to Lorenz De Medici, duke of Robin, and grandson of Lorenz the Magnificent. The second Medici pope watched helplessly as the troops of Emperor Charles V sacked Rome was also the year of Machiavellian death.

Essay on “Anti-smacking bill” Essay

In this essay, I am going to discuss, identify and outline my selected social policy I result also justify why I selected this social policy and why it is a social policy I will Identify and describe the interest groups who helped define this hassle and have set the agenda the objectives of this social policy will be outlined and explained, arguments of the interest groups will be linked to their political ideology or ideologies. I have chosen the Anti-smacking Bill beca habituate I believe that physical punishment loafer be ineffective and can have harmful long effects on kidskinren, especially if its severe.It is appears clear to me that there ar many another(prenominal) ways of disciplining children that are less harmful. Also, I believe that prosecuting parents will not necessarily lead to a decrease in child abexercising. Like many other New Zealanders however, I have been a diminutive confused by a lot of the argument around which is the best way to protect the intere sts of the children of our country.I am also interested in how this policy bear on so many groups of people that defined the policy in different ways. This account was very controversial from the start. Politicians and focus groups have been up and arms well-nigh this bill. In 2001, The Labour-led government began considering recompenseing the smacking good at the request of United Nations, save decided not to repeal Section 59 of the Crimes Act, which says parents can use disciplinary force against their children if its sightly.In 2001, the content party called for the legal philosophy to give parents the right to use reasonable force to discipline their children. In 2003, uncreated Minister Helen Clark called for smacking of children to be out righted after(prenominal) UN Committee on the Rights for the Child said that New Zealand was the only country that had legislation that allowed parents to use reasonable force when it came to disciplining children. In July 2005, t he Anti-smacking Bill, sponsored by Sue Bradford, passed its first hurdle in parliament with MPs voting to send it to select committee.The bill was processed by other MPs and NZ Law troupe. There were concerns that this bill would turn good parents into criminals. There were also apprehensions on the lack of clear guidance about what is pleasurable when disciplining a child. There were lots of groups that were lobbying against this bill but in February 2007, the Anti-smacking bill got through its second reading. MPs suffraged 70 to 51 infavour of the bill. aside from all the controversy the bill was passed on May 16, 2007. This bill repeals section 59 of the Crimes Act. (One parole, 2009)The Anti-smacking bill was implemented by the government on May 16, 2007 after the bill got through its second reading in February 2007. (One news, 2009) The Anti-Smacking law provides a safe and secure environment for both children and adults and ensures positive outcomes as children grow up. T he law fuddles it clear that physical discipline is not a necessary or acceptable part of parenting because it undermines a childs feelings of safety and security. In addition, the law helps to ensure that a childs right to a fair deal in the courts is respected. (Robinson, 2010) The law is designed to teach children that physical discipline is not the answer.Violence leads to fear and distrust of adults and often does not help children understand what behavior is expected of them. (Robinson, 2010) Police have the perceptiveness not to prosecute complaints make against a parent of a child or guardian where the offence is considered to be so minor that there is no public interest in proceeding with a prosecution. (Robinson, 2010) The Anti-Smacking Bill is a social policy because this bill has affected all New Zealanders in different ways.This policy affected our society and our welfare in so many ways. Not all New Zealanders believed that parents would accept being controlled by th e government in this way or would answer to the police when disciplining their children. The country was truly divided on whether or not this policy would prove to be advantageous and beneficial for the parents and the children at all.In the early 2000s Family front was one of a number of conservative groups that opposed proposed legislation restricting the use of corporal punishment on children the so-called anti-smacking bill. Family runner declared the measure would undermine parental authority and campaigned to stop it being passed. This included a protest march along Wellingtons Lambton Quay in March 2007.The bill became law later that year. (Miller, 2007) In fact, the Family First NZ says that the latest review of the anti-smacking law shows that the law is a complete furious of conviction as it fails to catch actual child abuse, wares police resources and time, and targets non-abusive parents. (McCroskie, 2009) Mr Bob McCroskie stated the followingWhile the country stru ggles with the problem of the P-drug, violent crime including armed hold-ups, and boy cannonball along which is killing our young people, the police are having to waste time running around investigating parents who use a smack, says Bob McCoskrie, National Director of Family First NZ. (McCroskrie, 2009)He keep backd on saying that the prosecution rate for smacking and minor acts of physical discipline is as low as 5-8% and even other child assaults have up to 20% of them only warranting a warning. This report, as with previous reports, continues to confirm that non-abusive parents are being investigated which we always feared. (McCroskie, 2009)He also added that the results of this bill will be trumpeted by the supporters of the law multifariousness for doing nothing. (McCroskie, 2009)He also pointed that If the politicians introduced a law targeting boy racers that involved a significant number of investigations but less than 10% was actually catching offenders, it would be qui te obvious that the law was dysfunctional. The anti-smacking law is ideologically flawed and a complete and utter waste of time. (McCroskie, 2009)According to Family First Mr. McCroskie, the horror of child abuse deaths has continued since the law change. Mr McCroskie added that Sue Bradfords comment was quite correct when she said The plaguey of child abuse and child violence in this country continues sadly. The bill was never intended to solve that problem. (McCroskie, 2009)You know a law is completely abortive when the proponents applaud it because of its lack of impact and the problem and rate of child abuse stiff, says Mr McCoskrie. (McCroskie, 2009)There are reports that families are calling on the National government to amend the law so that non-abusive smacking is not a crime, and good parents are not victims of a law which should be targeted more effectively at childabusers. The New Zealand people are crying out for laws that actually target abusers and protect abused. (McCroskie, 2009)A poll of New Zealanders has found that 3 out 4 voters want the anti-smacking law to be amended, and the support was strongest from National, NZ First and Maori party voters. (Anti-smacking pool, 2013)In the poll of 1,000 people undertaken by Curia Market Research, respondents were asked Do you stand for the anti-smacking law should be changed to state explicitly that parents who give their children a smack that is reasonable and for the purpose of correction are not breaking the law? 77% of respondents patronize a law change to allow correctional smacking. 86% of National voters supported a change in the law. Only 12% of respondents thought the law change had had any effect on the rate of child abuse, with Green voters surprisingly being most skeptical.(Anti-smacking pools, 2013) According to Craig and Barbara Smith, Polling in 2009 and 2010 showed that parents were confused by the effect of the law because they have been given conflicting messages by the promot ers of the law, legal opinions have contradicted each other, and on top of that there is police discretion but not CYF discretion to investigate. And police guidelines state that a prosecution may be warranted if such actions are repetitive or frequent. (Smith, 2008)In 2009 the New Zealand public was asked to vote on a referendum regarding the question Should a smack as a part of parental correction be a criminal offence in New Zealand? Despite an over whelming vote to the contrary the National Government chose not to make any adjustment to the Anti-smacking Law.The purpose of this law is essentially to make improve provision for children so that they can live in a safe and secure environment that is free from violence. The Anti-smacking Law pursues to achieve this by removing the use of parental force for the purpose of correction. The law makes it clear that physical discipline is not necessary or acceptable part of parenting because it undermines a childs feelings of safety and security. (McCroskie, 2009)The Anti-smacking rules are Use of force correction is strictly forbidden the law states that adults who hit children hard enough will be prosecuted. Adults caring for children can still use force (by methods of holding or restraining) to keep children safe for example adults can stop a child from running out onto the street, touching a hot stove, hurting themselves or other children and they can carry a protesting child out of a supermarket. (Robinson, 2009) The Anti-smacking Bill has brought up controversy from the time the bill was passed to the present.According to the latest (17 June 2013) Media Release. The Family First said that since the anti-smacking law was passed in a supposed effort to lower our child abuse place, it has been sustain as a spectacular failure based on flawed ideology. (Independent news media, 2013) The Family First NZ are also refuting and contesting a statement that was made by Prime Minister John Key that the increased num bers of child abuse simply reflect an increase in reporting. (McCroskie, 2009) Mr Bob McCroskie has stated that The rates of child abuse deaths have stayed at the same rate as they were before the law was passed. That certainly has nothing to do with increased reporting.He further stated that the politicians who supported this bill should front up and admit that the anti-smacking law has been a huge flop which has targeted good parents, rather than the rotten parents who are abusing their children, and has wasted time of the police and CYF. (Independent news media, 2013) According to a recent survey that was made Family First, out of 1,000 New Zealanders, they found that only 12% of respondents think the law change has had any effect on the rate of child abuse. The survey also found that three out of four people back a law change to allow correctional smacking of children. (Independent news media, 2013)It is my conclusion that the Anti-smacking Bill has brought up issues that have c reated misunderstanding and confusion for the New Zealand people. Personally, I am comfortable that children are now afforded the protection of the law, as opposed to the discrepancies of the previous legislation. I do still however believe that parents should have the right to choose how they discipline their own children.I believe that such disciple can and should include the use of a light smack where appropriate. The discretionary design of the Police in enforcing the new legislation comes at no small cost in Police and Courtresources. However, in the absence of any better alternative this would appear a cost we should all bear. No child should be ruled by fear, or live in fear.Unfortunately, as much as the Anti-smacking Bill is serving a positive purpose it would appear that it has failed to address or reduce the more extreme cases of child abuse that continue to be as a blight on our society. This issue was the root of much the emotion in the debate around this policy. To my dismay the issue remains unresolved.VAF 1.9.17_1161ReferencesAbrahams (2009) Anti-smacking thoughts. Retrieved from http//www.abrahams.co.nz/antismacking/ Family First Press release (2013). Smacking law as spectacular failure. Retrieved from http//www.scoop.co.nz/stories/PO1306/S00202/smacking-law-confirmed-as-spectacular-failure.htm Farrar, D. (2009) Anti-smacking proposed. Retrieved from http//www.kiwiblog.co.nz/2009/03/anti-smacking_amendment_proposed.htmlMcCroskie, B. (2009) Sue Bradsford Anti Smacking. Smacking law complete and utter waste of time. Retrieved from https//www.familyfirst.org.nz/research/anti-smacking-polls/ . Manukau City Miller, R. (2012). Interest groups Cause interest group,Te Ara the encyclopedia of New Zealand, updated 15-Nov-12.Retrieved from URL http//www.TeAra.govt.nz/en/photograph/34982/family-first-protest One news (August 21, 2009) (Copyright 2013) Timeline Anti-smacking bill. Retrieved from http//tvnz.co.nz/politics-news/timeline-anti-smacking-legis lation-2936192Anti-Smacking Polls, (2013). National Voters Want Smacking Law Change Poll. Retrieved from https//www.familyfirst.org.nz/research/anti-smacking-polls/ Robinson, K. (2009) How to understand the New Zealand Anti-smacking law. What is the law? Retrieved from http//howto.yellow.co.nz/legal/consumer-law/how-to-understand-the-new-zealand-anti-smacking-law/ Smith, C. & B. (2008). Family Integrity. Retrieved fromhttp//familyintegrity.org.nzRobinson, K. (2009) How to understand the New Zealand Anti-smacking law. What is the law? Retrieved from http//howto.yellow.co.nz/legal/consumer-law/how-to-understand-the-new-zealand-anti-smacking-law/ One news (August 21, 2009) (Copyright 2013) Timeline Anti-smacking bill. Retrieved from http//tvnz.co.nz/politics-news/timeline-anti-smacking-legislation-2936192

Persuasive Language Techniques

Persuasive Language Techniques 1. Attacks Attacks are a version of playing the man, not the ball(a). If you fucking make your opposition search less credible, you may be more likely to get a reader to agree with your side of the argument. At the least, attention cigaret be taken away from the issue itself and put on to the personality. Attacks can attempt to belittle or embarrass or retributory plain insult an opponent. The humor is that the weaker you can make your opposition appear, the stronger you and your contention will appear. font schoolbook Thats the sort of suggestion Id expect from a nose-in-the-air toff like Turnbull. . Colloquial Language Colloquial (slang) speech can be used in different ways. It can come down the source up as knowledgeable, on the inside of a social group. A writer may also use slang in a sarcastic manner, to attack an opponent or mock an argument. It may also be used to appeal to a readers own sense datum of cultural identity, or reinforce a writers overall tone. workout text Shes a top sheila that Jessica Rowe. Channel Nine are stark raving to give her the boot. 3. Emotive Appeals Like many persuasive techniques, emotive appeals aim to engage peoples feelings, not logic or reason.If a writer can manipulate a reader to feel a certain way, that reader should be more likely to agree with the writers overall contention. Often writers will use other forms of persuasive language techniques in order to appeal to peoples emotions. There is a huge variety of emotive responses that can be aimed at by writers, such as Democracy Family valuesHedonismReason and logic Charity Fashion-senseHip-pocket nerveSafety CompassionFear of changeMoralitySelf-interest Environmentalism FreedomNostalgiaSense of justice Fairness conference loyaltyPatriotismVanityExample text 1 Soon we will see civilians lying dead in our own streets if we do not act against terrorism. Example text 2 In our society today there are people living without food or adequate shelter. Such basics of life can be provided if those of us who can afford to, give to organisations such as the Salvation Army, to help those unable to help themselves. 4. Inclusive language Inclusive language aims to directly address the reader, either personally or as a member of a shared group. This involves using such delivery as us, we, you, our. Example textIt is time for us to show our belief in the value of mateship and a fair go, and give generously to the Good Friday Appeal. 5. Rhetorical question A rhetorical question is one in which the answer is so obvious it is not required. The idea here is not to receive an answer, merely to reinforce a point. Example text Should footballers be treated as above the law? Persuasive Language Techniques 6. Exaggeration A writer may describe a situation in forceful, overblown language in order to make the issue seem more important or urgent than it may differently be considered.Exaggerating the scale of an issue can draw an emotional response from a reader. Also known as hyperbole. Example text Councils are losing the warfare against vandals. 7. Emphasis There are three types of emphasis that writers use to draw the readers attention to a specific point or idea Repetition Cumulation and Alliteration Repetition Repeating a single word a number of times over is repetition. Example text We will all suffer for years to come unless we stop this government, stop them in the workplace, stop them in the polls, and stop them on election day.Cumulation Using many similar linguistic process in a short space is cumulation. Example text This task requires guts, determination, grit and willpower. Alliteration Repetition of the first sound in consecutive words is alliteration. Example text To rip people off so blatantly shows Mr. Craven to be cruel, calculating and crooked. 8. Evidence. There are three main types of raise Anecdotal Expert Opinion and Statistical Anecdotal evidence An anecdote is a tale involving re al life events, a true story. Such stories can be used by writers as evidence to back their claims.To support a contention, and to make themselves appear more credible, writers often use personal anecdotes. Example text I can tell you that, as a single mother of two, I received very little in the way of monetary support during my attempts to return to fulltime work. Expert opinion To make a writers position seem more credible, they may quote the opinions of experts that correspond with their own. As in a court case, experts are often called on to make one side seem stronger and more believable. Example textMy stand on the issue of exposed underwear is supported by fashion designer Ruby Reed, who recently stated Anyone whose underwear is exposed due to low slung jeans should be punished as forcefully as possible. Statistical evidence Like any form of evidence, statistics can be used to make an argument seem more conclusive, a writers opinion more valid. Often statistics are used th at are out of context, or from unreliable sources. As the maxim goes, There are lies, damned lies, and statistics. Example text A recent survey found that 90% of students favoured no school uniforms at all.

Sleep Journal

Jennifer Nguyen Professor Perry Daughtry creation to Psychology 09-28-2012 Sleep Journal Essay College students like myself often regularise off rest period for other activities like studying, doing planning or even just staying up all night with a friend. Our body follows the twenty-four min cycle of each day and night through a biological clock called the Circadian rhythm. On the weekdays, staying up all night and skipping meals makes it difficult to concenter in class. After lunchtime, I become catch some Zsy and have difficulty focusing on my other classes.In the afternoon, this affects my body because it does not give me energy, but classify of it makes me crash earlier in the day. David Myers, the author of Exploring Psychology the eighth edition, says, E trulyone needs to get eight hours of log Zs (Myers, 75). This quote I think is so underrated, because near people in our world today only get six to nine hours of calmness, on a daily basis. If you think ab verbot en it, going to log Zs is not that easy. There are five unique symbolizes to sleeping. In stage one, this cycle is considered to be between being awake and slightly dozing off.When you are in this cycle, you wake up, but you do not feel like you fell asleep. The brain produces theta waves, which makes the brain waves decrease when you go into other sleep stages. In stage two, the brain begins to relax more. The sleep spindles, which are rapid, rhythmic brain waves, are present in this cycle. Your body temperature starts to decrease and your heart rate starts to slow down. In stage three, this cycle is forwarded to deep sleep. In stage four, you are in a deep sleep, but not enough to dream.Also in this cycle, some children magnate wet the bed or even sleep walk according to David Myers. In stage five, also known as the rapid eye operation (REM), the heart rate increases and eyes begin to move under the eyelids. Most dreams occur here because the brain activity was increased. The importance of sleep is a handsome deal, that if you did not sleep, you would die from sleep deprivation. You need sleep so that your body can restore all its needs for the next day. Not enough sleep can produce a lot of occupations like car accidents, memory problems, and sleep disorders.Two near known sleep disorders are insomnia and sleep apnea. Insomnia is a sleep disorder where you cannot fall asleep. Insomnia can happen to anyone and can be either a short term or a long-term process. Another sleep disorder is called sleep apnea. Sleep apnea is caused by irregular pauses in breathing, during sleeping. Both of these disorders, if not treated, can cause heart problems and even death in most cases. There are many reasons why we dream at night. An Austrian Neurologist named Sigmund Freud considered dreams the key to understanding our inner conflicts.Some researchers believe that the dreams can help sort experiences on a daily basis, while other researchers believe that dreams may also serve a physiological function. Other theories suggest that dreams flow from skittish activity moving upward to the brainstem. The first three nights of sleeping in my sleeping journal, my dreams were nightmares. The first night I had a dream that my grandmother passed international(p) and nobody was there to help me through the tragedy. From the feelings of abandonment, I just went psycho. Unfortunately almost two years ago, my grandmother in fact passed away.It is unclear to me why I dreamt of this memory. My second dream was that my psychology class had visited a local jail and our teacher created an experiment where every other student was a prisoner, and everybody else was a guard. I was one of the prisoners and the guards tortured me to a point where I could no longer think. My psychology professor Mr. Daughtry, told our class about this experiment on existent prisoners, which influenced to dream of this particular subject. My third dream was that I had rented a cabin with my friend.The owner was a psycho hideer with the intention of killing us. We made it out alive. These dreams caused me to wake up with sweat all over my body and my head would spin a little bit. The next four nights of sleeping were fairly decent. The dreams consisted of aspiration about being in a fairytale and going back to senior high school because in that dream it was mandatory to go back to the high school. The last seven nights of my sleeping journal, I only had one nightmare, because I went camping with my church group and we were in the woods and we had told scary stories.My sleep patterns on the weekend are very different to my sleep patterns on the weekday because I usually go to bed really late and not wake up until late in the afternoon. During this journal, it was hard for me to get used to waking up on specific times, since I would stay up late to do homework or study for a test coming up. This is one of the reasons why my sleeping habits have not been normal . I have learned that my sleeping habits do have an affect on my daily life. I should try and get enough sleep, so that my body can actually rest and not be so stressed out.I wish that I would not skip dinner for homework, because when I do wake up, my stomach hurts a lot from not eating. This problem also makes me crash during the day since I do not have enough time to eat, and so my production level decreases. Sleep Journal Entries Jennifer Nguyen Mr. Daughtry Intro to Psychology 09-09-2012 solar day 1 I went to sleep at 100 am and woke up at 611 am. The dream was that my grandmother passed away and that I had nobody to confide in. It got to a point where I just went psycho and was led to a mental house. 09-10-2012 Day 2 I went to sleep at 1200 am and woke up at 730 am.The dream was that my psychology class went to visit the local jail. My psychology teacher stubborn to do this experiment, where every other student was a prisoner and the rest were guards. I was unfortunately a p risoner, and the guards tortured me so bad that it broke my spirit. 09-11-2012 Day 3 I went to sleep at 1000 pm and woke up at 700 am. My dream was that I went to go on a spend on a remote island. I went with a friend and the person who owned the cabin was a strange man. We discovered that the strange man was a killer and he went after us. We called for help and we never saw that guy ever again. 9-12-2012 Day 4 I went to bed at 314 am and woke up ate 800 am. I could not remember this dream. 09-13-2012 Day 5 I went to bed at 120 am and woke up 652 am. I could not fall asleep. After twenty minutes had gone by, I dreamt that I was with my boyfriend and we had gotten into this big controversy and he dumped me. The next day, he decided to show up to my house with a girl, and I cried. He said that he was just joking and that it was his friend. He wanted to g back out with me and we did. 09-16-2012 Day 6 I went to bed at 900 pm and woke up at 600 am. My dream was that I was getting marri ed to a famous prince.Before this all happened, he proposed to me and he had this big secret. He did not tell that he was a prince and I inherited everything. This dream was a total fairytale 09-17-2012 Day 7 I went to bed at 1212 am and woke up at 632 am. My dream was that I was back in high school and that I had to go back to my high school because it was mandatory for all 2012 graduates. 09-18-2012 Day 8 I went to bed at 920 pm and woke up at 552 am. My dream was that I was in a theatre play and I was the main lead. I did so well that I was booked in Hollywood as a professional.I was fundamentally a celebrity. 09-19-2012 Day 9 I went to bed at 118 am and woke up at 630 am. My dream was that I went to school and our school had won this lottery where we got to see Kate Middleton in person. She was really nice and sweet. 09-20-2012 Day 10 I went to bed at 1120 pm and woke up at 625 am. My dream was that I had grown up and that I had my life all settled. I was a prevail and that I l ived comfortably in a house with my husband and two kids. 09-21-12 Day 11 I went to bed at 300 am and woke up at 800 am. My dream was that I was at camp and I happened to be all alone.Then all of a sudden, the killer came out and tried to kill me, but I managed to get to safety. 09-22-12 Day 12 I went to bed at 100 am and woke up at 745 am. I could not remember this dream. 09-23-2012 Day 13 I went to bed at 900 pm and woke up at 631 am. I could not remember this dream. 09-24-2012 Day 14 I went to bed at 900 pm and woke up at 615 am. My dream was that I was in a relationship with Ian Heccox and we have been dating for a long time. He got down on one knee after we have a very romantic boat ride in Paris. Of course I said yes. We got married in Paris and it was very magical.