Over The Years free essay sample

Over the years, what has the Canadian Institute of Chartered Accountants established? A standard that all accountants follow In what publication are most of the rules of accounting found? The CIA HandBook What does GAP stand for? Generally Accepted Accountant Principals Explain the business entity concept. Keeping Business and Personal Assets separate Explain the continuing concern concept. A Business is going to continue to run unless they claim not too Explain the principle of conservatism. Accounting should be fair and reasonable A customer who owes $500 to the business has recently died.The lawyer for the customers estate have told the business that there is only one chance in four of the debt being paid. Should the amount be included on the balance sheet of the business? No because it is not for sure you will get the money What GAP(s) affects this situation? Explain. Secured Creditors A contracting company is involved in a dispute over its bill to a customer. We will write a custom essay sample on Over The Years or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The bill for $500,000 was recently reduced to $400,000 by a decision of the courts. The company is appealing the decision. Which amount should be recognized on the balance sheet? Which GAP(s) affect this situation? Explain.Six months ago, you closed out your business. Now a person has expressed an interest in acquiring the business. The potential buyer requests a current balance sheet, but you provide her with the one that was prepared just prior to closing. Will the balance sheet be accepted by the buyer and her accountant?

Clara Barton essays

Clara Barton essays Clarissa Harlowe Barton was her name, a smart, and intelligent women. Clara is what people called her. Sarah Barton gave birth to Clara on December 25, 1821 in a small hospital in North Oxford, Massachusetts. Her parents, Stephen and Sarah, thought she was a special baby because she was born on Christmas Day. Clara was the fifth child born in her family. When Clara was three her parents thought it would be a good idea for her to start schooling. Her teachers all adored her and thought she was a dedicated student and very promising. One day when Clara was eleven years old and listening to another one of her fathers stories in the living room, she learned a lot about military, battle strategies, and first aid tips. When her brother David fell from barn rafters Clara of course left school to go aid him. At the age of thirteen Clara was really interested in aiding the poor, and tutoring children. She only got better at nursing while on the job, since there was no such thing as a Nursing school. At the age of six-teen, and not knowing what she was doing, Dr. Lorenzo Fowler, a Phrenologist, told her parents it would be best for Clara if she would start teaching instead. So she started teaching in a small town school. Through out teaching in the school, Clara thought the children could use some better school supplies. She brought this to the town meeting and within a year, she was granted her request. Clara was so thrilled with this, but she thought there might be something else out there for her, her family, her future. In 1845, Clara started her own school for the mill workers; it was a free public school. She even had a building built for her, but she was denied to fulfill the position of Principal of that school because she was a woman. She late found out that they hired a male, she was so upset she left the school. By the time Clara turned twenty-five, she was unemployed. Her brother David then becam...

Is the College Board Mismanaging the AP Program

Is the College Board Mismanaging the AP Program SAT / ACT Prep Online Guides and Tips The College Board AP program is commonly viewed as the gold standard of curriculum for high school students. An AP class is meant to replicate the experience of an introductory college course, and high scores on AP exams can potentially lead to college credit. Students often take AP classes to impress colleges with their academic prowess in high school. But how is the program doing overall? Are students really benefiting that much? In this article, I'll discuss the College Board's management of the AP program over time and how its positive and negative aspects affect students nationwide. History of the AP Program The College Board AP program is now comprised of 38 courses that span a variety of different subject areas including the arts, sciences, math, world language and culture, English, and the humanities.The popularity of AP classes and exams has grown rapidly over time.Nearly 4.5 million AP tests were administered in 2015to 2.5 million students at 21,594 schools across the country.The program began in the 1950s following concerns about the transition between high school and college-level work. Several studies were conducted through the Fund for the Advancement of Education, which recommended that high schools and colleges work together to avoid repeating coursework and allow high school students to advance more quickly when appropriate.It was suggested that exams be administered that would give students the ability to earn college credit while still in high school. A study by a group called the Committee on Admission with Advanced Standing devised a plan for high schools to implement college-level curriculum in certain classes.Educators and administrators from colleges were recruited to help with the formulation of appropriate standards that colleges would deem acceptable as a basis for granting credit to high school students. The first AP pilot program began in 1952 with courses in 11 different subjects.In the school year of 1955-56, the College Board took over the administration of the program, and it was officially named the College Board Advanced Placement Program.In the 1960s, the College Board expanded the mission of the program to include teacher training for AP classes; many teachers responded well to this and felt it was a step forward for their careers. In the next couple of decades, more and more high schools began adding AP classes to their curriculum (over 5,000 schools by 1980).The College Board also added other parts to the AP program to help teachers standardize curriculum across grade levels and prepare younger students to take on high school and college, including Pre-AP and AP Vertical Teams. Now, AP courses and exams are considered to be the highest standard of secondary school education by most colleges. Students can generally earn college credit by scoring 3s, 4s, or5s on the exams, though the exact requirements vary byschool. I can't wait to go to the Sock Hop after my AP Test! The College Board's Management of the AP Program The goal of the AP program has always been to challenge advanced high school students and prepare them for college academics.This is a great idea, but the program is not without its flaws.I’ll go over a few of the issues with AP and its management by the College Board along with some positive steps the College Board has taken to improve the program. Positive Aspects of the College Board AP Program Over the years, the College Board has promoted favorable research studies on the AP program that show its effectiveness in helping students prepare for and succeed in college. In expanding the program to more and more schools, the College Boardaims to give all students who are academically prepared the ability to take college-level classes in high school, no matter their socioeconomic status. The College Board works to identify students who have the potential to succeed in AP courses and makes an effort to bring the program to their high schools to give them more opportunities. In its 10th Annual Report to the Nation on the AP program, the College Board cites research that has shown high AP scores to be reliable predictors of success in college. Students who score 3s or higher on AP exams tend to earn higher college GPAs, perform better in follow-up college courses in the same disciplines, and are more likely to graduate college within five years than students who don't take APs. The College Board has also taken positive steps to respond to feedback and improve courses that may need revamping. It continually collects data from universities to ensure that all courses include information that's in step with the latest research and reflects introductory college material. The design of the courses and exams is a collaboration between college faculty members and AP teachers. In the next couple of years, the College Board will implement changes to a number of AP subject areas including AP Calculus and AP World History. It also plans to add more courses to the AP program to expand its reach and give students more opportunities. The College Board is conscious of other issues with the program, including racial and socioeconomic achievement gaps. It has extensively documented states' progress in closing these gaps and has advised school districts on strategies to combat these issues, including reducing the financial burden of AP classes by lowering or eliminating fees for students who qualify, providing more support to AP teachers, establishing strong fundamentals in younger grades, and encouraging students who show potential to take AP classes. This is important to keep in mind while reading the next sections; though I will list some negatives of the program, the College Board is taking steps towards fixing many of its issues. The College Board is open to changes to the AP program to make it more effective. You'll get your way this time, sentient clouds. NegativeAspects of the College Board AP Program In recent years, somestudies have emerged that dispute the value of the AP program.Though the tests are consistent and do provide some value (especially in math and science subjects), the AP courses themselves lack consistency.Teacher training resources are loosely provided, but the methods and quality of teaching in AP classes are not standardized across the board. Most criticism of the AP program is aimed at itsrapid expansion into unprepared schools.The College Board’s goal is to get as many students to take AP classes and tests as possible, but the College Board's measures of student readiness are not always accurate, so this often leads to students taking classes that they can't handle. Pushing the AP program into more and more schools also costs millions in federal and state money, which goes towards subsidizing exam fees for low-income students and promoting the classes.With a large percentage of students failing the exams, thisinvestment of money and time is potentially very wasteful. The overall pass rate for AP exams in 2012 was only 57 percent, with 22 percent of exams earning 1s (the lowest possible score). The pressure to incorporate AP programs at low-income schools may cause these schools to make ill-advised decisions to bring in the programs at the expense of more basic student needs.A small subset of students may get a better educational experience, but it can lead to worse outcomes for other students not participating in the program. There is also little evidence to suggest that taking AP classes helps students to save money on college or graduate early.Few students will earn enough AP credits to cover a full semester of college, and many colleges only use AP scores to place students out of introductory courses without giving them actual credits.Evidence does point to greater success in college by students who take AP classes, but these students are also self-selected as the most driven and tend to attend wealthier high schools. It’s debatable the role that the AP program itself plays in student success when it’s combined with so many other factors.In certain studies, when these factors have been controlled for, the advantages supposedly conferred by AP classes completely disappear.The College Board's efforts to expand the AP program to disadvantaged students might be beneficial in theory, but in reality many schools could use help on improving their current curriculum before adding AP.Even at high-performing schools, the rush to take as many AP classes as possible for students’ transcripts has made these classes more of a symbolic marker of achievement than an important educational milestone. I’ll give more details on main criticisms of the program in the next section. If there's a shaky foundation, it's hard to succeed at a higher level. The AP Cairns curriculum has a lot of flaws. Biggest Criticisms of the AP Program Some criticisms of the AP program emerged in tandem with the immense growth in participating schools.With increased competition in college admissions, the merits of AP classes are a point of contention for educators at both the high school and college levels.I’ll give a basic rundown of the most common criticisms here. You can read more about these issues by consulting this article, which goes into greater detail on major problems with the AP Program. Criticism #1: Reinforcement of Education Inequality Students from wealthier school districts get better scores on AP tests because they are better prepared and have a better support system.Well-funded schools have more success at implementing AP programs overall.Since colleges often consider AP scores and students’ record of taking AP classes in the admission process, lower income students are put at even more of a disadvantage as the AP program continues to perpetuate existing inequalities. Althoughthe College Board is proud of its initiatives to bring AP classes to low-income schools, these schools have a hard time implementing AP programs effectively.Fewer students pass AP tests at low-income schools.All of this simply reinforces the current state of affairs in education; poor students fall farther behind, and wealthy students get farther ahead. If the AP Program really wants to help prepare all students for college academics, it may have to provide extra support to teachers and students in low-income schools.Some colleges have already stopped considering APs as a significant factor in admissions decisions partially because of these issues with unfairness and inconsistency in course quality. The AP program might make existing inequalities even more significant. Criticism #2: Superficial Learning Experiences AP classes cover a lotof ground in a short period of time, and some educators argue that this creates a surface-level exploration of each subject that doesn’t always teach students vital critical thinking skills.Many AP classes force students to do a lot of memorization, and they can't compete with the depth of real college courses. It's impossible for teachers to delve into a subject extensively when they have to cover so much material, so classes can end up just skimming over the tops of important concepts. This is partially an issue with the fundamental structure of classes, but it can sometimes be overcome through the influence of a great teacher at a well-funded school. Unfortunately, teaching quality and availability of resources is inconsistent. Even though the College Board has worked to emphasize hands-on learning and inquiry over drilling of facts, variableteacher capabilities and limited school resources can make thisswitch difficult.Underfunded schools may not have lab facilities that will accommodate new requirements in AP science classes.Teachers also may not be able to adapt easily to new methods of instruction if they don’t receive extensive training. While AP classes teach students many of the same facts that they would learn in an introductory college course, they have a ways to go in teaching analytical skills at the college level.As I mentioned above, there is now a rush amonghigh-achieving students to take as many AP classes as possible, which leads to further degradation of the learning experience. Students are stretching themselves too thin just to look good for elite colleges. Too much AP toast for a limited supply of brain peanut butter. Criticism #3: Program Growth and Achievement Growth Mismatch The AP program takes pride in its growth over the years, but the vast increase in the number of schools offering the program has come with a corresponding increase in failing test scores. Some critics arguethat the AP program has reached a point of â€Å"diminishing returns.† As AP programs expand rapidly, schools that don’t have as many resources struggle to keep pace. Many new AP programs at low-income schools lack the proper support and guidance, and this has led to more failing test scores.There are some schools where no student earns even a 3 on an AP test, the minimum qualifying score. This was the case at four high-poverty high schools in Washington, D.C. in 2013.Teachers are pushed into the program without proper training and resources, and, again, federal money is spent on introducing AP while neglecting more basic issues of educational inequality. The AP program has taken some wrong turns. Conclusion The AP program has been around since the 1950s, and in recent years it has expanded rapidly to administer millions of tests to students in high schools across the country.As the program has gained popularity, however, its effectiveness has been called into question.The College Board stands by the AP program, maintaining that it is the best way for advanced students to get a head start on college course material and bridge the academic gap between high school and college. While students who do well in AP classes also tend to perform well in college, this is could be the result of other corresponding factors.Students who take many APs are usually more driven overall, and they often attend well-funded high schools.Criticisms of the AP program include its reinforcement of the divide between rich and poor students in the college admissions process, the superficiality of its curriculum, and the increased test failure rates with the expansion of the program into more and more schools.It remains unclear how the AP program will change in the future, but if it continues to expand, hopefully the College Board will revise its curriculum and policies to help all students get more out of their AP experiences. What's Next? You've probably heard about both AP exams and SAT Subject Tests, but you might not know the exact differences between the two. Read this article to find out which type of test is more important for your college applications. Are you still planning out your schedule for upcoming school years? Learn how to register for AP tests and classes at your high school. If you're unsure whether the AP program is a worthwhile use of your time, check out this guide to learn if you should really take AP classes. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Charles Messier's Butterfly Cluster Essay Example | Topics and Well Written Essays - 1250 words

Charles Messier's Butterfly Cluster - Essay Example He actually searched for comets and to avoid confusion between comets and Messier objects, he and his colleagues compiled them in a list in 1771. It was a remarkable achievement. The list is known as the Messier Catalog or Messier Object List. The list contains a total of 110 objects. The list contains nebulae, galaxies and star clusters. Body During the process of these observations, the first object they observed was the Crab Nebula (M1). A total of 103 objects were listed by Messier and his colleagues (Burnham 73). The Crab Nebula is a ball of gas left over from a supernova explosion. M2 is a globular cluster of stars in Aquarius, M3 is located in Canes Venatici, and Messier 4 to Messier 7 are located in the constellation of Scorpius. The Butterfly Cluster is Messier 6. This object can be seen by telescope clearly, and in the grayish color by naked eye. The Butterfly Cluster existence was first noticed by Giovanni Battista Hoderna in 1654. Ptolemy discovered it while he was observ ing M7, and declared it as a part of M7. After that, Phillips Loys de Cheseaux (1945-1946) observed it and recognized it as â€Å"a very fine star cluster.† And finally it was catalogued by Charles Messier in 1764 in the list of Messier objects (The Griffith Observer 259). The Butterfly Cluster is an open cluster of stars in the constellation of Scorpius known as Messier 6 or the Butterfly Cluster as it resembles a flying butterfly with open wings and antennae. The stars of the cluster twinkle, and it looks very beautiful in the sky. It is visually a very rewarding object; the butterfly pattern is very visible and obvious. It has been placed in the 6th position in the list of Messier objects. Scorpio is located in the Milky Way and contains many massive objects other than M6 and Messier 7. The Butterfly Cluster has a magnitude of 4.2, an angular diameter of 25 arc minutes, and lies at a distance of 1,600 light years with a luminosity of 8,300 suns. The Butterfly Cluster is ab out 50 million years old and can be seen in summer nights clearly with binoculars. The objects (M6 and M7) are the summer’s finest and brightest clusters. Different astronomers have different opinions about M6’s age. According to Burnham, it is 100 million years old; WEBDA estimates its age to be around 95 million years, and 51 million years according to the Sky Catalogue 2000.0. Messier objects of the â€Å"Messier Summer Chart† are clearly visible on summer nights. Messier objects help astronomers to adjust the distance scale of the universe. The above image shows the view of M6 (outcropped). The image was taken through the Astrograph, Takahashi E-180. How Can It Be Seen? It can be seen about 3/ 1-2 degrees northwest of M7 which is located near the tail of Scorpius. It appears as a hazy patch in the dark sky but it should not be confused with Messier 7. Messier 7 is brighter than Messier 6. M7 is seen in between and the Butterfly Cluster is on its lower side. Messier 6 contains many other Messier objects such as M21, M23, NGC 6167, and NGC 6193. Its magnitude is fainter than M7, and fills the field of 25 angular diameter. One of the ways to find the Butterfly Cluster is to identify the two well-known asterisms of Scorpios and Sagittarius. It has two irregular loops of blue and white stars on both wings and at 40-50x, it has three bright stars in the butterfly’s body. The Butterfly Cluster contains almost 80 stars (Plotner 400) with B type blue (hottest) and K type orange stars (BM Scorpii, HD 160371). The brightest K type orange star is a semi-regular

Is there a causal relationship between proximity to power plants and Essay

Is there a causal relationship between proximity to power plants and cancer cases - Essay Example The floating Chernobyl explosion radiation particles contaminated the cow’s milk products. Similarly, milk products from the nearby Satre Selo Village and the Perehodichi Village were contaminated. The Chernobyl cows’ ate the radiation-infected grass. The grass grew on radiation- contaminated farm soil (Stepanova et al., 2008). The residents’ eating contaminated cow’s milk was a confounder variable. The winds’ blowing the radioactive particles to particular community is another confounder variable. The people’s long exposure within the vicinity of the Chernobyl community is a third confounder variable. If there were no cows eating the grass, the people will not drink the cows’ milk or eat the infected cows’ meat. Consequently, the number of cancer incidents would favourably decline. Consequently, the contamination spread. The contaminated soil contaminated the grass that grew on the contaminated soil. Next, the cows ate the -radiation contaminated grass. By eating the contaminated grass, the cows were contaminated with radiation. When the farmers extracted the milk from the cows, the milk products were contaminated by the Chernobyl radiation (Zamostian et al., 2002). The contaminated soil was another confounder that increased the number of cancer incidents within the Chernobyl community. Another confounder was the quantity of contaminated food eaten. With more people eating radiation-contaminated food, more people died from the deadly cancer ailment. Further, the Chernobyl accident research focused on soil contamination measurements from Ukraine’s 38 Narodichesky region communities (Karmaus et al., 2008) The six year research included children respondents belonging to the 18 years old and below age range. The PROC MIXED linear measurement model to gather radiation data, controlling confounders. The findings indicate erythrocyte, blood

Basic Electronics Essay Example for Free

Basic Electronics Essay The p-n junction is a homojunction between a p-type and an n-type semiconductor. It acts as a diode, which can serve in electronics as a rectifier, logic gate, voltage regulator (Zener diode), switching or tuner (varactor diode); and in optoelectronics as a light-emitting diode (LED), laser diode, photodetector, or solar cell. In a relatively simplified view of semiconductor materials, we can envision a semiconductor as having two types of charge carriers-holes and free electrons which travel in opposite directions when the semiconductor is subject to an external electric field, giving rise to a net flow of current in the direction of the electric field. Figure 1 illustrates the concept. A p-n junction consists of a p-type and n-type section of the same semiconductor materials in metallurgical contact. The p-type region has an abundance of holes (majority carriers) and a few mobile electrons (minority carriers); the n-type region has an abundance of mobile electrons and a few holes (Fig. 2). Both charge carriers are in continuous random thermal motion in all directions. Fig. 2. Energy levels and carrier concentrations for a p-type and n-type semiconductor before contact. 1 When a section of p-type material and a section of n-type material are brought in contact to form a pn junction, a number of interesting properties arise. The pn junction forms the basis of the semiconductor diode. Electrons and holes diffuse from areas of high concentration toward areas of low concentration. Thus, electrons diffuse from the n-region to the p-region. , leaving behind positively charged ionized donor atoms. In the p-region the electrons recombine with the abundant holes. Similarly, holes diffuse from the p-region into the n-region, leaving behind negatively charged ionized acceptor atoms. In the n-region the holes recombine with the abundant mobile electrons. This diffusion process does not continue indefinitely, however, because it causes a disruption of the charge balance in the two regions. As a result, a narrow region on both sides of the junction becomes nearly depleted of the mobile charge carriers. This region is called the depletion layer. It contains only the fixed charges (positive ions on the n-side and negative ions on the p-side). The thickness of the depletion layer in each region is inversely proportional to the concentration of dopants in the region. The net effect is that, the depletion region sees a separation of charge, giving rise to an electric field pointing from the n side to the p side. The fixed charges create an electric field in the depletion layer that points from the n-side towards the p-side of the junction. The charge separation therefore causes a contact potential (also known as built-in potential) to exist at the junction. This built-in field obstructs the diffusion of further mobile carriers through the junction region. An equilibrium condition is established that results in a net contact potential difference Vo between the two sides of the depletion layer, with the n-side exhibiting a higher potential than the p-side. This contact potential is typically on the order of a few tenths of a volt and depends on the material (about 0. 5 to 0. 7 V for silicon). The built-in potential provides a lower potential energy for an electron on the n-side relative to the p-side. As a result, the energy bands bend as shown in Fig. 3. In thermal equilibrium there is only a single Fermi function for the entire structure so that the Fermi levels in the p- and the n-regions must align. No net current flows across the junction. The currents associated with the diffusion and built-in field (drift current) cancel for both the electrons and holes. Fig. 3. A p-n junction in the Thermal equilibrium at T gt; 0? K. The depletion-layer, energy-band diagram, and concentrations (on a logarithmic scale) of the mobile electrons n(x) and holes p(x) are shown as a functions of the position x. The built-in potential difference V corresponds to the energy eV where e is the electron charge. 0 0 2 The Biased p-n Junction An externally applied potential will alter the potential difference between the p- and n-regions. This in turn will modify the flow of majority carriers, so that the junction can be used as a â€Å"gate†. If the junction is forward biased by applying a positive voltage V to the p-region (Fig. 4), its potential is increased with respect to the n-region, so that an electric field is produced in a direction opposite to that of the built-in field. The presence of the external bias voltage causes a departure from equilibrium and a misalignment of the Fermi levels in the p- and n-regions, as well as in the depletion layer. The presence of the two Fermi levels in the depletion layer, Efc and Efv represents a state of quasi-equilibrium. Fig. 4. Energy band diagram and carrier concentrations for a forward-biased p-n junction. In effect, then, if one were to connect the two terminals of the p-n junction to form a closed circuit, two currents would be present. First, a small current, called reverse saturation current, is, exists because of the presence of the contact potential and the associated electric field. In addition, it also happens that holes and free electrons with sufficient thermal energy can cross the junction. This current across the junction flows opposite to the reverse saturation current and is called diffusion current. Of course, if a hole from the p side enters, it is quite likely that it will quickly recombine with one of the n-type carriers on the n side. (Fig. 4) The net effect of the forward bias is to reduce the height of the potential-energy hill by an amount eV. The majority carrier current turns out to increase by an exponential factor exp(eV/kT). So that the net current becomes i = isexp(eV/kT) – is, where is is nearly a constant. The excess majority carrier holes and electrons that enter the n and p regions, respectively, become minority carriers and recombine with the local majority carriers. To explain the mechanism of reverse conduction, one needs to visualize the phenomenon of avalanche breakdown. When a very large negative bias is applied to the p-n junction, sufficient energy is imparted to charge carriers that reverse current can flow, well beyond the normal reverse, saturation current. In addition, because of the large electric field, electrons are energized to such levels that if they collide with other charge carriers at a lower energy level, some of their energy is transferred to the carriers with low energy, 4 and these can now contribute to the reverse conduction process, as well. This process is called impact ionization. Now, these new carriers may also have enough energy to energize other lowenergy electrons by impact ionization, so that once a sufficiently high reverse bias is provided, this process of conduction takes place very much like an avalanche: a single electron can ionize several others. Fig. 6. The reverse breakdown region The phenomenon of Zener breakdown is related to avalanche breakdown. It is usually achieved by means of heavily doped regions in the neighbourhood of the metal-semiconductor junction (the ohmic contact) . The high density of charge carriers provides the means for a substantial reverse breakdown current to be sustained at a much lower specific voltage than normal diode, at a nearly constant reverse bias known as the Zener voltage, Vz. This phenomenon is very useful in applications where one would like to hold some load voltage constant for example, in voltage regulators. The response time of a p-n junction to a dynamic (ac) applied voltage is determined by solving the set of differential equations governing the processes of electrons and hole diffusion, drift (under the influence of the built-in and external electric fields), and recombination. These effects are important for determining the speed at which the diode can be operated. They may be conveniently modeled by two capacitances, a junction capacitance and diffusion capacitance, in parallel with an ideal diode. The junction capacitance for the time necessary to change the fixed positive and negative charges stored in the depletion layer when the applied voltage changes. The thickness l of the depletion layer turns out to be proportional to v(Vo-V); it therefore increases under the reverse-bias conditions (negative V) and decreases under the forward-bias conditions (positive V). The junction capacitance C=?A/l (where A is the area of the junction) is therefore inversely proportional to v(VoV). The junction capacitance of a reverse-biased diode is smaller (and the RC response time is therefore shorter) than that of a forward-biased diode. The dependence of C on V is used to make voltage-variable capacitors (varactors). 5 Experiment l(a) : i-v characteristics of a semiconductor diode Procedure Connect the diode according to the circuit diagram as shown in Fig. 8. Fig 8 Vary the voltage V on the power supply between 0-30V. Alternately, the second concept is that the blocking action of an inductor stops the a. c. portion while the d. c. portion passes without much attenuation. Note: For filtering, large capacitance (hundreds to tens of hundreds microfarad) is needed. These are generally electrolytic capacitors, which consist of a repeating sandwich of aluminum sheets and a conducting paste, rolled into a cylinder for miminmun size. The aluminum sheets are polarized to form thin layers of aluminum oxide, a dielectric insulating material. The thinner the the dielectric the higher the capacitance will be.

The Old Man And The Sea Compared To Shipwrecked Sailor :: essays research papers

The Old Man and the Sea compared to â€Å"Shipwrecked Sailor† In the stories, The Old Man and the Sea by Ernest Hemmingway and â€Å"Shipwrecked Sailor† by Gabriel Garcia Marques, there are so many similarities, like their losses and their love for the creatures of the sea, that it its eerie. Although, there are many similarities, there are also some differences, such as the main characters’ love for the creatures of the sea. There are more similarities in these stories than differences, in my opinion.   Ã‚  Ã‚  Ã‚  Ã‚  A difference between Santiago in The Old Man and the Sea and the sailor in â€Å"Shipwrecked Sailor† is their knowledge of the sea. Santiago is expressed well as a fecund and resourceful old fisherman of the sea. This is prodigiously expressed when Santiago, †Hooked a patch of yellow Gulf weed with the gaff as they passed and shook it so that the small shrimps that were in it fell onto the planking of the skiff† (Hemmingway p.98). This is the act of a very intellectual and experienced fisherman. Unlike Santiago, the sailor in â€Å"Shipwrecked Sailor† is rather ignorant. Although, this is excused because the man hadn’t the experience at sea that Santiago had. His imbecility is shown when he, â€Å"Lay down at the side of the raft and took a few swallows of seawater† (Marques p.45). This was a rather fatuous action, because the salt dries the body and retains water. That action proves that he is not sea-worthy. So, Santiago i s the more experienced seaman of the two.   Ã‚  Ã‚  Ã‚  Ã‚  A similarity between The Old Man and the Sea and â€Å"Shipwrecked Sailor† was their losses. In the â€Å"Shipwrecked Sailor†, â€Å"The sharks had made off with my prey† (Marques p.44). This event marked the loss of the man’s food supply. It wasn’t a very crucial part of the story, because the man had earlier devoured some raw meat, which had satiated him. In The Old Man and the Sea, â€Å"He did not want to look at the fish. He knew half of him had been destroyed† (Hemmingway p.144). This was a very similar method of loss, which the shipwrecked sailor had faced. This was a tragic loss and abasement to both Santiago and his pride. He was tenacious and worked so hard to obtain the fish, only to have it taken away by sharks. The old man lost the fish, even though he fought valiantly to fend off the attacking sharks.

The Competitive Advantage of Nations

WHAT IS THE DIAMOND MODEL? DESCRIPTION The Diamond Model of Michael Porter for the competitive advantage of Nations offers a model that can help understand the comparative position of a nation in global competition. The model can also be used for major geographic regions. TRADITIONAL COUNTRY ADVANTAGES Traditionally, economic theory mentions the following factors for comparative advantage for regions or countries: 1. Land 2. Location 3. Natural resources (minerals, energy) 4. Labor, and 5. Local population size. Because these 5 factors can hardly be influenced, this fits in a rather passive (inherited) view regarding national economic opportunity. CLUSTERS Porter says that sustained industrial growth has hardly ever been built on above mentioned basic inherited factors. Abundance of such factors may actually undermine competitive advantage! He introduces a concept called â€Å"clusters† or groups of interconnected firms, suppliers, related industries, and institutions, that arise in certain locations. These clusters are geographic concentrations of interconnected companies, specialized suppliers, service providers, and associated institutions in a particular field. They grow on locations where enough resources and competences amass and reach a critical threshold, giving it a key position in a given economic branch of activity, with a decisive sustainable competitive advantage over others places, or even a world supremacy in that field. Porter says clusters can influence competition in three ways: †¢They can increase the productivity of the companies in the cluster. They can drive innovation in the field. †¢They can stimulate new businesses in the field. Some well-known examples of Clusters are USA/Silicon Valley (computers), Netherlands/Rotterdam (logistics), India/Bangalore (software outsourcing), USA/Hollywood (movies), France/Paris (fashion). According to Porter, as a rule competitive advantage of nations is the outcome of 4 interlinked advanced factors and activities in and between companies in these clusters. These can be influenced in a pro-active way by government. INTERLINKED ADVANCED FACTORS FOR COMPETITIVE ADVANTAGE 1. The Strategy, Structure and Rivalry of Firms. The world is dominated by dynamic conditions. Direct competition impels firms to work for increases in productivity and innovation. 2. Demand Conditions. If the customers in an economy are very demanding, the pressure facing firms to constantly improve their competitiveness via innovative products, through high quality, etc, will be greater. 3. Related Supporting Industries. Spatial proximity of upstream or downstream industries facilitates the exchange of information and promotes a continuous exchange of ideas and innovations. 4. Factor Conditions. Contrary to conventional wisdom, Porter argues that the â€Å"key† factors of production (or specialized factors) are created, not inherited. Specialized factors of production are skilled labor, capital and infrastructure. â€Å"Non-key† factors or general use factors, such as unskilled labor and raw materials, can be obtained by any company and, hence, do not generate sustained competitive advantage. However, specialized factors involve heavy, sustained investment. They are more difficult to duplicate. This creates a competitive advantage, because if other firms cannot easily duplicate these factors, they are valuable. THE ROLE OF GOVERNMENT IN THE DIAMOND MODEL OF PORTER The role of government in the Diamond Model of Porter is to act as a catalyst and challenger; it is to encourage – or even push – companies to raise their aspirations and move to higher levels of competitive performance. They must encourage companies to raise their performance, to stimulate early demand for advanced products, to focus on specialized factor creation and to stimulate local rivalry by limiting direct cooperation and enforcing anti-trust regulations. THE COMPETITIVE ADVANTAGE OF NATIONS Porter introduced this model in his book: â€Å"The Competitive Advantage of Nations†, after having done research in ten leading trading nations. The book was the first theory of competitiveness based on the causes of the productivity with which companies compete. Instead of traditional comparative advantages such as natural resources and pools of labor. This book should be considered obligatory reading for government economic strategists. It is also highly recommended for corporate strategists that are interested in the macro-economic environment of corporations.

Narrative and Descriptive Essay

The purpose between a narrative and descriptive essay differ from each other because of how you want to convey the story and how to accomplish the purpose. In How to Say Nothing in 500 Words, by Paul McHenry Roberts, the intended audience is for students and writers, and in Once More to the Lake, by E. B. White, it is for readers who had experience with sharing a moment with their loved ones, which both stories accomplish a specific audience. Other similarities between narrative and descriptive are the â€Å"description and narration are often used together because description helps make the story we are narrating clearer and more vivid† (Connell & Sole, 2013, p. 6.4), in which to accomplish their story, they both have a particular language it uses in order to do it. Roberts’s purpose is for the writer to exceed in their writing, though White’s purpose is to display past experiences may not be the same for others. What is similar to their story is that the reader can learn from the writers past errors. Roberts’s impact gives the reader a desire to want to write more effectively, although White’s story impacts the reader to enjoy an experience because it can lead to a disaster; both stories impact the reader to do something. The style of essay that is superior is narrative because a writer can â€Å"incorporate certain important elements in the narrative† (Connell & Sole, 2013, p. 6.3).When a writer uses descriptive, they tend to go too far using descriptive words to describe something that it becomes boring and it tends to make me skip that paragraph, and sometimes the entire page if it goes into too much detail. Reference Connell, C. M., & Sole, K. (2013). Essentials of College Writing (2nd ed.). San Diego, CA: Bridgepoint Education, Inc. Roberts, P. M. (n.d.). How to Say Nothing in 500 Words. Retrieved from https://docs.google.com/document/d/1Gw_UcMT4u-ZSW7ZBN_RAMspZFex6o83oIbnvtuV-CM8/edit?pli=1 White, E.B. Once More to the Lake. Retrieved from http://www.freewebs.com/lanzbom/EBWhiteLakeEssay.pdf

The Breakfast Club Essays

The Breakfast Club Essays The Breakfast Club Paper The Breakfast Club Paper This movie is undoubtedly the spitting image of high school today. It is amazing how the themes and actions back in the 80s are still well and alive in 2009. I guess teenagers just havent changed that much over the past 25 years. People still act the same way and treat people the same way. Kids still get teased and the preppies still rule the schools along with the jocks. Nerds are still getting picked on and the freaks are still eating lunch by themselves. It is quite funny how nothing has changed over the past 25 years. Yet, no one is too eager to try and change that. That is basically what this movie portrays, a group of teenagers that are forced into spending the day together in the school library. What could possibly go wrong? Back in the 80s, teenagers were very much into things like drinking, drugs, and sex. Nothing has changed since then. There are still the exact same cliques with the same type of people that partake in illegal activities. This movie, somehow, captures the whole aspect of a teenage life within 2 hours. It is amazing how the director could do that with a certain budget and time limit. Although it may seem easy to write a movie about teenagers, we are very complex at heart. The Breakfast Club is about a group of 5 teenagers, 1 jock, 1 prep. , 1 nerd, 1 freak, and 1 hooligan that are forced into spending the entire day in the school library because of certain things they decided to do. Youd think this would get out of hand within minutes. But, after a few fights and arguments, they just might surprise you near the end of the movie. Now, every teenagers worst nightmare is a horrible principal that wont get off your tail. Well this principal is everyones worst nightmare. Hes a bully at heart and a determined one at that. He has his mind set on getting everyone to like him. Even if that means knocking a few heads together. Its the weekend, and five students have weekend detention. Theres a jock, a princess, a freak, a nerd, and a hooligan. Not much in common, except for having to give up their day, sit in the school library, and write an essay for the principal. Being from such widely different backgrounds and having such completely different personalities, its obvious that some frictions and shenanigans will develop, especially when the principal leaves the room. The students pass the hours in a variety of ways: they dance, harass each other, tell stories, fight, smoke marijuana, and talk about many different things. They even open up to each other at certain points in the movie with some of their inner secrets (for example, Allison is a compulsive liar and Brian and Claire are ashamed of their virginity). They also discover that they all have wrecked relationships with their parents. However, besides these developing friendships, the students are afraid that once detention is over they will go back to living their normal lives and forget about the day the spent together.

Equivalence Point Definition

Equivalence Point Definition The equivalence point is a chemistry term youll encounter when you do a titration. However, it technically applies to any acid-base or neutralization reaction. Heres its definition and a look at methods used to identify it. Equivalence Point Definition The equivalence point is the point in a titration where the amount of titrant added is enough to completely neutralize the analyte solution. The moles of titrant (standard solution) equal the moles of the solution with unknown concentration. This is also known as the stoichiometric point because it is where the moles of acid are equal to the amount needed to neutralize the equivalent moles of base. Note this does not necessarily mean the acid to base ratio is 1:1. The ratio is determined by the balanced acid-base chemical equation. The equivalence point is not the same as the endpoint of a titration. The endpoint refers to the point at which an indicator changes color. More often than not, the color change occurs after the equivalence point has already been reached. Using the endpoint to calculate equivalence naturally introduces error. Key Takeaways: Equivalence Point The equivalence point or stoichiometric point is the point in a chemical reaction when there is exactly enough acid and base to neutralize the solution.In a titration, it is where the moles of titrant equal the moles of solution of unknown concentration. The acid to base ratio is not necessarily 1:1, but must be determined using the balanced chemical equation.Methods of determining the equivalence point include color change, pH change, formation of a precipitate, change in conductivity, or temperature change.In a titration, the equivalence point is not the same as the endpoint. Methods of Finding the Equivalence Point There are several different ways to identify the equivalence point of a titration: Color Change - Some reactions naturally change color at the equivalence point. This may be seen in redox titration, particularly involving transition metals, where the oxidation states have different colors. pH Indicator - A colored pH indicator may be used, which changes color according to pH. The indicator dye is added at the beginning of the titration. The color change at the endpoint is an approximation of the equivalence point. Precipitation - If an insoluble precipitate forms as a result of the reaction, it can be used to determine the equivalence point. For example, the silver cation and chloride anion react to form silver chloride, which is insoluble in water. However, it can be difficult to determine precipitation because the particle size, color, and sedimentation rate may make it difficult to see. Conductance - Ions affect the electrical conductivity of a solution, so when they react with each other, the conductivity changes. Conductance may be a difficult method to use, especially if other ions are present in the solution that can contribute to its conductivity. Conductance is used for some acid-base reactions. Isothermal Calorimetry - The equivalence point may be determined by measuring the amount of heat that is produced or absorbed using a device called an isothermal titration calorimeter. This method is often used in titrations involving biochemical reactions, such as enzyme binding. Spectroscopy: Spectroscopy can be used to find the equivalence point if the spectrum of the reactant, product, or titrant is known. This method is used to detect etching of semiconductors. Thermometric Titrimetry: In thermometric titrimetry, the equivalence point is determined by measuring the rate of temperature change produced by a chemical reaction. In this case, the inflection point indicates the equivalence point of an exothermic or endothermic reaction. Amperometry: In an ampometric titration, the equivalence point is seen as a change in the measured current. Amperometry is used when the excess titrant is able to be reduced. The method is useful, for example, when titrating a halide with Ag because it isnt affected by precipitate formation. Sources Khopkar, S.M. (1998). Basic Concepts of Analytical Chemistry (2nd ed.). New Age International. pp. 63–76. ISBN 81-224-1159-2.Patnaik, P. (2004). Deans Analytical Chemistry Handbook (2nd ed.). McGraw-Hill Prof Med/Tech. pp. 2.11–2.16. ISBN 0-07-141060-0.Skoog, D.A.; West, D.M.; Holler, F.J. (2000). Analytical Chemistry: An Introduction, 7th ed. Emily Barrosse. pp. 265–305. ISBN 0-03-020293-0.Spellman, F.R. (2009). Handbook of Water and Wastewater Treatment Plant Operations (2 ed.). CRC Press. p. 545. ISBN 1-4200-7530-6.Vogel, A.I.; J. Mendham (2000). Vogels Textbook of Quantitative Chemical Analysis (6th ed.). Prentice Hall. p. 423. ISBN 0-582-22628-7.

The Goal novel - Supply Chain Managment Essay Example | Topics and Well Written Essays - 250 words

The Goal novel - Supply Chain Managment - Essay Example The other way is to identify the hidden capacity within the plant be it in the machineries or the workers and utilize them. Alex identified that the goal of the plant and which he has to attain is to make money (Goldratt & Cox 46). In order to meet his goal, he will need anything that will bring him closer to attain it that is anything productive and identify all the bottlenecks preventing the attainment of the goal and do away with them. Managerial decision making is not an easy chore and it requires patience and a lot of team work. The manager also needs to seek advice from those with experience and try an all rounded approach for better results. Jonah was giving advice that was far too difficult and technical for Alex and it made him work even harder to figure it out, run the plant in the meanwhile and all these at the expense of his family. The more time he took to figure out Jonah’s advice, the more time his personal life