Reflections of a Culture Past Essay - 654 Words

Reflections of a Culture Past The poem, Beowulf was supposedly written in the tenth century, but it was most likely told before then, orally, for centuries. There is little information about the author, on when Beowulf was first created or about the original version of the story before it was written. However the poem does, however, give us great insight into the cultural views and ideals of the Anglo-Saxon people who would have composed and told this tale. This includes their political, social and moral views. Beyond this, Beowulf gives us an even greater insight into this society of constant fight and war. Interwoven throughout almost every aspect of their culture and the poem are very strict moral codes and values. Those morals and†¦show more content†¦The character Beowulf is the embodiment of those ideals. The easiest to see of these is strength. Men of that time period were fearless, fame seeking and most of all, courageous. Those who acquired such qualities would boast of their feats for all to hear. Other obvious virtues that Beowulf carried were those of honor and dignity. He displays admirable honor throughout the poem, but the time it was most apparent to me, is when he is in conflict with Grendel. He states to Grendel, â€Å"Since you have no weapon of iron, nor shall I.† The Anglo-Saxons living in the time of Beowulf had their own set of beliefs. For instance they believe that even if things were good, bad things were right around the corner, so they celebrated every chance they received. Also they did not believe in the afterlife. To them, the only way to experience life after death was to live on in the memories of others. One could only fulfill this goal by being known for one’s generosity, courage, and strength. This belief, along with others, I believe shaped their ideals and had influence in the poem. In the time of the Anglo-Saxons and the writing of Beowulf, two large changes are taking place. One is the conversion from a predominantly Paganism religion closer to that of Christianity. However, I believe that the Christianity portrayed in this poem is more closely tied in with Moses’ Old Testament teachings of revenge and equality than Christ’s teachings of peace, love and forgiveness.Show MoreRelatedTraditional Tales As A Reflection Of Culture1217 Words   |  5 Pages Traditional tales are a reflection of culture in which they are told due to various aspects. They deal with goddesses, gods, and other supernatural creatures that relate to humans. The importance of myths being traditional tales and a reflection of culture displays the civilization and society of a myth and its truths. Human culture conserves historical records within the human language. 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And poetry, â€Å"equipped men and women to perceive authentic value in the workings of the society and culture around them† (Leitch, et al. 693). We see Arnold’s view differ slightly from the other romanticistsRead MoreIdeas About What Constitutes A Family In Australia Has1433 Words   |  6 PagesThis essay will explore social and cultural changes in Australia over the past fifty years and how these particular changes affect social work practice within families, young people and children. In addition, this essay will provide a personal reflection of the author’s family experiences, and how these experiences will influence the author’s social work practice with children, young people and families. This personal reflection will also identify the strengths that the author holds i n this area ofRead MoreWhat Did I Notice About Myself? Essay1574 Words   |  7 Pagesperceive, think, feel, and behave, before beginning to understand the shared assumptions, or culture, of an organisation. 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The Era of Sleep Is Over Essay - 1416 Words

I have found a problem that should not be over looked. For many years students and teachers have had precious hours of sleep seized from them by schools all across the great United States of America. I am no attorney, but I do know seizure of property without a proper warrant is against the Fourth Amendment; one of the twenty seven amendments our very nation has been built upon today. I am not proposing we go to court with our school systems, but I am suggesting we can all comprise and find a few simple solutions to this unlawful problem we are all enduring. Therefore, high school start times should be pushed back to benefit students, teachers and our school systems. Students who attend high school may come across as slackers,†¦show more content†¦I know schools have really been focusing on how bullying and suicides are related, but why they don’t try to fix the depression, which could lead to suicide, that they are causing? If we were really concerned with our childr en’s safety, we should be saying no to early start times before saying no to bullies. The problem is depression isn’t the only thing linked to sleep deprivation. Not enough sleep correlates directly with the quality of work students offer in the classroom as well. Conditions due to lack of sleep include: concentration difficulties, mentally ‘drifting off’ in class, shortened attention span, memory impairment, poor decision making, lack of enthusiasm, moodiness and aggression, risk-taking behavior, slower physical reflexes, and reduced sporting and academic performance (â€Å"Teenagers†). To many, this is a very eye opening list and further proves that students not obtaining enough sleep at night should not be taken light heartedly. Imagine the improvement a single hour of sleep would lead to for our school systems and specifically our students. If teenagers could focus more, remember better and not come across as edgy then school days would go smoot her, grades would be higher and the hallways would be way more peaceful. All of which would contribute to a much nicer and enjoyable high school experience. Another great difference that would result from more sleep for teens consists of a lesserShow MoreRelatedGender Roles In The Renaissance Era885 Words   |  4 PagesJaniah Bell C. Stuckey Adv. English 12 23 October 2017 The Fluid Nature of Gender in the Renaissance Era Communicating about gender isn’t unusual in todays time period as it would have been in the Renaissance Era. The Tragedy of Macbeth is about a brave Scottish general named Macbeth who receives a prophecy from a trio of witches that one day he will become King of Scotland. Consumed by ambition and spurred to action by his wife, he murders King Duncan and takes the throne. 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The Short Second Life of Bree Tanner Chapters 10 Free Essays

Before I could process this, Riley roared out an animalistic shriek of rage. He was staring down at the ashy remains on the floor, his eyes bulging in fury. Everyone stood silent, immobile. We will write a custom essay sample on The Short Second Life of Bree Tanner Chapters 10 or any similar topic only for you Order Now We’d al seen Riley lose his temper, but this was something different. Riley spun and raked his fingers through a blaring speaker, then ripped it from the wal and hurled it across the room. Jen and Kristie dodged out of the way as it exploded into the far wal, sending up a cloud of pulverized drywal dust. Riley smashed the sound system with his foot, and the thudding bass went silent. Then he leaped to where Raoul stood, and grabbed him by the throat. â€Å"I wasn’t even here!† Raoul yel ed, looking afraid – I’d never seen that before. Riley growled hideously and threw Raoul as he’d thrown the speaker. Jen and Kristie jumped out of the way again. Raoul’s body crashed right through the wal, leaving an enormous hole. Riley caught Kevin by the shoulder and – with a familiar screech – ripped off his right hand. Kevin cried out in pain and tried to twist out of Riley’s grip. Riley kicked him in the side. Another harsh shriek and Riley had the rest of Kevin’s arm. He tore the arm in half at the elbow and threw the pieces hard into Kevin’s anguished face – smack, smack, smack, like a hammer striking stone. â€Å"What is wrong with you?† Riley screamed at us. â€Å"Why are you al so stupid?† He made a grab for the blond Spider-Man kid, but that kid leaped out of his way. His jump left him too close to Fred, and he stumbled back toward Riley again, gagging. â€Å"Do any of you have a brain?† Riley smacked a kid named Dean into the entertainment center, shattering it, then caught another girl – Sara – and tore her left ear and a handful of hair from her head. She snarled in anguish. It became suddenly obvious that Riley was doing a very dangerous thing. There were a lot of us in here. Already Raoul was back, with Kristie and Jen – usual y his enemies – flanking him defensively. A few others banded together in clusters around the room. I wasn’t sure if Riley was aware of the threat or if his rant came to an end natural y. He took a deep breath. He tossed Sara her ear and the hair. She recoiled away from him, licking the torn edge of her ear, coating it with venom so that it would reattach. There was no remedy for the hair, though; Sara was going to have a bald spot. â€Å"Listen to me!† Riley said, quiet but fierce. â€Å"Al our lives depend on you listening to what I’m saying now and thinking! We are al going to die. Every one of us, you and me, too, if you can’t act like you have brains for just a few short days!† This was nothing like his usual lectures and pleadings for control. He definitely had everyone’s attention. â€Å"It’s time for you to grow up and take responsibility for yourselves. Do you think you get to live like this for free? That al the blood in Seattle doesn’t have a price?† The little clusters of vampires no longer seemed threatening. Everyone was wide-eyed, some exchanging mystified glances. I saw Fred’s head turn toward me in my peripheral vision, but I didn’t meet his gaze. My attention was focused on two things: Riley, just in case he started to attack again, and the door. The door that was stil closed. â€Å"Are you listening now? Real y listening?† Riley paused, but no one nodded. The room was very stil . â€Å"Let me explain to you the precarious situation we are al in. I’l try to keep it simple for the slowest ones. Raoul, Kristie, come here.† He motioned to the leaders of the two largest gangs, al ied for this brief moment against him. Neither of them moved toward him. They braced themselves, Kristie baring her teeth. I expected Riley to soften, to apologize. To placate them and then persuade them to do what he wanted. But this was a different Riley. â€Å"Fine,† he snapped. â€Å"We’re going to need leaders if we’re going to survive, but apparently neither of you is up to the task. I thought you had aptitude. I was wrong. Kevin, Jen, please join me as the heads of this team.† Kevin looked up in surprise. He had just finished putting his arm back together. Though his expression was wary, it was also unmistakably flattered. He slowly got to his feet. Jen looked at Kristie as if waiting for permission. Raoul ground his teeth together. The door at the top of the stairs did not open. â€Å"Are you not able, either?† Riley asked, irritated. Kevin took a step toward Riley, but then Raoul rushed him, leaping across the long room in two low bounds. He shoved Kevin against the wal without a word and then stood by Riley’s right shoulder. Riley permitted himself a tiny smile. The manipulation wasn’t subtle, but it was effective. â€Å"Kristie or Jen, who wil lead us?† Riley asked with a hint of amusement in his voice. Jen was stil waiting for a sign from Kristie as to what she should do. Kristie glowered at Jen for an instant, then flipped her sandy hair out of her face and darted to stand on Riley’s other side. â€Å"That took too long to decide,† Riley said seriously. â€Å"We don’t have the luxury of time. We don’t get to fool around anymore. I’ve let you al do pretty much whatever you feel like, but that ends tonight.† He looked around the room, meeting everyone’s eyes, making sure we were listening. I held his gaze for only a second when it was my turn, and then my eyes flipped back to the door. I corrected instantly, but his glare had moved on. I wondered if he’d noticed my slip. Or had he seen me at al, here beside Fred? â€Å"We have an enemy,† Riley announced. He let that sink in for a moment. I could tel the idea was shocking to several of the vampires in the basement. The enemy was Raoul – or if you were with Raoul, the enemy was Kristie. The enemy was here, because the whole world was here. The thought that there were other forces out there strong enough to affect us was new for most. Would have been new to me, too, yesterday. â€Å"A few of you might be smart enough to have realized that if we exist, so do other vampires. Other vampires who are older, smarter†¦ more talented. Other vampires who want our blood!† Raoul hissed, and then several of his fol owers echoed him in support. â€Å"That’s right,† Riley said, seeming intent on egging them on. â€Å"Seattle was once theirs, but they moved on a long time ago. Now they know about us, and they are jealous of the easy blood they used to have here. They know it belongs to us now, but they want to take it back. They are coming after what they want. One by one, they’l hunt us down! We’l burn while they feast!† â€Å"Never,† Kristie growled. Some of hers and some of Raoul’s growled, too. â€Å"We don’t have a lot of choices,† Riley told us. â€Å"If we wait for them to show up here, they wil have the advantage. This is their turf, after al . And they don’t want to face us head-on, because we outnumber them and we are stronger than they are. They want to catch us separated; they want to take advantage of our biggest weakness. Are any of you smart enough to know what that is?† He pointed at the ashes at his feet – now smeared into the carpet and unrecognizable as a former vampire – and waited. No one moved. Riley made a disgusted sound. â€Å"Unity!† he shouted. â€Å"We don’t have it! What kind of a threat can we pose when we won’t stop kil ing each other?† He kicked the dust, sending up a smal black cloud. â€Å"Can you imagine them laughing at us? They think taking the city from us wil be easy. That we’re weak with stupidity! That we’l just hand them our blood.† Half the vampires in the room snarled in protest now. â€Å"Can you work together, or do we al die?† â€Å"We can take them, boss,† Raoul growled. Riley scowled at him. â€Å"Not if you can’t control yourself! Not if you can’t cooperate with every single person in this room. Anyone you take out† – his toe nudged the ashes again – â€Å"might be the one who could have kept you alive. Every one of your coven that you kil is like handing our enemies a gift. Here, you’re saying, take me down! â€Å" Kristie and Raoul exchanged a glance as if they were seeing each other for the first time. Others did the same. The word coven was not unfamiliar, but none of us had applied it to our group before. We were a coven. â€Å"Let me tel you about our enemies,† Riley said, and al eyes locked on his face. â€Å"They are a much older coven than we are. They’ve been around for hundreds of years, and they’ve survived that long for a reason. They are crafty and they are skil ed and they are coming to retake Seattle with confidence – because they’ve heard the only ones they’l have to fight for it are a bunch of disorganized children who wil do half their work for them!† More growls, but some were less angry than they were wary. A few of the quieter vampires, the ones Riley would have cal ed tamer, looked skittish. Riley noticed that, too. â€Å"This is how they see us, but that’s because they can’t see us together. Together, we can crush them. If they could see al of us, side by side, fighting together, they would be terrified. And that’s how they’re going to see us. Because we’re not going to wait for them to show up here and start picking us off. We’re going to ambush them. In four days.† Four days? I guessed our creator didn’t want to cut it too close to the deadline. I looked at the closed door again. Where was Diego? Others reacted to the deadline with surprise, some with fear. â€Å"It’s the last thing they’l expect,† Riley assured us. â€Å"Al of us – together – waiting for them. And I’ve saved the best part for last. There are only seven of them.† There was an instant of incredulous silence. Then Raoul said, â€Å"What?† Kristie stared at Riley with the same disbelieving expression, and I heard muttered whispers around the room. â€Å"Seven?† â€Å"Are you kidding me?† â€Å"Hey,† Riley snapped. â€Å"I wasn’t joking when I said this coven is dangerous. They are wise and†¦ devious. Underhanded. We wil have power on our side; they wil have deception. If we play it their way, they will win. But if we take it to them on our terms†¦Ã¢â‚¬  Riley didn’t finish, he just smiled. â€Å"Let’s go now,† Raoul urged. â€Å"Let’s get ’em out of the picture fast.† Kevin growled enthusiastical y. â€Å"Slow down, moron. Rushing into things blind isn’t going to help us win,† Riley chided him. â€Å"Tel us everything we need to know about them,† Kristie encouraged, shooting Raoul a superior look. Riley hesitated, as if deciding how to word something. â€Å"Al right, where to begin? I guess the first thing you need to know is†¦ that you don’t know everything there is to know about vampires yet. I didn’t want to overwhelm you in the beginning.† Another pause while everyone looked confused. â€Å"You have a little bit of experience with what we cal talents.’ We have Fred.† Everyone looked at Fred – or rather they tried to. I could tel from Riley’s expression that Fred did not like being singled out. It looked like Fred had real y turned up the volume on his â€Å"talent,† as Riley cal ed it. Riley cringed and looked away quickly. I stil didn’t feel anything. â€Å"Yes, wel, there are some vampires who have gifts beyond the usual super strength and super senses. You’ve seen one aspect in†¦ our coven.† He was careful not to say Fred’s name again. â€Å"Gifts are rare – one in fifty, maybe – but every one is different. There’s a huge range of gifts out there, and some of them are more powerful than others.† I could hear a lot of murmurs now as people wondered if they might be talented. Raoul was preening like he’d already decided he was gifted. As far as I could tel, the only one around here that was in any way special was standing next to me. â€Å"Pay attention!† Riley commanded. â€Å"I’m not tel ing you this for entertainment.† â€Å"This enemy coven,† Kristie interjected. â€Å"They’re talented. Right?† Riley gave her an approving nod. â€Å"Exactly. I’m glad someone here can connect the dots.† Raoul’s upper lip twitched back over his teeth. â€Å"This coven is dangerously talented,† Riley went on, his voice dropping to a hushed whisper. â€Å"They have a mind reader.† He examined our faces, looking to see if we got the importance of this revelation. He didn’t seem satisfied with his assessment. â€Å"Think, guys! He’l know everything in your head. If you attack, he’l know what move you’re going to make before you know it. You go left, he’l be waiting.† There was a nervous stil ness as everyone imagined this. â€Å"This is why we’ve been so careful – me, and the one who created you.† Kristie flinched away from Riley when he mentioned her. Raoul looked angrier. Nerves strained universal y. â€Å"You don’t know her name, and you don’t know what she looks like. This protects us al . If they’d stumbled across one of you alone, they wouldn’t realize that you were connected to her, and they might have let you be. If they knew you were part of her coven, there would be no delay in your execution.† How to cite The Short Second Life of Bree Tanner Chapters 10, Essay examples

Principles of Negotiation and Conflict Resolution

Question: Describe about the terms and Principles of Negotiation? Answer: For a scientist three virtues are very important for a successful scientific career and these are negotiation, persuasion and diplomatic skills. Negotiation is defined as a dialogue conversation in between two or more parties or people to bring an understanding level and to come to an outcome of advantage to both the parties and satisfy views of all the involved people. Persuasion is defined as a view point, keeping own opinion in interest of the work and diplomatic skills are important so that the relationships made in the professional circle could be maintained and preserved which may help in future and in promotion of the career in future. For a successful career and recognition it is very significant for a scientist to pay full attention and become aware of all the things they have experienced in their career. Along with it is equally important to understand the performance and behaviour of the fellow colleagues who have made a remarkable success in this complicated scientific wo rld. Why negotiation is required In science negotiation is required while discussing the method of experiment, in its designing, then in interpreting the results obtained, in making plans for the new or ongoing experiments, making reagents availability, then in giving awards or recognition for those who are involved in the project and most importantly in deciding who will be the main author, second author and so on of the paper. During a scientific project, its management is equally important and for that good management some skills are very necessary as work and people both are important and to manage the whole team require some skills which are keeping in notice about what you think and feel about project. Second is how you anticipate the behaviour and cost of your thinking. Then learning to recognize your strong points, during any tough or conflicting situation learn to control your anger. At the same time be clear about your interests and instead of attacking the person, try to solve the problem. All these skills require self attentiveness and awareness. Learning from Negotiation Negotiation is required as it makes you alert about the interests, needs and belief of other people. It helps people in learning and in observing tough situation so that they may quickly alter their own response and behaviour. It also teach us that most of the times listening could be fruitful than talking and to focus on the underside interests rather than on being stiff at end. Principled Negotiation Principled negotiation is referred mainly because it focuses on the benefits of both the people involved in the conversation. According to one of the authors named William Ury and Roger Fischer who wrote about Principled Negotiation in their Book Getting to Yes (Fisher and Ury1991) and subsequently another book Getting to No (Ury 1993), principled Negotiation is necessary as it helps in focussing on the benefits and interests of both the parties involved. What not to be Negotiated Some situations are beyond the thought of negotiation as, deciding for a scientist who is not performing his duties for the task. In that situation no negotiation is required as it should be a fair decision and a sole judgment. Negotiation in a good faith Sometimes making any decision could be made independently but still you believe to involve people into it for negotiation. So this should be accompanied with self belief and in a manner that doesnt disregard anyone. If you think that you are making a fair and right judgment and stay on it and inform the people involved in decision making but the way of representing your decision should be fair and polite. Prepare yourself first then Negotiate It is very much advisable to first prepare for the topic which is to be negotiated then involve into it because without an insight preparation you may not able to give a clear thought of you side and which may result into confusion and to a controversial discussion. Elements of Principled Negotiation Prepare for the negotiation. Make yourself fully insightful about the matter to be negotiated. Always keep in mind the underlying interest of the whole project in your mind not self interest or interest of your position. Discussion should not focus the person but should focus the problem, so do not use statement as you did that etc. Learn to expand the discussion so that the interest of people could come in front. Learn to manage your strong points (Goleman D. 1995). Dont take any discussion personally (Plouse S. 1993). Always listen to the other party (Lynn A.B. 2002) and be compassionate (Burns D.D. 1990). Control your anger and alter your behaviour. References: 1. Burns D.D. 1990. The feeling Good Handbook. Plume/Penguin. New York.2. Fisher R. And Ury W. 1991. Getting to Yes. Negotiating Agreement without givingIn. 2nd Penguin Books. New York.3. Goleman D. 1995. Emotional Intelligence: Bantam Books. New York4. Lynn A.B. 2002. Emotional Intelligence Activity Book: 50 Activities for developing EQ at Work. Amacom. HRD Press. New York.5. Plouse S. 1993. The psychology of judgement and decision making. McGraw Hill. New York.6. Ury W. 1993. Getting Past No: negotiating your way from confrontation to cooperation. Bantam books. New York.

Truism About Human Nature Essay Example

Truism About Human Nature Essay Their vulnerabilities can be divided into 2. * Physical vulnerabilities * Personal vulnerabilities Physical vulnerabilities: Physical needs can be frustrated by physical privations or traumas leading to acute distress experiences such as hunger, thirst, cold, fatigue, the pain of disease or accident or attack, sexual tension. In the animal realm there appear to be something like emotional distress experiences involved with some, at any rate, of the physical ones. Thus there is anger vented in defensive or offensive aggression when the issues concern mating, territory or food. There is fear leading to immobility or flight when under attack, as an alternative to counter-aggression. There is grief in some species exhibited in wailing and mourning when there is separation from parent or offspring or mate. Human beings, it is reasonable to suppose, function in similar ways, with emotional distresses of anger, fear and grief and their behaviors, tied in with physical frustrations. In animals of the same species, anger with its associated aggressive threat or fight behavior appears to have adaptive functions: it leads to social cohesion and leadership by maintaining dominance hierarchies; it makes for an effective use of available territory (and food) by separating groups out over it; it benefits progeny by selecting out the best parents; it protects the young. Nor, in natural habitats, is it necessarily highly destructive: the norm is often threat behavior or token fights rather than serious wounding and killing, although the latter does occur. We will write a custom essay sample on Truism About Human Nature specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Truism About Human Nature specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Truism About Human Nature specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Intra-specific aggression among animals seems more harnessed to the preservation of life than to its destruction. Among monkeys and apes, intra-specific aggression is stronger in baboons, weaker in gorillas and chimpanzees, but in the wild it is almost entirely reduced to threat displays with very little overt fighting. In unusual environmental circumstances however, as in captivity where there may be crowding and/or sudden disturbances, unfamiliar irritations, then all these species can be violently aggressive to their own kind. We do not know the sort of aggression that occurred among early hominids, but it does seem reasonable to suppose that the human organism, physically comparable as it is to the primates, has tendencies toward the adaptive aggression shown among primates and, when under physical duress such as overcrowding, to the more violently destructive aggression also exhibited under such conditions by primates. Personal Vulnerabilities: But the organism is not only the locus of physical needs, it is also the medium for the fulfilment of what I have called personal needs rooted in capacities for love, understanding and choice, where these capacities have a potential reach far beyond the confines of physical survival needs. Thus any interference with physical needs, any threat to the integrity of the organism, is at the same time some kind of interference with or threat to the fulfilment of personal needs. Why, for example, do human infants and children have a grief-like crying and sobbing response to minor physical hurts? Is it because the physical pain and shock is also experienced as an immediate interruption of their need to love and be loved? Thus to understand fully human response to physical privations and trauma, we must take into account, I suggest, not only the fear, anger and grief tied in with organismic frustration but also a different order of fear, anger and grief that is tied in with the frustration of personal needs as defined. The reverse may also be the case: frustration at the purely human level may of itself lead to distress at the physical level fatigue, insomnia, pain, wasting. ) Interrupt and restrict a child physically, then the simple angry fight response of the impeded organism can be enormously fuelled by the angry, righteous indignation of a being whose need to be self-directing in her exploration of the world has been suspended. There is often this double loading of distress to take into account. But the two sorts of frustration can be relatively independent of each other. Thus the human adult at any rate can experience minor physical frustrations without distress at the level of personal needs; and conversely can have all physical needs fully satisfied while undergoing major frustrations of personal needs. Primary sources of personal vulnerability By primary sources I mean sources that are intrinsic to the human condition prior to human invention and intention. They are the inherent stresses of human existence, of the given system of persons in the world, stresses which can frustrate basic personal needs. 1. Tensions between physical needs or survival and personal needs for self-realisation and cultural achievement. This is the great tension between life and mind, between the biocentric nature of the organism and the mental aspiration of the person, accentuated by a physical environment that can demand persistent, repetitive, arduous address to survival tasks. The relentless meeting of physical needs can significantly frustrate the meeting of personal needs for shared loving, for knowledge, for varied cultural achievement through lack of time, energy, resources, opportunity. Distress may thus accumulate at the personal level, without time or knowledge to resolve it. 1. If, as well as these effects of the persistent demands of survival, there is added actual frustration of physical needs as a result of drought or pests or disease or any other natural cause, then we have the crucial area of double distress: the distress of physical frustration compounds the already cumulative distress of personal frustration. 2. The biocentric nature of the organism may set up another kind of stress at the mental level. Physical needs may spontaneously distort the untutored human imagination into phantasies of disproportionate physical fulfilment, especially when these needs are subjected to the stress of frustration. There can thus be a stress-induced artificial inflation of physical satisfactions that can of itself subvert a real fulfilment of the person: mental capacities are frustrated by being harnessed to the irrelevant pursuit of redundant bodily gratification. 3. The postulated stress here is that of psychological gravity: the untutored capacities of the person are drawn into the orbit of physical needs, falsely illuminating and enlarging them, to the distortion of both. 2. Tension between love needs and the universal phenomenon of separation. Birth is a separation; death is a separation; disease, injury, congenital defect may involve separation; shorter or longer partings between those who love seem, to be inescapable components of living, working and surviving. Birth may be profoundly traumatic. 3. Tension between understanding needs and the relative inscrutability of phenomena. The world has not yielded up its intelligibility lightly: knowledge has been laboriously won. The unknown surrounds humans on every side. The human psyche is even more inscrutable than the phenomenal world. Humans want to understand, but the veil is drawn thickly around them and within them. 4. Tension between self-direction needs and the resistant, refractory, elemental nature of the physical. There is a great gap between aspiration and action, between the chosen possibility and its realisation in the world. Bodily skills have to be acquired, tools made, tough material worked. The world abounds with great frustrators of human effort, of the determination to take charge: fire, flood, deluge, drought, earthquake, avalanche, volcano, pests, vermin, animal marauders, disease, accident, deterioration, decay, and so on. 5. The inherent intrapsychic instability of, the internal tensions among, unprogrammed but potentially unlimited, human capacities, whose behavioural fulfillment is entirely acquired. This instability is accentuated by an environment which abounds with examples of destructive ruthlessness both in the animal kingdom and in the natural elements. A human may be frustrated and disoriented simply by the excess of options available. And in this state of internal disarray, destructive examples in nature may inspire inappropriate choices. Alternatively, situations may arise where human needs frustrate each other, so that love fulfilled or knowledge gained or autonomy achieved may be at the expense of one another. 6. Finally, of course, there is simply the presence of other members of the human race, all of whom are also subject to all the same sources of personal vulnerability, as well as the many sources of physical vulnerability. There is thus an inherent social instability in the given system of things: social transactions have to occur among beings who are immersed in a given world that can cause in them as individuals great personal stresses and frustrations on top of purely physical stresses and frustrations. Interacting with other beings who are personally and/or physically distressed is yet another source of frustration of personal needs. In one sense, all these interacting tensions can be seen as conditions of growth, the stresses that call human development into being. The human condition is inherently stressful, but in a human-affirmative or provocatively creative way. Up to a point, a tension or combination of interacting tensions, is a line of stress that provokes a growth-promoting and constructive burst of energy affective, cognitive, conative from the human being. Separation can intensify and clarify love; the inscrutability of the world provokes the mind into enquiry; the intractability of matter and its sudden cataclysms challenge achievement; the demands of survival arouse a technological and cultural development that transcends the purely iological; the inherent instability of human potential provokes self-knowledge and self-development; the inherent social instability that occurs in the given world is a spur to social creation, co-operation, collective achievement. The world provides a dramatic series of shocks and blocks that arouses the person slumbering in the organism, the society slumbering in nature. However the human condition a lso appears to be such that these tensions can interact and occur at a rate resulting in an accumulated overload of distress that can lead to compulsive, distorted, destructive behaviour. I have a phantasy caricature of a negative possibility for the life of early humans: they are beset by separation anxiety through high infant mortality, sudden death by natural disaster or animal attack, by disease or accident; they are beset by fears rooted in ignorance; by mounting frustration at the sheer implacability of the material world; they are internally confused by the inchoate aspirations of a multifarious, untutored and unknown potential; they are externally confused by association with other humans exhibiting the same range of tensions. And all these  personal  distresses compound a continuous series of  physical  dangers and distresses pain, hunger, cold, animal-like aggression (from animals and humans), and the fear and anger that go with them. Above all, because of the relentless need to pursue and maintain survival in a difficult environment, these compound distresses accumulate without respite without time to recover from them or knowledge to resolve them until a condition of overload is reached and behaviour breaks down into distorted and maladaptive forms  between people. The general thesis then is that the sources of physical vulnerability combined with the primary sources of personal vulnerability can have two different effects. Up to a certain level of intensity they provoke a truly human development: human capacities are exercised and fulfilled in meeting the challenge of physical existence. Beyond this level they overload the human system and behaviour starts to become distorted, especially behaviour between people. Distorted and perverted human behaviour is the secondary source of personal vulnerability. The level of intensity will fluctuate as a function of the changing patterns of interaction of very many variables. The critical threshold of overload will be idiosyncratic for each individual: a parent whose children all of die in infancy will be in a very different state of stress than one who loses none. But there may well be pervasive ecological factors that from time to time determine thresholds in a whole community. In general it seems reasonable to suppose that, given varied individual thresholds in a society, we shall find the typically human phenomenon of genuine cultural achievement interfused with distorted and perverted behavior some of which will be congealed in accepted social practices and institutions. The fact that the intrinsic stresses of the human condition are such that human behavior can break down into distorted and perverted forms is itself a kind of meta-challenge to transpersonal development, in my view. The first order challenge of the stresses is to personal and interpersonal development, but the continued vulnerability of  this  achievement is a second order challenge to cultivate the wider reaches of human awareness. In the theory and method of co-creating (Chapter 19,  Sacred Science,  Heron, 1998), I develop the radical view that cosmic self-forgetting, an ongoing contraction of spiritual awareness and attunement, is that which ultimately sustains all distorted human behaviors. Secondary sources of personal vulnerability Basic personal needs are frustrated by the interfering actions of other humans. The most obvious and most vulnerable victims are children. 1. Physical interference. Bodily harm or the threat of bodily harm; a difficult birth; sexual interference; deprivation of contact, food, water, heat, sleep, sex. This can lead to compound distress, as I have suggested: the emotional effects of physical frustration combined with the emotional effects of personal frustration. The emotional perturbation at the personal level when physical needs are frustrated will be much greater, I suggest, when other humans are the intentional frustrators than when non-human conditions are. Children who are physically harmed and deprived by their parents can clearly suffer, as well as the physical distress and its concomitants, a great interference with their needs both for love and for self-direction. 2. Psychological interference. That is, interference with personal needs as such. Love needs can be frustrated by parting, separation, loss that is the result of human decision and intervention; by censure, criticism, reproof, mockery, invalidation whether verbal or non-verbal; by psychological neglect, withdrawal, disregard, alienation, rejection. Needs for understanding can be frustrated in children by failure of adults to respond to enquiry, to give needed and relevant information, to communicate freely and appropriately, to provide an environment full of mental stimulation and arousal at critical periods of response, to facilitate imagination, phantasm and mythopoeia thinking, to provide equipment and opportunity for practical skills and learning how, to provide reading and writing skills. Needs for self-direction in children can be frustrated by adults nagging, by endlessly imposed prescriptions, commands, demands, precepts, minatory shoulds and oughts and musts and their negatives, by taking over and doing everything for, by failing to provide time and place for self-directed play, exploration, activity, interaction. There is probably no such thing as exclusive frustration of one basic personal need. Love frustrated is also in some way understanding and self-direction distorted (and similarly with each of the latter two): the unloved child may in later life exercise her intellect in strange ways and compulsively reject others in a way that severely restricts her ability to take charge of her life. 3. Social interference. The personal needs of a great number of people can be systematically interfered with in rigid organisations and societies in which there is political oppression, economic exploitation, denial of human rights. Personal needs here may be almost totally negated, or their fulfilment may only be tolerated up to a point and in certain restricted social areas, or the needs may be tolerated only in distorted and warped forms of development. But whatever distortions are imposed on the oppressed, complementary distortions are found in the oppressors. Social interference with personal needs can be looked at in three categories, the third including within it the second, and the second the first: * Face-to-face interference. The actual behaviour event where one or more persons interfere with the humanity of one or more persons. Organisational interference. A particular organisation the household, the school, the company, the department whose normative structure is oppressive in some or other respect to some degree. * Societal interference. Cultural oppression the oppressive features of the combined norms and values of a whole society, its political, economic, cultural, religious and domestic associ ations. Subcultural oppression would derive from the norms and values of a given social class, or ethnic group, or geographical community. Organisation and societal interference can be seen as the institutionalisation of distorted and perverted human behaviour. Oppressive interaction face-to-face generalises into oppressive normative structures. The distorted society is the artifact of distorted individuals and tends to be self-perpetuating until riven apart by the extremity of its own distortion. While an oppressive normative structure will be maintained by oppressive face-to-face interactions that occur within it, the mere existence of an oppressive normative structure can of itself be a source of oppression independent of any particular act within it. Thus once a person is sensitised to the structure, she will conform behaviour to it without there necessarily being any intervention from anyone else. Social interference with personal needs is not all of a piece. At the face-to-face level, these are some, at least, of the important distinctions to be made: * Interference that follows from distorted or perverted behaviour as these are defined in earlier sections. * Interference that follows from authentic good intention combined with ignorance. In the light of greater knowledge the interference would be seen to be both unnecessary and avoidable. The ignorance may have been avoidable or unavoidable: in the former case the good intention becomes somewhat tarnished. * Interference that follows from a rational, humane and well informed decision. The interference here may be regarded as necessary and unavoidable in the circumstances. There is unfortunately a blurred area between the first two of these and again between the last two. It may be unclear whether or not an ignorant good intention is but the masquerade of compulsive behaviour; or whether or not what appears to be a wise decision will be seen with the greater wisdom of hindsight to have been but ill-informed good intention. Tertiary sources of personal vulnerability A related and equally important distinction is that a social norm that has an interfering effect is not necessarily an obviously oppressive or unjust norm. In other words, I am postulating an area of unavoidable tension and conflict between personal needs and normative structures, however enlightened those structures may be. Persons can only be persons in relation. They can only realize their authentic personal needs in corporate systems of interdependence, in coherent and stable social structures, which by virtue of their nature tend to be conservative. At their best, such structures represent recently past levels of achievement in realizing human capacities. But if, as I postulate, such capacities are potentially unlimited in their range of fulfillment, then tension can arise between the degree of fulfillment evident in prevailing social practices and the innovative thrust of these capacities toward new levels of achievement. So that is one area of unavoidable tension: between the innovative individual and the social conserve, whatever the nature of the conserve. But apart from the drama of social change and innovation, there tends to be an unavoidable tension between individual needs and the corporate needs of the organization or collective within which the individual seeks fulfillment. The social realities of the human condition being what they are, I postulate that even in the most enlightened organizational development, tension and conflict will arise on the interface between individual need and corporate purpose. What makes an organization enlightened is that it has built-in procedures for acknowledging such conflict and working constructively with it. The child faces this tension in a particularly acute form, since the younger she is, the less readily she can grasp that the family collective has a purpose or purposes which may at times legitimately constrain the immediate fulfillment of her human needs. Frustration tolerance, skills in the constructive handling of tension and conflict, all appear to be necessary and legitimate concepts at the level of personal needs. When the capacity to love is fulfilled, it includes, paradoxically, just this ability to accept a measure of personal frustration, to work through conflict to the fulfillment of wider social purposes. These individual-in-society tensions I call tertiary sources of personal vulnerability because I believe they are intrinsic to social structures as such, however enlightened those structures may be, and only occur in their pure or intrinsic form in organizations that have started to clean themselves up, that have become relatively free of the more obvious distortions and perversions. I see such tensions as a creative issue when human beings start to climb out of their long history of individual and social breakdown, rather than as a contributory factor to such breakdown. The distresses to which these tensions may give rise will very much be self-generated by autonomous persons who will voluntarily undertake to undergo them as necessary part of personal growth and social change. This is the arena of voluntary, conscious, intentional suffering: the stress-seeking behavior of the self-actualizing person.

10 Pros and Cons of Being a School Principal

10 Pros and Cons of Being a School Principal There are many pros and cons that come with being a principal. It can be a rewarding job, and it can also be an extremely stressful job. Not everyone is cut out to be a principal. There are certain defining characteristics that a good principal will possess. If you are thinking of becoming a principal, it is crucial that you weigh all the pros and cons that come with the job. Take all factors of both sides into consideration before making your final decision. If you do not feel you can handle the cons, stay away from this profession. If you believe that the cons are only roadblocks, and the pros are well worth it, then go for it. Being a principal can be a terrific career option for the right person. Pros of Being a School Principal Salary. The median expected annual salary of a principal is over $100,000, while the median expected annual salary for a teacher is under $60,000. That is a significant increase in salary and can have a substantial impact on your family’s financial status, as well as on your retirement. That increase in salary is well-earned, as you will see when we look at the cons. There is no denying that a significant increase in salary makes it appealing to a lot of people to make that jump from teacher to principal. However, it is essential that you do not make that decision based on salary alone. Variety. Redundancy is never an issue when you are a school principal. No two days are ever alike. Each day brings new challenges, new problems, and new adventures. This can be exciting and keeps things fresh. You can go into a day with a solid plan of things to do and fail to accomplish a single thing that you expected. You never know what will await you on any particular day. Being a principal is never boring. As a teacher, you establish a routine and mostly teach the same concepts each year. As a principal, there is never an established routine. Each day has its own unique routine that dictates itself as time passes. Control. As the school leader, you will have more control over virtually every aspect of your building. You will often be the lead decision-maker. You will typically have at least some control over key decisions, such as hiring a new teacher, changing curriculum and programs, and scheduling. This control allows you to put your stamp on what your building does. It provides you with the opportunity to implement the vision that you have for your school. You will also have total control over daily decisions, including student discipline, teacher evaluations, professional development, and so on. Success. As the building principal, you will also get credit when credit is due. When an individual student, teacher, coach, or team succeeds, you also succeed. You get to celebrate in those successes because a decision you made somewhere along the line likely helped lead to that success. When someone associated with the school is recognized for outstanding achievement in some area, it typically means that the right decisions have been made. This can often be traced back to a principal’s leadership. It may be as straightforward as hiring the right teacher or coach, implementing and supporting a new program, or offering a particular student the right motivation. Impact. As a teacher, you often only have an impact on the students you teach. Make no mistake that this impact is significant and direct. As a principal, you can have a larger, indirect impact on students, teachers, and support personnel. The decisions you make can affect everyone. For example, working closely with a young teacher who needs some direction and guidance has a tremendous impact on both the teacher and every student they will ever teach. As a principal, your impact is not limited to a single classroom. A single decision can be transcendent throughout the entire school. School Principal Cons Time. Effective teachers spend a lot of extra time in their classrooms and at home. However, principals spend a much greater amount of time doing their jobs. Principals are often the first one to school and the last one to leave. In general, they are on a 12-month contract, getting only two to four weeks of vacation time during the summer. They also have several conferences and professional development duties they are required to attend. Principals are usually expected to attend almost every extra-curricular event. In many cases, this can mean attending events three to four nights a week during the school year. Principals spend a lot of time away from their homes and their families throughout the school year. Responsibility. Principals have a greater workload than teachers do. They are no longer responsible for only a few subjects with a handful of students. Instead, a principal is responsible for every student, every teacher/coach, every supporting member, and every program in their building. A principal’s responsibility footprint is enormous. You have your hand in everything, and this can be overwhelming. You have to be organized, self-aware, and confident to keep up with all of those responsibilities. Student discipline issues arise every day. Teachers require assistance on a daily basis. Parents request meetings to voice concerns regularly. You are the one responsible for handling each of these, as well as a plethora of other issues that occur within your school every day. Negativity. As a principal, you deal with many more negatives than you will positives. The only time you typically deal with students face-to-face is because of a discipline issue. Each case is different, but they are all negative. You also get to handle teachers complaining about students, parents, and other teachers. When parents request a meeting, it is almost always because they want to complain about a teacher or another student. These constant dealings with all things negative can become overwhelming. There will be times you will need to shut your office door or go observe an extraordinary teacher’s classroom just to escape all the negativity for a few minutes. However, handling all of these negative complaints and issues is a substantial part of your job. You must effectively address each issue, or you will not be a principal for long. Failures. As discussed earlier, you will receive credit for successes. It is also crucial to note that you will also be responsible for failures. This is especially true if your building is a low-performing school based on standardized test performance. As the leader of the building, it is your responsibility to have programs in place to assist in maximizing student performance. When your school fails, someone has to be the scapegoat, and that could fall on your shoulders. There are many other ways to fail as a principal that could jeopardize your job. Some of those include making a series of damaging hires, failing to protect a student who has been bullied, and keeping a teacher who is known to be ineffective. Many of these failures are avoidable with hard work and dedication. However, some failures will occur no matter what you do, and you will be linked to them because of your position in the building. Politics. Unfortunately, there is a political component to being a principal. You have to be diplomatic in your approach with students, teachers, and parents. You cannot always say what you want to say. You have to remain professional at all times. There are also occasions where you may be pressured into making a decision that makes you uncomfortable. This pressure may come from a prominent community member, school board member, or your district superintendent. This political game could be as straightforward as two parents wanting their children to be in the same class. It may also become complicated in a situation where a school board member approaches you to request that a football player who is failing a class is allowed to play. There are times like this when you must make an ethical stand even if you know it may cost you. The political game can be hard to play. However, when you are in a position of leadership, you can bet that there will be some politics involved. Sources Public School Teacher  Salary in the United States. Salary.com, 2019.   School Principal  Salary in the United States. Salary.com, 2019.

E-Business and e-commerce marketplace analysis Essay

E-Business and e-commerce marketplace analysis - Essay Example My organisation can also benefit from the large customer base available over the internet which will lead to wide market being reached via advertising thus translating into increased sales revenue. 2.The following are some of the benefits that exist for both B2B and B2C organisations; there is cost reduction on purchasing since waste is reduced, lowered transaction costs due to standardisation and automation of agreement,inquiring,ordering,paying and receiving processes. The other benefits are finding and conducting new business, thus it is easy for companies to find business partners that previously were unknown to them; and lastly businesses will increase their efficiency on supply chain due to automated procurement processes. The last benefit is monitoring of corporate spending which enables buyers to acquire information on the patterns of buying, consequently letting firms to allocate, reduce and control spending. The barriers include strategic change; thus a change in a business system of a firm can be revolutionary (strategic) or evolutionary (operational) process. This means there could be resistance to change which could be due to cultural or psychological reasons. The other barrier is costs and financing of putting e-commerce in place; the costs of implementing e-commerce can be such a terrible barrier especially for SMEs and they include costs associated with procuring hardware and software, planning, telecommunications and maintenance

Impact of the Globalization Process in Different Fields Essay

Impact of the Globalization Process in Different Fields - Essay Example This essay outlines the significance of globalization process, that favorably resulted in the rapidity of change, together with different priorities of nations and people. Globalization has boomed in the aftermath of the oil crisis in the 1970s and it changed the relative costs of production inputs and products, gave new impetus to technological innovations, fuelled international financial transactions, as OPEC countries invested their surging revenues in the USA, changed the structure of trade. As economic force, globalization process makes multinational companies (MNCs) the principle vehicle of imperialism’s drive to re-divide the world according to economic power. Economic crisis that is considered to be the greatest since the times of the Great Depression can have negatively impact on the business environment. This is particularly true in countries in transition; moreover, foreign investments can make economics more uneven, with disastrous consequences for both the developing and developed countries. This polarization must be recognized by international business structures and governments through poverty alleviation programmes and strategies designed to reposition marginalized economies to make them possible to participate in current developments. The problem is that even small American enterprises to have an impact on the global market are to think, produce and sell globally. The so-called ‘global firm’ have to link all the small enterprises into global webs of production, distribution and services. The process is rather long-term and complicated one, because the new business model has possess strategic flexibility, competition with co-operation, horizontal, decentralized work structures, and constant communication in real time. [Held D., McGrew A., Goldblatt D. and Perraton J., 1999] The re-organizational process has already begun, that's in why it has got an unstoppable power: it exists at all levels, including economics, politics, social and labor spheres. As economic force, globalization process makes multinational companies (MNCs) the principle vehicle of imperialism's drive to re-divide the world according to economic power. [Douglas I., and Tervio M., 2000] The process of integration of global financial markets has increased capital mobility and global production and distribution structures, but has also weakened the bargaining power of trade unions everywhere - the most key decisions are made by private business that deepened the increase of privatization; such policies have a potential negative impact on jobs and incomes everywhere. [Thomas T., 2000] Through the process of restructuring jobs in some sectors and places have been lost, but the relocation from developed to developing countries has influenced capital mobility and the locational choices of firms, which favors social stability, local infrastructure development, and market proximity. But from the social point of view, the existence of firms with a global reach and profile calls for new business ethics, and over-emphasises on efficiency and technology, that has affected the human element, causing depersonalization and spreading apathy. [Thomas T., 2000] In general, the global economy is to reform the labour market, and its outcomes are directly connected with the way these markets function, with the unionized and non-unionized sectors. There is a close

Corporate Social Responsibility for Multi-national Organizations Essay

Corporate Social Responsibility for Multi-national Organizations - Essay Example Companies like GE, BP, Starbucks, Dell, Pfizer, and Apple are loved and hated by many people for many different reasons (Colvin, 2006). However, none of these companies can afford their brand name and image to be tarnished in any way. Undoubtedly, we are living in the information age and even rumors about a company’s suppliers maltreating employees in China, or the company’s employees facing racial as well as gender based discrimination can have real effects on the bottom line of the company. Even though it is possible for a company to be appreciated based on its financial performance alone (Forbes, 2005), greater appreciation comes with social responsibility along with financial performance (Natural Health, 2005). The combination of these two forces means that a company has to be extremely careful in maintaining its image as well as its profits. Social responsibility is not merely an idea for exceeding the ethical responsibility of a company; it is the chance to seek out an image that has remained exclusively in the domain of NGOs and social organizations i.e. being a ‘green’ company. While this implies being environmentally friendly, the environment includes a lot more than making sure that the smokestacks of the industry do not create more than an acceptable level of pollution. In the context of social responsibility, the environment also includes the business environment of the company including who supplies material to the firm and who buys its products. Strangely enough, GE has been rated as the most admired company in America (Fisher, 2006) as well as the world (Demos, 2006) yet it has only published two corporate responsibility reports in all its existence. The first one was published in 2005 and the second one was published this year (GE, 2006). Considering that several other companies have been publishing such reports since 1995,

Subsonic And Transonic Flight

Subsonic And Transonic Flight There are basically three speed ranges for the flight of aircrafts, namely; subsonic, transonic and supersonic. All the three speed ranges were taken taking the speed of sound in a medium as a reference point. In this analysis, more emphasis is given to the former two which are subsonic and transonic flight. Subsonic flight refers to flying the aircraft at speeds less than the speed of sound with no formation of shockwaves. This is the speed range where most of the commercial aircrafts operate. The ratio of the speed of the aircraft and the speed of the sound is known as the Mach number. In technical terms for subsonic flight, the aircraft is flying at mach numbers which are less than Mach 1.0 since the aircraft is travelling at relatively lower speeds than the speed of sound. There are no shockwaves for aircrafts flying at subsonic speeds. This is because the acoustical disturbances generated by the passage of a subsonic aircraft, and the sound waves suffer attenuation with distance from the aircraft due to spherical spreading (Crocker, 2007). On the other hand, transonic flight deals with flying at higher subsonic speeds ranging from Mach 0.7 to approximately equal to Mach 1.0 (Aircraft Research Association, 2012). In transonic flight an aircraft flies at speeds less than the speed of sound, but with the presence of shockwaves. This leave a question of how is it possible that shockwaves form at speeds less than the speed of sound? But the answer to this question is explained by the movement of air around the aircraft. Far upstream from the aircraft, the motion of air is in uniform manner, all at the same speed. As the air come in contact with the aircraft, some regions of the air speeds up especially the air moving above the wings, creating a differential airspeed around the aircraft. These accelerate the air molecules and they end up moving very fast. These regions move faster than the speed of sound at transonic speeds, and these regions at all times end in a formation of a shockwave. DESIGN FEATURES THAT DELAY TRANSONIC FLIGHT PROBLEMS Different aircrafts are built in different ways, so the transonic region for a particular aircraft will depend on its design characteristics. There are many design features that can be employed in aircrafts to delay the transonic wave drag. In this analysis more emphasis will be on the use of thin aerofoils, use of low aspect ratio wings and the use of swept back wings. THE USE OF THIN AEROFOILS For transonic flow the wave drag rise is roughly proportional to the square of the thickness-chord ratio (NASA, No Date). This implies that when thinner aerofoil sections are used, the flow speeds around an aerofoil will be less than those for the thicker aerofoils, due to the minimum curvature of their upper and lower cambers. This give a clear indication that even at higher free-stream mach numbers, flight is possible before a sonic point appears and before the drag divergence Mach number. The drag divergence Mach number is the Mach number at which the aerodynamic drag increases rapidly as the Mach number continues to increase. It can be concluded that thinner aerofoils delay the drag divergence Mach number to a greater value. Thin aerofoils have got some disadvantages associated with their use even though they are very useful in solving transonic flow problems. Firstly, in the subsonic range of speeds they tend to be inefficient in producing lift. Also, given that the wing is too thin, it can accommodate less structure such as the structural support and fuel tanks of which means for such structures as the fuel tank they have to be embedded maybe under the fuselage. Aircrafts with thinner aerofoils also face common landing accidents due to their landing speeds which are particularly high. THE USE OF LOW ASPECT RATIO WINGS The wings aspect ratio is another factor that control the critical Mach number and the transonic drag rise. Aspect ratio is the ratio of the wingspan to its mean chord length. When looking at the aircraft from above the aspect ratio refers to the measure of how long and slender the wing appears. It is linked to the wing plan form arrangement as opposed to its cross-sectional arrangement. In this case the wingspan is the straight line distance connecting the two wingtips. Strike (2008, pp.45) clearly stated that high aspect ratio wings have an advantage in that they form low trailing edge vortices and thus reduce the induced drag. He further explain that induced drag is inversely proportional to aspect ratio, which implies wings with high aspect ratio produces low induced drag and the ones with low aspect ratios creates high induced drag. The picture below shows the configuration of both low aspect ratio wings, moderate aspect ratio wings and high aspect ratio wings. NASA (No Date) claims that an aircraft with an aspect ratio less than about four will experience a considerable increase in the critical Mach number. This become useful at high transonic speeds as the drag divergence Mach number is delayed as the critical Mach number is increase which means an aircraft can fly at high speeds before shockwaves form. Low aspect ratio wings are used at transonic speeds as there are structurally strong since the distance from the wing tip to the fuselage is not that big allowing agile manoeuvrability at high speeds. Nevertheless, the main disadvantage with low aspect ratio wings is the difficulties they face at subsonic speeds because of the higher induced drag. THE USE OF SWEPT WINGS Wing sweep as one of the aircraft design features has an important role in delaying the transonic flight problems. Most importantly swept wings can delay and reduce the effects of compressibility. The idea of swept wings in supersonic flight was put forward by Adolf Busemann in 1935 (NASA, No Date), the idea which most of the best aerodynamists didnà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢t agree with at first. In transonic flow, swept wings delay the formation of shock waves to a far much higher Mach number. This reduces the wave drag over all these mach numbers. Shockwaves depend on the span component that is 900 to the trailing edge, and this is a far much smaller component than actual airspeed in swept wings. Aircraft wings can be swept both forward and backwards. The disadvantage of forward sweep is its ability to lose stability and handling characteristics at low speeds. In backward sweep, the wing experiences early separation and stalling at the wing tip sections resulting in ailerons loosing roll control effectiveness. The figure below shows swept wings on a two-seat F-15E strike eagle. With swept wings, the major disadvantage is the span-wise flow along the wings and for sweepback the boundary layer will thicken towards the wing tips and towards the root for sweep-forward. This span-wise flow can be reduced in a number of ways. Firstly, stall fences can be used at wing tips. These are parallel plates to the axis of symmetry of the aircraft. Stall fences helps to prevent the build-up of a strong boundary layer over the ailerons, allowing effective functioning of the ailerons. Wing twist can also be another solution to the span-wise flow condition. EFFECTS OF ICE AND SNOW ON AIRCRAFTS The build-up of ice and snow on an aircraft can have catastrophic effects on the ground and in flight. This ice and snow can form on the parts of the aircraft during flight where the aircraft will be flying on very harsh weather conditions which can allow the freezing of water molecules at high altitudes since the temperatures are always very low. Ice can also form on an aircraft on the ground during taxing or when the aircraft is not in use and is not housed on a hangar. On cold and rainy day, rainwater can freeze on the upper surfaces of the wings and if not removed, this ice can have many different effects on the aircraft. In this section the effects of snow on the aircraft is going to be analysed fully. Ice is one of the foreign object debris which when left on the aircraft can pose a very critical threat to the aerodynamics and performance of an aircraft. It can also hinder the performance of the pilot who is controlling the aircraft. Considering the aerodynamics effects of ice, it can reshape the surfaces of the lift producing parts of the airplane thus the wings and the tail. This changes the aerodynamics of these parts completely such that more drag is produced and less lift. This increases fuel consumption. Wind tunnel and flight tests have been carried and it showed that frost, ice and snow on the upper surface of a wing can reduce lift by as much as 30% and increase drag by as much as 40% (CAA, 2000). The amount of the lift produced depends on the angle of attack thus the angle between the aerofoil chord line and the relative airflow. As the angle of attack is increased, the wing generates more and more lift until a certain angle where air cannot flow over the upper surface and the wing experiences aerodynamic stall. The point where stall commences has to do with the contour of the aerofoil. If the surface is contaminated with ice and snow it will be slightly rougher and this reduces the lift and alters the point at which stall takes place. Borrell (2009) claims that for scheduled air carriersà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ commercial passenger airlines inclusive icing has been a major factor in 9.5% of fatal air carrier accidents. During ground activities aircraft contamination with ice and snow lead to potential risks during takeoff and subsequent flight. These hazards are mostly sourced by the hindered flight controls or instruments and the deteriorated aerodynamic performance. If an aircraft has engines mounted at the rear of the fuselage, clear ice that has formed on the wings may become loose during flight due to flexing of the wings and may be ingested by the engines causing a possible engine blow or failure. In most cases engine failure is the result of icing within the engine fan blades or is because ice that has formed on the engine inlet has been ingested. Icing on the propeller blades can also cause a dangerous imbalance. It is vital therefore, that no aircraft should take-off before the pilot has ascertained that all the surfaces of an aircraft are ice/snow free. Ice can also cause an uncontrollable rolling and pitching motion on an aircraft and recovery might be impossible in cases where there is too much ice. These may lead to the airplane stalling at much higher speeds and lower angles of attack than normal. The other effect is that it can cause antennas to vibrate so severely that they break end up breaking. These can result in a communication barrier between the pilots on the aircraft with air traffic controllers on the ground or other pilots. These on its own has an upper hand of causing an aircraft crash. As ice forms on the windshield, the pilotà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s visibility may be lost leading to the pilot controlling the airplane on imagination which in most cases is a very dangerous threat. According to Brandon (2000), the weight of25mm of ice on a small general aviation aircraft would be about 30-40kg, which shows how much a little ice can have on the weight of the whole airplane, so there is no such thing as a little ice. SOLVING ICING PROBLEMS Aircraft icing problems can be overcome in a numerous ways which can be classified under the two sub topics of de-icing and anti-icing. De-icing are measures that are put in place to get rid of the ice that have already formed on the aircraft structure. This procedure of de-icing can be done with mechanical or pneumatic tools or with employment of warmed de-icing fluids. Mechanically, de-icer boots are fitted in sections along the leading edges of the wing, and horizontal and vertical stabilisers. The boots are made from natural rubber and fabrics made of rubbers between which are inflatable tubes closed at the ends. The tubes are then connected to the air supply. When in operation air is pushed in to the boots using the tubes hence increasing the pressure and as a result the bond between ice and the aircraft weakens and ice falls off. For de-icing using fluids, the liquid is applied along the centreline of the upper part of the fuselage, and then over the sides. The problem with allowing the aircraft structures to ice and then rely on de-icing is that some will be invisible to the human eye and sometimes left on the aircraft resulting in catastrophic effects during flight. On the other hand, anti-icing is a preventive way of not allowing the build-up of ice on the surfaces of the aircraft structures. Glycols act an important role in this operation because of their non volatile characteristics, non-toxic, non-corrosive and having low freezing points. Anti-icing is usually performed before takeoff as the liquid is usually effective for 10-20 minutes (RIA Novosti, 2013). Anti-icing systems on flight are usually turned on before approaching an icing zone. This systems are typically, carburettor heating, fuel vent heat, pitot heat and windshield heat. Anti-icing on the wings is done by spraying the fluid from the leading edges to the trailing edges of the wing. Anti-icing as a preventive measure is the method of the two since the user is assured of no ice formation on the aircraft hence minimum or no adverse effects of ice and snow build-up on aircraft structures. BIBLIOGRAPHY AOPA Air Safety Foundation (2008) Aircraft Icing. USA: Bruce Landsberg. Civil Aviation Authority of New Zealand (2000) Aircraft Icing Handbook. New Zealand: CAA. Crocker, J. M. (2007) Handbook of noise and Vibration control. Canada: John Wiley Sons. Fly Folker (2009) Ground Icing. The Netherlands: Folker Services. Kermode, A.C. (2006) Mechanics of Flight. 11th Edition. England: Pearson Education Limited. Perk, L., Ryerson, C.C. and Martel, C.J. (2002) Army Aircraft Icing. Hanover: U.S Army Engineer Research and Development Centre. Aircraft Research Association (2012) Experimental Aerodynamics. Available at: www.ara.co.uk/services/experimental-aerodynamics (Accessed: 02 February 2013). Brandon, J. (2009) Icing Conditions in Flight. Available at: http://www.pilotfriend.com/av-weather/meteo/thnder.htm (Accessed: 01 March 2013). Borrell, B. (2009) How Does Ice Cause an Airplane to Crash. Available at: http://www.scientificamerican.com/article.cfm?id=ice-flight-3407 (Accessed: 01 March 2013). NASA (No Date) Introduction to the Aerodynamics of Flight. Available at: http://history.NASA.gov/SP-367/chapt5.htm (Accessed: 03 February 2013). RIA Novosti (2013) De-icing of Airplanes. Available at: http://www.en.rian.ru/infographics/20110114/162128519.html (Accessed: 12 March 2013).

Akbar The Great Essay example -- Religious History

Jalal-ud-Din Muhammad Akbar was born on October 14, 1542 in Sindh. In 1540, his father Humayun was forced into exile by Afghan leader Sher Shah and Akbar had to spend his childhood in Afghanistan with his uncle. His childhood was spent in fighting and running instead of learning how to read and write, though he was very interested in art, architecture, music and literature. His father, Humayun, died when Akbar was very young and Akbar was crowned a Mughal emperor around the age of thirteen or fourteen. He was a Mughal emperor from 1556 to 1605. Under his rule the Mughal’s had most of the Indian subcontinent under their power. Akbar did not consolidate his power until he successfully won two battles, one which was with the descendants of Sher Shah Suri and the other one was with the Hindu King Hemu of Panipat. Before he consolidated his power Akbar was assisted and advised by Bahram Khan in running the affairs of the country. Bahram Khan was soon removed and Akbar freed himself from external influences and ruled supreme. In order to preserve unity of the Mughal Empire, he had adopted many programs that won the hearts and loyalty of the Muslims and non-Muslim people of his realm. Along with his numerous military conquests, he had introduced a sequence of reforms to help consolidate his power. One of the great known reforms of Akbar was his religious tolerance aimed at Hindu-Muslim unification through the introduction of a new religion known as Din-i-Ilahi. His tolerance is said to be influenced by a great Sufi leaders and his surrounding of people with liberal views, which this paper is going to explore how Akbar’s religious tolerant policies were a direct result of his influence by Sufism and the concept of Solh-... .... http://www.biography.com/people/akbar-the-great-9178163 Pritchett, Frances . "Religion at Akbar's Court ." Columbia University in the City of New York. N.p., n.d. Web. 2 May 2012. . Garbe, Richard Von. Akbar, emperor of india. S.l.: General Books, 2010. Print. "Jalaluddin Muhammad Akbar." Scribd. N.p., n.d. Web. 2 May 2012. . "Din-i Ilahi". Encyclopedia Britannica. Encyclopedia Britannica Online. Encyclopedia Britannica Inc., 2012. Web. 04 May. 2012 . Ghodratollahi, Eshan . "Akbar, The Doctrine of Shol-i-Khol and Hindu-Muslim Relations." Journal of Religious Thought: A Quarterly of Shiraz University 21 (2007): n. pag. Archive of SID. Web. 2 May 2012.

Netw360 Lab Week 2

Week 2 Lab Report 1. Read through the lab instructions before executing the lab steps and creating the reports. 2. Follow all procedures in the lab instructions for the items you will need to include in your report. 3. After executing all steps contained in the lab instructions, submit a one Word document for each project containing your report to the Dropbox. Create your reports using the template starting on page 2 and submit it to the Week 2 Dropbox by the due date. Have fun while learning! Thanks Your NameJeret BurnettNETW360, Professor’s Name Mario  Kosseifi Current Date July 15, 2012 Lab #2 Part 1, Antennas Lab Report Case Project 3-1 Antenna Type Using the internet and other resources, research the different types of antennas that are included under the three main categories: omni-directional, semi-directional, and highly-directional. Draw or print an example of each type and summarize when it is used, what is its maximum transmission distance, and it’s advanta ges and disadvantages. Omni-Directional [pic] When it is used?This antenna can be used for indoor and outdoor access points. It is an excellent solution for RV parks, Marinas, Resort Wi-Fi, and other general outdoor area where other wireless access is needed but unable to be achieved by the small antennas on a router. What is its maximum transmission distance? The range of this antenna is 3000 feet. However, a longer rage is possible with additional antennas on the receiving end. Advantages and disadvantages? The main advantage to this antenna is that you can receive wireless signal in areas that were not available before.Everyone has heard of internet â€Å"Cafes†, but with this antenna you could make an internet â€Å"Cafe† literally in the middle of a campground. The disadvantage is that trees, building and hills can reduce the signal and in somecases can completely stop the signal from getting through. Also, to get this antenna high enough to cover some areas the l ength of the coax cable will reduce the signal; thus making the antenna less effective. Semi-Directional [pic] When it is used? Semi-directional antennas are ideally suited for short and medium range bridging.If you want to connect two office buildings that are across the street from one another and need to share a network connection semi-directional would be a good choice. Or if you have a long narrow room where you need coverage throughout the whole room you can mount the antenna on an end wall. This is because the side-to side signal will not travel as far but the forward signal will travel quite far. What is its maximum transmission distance? Semi-directional range can vary greatly but is commonly used in situations that call for a range of a few hundred feet to two miles.Advantages and disadvantages? The main advantage of a semi-directional antenna is that in some cases a semi-directional antenna can provide such a long range coverage that they eliminate the need for multiple a ccess points. The main disadvantage is that if you need coverage over a large open area, such as a cubical office where the entire floor is open, a semi-directional antenna would not be the best choice because not every computer will receive coverage. Highly-Directional [pic] When it is used?It’s main usage is for point-to-point communication links where wired or other directional wireless coverage is not possible. What is its maximum transmission distance? Highly-directional antennas can operate at a range of up to 35 miles. Advantages and disadvantages? The main advantage is if you need to transmit wireless signal over a very long range without the signal going all over. Such as a person that is quite wealthy, they may have their own private island and want internet connectivity, but does not want to go with satellite internet and wired connectivity is out of the question.Another advantage is that if you are located in a building where wireless signal is very hard to get, a highly-directional signal may be the answer because since it is so focused in such a small narrow margin it may be able to basically blast through the wall. The main disadvantage is that the dish antenna is subject to damage from weather, especially if not mounted correctly. Highly directional antennas, for the most part, require a clear line-of-sight between ends. Your NameJeret Burnett NETW360, Professor’s Name Mario  Kosseifi Current Date July 15, 2012 Lab #2 Part 2, RF Behavior Lab ReportDetermining the behavior of an RF signal can be an aid when troubleshooting a WLAN that does not function properly. In this project you will use several online calculators to computer the RF behavior. 4. 30dBm 7. 8. 4 11. -81. 538 19. -5. 474469367710745 |Name |Power Output | |Cell Phone |. 6 W | |Cordless phone |10 mW | |Garage Door Opener |100 W |

English Architecture During Medeival Times essays

English Architecture During Medeival Times essays English Architecture During Medieval Times Architecture is the practice of building design and the technology applied in constructing a building. Medieval or, English architecture is very appealing in the variety of castles and cathedrals throughout England. Each structure has its own feature and aspects in reflecting the Gothic style of architecture. English architecture is based on the Gothic principal of architecture that has designed the vast castles and cathedrals from early to the late Gothic structures. The most popular form of architecture in England, early Gothic style is referred to as the Bay Design. This design consisted of simply a large building and a collection of different bays throughout the span. The building consisted of a single roof, one central ridge with two planes of rafters. This Medieval form is called a single span. (Braun 91) The most important feature in English architectural punctuation consists of buttresses, broad pilasters to form a sound system for the structure. The buttresses were slender strips employed by architects that supported the main walls. Broad pilasters added great dignity to the wall surfaces and were stepped in place at various angles of the building to propose a sturdier forum. ( Braun 99 ) During the 14th and 15th centuries advanced roofing technology enabled the spans of buildings t be increased. ( Braun 98 ) this meant that enormous cathedrals and castles could be constructed and still retain the strength of smaller structures. The large galleried churches of the tenth through the twelfth centuries were scientifically designed to have many windows to light the gallery floor. By the early Gothic period the row of rounded windows was accepted for being the main principle for lighting. The early Gothic or bay unit design was merely the popular design chosen throughout the early Gothic times in England. The Gothic form of architecture was developed upon th...

The Changing Uses of Freak

The Changing Uses of Freak The Changing Uses of Freak The Changing Uses of Freak By Maeve Maddox As a noun, freak is documented from the 1560s with the meaning sudden turn of mind: The king, in a freak of anger, ordered the generals execution. From meaning a sudden turn of mind, freak came to mean a trick or a prank: The boy was expelled for some boyish freak. By the 18th century, freak could mean something extremely imaginative. The 1785 citation in the OED refers to a wonderful ice-palace as a freak. The expression freak of nature gained currency in the 19th century. From that phrase derives freak in the sense of something that has developed abnormally, like a two-headed calf. In modern informal speech, freak is used with a qualifying word to label someone as being extremely committed to something: health freak control freak Jesus freak vegan freak The earliest example of this formation is from 1908: camera buffs were called kodak freaks. Freak is also used as a verb: to freak out: (occas. without out): to undergo an intense emotional experience, to become stimulated, to rave, esp. under the influence of hallucinatory drugs. Also trans., to cause (a person) to be aroused or stimulated in such a way. (OED) The verb has in turn spawned the noun freak-out (also spelled without the hyphen): Horse had a freak out in the trailer and cut hocks. Freak has two adjective forms, freakish (1653) and freaky (1824). The highway official being quoted in a news story about the narrow escape of a motorist when a second lane marker came loose from the road must have been too rattled to think of either of these adjectives: this is just another freak accident, even freaker than before Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:50 Redundant Phrases to AvoidHow to Pronounce MobileList of 50 Compliments and Nice Things to Say!