LADY MACBETH IS WORSE THAN MACBETH Essays - Characters In Macbeth

LADY MACBETH IS WORSE THAN MACBETH In my view, Lady Macbeth is far worse than Macbeth. Although they both think of murdering King Duncan as soon as they hear the witches' prophecies, Macbeth thinks more about what he may or may not do, whereas Lady Macbeth immediately appeals to evil spirits to give her the strength to kill Duncan. When Macbeth first hears the prophecies, and when the first 2/3 of it comes true, he does think of killing the king, but also, towards the end of Act 1, Scene 3, he thinks that perhaps he doesn't need to do anything to become the king : "If chance will have me king, why, chance may crown me without my stir." On the other hand, Lady Macbeth, on receiving the letter telling her about the witches' prophecies, she immediately thinks that she and Macbeth will have to kill king Duncan. She also decides that Macbeth is too nice to kill the king, sayin that he "is too ful o' the milk of human kindness" and when she hears the Duncan will visit their castle that night, she immediately appeals to the evil spirits, to (ironically) give her the strength to kill the king. In Act 1, Scene 7, Macbeth is doubtfull of Lady Macbeth's plot to kill the king. He doesn't think that he will be able to live with the guilt of killing his king while he is staying under his very roof, and then decides that he will not kill the king. This shows that Macbeth is thinking about what he is going to do, and shows that he does feel guilt and is weighing up the situation, unlike Lady Macbeth who never thinks twice about killing the king. When Lady Macbeth notices that Macbeth has left the room, she goes to speak to him. Macbeth firmly tells her that they will not kill the king : "we will proceed no further in this business". Lady Macbeth, however, tells him that his love is worth nothing if he refuses to go through with the plan, saying that his love is as accountable as his indecisiveness. Macbeth wants his wife to love him and wants her to trust him, so he agrees to go through with their plan. The way Macbeth questions and thinks about killing the king shows that he knows that killing the king is wrong and that he will feel guilty if he does so. On the other hand, Lady Macbeth never questions or worries about killing the king. She never worries that they will be caught and never worries that she will feel guilty. Unlike Macbeth, she never weighs up what they are going to do and instead jumps straight into it without thinking. This shows that Lady Macbeth is far worse than Macbeth, because Macbeth thinks about what he is doing, whereas Lady Macbeth jumps straight into it, blinded by her own ambition.

War

War is necessary to men, and is more natural to them than peace. In this quote by Anatole France, we realize why we as people want war. It is necessary and is more common then peace. How many countries in the present world have not used war, terror, or means other then peace to be where they are now? None! The world has come about by means other then peace. The first country to use terror on a big scale would be France during the French Revolution in the late 1700s. The French proved to themselves and the world that you can control and rule by terror and violence. The French revolution was the first, but it wasnt the last! The violence that raced through France was called the reign of terror. The reign of terror is justified because it helped save France, it worked and it helped bring about the present world. During the late 1700s in France, there was trouble. The economy was falling, government wasnt working and the people didnt have equal representation. The people answered by setting up their own legislative branch called the National Assembly in 1789. Over the next 12 years there were 2 governments and a new one was started in 1792. Over those 12 years there was rebellions and a mob was formed to kill any one that didnt believe in the new government. Also France was involved in a war with Austria and Prussia. In 1793 the Jacobins with the San-Culottes seized power and started the National Assembly. The National Assembly came up with a way to end the war and to bring down the rebellions that were taking place inside France. The plan was called the reign of terror. They also imposed economical measures to help France. To help the economy they instituted the law of maximum prices, law of minimum wage and to ration the country. Along with the economical measures they created the! reign of terror. The reign of terror would help win the war and crush the rebellions inside Franc

Alexander Surname Meaning and Origin

Alexander Surname Meaning and Origin The Alexander surname means repulser of the enemy or defender of men. It derives from the personal name Alexander, derived from the Greek AÃŽ »ÃŽ µÃŽ ¾ÃŽ ±vÃŽ ´poÏ‚ (Alexandros),  made up of alexin, meaning to defend and andros, meaning man. Although derived from a personal name of  Greek origin, the Alexander surname is most commonly found in Scotland as an Anglicized form of the Gaelic name MacAlasdair.  MACALLISTER is a common derivation. Alexander is the  104th most popular surname in Scotland, just dropping out of the top 100 during the past decade.   Surname Origin:  Scottish, English, Dutch, German Alternate Surname Spellings:  ALEXANDRE, ALESANDER, ALESANDRE, ALAXANDAIR, ALASDAIR, ALEXANDAR, ALEKSANDER, MACALEXANDER Where in the World is the ALEXANDER Surname Found? Perhaps surprising, but the Alexander surname is found in the greatest frequency in the Caribbean island nation of Grenada, where one in 52 people bears the surname. According to Forebears, it also ranks among the top 20 surnames in several other Caribbean countries, including St. Lucia, Trinidad and Tobago, Dominica, and Saint Vincent and the Grenadines. Alexander is also popular in Scotland and the United States; it ranks just out of the top 100 surnames in both countries. WorldNames PublicProfiler  highlights Alexander as an especially popular surname in Australia and New Zealand, followed by the United States and Great Britain. Within Scotland, Alexander is found most frequently in South Ayrshire.   Famous People with the Last Name ALEXANDER Harold Alexander -  British commander who fought in both World WarsNathaniel Alexander - inventor of the folding chairJason Alexander - American film, theater and television actor, most well known for his role as George in Seinfeld.Archibald Alexander - Protestant clergyman and educator Genealogy Resources for the Surname ALEXANDER Clan Alexander and North AmericaA history of Clan Alexander and its ties to North America by Lord Stirling, the current clan chief. Alexander Surname Y-DNA ProjectOver 340 members belong to this Y-DNA surname project at FamilyTreeDNA, organized to connect individuals with the Alexander surname interested in DNA testing. Alexander Family Genealogy ForumSearch this popular genealogy forum for the Alexander surname to find others who might be researching your ancestors, or post your own Alexander query. FamilySearch - ALEXANDER GenealogyExplore over 3.5 million historical records and lineage-linked family trees posted for the Alexander surname and its variations on the free FamilySearch website. ALEXANDER Surname Family Mailing ListsRootsWeb hosts several free mailing lists for researchers of the Alexander surname. DistantCousin.com - ALEXANDER Genealogy Family HistoryFree databases and genealogy links for the last name Alexander. The Alexander Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the popular last name Alexander from the website of Genealogy Today. Looking for the meaning of a given name? Check out First Name Meanings Cant find your last name listed? Suggest a surname to be added to the Glossary of Surname Meanings Origins. - References: Surname Meanings Origins Cottle, Basil. Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Menk, Lars. A Dictionary of German Jewish Surnames. Avotaynu, 2005. Beider, Alexander. A Dictionary of Jewish Surnames from Galicia. Avotaynu, 2004. Hanks, Patrick and Flavia Hodges. A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick. Dictionary of American Family Names. Oxford University Press, 2003. Smith, Elsdon C. American Surnames. Genealogical Publishing Company, 1997. Back to Glossary of Surname Meanings Origins

Race and Gender Essay Example | Topics and Well Written Essays - 750 words - 1

Race and Gender - Essay Example receptionists and clerks Francine (139). Labor market discrimination is the differentiation of the workers based on characteristics such as origin, race and gender. Such factors lack a role in the determination of an individual productivity. For example there are various forms most common being wage discrimination, where the discriminated group is paid less for the same kind of jobs. Another form of discrimination is the employment discrimination where by an individual is excluded from an occupation that is performed by a person with an equal productivity. A general misconception prevails that discrimination is only practiced by the employer. However research has proved that customer discrimination also exists in the market where customers prefer to transact with a certain kind of people. Human capital the concept of human capital recognizes that not all labor is equal and that the quality of employees can be improved in investing in them. Nobel laureate Theodore Schultz believed hum an capital was like any type of capital that could be invested into through formal education, job training, and geographic migration. For example statistics carried out in the US between the years 1970-2007 showed the gender differences in educational attainment. Beginning in high school tends to differ in types of courses taken and chosen specialization. Differences between men and women at the college level are more substantial and persistent Francine (152). Experience-Earnings profile is the assumption that holds that given the traditional division of labor in the family, women anticipate shorter and less and continuous work careers as opposed to men. Hence making them select occupations that require less investments in education and job training than those chosen by their male counterparts. Women tend to spend more hours on house work thus reducing the efforts they may put

Biology journal report Essay Example | Topics and Well Written Essays - 250 words

Biology journal report - Essay Example With Grey literature as the primary data source, the researchers found 104 genetic tests that are in development. 68% of these tests were found in LexisNexis and Cambridge Health Institutes (CHI) databases, 38% from 8 more Grey literature databases. 4% were obtained through alternative resources like opinion leaders interviews and national conferences. 76% of the total tests being developed were limited to only 5 of the ten most common cancers in terms of mortality. Most of these tests only appeared to be related to cancer diagnosis and management, but no clinical validity has been established yet. The authors of the article found LexisNexis and CHI databases as the most useful to their project. The authors discussed limitations of this research. The researchers relied highly on Grey literature where LexisNexis and CHI were the primary sources of cancer genomic tests in development (68%) (Chin, Wessler and Chew, Genetic Test for Cancer). In addition, three-quarters of the genomic cancer tests in development addressed in this article were for only 5 of the ten most dangerous cancers in deaths. There may be other tests in development present in other literature sources (other than Grey Literature databases) that may address more of the lethal cancers. Identification of such tests can be crucial as it will give hope that in the near future, a solution may be provided for at least the worst cancers in terms of lethality. Hence, more research in more sources is essential. The authors also appreciated that almost all of the cited developing genetic tests only appear to be related to management and cancer diagnosis as no clinical validity has been established yet. This implies tha t data analysis in this article may be misleading as it relies on assumption that those tests are linked to cancer diagnosis and management. This article shows that currently available tests for prevention and treatment of cancer are few. More cancer preventive genetic

Assessing Young Learners Speaking Ability in the Fifth Grade of Three Elementary Schools in Padang Essay Example for Free

Assessing Young Learners Speaking Ability in the Fifth Grade of Three Elementary Schools in Padang Essay CHAPTER I INTRODUCTION A. Background of the Problem Communicative view development in English learning makes the focus on English teaching changed. What once became structurally focused, it now moves toward meaningful language-focused. Students are not asked to memorize structure-based dialogues without knowing the meaning anymore. There are no more grammatically controlled sentences for students’ meaningless repetition. Dialogues, if used, center around communicative functions and are not normally memorized (Richards Rodgers, 1986). That makes the teaching of speaking becomes the core part of English teaching. Just like the adults, young learners today are also taught speaking meaningfully and communicatively. However, young learners have distinctive characteristics compared with adult learners. One of them is children are still developing cognitively, linguistically, socially, emotionally, and physically (Teaching Knowledge Test Young Learners: Handbook for Teachers, 2010). In other words, in teaching speaking to them, teachers need to consider children’s development of skills in the native language first. Young learners also enjoy rhythmic and repetitive language more than adults do. They are more likely to play with language than adults are, and they can be more effectively engaged through stories and games (Peck, 2009). The different techniques and approaches in teaching speaking to young learners lead to different ways in the speaking assessment. This is the problem faced by Indonesian young learners’ teachers nowadays. Most teachers do not know how they should assess their young learners’ speaking ability; some finally choose to skip the speaking assessment and focus on pencil-paper-tests. Thus, this research is conducted to discover and reveal ways of assessing young learners’ speaking ability. B. Identification of the Problem Based on the background above, the speaking assessment techniques used for young learners should be different from the adult. It should be suited with their cognitive, linguistic, social, emotional, and physical development. As we looked upon Language Assessment: Principles and Classroom Practices by Brown (2010) and integrated it with curriculum standard in Indonesia, KTSP 2006, young learners will be better to be assessed in imitative and intensive speaking categories, such as imitating teachers’ saying, directed response tasks, read-aloud tasks, and dialogue completion tasks. Alternative assessments such as interviews and conferences can also be applied for them. C. Limitation of the Problem In this research, the problem will be focused on the speaking assessment techniques in the fifth grade of three selected elementary schools in Padang. D. Formulation of the Problem * What kind of speaking assessment technique used by elementary school English teachers? * Why do they use such techniques? E. Purpose of the Research The purpose of this research is to discover and reveal the technique used by English teachers to assess elementary school students’ speaking ability. F. Significance of the Research Theoretically, this research is aimed to give a description of how speaking assessment for young learners done in Indonesia. Practically, some techniques used by English teachers provided here can be a source of alternative speaking assessment. CHAPTER 2 REVIEW OF RELATED LITERATURE A. The Nature of Assessment There has been various explanation of what assessment is. Brindley (as stated in Linse, 2005) refers assessment as â€Å"collecting information and making judgments on a learner’s knowledge†. It means that in assessing students, we need to find out what students know about the subject being taught and how far that understanding has reached the learning indicator. In the same line with Brindley but with an addition, Brown (2010) states assessment as â€Å"an ongoing process of collecting information about a given object of interest according to procedures that are systematic and substantively grounded.† In his statement above, Brown implies that the process of collecting and judging students’ understanding is not done orderly in one single time; it is done continuously. Harris and McCann (1994) also give an essential note that in doing assessment teachers have to measure the performance of their students and the progress they make, as well as diagnose the problems they have and provide useful feedback. In other words, collecting and judging students’ intelligence is not enough; finding out what becomes students’ problem and giving advice to them to overcome the problems is also important to create a more successful learning process. Based on the theories above, it can be seen that assessment involves collecting information about students’ knowledge and judging their understanding in order to diagnose the learning problems they have so that students can get useful feedback to be more-successful learners. B. The Nature of Speaking As stated in the previous chapter, today’s English teaching focuses more on communicative purpose of language learning than in the past. It leads to the more important consideration of speaking skills than in previous time. Just like assessment, there is also various definition of speaking. One of them is from Lingua Links (1998) that defines speaking as productive skill in the oral mode that involves more than just pronouncing words. Referring to today’s communicative view, of course speaking cannot be thought as just pronouncing words; it needs to be meaningful, and communicative. Furthermore, Noonan (2003) states that, if pronunciation included, speaking involves three areas: mechanics (pronunciation, grammar, and vocabulary), functions (transaction and interaction), and social cultural norms and rules (turn-taking, rate of speech, etc). All of them are connected to each other and prove that speaking is not only about what is uttered, but also the meaning and social purpose. C. The Nature of Young Learners Young learner is a child who is in their first six year of formal education, from age 6 to 12 (Teaching Knowledge Test Young Learners: Handbook for Teachers, 2010). Many experts argue that it is beneficial to teach the children English since young age. TKT Young Learners (2010) notes one of the advantages that those children will have positive self-esteem toward English and it will help them to learn English more once they are adult. That is why teaching English to young learners considered important today. However, young learners have characteristics that make them different from the adults (Teaching Knowledge Test Young Learners: Handbook for Teachers, 2010). First, they are still morally, cognitively, psychologically developed. Based on Piaget’s theory of cognitive development, children in age 6-12 years old are still in concrete operational thought stage, they already have the ability to do logical reasoning and understand reversibility with the help of concrete objects (Santrock, 1998). It means that explaining theory will not do for them, we need to make them move, do games, sing, etc. Second, young learners often have no obvious reason for learning English. Unlike adults who want to do it because of the career-related reasons or teenagers that do it to pass an exam, young learners do not have concrete reason why they must learn English. However, it does not mean they are not motivated to learn English; their goodwill, energy, and curiosity to learning overcome that. Third, they may not always have well-developed literacy skills to support their learning of English. Many children in the age of 6-12 years old are just getting to know their first language. It means that as a teacher we need to not have too-high expectation and do more. Fourth, young learners often learn slowly and forget quickly. It is related to the first characteristic that young learners are still developed morally, socially, and cognitively. Their still-ongoing developments in those basic things make them forget easily and learn slowly. This is why songs, agmes, and chants do best for them. D. Principles of Assessing Young Learners According to METU Open Course Ware (2006), principles of assessing children’s language learning are: 1. Assessment should be seen from a learning-centered perspective. It means that we cannot get a true assessment by testing kids what they can do alone. It has been stated by many experts that the goal of learning English is to be able to communicate meaningfully in English. Testing students, let alone young children, as a tool to get true assessment will not congruent with the real goal of English learning and it will just be wasting time. 2. Assessment should support learning and teaching. This is something that is not also becomes a problem with young learners, but also with the adult. Before performance-based assessment is introduced, teachers chose paper-and-pencil tests as their source of assessing (Puppin, 2006). It becomes a problematic then since students do not see the connection between the learning and the test they are doing, ; they see them as two different incongruent things. If the assessment done is congruent with the learning they did, children will feel that what they have learned is useful. 3. Children and parents should understand assessment issues. Their understanding will make the assessment process more meaningful since they can participate and supports greatly on behave of children’s English development. On the other hand, if they do not understand why the teacher does this and that, there will be no good communication between these three subjects to help children’s development. E. Techniques of Speaking Assessment Brown (2010) states some techniques of speaking assessment based on students’ language development level: Imitative Speaking This kind of assessment is intended to see whether students can imitate saying in English correctly. Eventhough it focuses on the accuracy of repeating words, it does not mean that it cannot be communicative and meaningful. Besides, in recent years many experts have discovered that an overemphasis on fluency can sometimes lead to the decline of accuracy in speech. Intensive Speaking There are four tasks in this kind of assessing: directed response task, oral questionnaire, and picture-cued task. In oral questionnaires, students are first given time to read the dialogue to get its main idea and to think about the appropriate lines to fill in. Then, as the tape, teacher produces one part orally; the students respond. In directed response task, students elicit a particular grammatical form of a transformation of a sentence. Such tasks are clearly mechanical and not communicative, but they do require minimal processing of meaning in order to produce the correct grammatical output. Picture-cued task requires a description from the students. Pictures may be very simple, designed to elicit a word or a phrase, or composed of a series that tells a story or incident. This task is meaningful since sometime a little sense of humor is injected. Responsive Speaking Assessment of responsive tasks involves brief interactions with an interlocutor, differing from intensive tasks in increased creativity given to the student and from interactive tasks by somewhat limited length of utterances. The kinds of this assessment are question and answer, giving instructions and directions, and paraphrasing. Questions and answers involve oral interaction with teacher.

Essay --

Citizens of the United States are traditionally given unlimited freedom of speech, press, and assembly. These American privileges allow interest groups to express their perspectives by using the media and other sources that are accessible to the public. In definition, an interest group is a group of individuals who organize to influence the government’s programs and policies. The main goal of these groups is to have the government both listen and respond to their interests (Shin 243). Historically interest groups have and continue to play a crucial role in American politics; especially since it is an effective form for citizens to interfere with government decision making. Two current interest groups in the United States are the National Hispanic Leadership Agenda and the National Council of La Raza. These particular interest groups demonstrate how interest groups directly and indirectly influence public opinion and the political process. Interest groups representation is based on attitude and not the United States population geography. I chose to investigate national immigration interest groups that focus on Hispanic individuals that are living in the United States. According to the National Hispanic Leadership Agenda (NHLA) website, it was established in 1991 as an unbiased association of major Hispanic national organizations that distinguishes Hispanic Leaders all over the nation. Their mission is to unite Latinos around the country and encourage the Hispanic community to become more involved with our country’s affairs. Hispanic leaders of NHLA raise public awareness of major issues affecting the Latino community and the nation as a whole (â€Å"NHLA†). In other words this group centralizes its ideas around Hispanic civil rights a... ...as run on money and unfortunately the less money an interest group has then the less likely it will be addressed to either the public or the government. But since both NHLA and NCLR have multiple members and offices then they get their voices herd. In conclusion, the missions of these two groups clearly want to see the government taking action when it comes to their concerns and they know that by informing the public could possibly help gain more supporters for their issues; more supporters means more successful outcomes for the NHLA and NCLR. I decided to research the National Hispanic Leadership Agenda and the National Council of La Raza because I was interested in learning about interest groups that could possibly influence me and people of my race or ethnicity. I am not part of an interest group but this research has influenced me to want to participate in one.

Determination of the Fundamental Electronic Charge

ELECTROLOYSIS OF WATER: DETERMINATION OF THE FUNDAMENTAL ELECTRONIC CHARGE PURPOSE: The fundamental electronic charge of water will be determined. A system of collecting the formation of H2 and O2 using two inverted glass collections tubes and a 1-L beaker filled with water will be setup. An electrolyte (H2SO4) will be added to water to make it an electrical conductor. A small amount of electricity will be applied to the water (roughly 400 mA) to oxidize the oxygen and reduce the hydrogen at the same time. The molecular hydrogen and oxygen gases produced will be trapped in the separated, inverted tubes so that their volumes can be measured.In comparing the volume of gases produced, applying Dalton’s Law and the Ideal Gas Equation along with the application of the stoichiometric ratio between the electron and the gases, the fundamental electronic charge will be determined. THEORY H+ ions will join together at the cathode (the negative electrode) to produce H Atoms, and the H at oms will join to form molecules of H2 gas. At the positive electrode (the anode), H20 molecules will decompose to replace the H+ ions lost and release O2 gas. The reactions appear below. H+(aq) + 2e- —> H2(g) Reduction (at the cathode) 2H20(l) —> 4H+(aq) + O2(g) + 4e-Oxidation (at the anode) The volume of H2 and O2 will be directly proportional to the time and current applied to the system. This will provide the number of electrons consumed on a stoichiometric ratio as follows: 1 H2(g) to 2 e-Reduction (at the cathode)(1) 1 O2(g) to 4 e-Oxidation (at the anode)(2) The moles of electrons can be expressed as a rearrangement of the Ideal Gas Equation: Ne = PV/RT(3) Where P = pressure in atm, V = volume in L, R = Gas Constant of 0. 08206 atm mol-1 K-1 and T = temperature in KelvinThe actual electronic charge of water will be calculated as follows: e- = it/NeNx the stoichiometric ratio (1) or (2) above Where i = current in amps, t = time in seconds, Ne = moles of electrons passing through the circuit from equation (3) and N = Avogadro’s number. The actual electronic charge will be compared to the theoretical charge of 1. 603Ãâ€"10-19 Coulombs. 1. Convert height of the solution into mm Hg to get the hydrostatic pressure (pressure due to the liquid left in the gas collection tube): height of solution x density of solution density of mercury 2. tmospheric pressure in the room – hydrostatic pressure = Ptotal (total pressure exerted by the gas trapped in the gas collection tubes) 3. a)Ptotal (total pressure) = PH2 + PH20or Ptotal = PO2 + PH20 b) PH2 = Ptotal – PH20 c)PH2 / 760 = Patm (Pressure) 4. Ne = PV/RT 5. e- = it/NeNx the stoichiometric ratio | | Run 1| Run1| | Run 2| Run 2| | | – (cathode)| + (anode)| | – (cathode)| + (anode)| | | Tube 2| Tube 1| | Tube 2| Tube 1| | | H2| O2| | H2| O2| Run Time in seconds|   | 987. 13| 987. 13| | 1102. 82| 1102. 82| Average Current|   | 0. 303| 0. 303| | 0. 277| A| Height of S olution| Hsol mm| 400. | 325. 0 | | 81. 5 | 314. 2 | Volume of gas produced| Vgas (mL)| 40. 10 | 19. 72 | | 40. 10 | 19. 80 |   | Vgas (L)| 0. 04010 | 0. 01972 | | 0. 04010 | 0. 01980 | Temperature of solution| C| 24. 0 | 24. 0 | | 25. 6 | 25. 6 |   | Kelvin| 297. 15 | 297. 15 | | 298. 75 | 298. 75 | Vapour pressure of water | mm Hg| 22. 377 | 22. 377 | | 24. 617 | 24. 617 | Atmospheric pressure| Patm mm Hg| 770. 50 | 770. 50 | | 770. 50 | 770. 50 |   | Patm| 0. 94567 | 0. 95293 | | 0. 97354 | 0. 95103 | hhg hydrostatic pressure (mm Hg)|   | 29. 41 | 23. 90 | | 5. 99 | 23. 0 | Ptotal (mm Hg) in the tube|   | 741. 09 | 746. 60 | | 764. 51 | 747. 40 | PH2 (mm Hg)|   | 718. 71 |   | | 739. 89 |   | PO2 (mm Hg)|   |   | 724. 23 | |   | 722. 78 | | | | | | | | moles gas n (rearranged Ideal Gas Equation) Ne = PV/RT| 0. 001555 | 0. 0007707 | | 0. 001592 | 0. 0007681 | e- = it/NeN|   | 3. 194E-19| 6. 445E-19| | 3. 185E-19| 6. 604E-19| stoichiometric ratio| Final| 1. 597E-19| 1. 611E-19| | 1. 593E-19| 1. 651E-19| | theoretical| 1. 603E-19| 1. 603E-19| | 1. 603E-19| 1. 603E-19| | Difference| -6. 193E-22| 8. 166E-22| | -1. 028E-21| 4. 801E-21| | % Error| -0. 4%| 0. 5%| | -0. 6%| 3. 0%|

Introduction to Wind Tunnel

The basic concept and operation of subsonic wind tunnel was demonstrated in this experiment by conducting airfoil drag analysis on a NACA 0015 airfoil. The small subsonic wind tunnel along with apparatus such as, the manometer rake, the inclined manometer and the pitot – static tube were used with different baffle settings to record varying pressure readings. To achieve this objective, some assumptions were made for the lower range of subsonic flow to simplify the overall analysis.From the obtained aerodynamic measurements using a pitot-static tube mounted ahead of the airfoil at the test section, the actual velocity was determined and by relating it to the theoretical velocity, the velocity coefficient was calculated. The velocity coefficient varies for each baffle setting by a factor of decimals, thus the velocity coefficient can be used as a correction factor. Further, the coefficients of drag were calculated for the following angles of attack, 10o, 15o, and 20o and were co mpared with the published values. INTRODUCTIONThe wind tunnel is an absolute necessity to the development of modern aircrafts, as today, no manufacturer delivers the final product, which in this case can be civilian aircrafts, military aircrafts, missiles, spacecraft, and automobiles without measuring its lift and drag properties and its stability and controllability in a wind tunnel. Benjamin Robins (1707-1751), an English mathematician, who first employed a whirling arm to his machine, which had 4 feet long arms and it, spun by falling weight acting on a pulley however, the arm tip reached velocities of only few feet per second. 4] Figure 1: Forces exerted on the airfoil by the flow of air and opposing reaction on the control volume, by Newton’s third law. [1] This experiment will determine drag forces experienced by a NACA 0015 airfoil, subjected to a constant inlet velocity at various baffle settings with varying angles of attack.DATA ANALYSIS, THEORATICAL BACKGROUND AND PROCEDURE Apparatus in this experiment as shown in the figure 2, consisted of a small subsonic wind tunnel. The wind tunnel had an inlet cross-section of 2304 in2 and an outlet crosses section of 324 in2. A large compressor forced air from room) into the inlet through the outlet tunnel and back into the room. This creates a steady flow of air and a relative high velocity can be achieved in the test section. Instrumentation on the wind tunnel consisted of an inclined manometer and a pitot-static tube in the test section also a manometer rake behind the tested objet (airfoil NACA 0015). The manometer rake consisted of 36 inclined manometers; number 36 is used as a reference for the static pressure. All other manometer measures the pressure behind the object in the airflow. Figure 2: Wind tunnel set up with instrumentation [5]Before the experiment was performed the laboratory conditions were recorded, the room temperature was measured to be 22. 5 C (295. 65) and the atmospheric pressur e 29. 49 inHg (99853. 14Pa). Theory The setup of this experiment includes a NACA 0015 airfoil placed in the wind tunnel. Considering the cross-sectional area A1, velocity V1, and the density of air p1 at the inlet and similarly the cross-sectional area A2, velocity V2, and the density of air p2 at the outlet and by assuming that no mass is lost between the inlet-outlet section, we get the mass conservation equation, p1 V1 A1 = p2 V2 A2 (1).Further, the airflow can be assumed to be incompressible for this experiment due to low velocity, the equation (1) can be reduced to V1 A1 = V2 A2 (2), moreover, the air is assumed to be inviscid, the Bernoulli’s equation, p1+12? V12=p2+12? V22 (3) and the equation (2) can be reduced to Vth=2(p1-p2)/? 1-A2A12 (4) in order to find the theoretical velocity. The pitot – static tube is used to calculate the actual velocity of the flow by using, Vact= 2(p2-p1)? (5). Furthermore, the velocity coefficient can be calculated using, Cv=VactVth (6).The pressure and shear stress acting on the NACA 0015 airfoil produces a resultant force R, which according to the Newton’s third law produces an equal and opposite reaction force. For this experiment, in the condition of lower range of subsonic velocity, it can be assumed that pressure and density will be constant over the airfoil thus, D=jj+1? (uo2-ui2)dy=-12? uj2+uj+12o-uj2+uj+12iyj+1-yj (7) can be used to calculate the drag and, CD=Drag12(? air*Velocity2*area) (8) can be used for calculating the coefficient of drag. Procedure Part 1, Variation of inlet cross section:In this first part we recorded the pressure behavior in the test section by decreasing the inlet area. After the safety instructions were given by the TA and a chart for the readings prepared on the white board the wind tunnel was turned on. Two students were taking readings simultaneously from the inclined manometer in the test section and the static pitot tube, the readings were recorded in table 1. Bet ween each reading the compressor was turned off due to the sound level, it was important to give the compressor some time after each start up to have the same conditions as in the previous measurement.Part 2, recording the wake profile of NACA 0015 For this part of the experiment the inlet area was fully opened and the airfoil first set to an angle of attack of 10, the wind tunnel was turned on and all 36 readings recorded (table 2) from the manometer rake. The measurement was repeated for an angle of attack of 15 and 20. RESULTS AND DISCUSSION The linear relationship between the V actual and the V theoretical approves of the theory that the velocity coefficient, Cv can be used as a correction factor for the theoretical velocity. This is further demonstrated in (Graph2). The calculated results are shown in table 1.The approximated literature values of the coefficient of drag for NACA 0015 airfoil were obtained from a NASA published report [3] for the 10o AoA, the percent relative er ror is 3. 1%, for 15o AoA, the percent relative error is 31. 0%, and for the 20o AoA, the percent relative error is 38. 7%. Increases in angle of attack lead to a more disturbed airflow behind the wing section. This disturbed airflow created more drag, these drag forces were clearly observable in table 3, 4. The angle of attack can be increased until the total drag forces become larger than the resultant lift- force; a wing is then no longer effective and stalls.The calculated drag forces are shown in tables 2-4. According to NASA, in their published report of Active flow control at low Reynolds numbers on a NACA 0015 airfoil, its is suggested that, by positioning the wake rake around 4. 5 times chord length behind wing to survey the wake. Further, two pressure orifices on opposite tunnel walls, aligned with the wake rake can be used to determine the average wake static pressure. This type of wake rake enables the wake to be surveyed with only a few moves of the wake rake, hence imp roving the measurements of drag using wake rake. 2] At large angles of attack, the upstream velocity of the airfoil can no longer be considered as the free-stream velocity, largely due to the miniature size of the wind tunnel relative to the NACA 0015 airfoil hence, the assumption that the uo max > ui is valid for this experiment.CONCLUSION Ergo, it is evidently seen in the graphs 1 and 2 that, the averaged velocity coefficient, Cv, 1. 063 can be used as the correction factor for the theoretical velocity. Further, the accurate (4-32) drag forces were calculated to be 2. 72 N, 13. 46 N, and 46. 4 N for the following angles of attack, 10o, 15o, and 20o. Moreover, the drag coefficient were also calculated based on the observed data and than were directly compared with the literature values. For the 10o of angle of attack, the percent relative error was very minimal at 3. 1% however; the drag coefficients for the 150 and the 20o were not very accurate, with the percent relative error of 31. 0% and 38. 7% respectively. This can be improved by implementing a smaller airfoil, so that the proportion of the wind tunnel covered by the airfoil is significantly smaller.Also, the skin friction losses along the edges of the wind tunnel may very well be taken into the account to achieve greater accuracy. Finally, it can be concluded that, as the angle of attack of the airfoil increases, the drag force will also increase due to the effect of flow separation. REFERENCES [1] Walsh, P. , Karpynczyk, J. , â€Å"AER 504 Aerodynamics Laboratory Manual† Department of Aerospace Engineering, 2011 [2] Hannon, J. (n. d. ). Active flow control at low reynolds numbers on a naca 0015 airfoil. Retrieved from http://ntrs. nasa. gov/archive/nasa/casi. ntrs. nasa. gov/20080033674_2008033642. pdf [3] Klimas, P.C. (1981, March). Aerodynamic characteristics of seven symmetrical airfoil section through 180-degree angle of attack for use in aerodynamic analysis of vertical axis wind turbi nes. Retrieved from http://prod. sandia. gov/techlib/access-control. cgi/1980/802114. pdf [4] Baals, D. D. (1981). Wind tunnels of nasa. (1st ed. , pp. 9-88). National Aeronautics And Space Administration. [5]Fig. 1, Wind tunnel set up with instrumentation, created by authors, 2012 APPENDIX Sample Calculations Note: AoA = ANGLE OF ATTACK. Sample calculations part 1, Baffle opening 5/5: Conversion inH2O to Pa (N/m2): 1 inH2O=248. 2 Pa (at 1atm) ?2inH2O ? 248. 82 PainH2O=497. 64 Pa Theoretical velocity: Equation (4): Vth=2(p1-p2)/? 1-A2A12 , where p1-p2=497. 64 Pa, A2=2304 in2, A1=324 in2, ? Density air (ideal gas law) laboratory conditions; 22. 5 C (295. 65K), 29. 49 inHg (99853. 14Pa): ? =pRT=99853. 14Pa287JkgK(295. 65K)? 1. 1768 kgm3 ?Vth=2(497. 64pa)/1. 1768kgm31-2304 in2324 in22=29. 37m/s Actual velocity: Equation (5):Vact= 2(p2-p1)? where p1-p2=522. 52 Pa, ? =1. 1768 kgm3 ? Vact= 2(522. 52Pa)1. 1768 kgm3=29. 80 m/s Velocity coefficient: Equation (6): Cv=VactVth=29. 8029. 37=1. 0 15 Sample Calculations Part 2, Angle of attack 10o, tube 1For dL, tube number 36 served as a reference pressure for all readings: 26. 4cm – 9. 2cm = 17. 2cm or 0. 172m Pressure difference, equation (7): ?p=SG*? H2O*g*L*sin? =1*1000kgm3*9. 81ms2*0. 172m*sin20o=577. 06 Pa Velocity, equation (8) note; pressure difference previously calculated: V1=2*SG*? H2O*g*L*sin air=2*577. 06 Pa1. 1768kgm3=31. 32 m/s Drag force, equation (9), for ui a velocity away from the tunnel wall was chosen to achieve a more realistic drag force: D=jj+1? (uo2-ui2)dy=-12? uj2+uj+12o-uj2+uj+12iyj+1-yj=-121. 1768kgm3(31. 32ms)2+( 31. 5ms)2o-2(31. 5m/s)2i0. 01m=0. 07 N Total drag force, summation lead to:Dtotal = 9. 04 N, however due to the boundary layer along the inner walls of the wind tunnel a more accurate summation is the sum of the values of tubes 4-32 which results in a total drag force of 2. 72 N. Coefficient of Drag Equation (9), for the drag force the more accurate summation of tube 4-32 was used : CD=Drag12(? air*Velocity2*area)=2. 72N12(1. 1768kgm3*31. 50ms2*(0. 1524m*1. 00m)=0. 031 To compare the Cd to a value found in literature the Reynolds number is required: Re=? air*V*cViscosity=1. 1768kgm3*31. 50 m/s*0. 1524m1. 789*10-5kgs*m=315782. 35 Observation and Results for Part 1Table 1, Observations/Results part 1| Baffle Opening| Inclined Manometer (inH2O)| Pa ( x 248. 82 Pa/inH2O)| Pitot Static (inH2O)| Pa ( x 248. 82 Pa/inH2O)| V theoretical (m/s)| V actual (m/s)| Cv| 5;5| 2. 00| 497. 640| 2. 10| 522. 52| 29. 37| 29. 80| 1. 015| 4;5| 1. 80| 447. 876| 1. 90| 472. 75| 27. 87| 28. 35| 1. 017| 3;5| 1. 15| 286. 143| 1. 25| 311. 02| 22. 27| 22. 99| 1. 032| 2;5| 0. 45| 111. 969| 0. 46| 114. 46| 13. 93| 13. 95| 1. 001| 1;5| 0. 05| 12. 441| 0. 08| 19. 905| 4. 64| 5. 82| 1. 252| Table 1: The theoretical velocity was calculated using the eq. (4) and the actual velocity was calculated using the eq. 5) from the obtained pressure data from the hand held pitot tube. The velocity coeffic ient, Cv, was calculated using the eq. (6). Note: The sample calculations are given in the appendix section of this report. Graph 1: The results from Table 1 were used to create the plot of V actual Vs. V theoretical. Graph 2: The plot of the velocity coefficient and the actual velocity. From the plot, it can be clearly seen the very minute difference between the velocity coefficient values. Observation and Results for Part 2 Table 2, Observations/Recordings part 2, Angle of attack 10 | Fluid length in tube ( ±. 1cm), Inclination 20|Tube Nr. | L (cm)| dL (cm)| Pressure (Pa)| u (m/s)| Drag force (N)| 1| 9. 2| 0. 07| 0. 07| 0. 07| 0. 07| 2| 9. 0| 0. 00| 0. 00| 0. 00| 0. 00| 3| 9. 0| 0. 00| 0. 00| 0. 00| 0. 00| 4| 9. 0| -0. 07| -0. 07| -0. 07| -0. 07| 5| 8. 8| -0. 13| -0. 13| -0. 13| -0. 13| 6| 8. 8| -0. 13| -0. 13| -0. 13| -0. 13| 7| 8. 8| -0. 07| -0. 07| -0. 07| -0. 07| 8| 9. 0| 0. 00| 0. 00| 0. 00| 0. 00| 9| 9. 0| 0. 00| 0. 00| 0. 00| 0. 00| 10| 9. 0| -0. 03| -0. 03| -0. 03| -0. 0 3| 11| 8. 9| -0. 03| -0. 03| -0. 03| -0. 03| 12| 9. 0| -0. 03| -0. 03| -0. 03| -0. 03| 13| 8. 9| -0. 07| -0. 07| -0. 07| -0. 07| 14| 8. 9| 0. 64| 0. 64| 0. 64| 0. 64| 5| 11. 0| 1. 68| 1. 68| 1. 68| 1. 68| 16| 12. 0| 1. 01| 1. 01| 1. 01| 1. 01| 17| 9. 0| -0. 03| -0. 03| -0. 03| -0. 03| 18| 8. 9| -0. 03| -0. 03| -0. 03| -0. 03| 19| 9. 0| 0. 00| 0. 00| 0. 00| 0. 00| 20| 9. 0| 0. 00| 0. 00| 0. 00| 0. 00| 21| 9. 0| -0. 03| -0. 03| -0. 03| -0. 03| 22| 8. 9| -0. 07| -0. 07| -0. 07| -0. 07| 23| 8. 9| -0. 07| -0. 07| -0. 07| -0. 07| 24| 8. 9| -0. 10| -0. 10| -0. 10| -0. 10| 25| 8. 8| -0. 10| -0. 10| -0. 10| -0. 10| 26| 8. 9| -0. 03| -0. 03| -0. 03| -0. 03| 27| 9. 0| 0. 00| 0. 00| 0. 00| 0. 00| 28| 9. 0| 0. 00| 0. 00| 0. 00| 0. 00| 29| 9. 0| 0. 00| 0. 00| 0. 00| 0. 00| 30| 9. 0| 0. 00| 0. 00| 0. 0| 0. 00| 31| 9. 0| 0. 07| 0. 07| 0. 07| 0. 07| 32| 9. 2| 0. 34| 0. 34| 0. 34| 0. 34| 33| 9. 8| 0. 34| 0. 34| 0. 34| 0. 34| 34| 9. 2| 0. 07| 0. 07| 0. 07| 0. 07| 35| 9. 0| 5. 84| 5. 84| 5. 84| 5. 84| 36| 26. 4| 0| Reference| 0. 00| 0. 00| Total drag force (1-35)| 9. 04| Total drag force (4-32)| 2. 72| Coefficient of drag calculated| 0. 031| Coefficient of drag literature| 0. 030| Table 3, Observations/Recordings part 2, Angle of attack 15 | Fluid length in tube ( ±. 1cm), Inclination 20| Tube Nr. | L (cm)| dL (cm)| Pressure (Pa)| u (m/s)| Drag force (N)| 1| 8. 2| 0. 06| 0. 06| 0. 06| 0. 06| 2| 8| -0. 01| -0. 01| -0. 1| -0. 01| 3| 8| -0. 01| -0. 01| -0. 01| -0. 01| 4| 8| -0. 04| -0. 04| -0. 04| -0. 04| 5| 7. 9| -0. 08| -0. 08| -0. 08| -0. 08| 6| 7. 9| -0. 04| -0. 04| -0. 04| -0. 04| 7| 8| -0. 01| -0. 01| -0. 01| -0. 01| 8| 8| -0. 01| -0. 01| -0. 01| -0. 01| 9| 8| 0. 19| 0. 19| 0. 19| 0. 19| 10| 8. 6| 0. 49| 0. 49| 0. 49| 0. 49| 11| 8. 9| 0. 49| 0. 49| 0. 49| 0. 49| 12| 8. 6| 0. 39| 0. 39| 0. 39| 0. 39| 13| 8. 6| 0. 56| 0. 56| 0. 56| 0. 56| 14| 9. 1| 1. 40| 1. 40| 1. 40| 1. 40| 15| 11. 1| 2. 51| 2. 51| 2. 51| 2. 51| 16| 12. 4| 2. 74| 2. 74| 2. 74| 2. 74| 17| 11. 8| 2. 40| 2. 40| 2. 40| 2. 40| 18| 11. 4| 2. 00| 2. 00| 2. 00| 2. 00| 9| 10. 6| 1. 47| 1. 47| 1. 47| 1. 47| 20| 9. 8| 1. 06| 1. 06| 1. 06| 1. 06| 21| 9. 4| 0. 79| 0. 79| 0. 79| 0. 79| 22| 9| 0. 63| 0. 63| 0. 63| 0. 63| 23| 8. 9| 0. 49| 0. 49| 0. 49| 0. 49| 24| 8. 6| 0. 39| 0. 39| 0. 39| 0. 39| 25| 8. 6| 0. 32| 0. 32| 0. 32| 0. 32| 26| 8. 4| 0. 26| 0. 26| 0. 26| 0. 26| 27| 8. 4| 0. 26| 0. 26| 0. 26| 0. 26| 28| 8. 4| 0. 26| 0. 26| 0. 26| 0. 26| 29| 8. 4| 0. 26| 0. 26| 0. 26| 0. 26| 30| 8. 4| 0. 26| 0. 26| 0. 26| 0. 26| 31| 8. 4| 0. 26| 0. 26| 0. 26| 0. 26| 32| 8. 4| 0. 32| 0. 32| 0. 32| 0. 32| 33| 8. 6| 0. 56| 0. 56| 0. 56| 0. 56| 34| 9. 1| 0. 56| 0. 56| 0. 56| 0. 56| 35| 8. 6| 6. 30| 6. 0| 6. 30| 6. 30| 36| 26. 2|   0. 00| Reference  | 0. 00  | 0. 00  | Total drag force (1-35)| 19. 55| Total drag force (4-32)| 13. 46| Coefficient of drag calculated| 0. 145| Coefficient of drag literature| 0. 100| Table 4, Observations/Recordings part 2, Angle of attack 20 | Fluid length in tube ( ±. 1cm), Inclination 20| Tube Nr. | L (cm)| dL (cm)| Pressure (Pa)| u (m/s)| Drag force (N)| 1| 8| 0. 16| 0. 16| 0. 16| 0. 16| 2| 7. 6| 0. 03| 0. 03| 0. 03| 0. 03| 3| 7. 6| 0. 03| 0. 03| 0. 03| 0. 03| 4| 7. 6| 0. 03| 0. 03| 0. 03| 0. 03| 5| 7. 6| 0. 03| 0. 03| 0. 03| 0. 03| 6| 7. 6| 0. 03| 0. 03| 0. 03| 0. 03| 7| 7. 6| 0. 03| 0. 3| 0. 03| 0. 03| 8| 7. 6| 0. 09| 0. 09| 0. 09| 0. 09| 9| 7. 8| 0. 16| 0. 16| 0. 16| 0. 16| 10| 7. 8| 0. 23| 0. 23| 0. 23| 0. 23| 11| 8| 0. 50| 0. 50| 0. 50| 0. 50| 12| 8. 6| 1. 17| 1. 17| 1. 17| 1. 17| 13| 10| 2. 37| 2. 37| 2. 37| 2. 37| 14| 12. 2| 3. 58| 3. 58| 3. 58| 3. 58| 15| 13. 6| 5. 39| 5. 39| 5. 39| 5. 39| 16| 17. 6| 7. 21| 7. 21| 7. 21| 7. 21| 17| 19| 7. 88| 7. 88| 7. 88| 7. 88| 18| 19. 6| 7. 88| 7. 88| 7. 88| 7. 88| 19| 19| 7. 04| 7. 04| 7. 04| 7. 04| 20| 17. 1| 5. 73| 5. 73| 5. 73| 5. 73| 21| 15. 1| 4. 09| 4. 09| 4. 09| 4. 09| 22| 12. 2| 2. 44| 2. 44| 2. 44| 2. 44| 23| 10. 2| 1. 37| 1. 37| 1. 37| 1. 37| 4| 9| 0. 66| 0. 66| 0. 66| 0. 66| 25| 8. 1| 0. 29| 0. 29| 0. 29| 0. 29| 26| 7. 9| 0. 23| 0. 23| 0. 23| 0. 23| 27| 7. 9| 0. 23| 0. 23| 0. 23| 0. 23| 28| 7. 9| 0. 19| 0. 19| 0. 19| 0. 19| 29| 7. 8| 0. 19| 0. 19| 0. 19| 0. 19| 30| 7. 9| 0. 19| 0. 19| 0. 19| 0. 19| 31| 7. 8| 0. 19| 0. 19| 0. 19| 0. 19| 32| 7. 9| 0. 46| 0. 46| 0. 46| 0. 46| 33| 8. 6| 0. 50| 0. 50| 0. 50| 0. 50| 34| 8| 0. 29| 0. 29| 0. 29| 0. 29| 35| 8| 6. 40| 6. 40| 6. 40| 6. 40| 36| 26. 2| 0| 0. 00| 0. 00| 0. 00| Total drag force (1-35)| 51. 30| Total drag force (4-32)| 46. 64| Coefficient of drag calculated| 0. 489| Coefficient of drag literature| 0. 300|

Issues Arising In Mauritius Children And Young People Essays

Issues Arising In Mauritius Children And Young People Essays Issues Arising In Mauritius Children And Young People Essay Issues Arising In Mauritius Children And Young People Essay Resulting the recent instances of colza, childhood gestations, kid maltreatment and other similar instances like STDs, most instructors interviewed believe that these are the consequences of improper sex instruction. In Mauritius instructors have noticed that kids tend to larn from the street, equals, cyberspace and other beginnings instead than from their instructors or professionals. They think that these issues can be avoided by proper channeling of these adolescents about sex instruction in schools or at place. Many instructors during the interviewed besides pointed out that many adolescents think that sex is a instead tabu capable and they prefer to larn from their inexperient friends about it, and these consequences in misunderstanding of the capable therefore misdirecting them. Many besides have noticed that adolescents in their categories do non hold a sound cognition about sexually familial diseases, its ways of transmittal and protections that must be used so as to avoid ca tching these sexually transmitted diseases. Another issue that instructors pointed out was teenage or childhood gestation, which is going rather common in Mauritius and harmonizing to them this besides, is due to miss of sexual instruction at school. Many adolescents do nt hold a sound cognition about safe sex or prophylactic steps that can be used besides, many are non even cognizant about the legal age for holding sexual intercourse. Child maltreatment besides is going another societal issue in Mauritius. Harmonizing to instructors, we must larn from past instances like the snatch at Gokhoola small town and take these instances as an dismay therefore the demand to learn our kids how to avoid unknown persons and besides the dangers that an unknown person might stand for. Besides instructors have pointed out another really of import issue ; the connexion of sex related jobs and sites like Facebook, Skype and chirrup. They have recalled how these societal webs can turn out to be a da nger to adolescents through their girl usage. There have been several instances like phone or webcam recorded films of adolescents prosecuting in sexual activities like for illustration the stuti instance in 2005. With proper sex instruction and learning the dangers about the girl usage of these sites can change by reversal the state of affairs. Besides as a female instructor quoted from MATHA CORNOG Will sex instruction cut down or stop AIDS, adolescent gestation, harlotry, and sexual development? Frankly, we do non cognize. But silence on sexual affairs does non look to be an option either ideologically or practically. Ideologically, ignorance is no advantage when others have knowledge, particularly knowledge misused, and people who know nil of sex can take hazards unwittingly and be taken advantage of. hypertext transfer protocol: //www.notable-quotes.com/s/sex_education_quotes.html The importance of implementing sex instruction in the course of study. As stated by the instructors interviewed, sex instruction is partially covered by topics like place economic sciences, biological science and societal surveies, but it is deficient as these topics merely talk about the rudimentss. They think that taking merely about pubescence, the scientific discipline behind it and its alterations will non work out societal issues refering sex. They think that sex instruction should be taught individually as a topic so as to cover the whole subject and besides non merely speak about the scientific discipline of sex but besides give the adolescents a sense of societal attack towards sex. Teaching this subject will do adolescents more responsible about their organic structure, their societal image and the effects of unprotected sex. Teaching sex instruction, harmonizing to instructors interviewed, will non merely learn adolescents about the scientific discipline behind gestation but will besides do them aware about ways to avoid it, household plannin g techniques and besides the effects that will originate after the act is done ; that is about the upbringing of the babe, the fiscal cost behind a kid and forfeits needed to provide for a kid like for illustration halting surveies to look after one s babe. Implementing sex instruction will besides sensitive our young person about the dark side of societal networking sites and learn them the proper manner to utilize these site so as non to be victims of colzas, maltreatments or confidentiality associated instances like for illustration utilizing a adolescents confidant and private exposures and posting them on the cyberspace. Implementing sex instruction will besides do our adolescents more responsible as the instructors will move as a nurseryman who will snip the bush for them to go better trees. Harmonizing to some instructors sex instruction will besides do teenager go more attentive to other topics taught as sex instruction will do these kids more mature ( by sing the psychologi cal facet of sex instruction ) and besides as most adolescents are fond of sex concerned affairs, instructors can utilize it as a mean to explicate different subject at school. Harmonizing to a lady instructor, sex instruction at school will besides relieve the undertaking of some parents who think that sex is forbidden as these parents will non hold to teach their kids and on the other manner the instructor will learn the kid and the kid will learn his or her parents. Besides as another instructor quoted from Benjamin Spock Does sex instruction promote sex? Many parents are afraid that speaking about sex with their adolescents will be taken as permission for the adolescent to hold sex. Nothing could be farther from the truth. If anything, the more kids learn about gender from speaking with their parents and instructors and reading accurate books, the less they feel compelled to happen out for themselves. Obstacles for implementing sex instruction at school. Some instructors clearly stated that sex instruction will meet many obstructions during or for its execution at school. Some of these obstructions will be preparation, the tabbooness of sex and besides the mentality of some instructors. The most hard facet in implementing sex instruction at school, from the instructors point of position will be developing. The chief concern was to what extent instructors are qualified to learn sex instruction at school. Their concern was, whether the ministry will supply preparation to them before implementing sex instruction at school. Besides are all instructors ready or do they accept to learn this subject at school. Some instructors were a spot loath about learning this topic at school as they themselves are non cognizant about its necessity. As one instructor quoted How can a unsighted Teach colourss to a normal individual , he meant that preparation will be a must for instructors before implementing such a tabu topic at school. Another obstr uction would be the fact that sex is forbidden. Many female instructors were loath about learning such a tabu topic as they think that this might stain their image in society. Besides many instructors think that refering such capable, pupils might utilize disgusting linguistic communication or misconduct in category. Some besides think that learning sex instruction will make jobs in their personal lives, for illustration a hubby wo nt appreciate that his married woman is learning sex instruction to immature male childs at school. Some instructors are loath about this thought as they thing that parents will go a automatic obstructor in the execution of such a subject. Some Orthodox parents will neer hold that such a topic is being taught to their kids and besides they might believe that learning such a topic will promote their kids into sexual intercourses. Another obstruction that instructors have brought to visible radiation is the spiritual portion in sexual instruction. For many faiths speaking about sex to adolescents is forbidden and that these individuals will larn about sex when the minute comes, that is, after matrimony. Some instructors besides pointed that implementing sex instruction will be hard as they themselves are non prepared for it. They are excessively immature and hold merely finished their surveies and engaged in instruction, therefore they think they lack experience about undertaking hard maters. Another instructor pointed out that he will non be able to learn such a topic as he has kids who are of the same age group of his pupils and this might interfere with the attack he has will his kids. This might give rise to jobs like his kids s schoolmates teasing them about the fact that their male parent is a sexual instruction instructor. Besides another immature lady teacher pointed out that taking which teacher will learn this subject at school will be a job besides will they learn this topic entirely or will it be a portion clip. Finance wi ll be another issue as the authorities will hold to pay these extra instructors or increase the wage of bing instructors for them to learn an extra topic. An experient instructor quoted in wit from BRUNO BETTELHEIM You can non hold sex instruction without stating that sex is natural and that most people find it enjoyable. Content of the course of study of sex instruction at school. All instructors interviewed besides gave their sentiments about the content of the course of study if sex instruction is implemented at school. They talked about contents like tie ining biological science, societal surveies, place economic sciences and besides information engineering with sex instruction. Associating biological science with the topic of sex instruction, harmonizing to them will cover about the scientific discipline side of it. It will explicate the operation of the human organic structure, the alterations during pubescence, stairss in gestation and besides the biological science behind sex like the hormonal effects on the encephalon. Harmonizing to the instructors, this scientific discipline side will do the pupils more cognizant about their organic structures and understand the alterations they are traveling through. Besides unifying the societal surveies portion with sex instruction will learn kids about what is acceptable in society and what is non. This will enab le kids to larn how to act in society and besides how to undertake sex related issues with their parents or society. Sociology in sex instruction will besides learn childs about sexually familial diseases, their effects and besides ways of avoiding these diseases. Social scientific disciplines will besides fix these childs and train them about their hereafter sex lives so as to acquire a cleaner position about sex. Including societal scientific disciplines in sex instruction will besides assist adolescents to take the right clip to come in into sexual dealingss and besides doing sex a less forbidden topic therefore enabling them to speak about this topic with their parents or friends in a more educated and civilised mode. Besides another instructor suggested that implementing societal scientific discipline with sex instruction will besides do pupils cognizant that love and sex is non the same thing. It s non necessary that to be in love, they need to be holding sexual intercourses. Besides tie ining portion of place economic sciences category with sex instruction, harmonizing to instructors will be a great thought as place economic will cover about the hygiene portion. Hygiene is a really of import factor in sex. This will enable pupils to understand the importance of hygiene and besides do them more cognizant about medical issues originating from bad sexual hygiene. Besides the place economic sciences factor will fix the adolescents to go future parents and develop them about how to care for their organic structures and how to care for a babe. A instructor besides noted that sex instruction is non entirely about sex but besides about being future parents, therefore the necessity to implement portion of place economic sciences in the topic of sex instruction. Another suggestion by instructors was implementing information engineering in sex instruction. This will be a great instruction assistance as instructors can utilize the cyberspace, and films to learn thi s subject at school. Information engineering can assist as a facilitator between instructor and pupils as most pupils have entree to information engineering. Besides by implementing it in sexual instruction instructors will be able to learn and warn students about the dangers of information engineering refering sex. Teachers can besides do pupil more responsible towards societal networking sites, therefore doing them less accessible quarry for cybercrimes. Besides some instructors suggested about learning the spiritual portion besides in sexual instruction. Including subjects like moral values as these subject will do these adolescents be more concerned about morality and will believe twice earlier perpetrating the act. Delivering the lesson in learning sex instruction at school. The instructors proposed different ways about presenting the subject of sex instruction in category. First they suggested about sing the different age groups to be taught. This can be achieved by learning the capable category wise ; that is, harmonizing to instructors lessons should be delivered to single categories. Besides, they suggested that the first lesson should be about the consciousness and importance of sex instruction at school and why is it being taught. Besides the interviewed instructors accepted that instruction of sex instruction must be done in a two manner method ; that is, category engagement and audience engagement must be managed. The subject must be taught in such a manner that all pupils will take part in category so that the category does non go deadening. Teachers besides think that lessons will hold to be delivered in a proactive mode ; which is indirectly make the pupils participate in category and doing it an interesting topic. Besides, instructors think t hat they must travel in deepness of the topic so as to explicate all the facets of sex instruction at school, neglecting to make so will do pupil make a bad thought about the topic. This capable being tabu, instructors think that this tabu can be broken up by doing the category more interesting by implementing patterns like function drama, transporting group work, category presentations and arguments. These will do the pupils more active in category and take the boredomness factor. Another suggestion was that associations refering sex related jobs like The Ministry Of Health, PILLS, and Youth groups can be invited at school to present negotiations and sensitisation runs at school. This will assist pupils by geting information from other beginnings instead than their instructors and besides these organisations will give them the practical side of sex instruction alternatively of pen and paper talks. Information engineering, harmonizing to instructors can besides be a good mean for pr esenting lessons about the subject in category. As most of today s adolescents are familiar with cyberspace, a web site can be making for each school about sex instruction and notes and talks can be posted for pupil to read therefore pointing towards e-learning construct. The usage of media support like docudramas and movie projection about the subject will profit both instructors and pupils as pupil can larn straight from these supports and besides instructor can do the category more interesting by the usage of media. Some instructors besides proposed that the topic of sex instruction can be assessed by giving the pupils little category trials, research plants and undertakings. They suggested that even though these appraisals will non number for their academic public presentation, but it is traveling to be a benchmark about how much the pupils have assimilated in category and besides these will be a cheque grade for instructors and will reflect if the degree of learning should be i mproved or non.

106 Animals With Unusual Group Names

106 Animals With Unusual Group Names Leave it to the animal kingdom to bring us some unusual and fun-to-say names for certain animal groups. While it may be easy to think of all animals in terms of herds and packs, its so much more fun to learn the true group names for some of your favorite animals. Whether its an unkindness of ravens or a cete of badgers, the animal kingdom is rich with clever and creative names for groupings of animals. From a wake of buzzards to a leap of lizards, explore the following odd and awesome animal group names throughout the rest of the article, categorized alphabetically by the animals mentioned and used in fun sentences that I hope tells a compelling narrative of exploring over 100 unique names of groups of animals. From a Rookery of Albatrosses to a Murder of Crows The etymology of why we call groups of animals a particular noun truly derives from humans instinctive nature to categorize and compartmentalize identifiers in their brain. For this reason, collective nouns were created to describe particular animal groups. That way, even without the identifying noun of the animal itself, when referring to collective nouns like a shrewdness roaming the jungle, one can safely assume the speaker is talking about a group of apes. Did you know a group of albatross was called a rookery or a group of alligators called a congregation or that baboons travel in troops while badgers travel in cetes and bats in cauldrons? Its best to be wary when a sloth of bears comes lumbering through the woods, which may occur as a sedge of American bitterns, a chain of bobolinks, a bellowing of bullfinches or a wake of buzzards circle overhead. Hunters may take bloodhounds out in a sute, but a clowder or pounce of cats or kindle or litter of kittens wouldnt be quite right for the job. Still, while roaming through the obstinacy of buffalo, one might notice an army of caterpillars, or more rarely a coalition of cheetahs somewhere on the open plains. Be careful not to step on a quiver of cobras, the resulting scream may set a gulp of cormorants or a cover of coots, or worse yet a murder or horde of crows to flight.   From a Pack of Dogs to a Leash of Foxes Dogs can either be identified as a litter of puppies, a pack of wild dogs, or a cowardice of curs while donkeys travel in groups known as paces. In terms of flying creatures, dotterels travel in trips, turtle doves in pityings, ducks swim in groups called rafts but fly in formations called flocks, while groups of eagles are proudly referred to as convocations. You wont want to miss a parade of elephants or a gang of elk roaming around, and a mob of emus and a business of ferrets are not quite as frightening as they sound. A cloud of grasshoppers, though, truly is terrifying, but you can take solace in that a tribe of goats will likely eat an entire cloud if given the chance. Some names, like a charm of finches, a tower of giraffes, a prickle of porcupines and a stand of flamingos make sense just because of the creature groups they name - finches are charming, giraffes do tower, porcupines do prickle and flamingos typically stand on one leg! However, Ive never seen a leash on a fox, but a group of foxes is called a leash. From a Band of Gorillas to a Parliament of Owls Groups of gorillas are known as bands, which bazars of guillemots or confusions of guinea fowls would certainly enjoy if only they played instruments! Bloats of hippopotamus or cackles of hyenas could bask by the watering hole while a shadow of jaguars, an ambush of tigers, a troop of kangaroos and a party of jays watch from the bushes! Elsewhere in the jungle, a conspiracy of lemurs leisurely hangs amongst the vines as a leap of leopards (or lizards, as the term fits both) and a pride of lions circle the group below. Meanwhile, a mischief of mice and labor of moles fights for control over a hollowed out tree stump they both want to call home while a barrel of monkeys hoots and holler at a passing barren of mules. In the category of flight, lapwings travel in deceits, larks in exaltations, mallards in sords, magpies in tidings or gulps, martins in richnesses, nightingales in watches and owls in parliaments. A pandemonium of parrots or a covey of partridges may also take part in a gathering of birds, while ostentations of peacocks may want to stand apart from the crowds. From a Rookery of Penguins to a Zeal of Zebras Penguins travel in groups called colonies, musters, parcels or rookeries - depending on the type of penguin - while otters travel in romps and jellyfish in smacks. Elsewhere underwater, a pod of porpoises, a fever of stingrays, a shiver of sharks, and a run of salmon frolick beneath the surface.   In the air, ravens travel in kindnesses, snipes in walks, sparrows in hosts, starlings in murmurations, and storks in musterings. Groups of swans are called bevies while groups of trush are called mutations. Turkeys travel in gangs (watch out) and vultures circle in kettles. Waterfowls travel in knobs but wildfowls travel in plumps and woodpeckers descend on trees in groups called descents. On land, a coterie of prairie dogs pops up on an unsuspecting nest of rabbits, a gaze of raccoons, a scurry of squirrels and a building of rooks. A rhumba of rattlesnakes shake their tails as a crash of rhinoceroses and a congress of salamanders pass too close, and a cluster of spiders hide in response.  A mud pit full of pigs can be referred to as a passel or a sounder while polecats specifically travel in chines. Whales travel in pods and wolves travel in packs while groups of wombats are called wisdoms and groups of zebras called zeals.

The impact of the Internet on the field of advertising Essay

The impact of the Internet on the field of advertising - Essay Example This work "The impact of the Internet on the field of advertising" outlines how the increasing usage of the Internet affected advertising industry and tools that it uses. Advertising through internet has made it possible for advertising agencies to measure the impact of their adverts on the potential viewers. This has been done through the development of methods of assessment based on measuring the number of times that individuals either visit a website or the number of clicks that have been made on a particular advert (Lee & Ahn, 2012). In this way, advertising agencies have come to have sound knowledge concerning not only the effectiveness, but also the means of developing improvement to adverts so that they can be more attractive to customers. Furthermore, internet advertising has made it possible for advertising agencies to only pay for those adverts that are performing. A method where payments are made based on the number of times that individuals click on an advert rather than on the impressions of the adverts themselves. This method of payment has attracted a large number of advertisers to the internet because they are able to have value for their money. Advertisers no longer have to worry about paying for nonperforming adverts because the internet has mechanisms to determine whether the adverts that they have posted are worth paying for or not, thus making the internet more efficient. The internet has had an impact on the manner through which investments are conducted by advertisers.