Moral Dilemmas and Guilt Essay Example | Topics and Well Written Essays - 1000 words - 1

Moral Dilemmas and Guilt - Essay Example Truth-telling or Honesty – As by hiring the candidate of your choice my honesty would be impaired, and e) Individual Freedom – Further my objectivity and self-determinacy would also be affected by this situation. Further, this situation also has the potential to affect my moral behaviour and this also constitutes ethical dilemma. Consultations with the ethics committee comprising of the HR personnel and supervisors, presented the following basic options: a) it would be violation of the general ethical principles as well as the Organization’s ‘Code of Business Conduct and Ethics’ to some extent as are discussed above, however, as all the candidates are of equal footings as yet and are equally compatible and capable as their results of the tests and the experience proves, we can also consider hiring Mr McDonough. But for that effective interviews need to be conducted as these may result in certain other observations about the candidates too. I have also considered the ethical Theory that is suitable for the situation that we are facing now. The applicable theory is ‘Consequentialism’, which presents that the right action is one which produces the best consequences. Considering the information that I have gathered and the priorities I have set, each option was evaluated and the potential consequences for all the parties involved were assessed. Following implications were observed: i) Carry on the interview proceedings of all the candidates, keeping in mind your request and considering Mr McDonough above others: Gives a chance as to find out the capabilities of others too, and satisfies all the three parties, the potential candidates, you and me. It will not cause the doubts in the minds of the candidates as they will all be satisfied that they are being evaluated on their capabilities, appointment of Mr McDonough will be as per your request, therefore, that will also satisfy your request and as all the regular proceedings will be carried and consideration can be paid to other candidates too if some extraordinary ability is discovered, this makes the HR personnel satisfied with their work.  

Energy Resource Challenges Essay Example | Topics and Well Written Essays - 250 words

Energy Resource Challenges - Essay Example Thirdly, author mentions liquid fuels and the practice of turning food into fuel. For instance the cellulose in corn is used to produce ethanol. However, at present, there is a shift from the use of food grains to that of the stalks and stubble left after harvest, thus not compromising on the loss of grains to the generation of power. The National Renewable Energy Lab uses a plant to turn leftovers from the harvest and many other non-usable things into energy. Finally, the author talks about the use of wood chips to generate power. Nevertheless, despite the fact that renewable energy sources have several advantages, there are also a few challenges to their effective use. For instance, in the case of solar power, a solar concentrator is required which may be difficult to keep ones backyard. Also, in the United States, the cost for energy is very low and hence the renewable energy industry faces stiff competition from fossil fuels. Thirdly, in order to make a difference with renewable sources of energy, it has to be on a large scale. Lastly, there is also a lack of urgency with regard to the utilization of renewable sources of energy. One form of renewable energy not mentioned in the video is Hydroelectricity, in which water is harnessed for generating energy.

AC DC Three Phase Generators

AC DC Three Phase Generators Aims and Objectives The main objective of this report is to describe the investigation into operating characteristics of AC-DC Three-Phase generators and motors. The following subjects must be covered in this report for it to successfully document the investigation, these subjects will be constructed using a series of lab experiments and learner comments:- Operating characteristics of DC and AC generators supplying resistive, capacitive and inductive loads. Relationship between speed, current, power factor, and efficiency of a cage induction motor, capacitor start induction motor, synchronous motor and DC motor. Analyse the results from each of the experiments done and provide graphical analysis of the results. Introduction/ Background It is well known that the most regular type of power to be generated around the world is three phase AC. The reasons being are:- Three phase power is needed for the use of the most efficient types of industrial motors. It is considered to be the most efficient form of electrical energy to generate and distribute. Due to the performance of three phase, the size and weight of devices using it such as generators and motors are lower compared to devices using other power systems. Although it should be noted that the performance of an AC system is dependant on the power factor, not just the load in terms of current. In-order to successfully investigate the subject of AC vs. DC a total of six practical tests were completed, the practical tests will be documented in the following report and analysed. The tests completed:- AC induction motor torque-speed characteristics AC synchronous motor torque-speed characteristics AC capacitor start induction motor torque-speed characteristics DC motor torque-speed characteristics DC generator output characteristics AC generator output characteristics AC Induction Motor Test An induction motor is an asynchronous motor where through electromagnetic induction power is supplied to the rotating device. In some contexts an induction motor can be described as a rotating transformer because the stator can be shown to be the primary winding and the rotor as the secondary winding. Induction motors can be found regularly in industrial situations. Induction motors get their popularity from being rugged in construction, and from not having brushes. There is more than one design of induction motor a few examples are:- Squirrel Cage Rotor Motor Wound Rotor Motor Double Cage Rotor Motor Each of the above motor designs has its own merits; the type of motor to be used in this experiment is the cage rotor motor. Squirrel Cage Rotor Motor:- A cage induction motor rotor shown in the illustration below consists of a series of conducting bars laid into slots carved into the face of the rotor and shorted at either end by large shorting rings. The design is known as the cage rotor because of the conducting bars, if examined they can be seen to look like a squirrel or hamsters exercise wheel. 1Squirrel Cage Motor Construction Test The purpose of this test was to find the torque-speed characteristics of an AC induction motor. The characteristics that will be analysed against torque are:- Speed Current Output Power Power Factor Efficiency The basic idea behind the test, the motor is run at full speed and is connected to a brake unit. The brake unit can be adjusted to make the motor produce more or less amounts of torque. Starting at low motor torque, readings of current voltage and power are taken, then readings continue to be taken all they way to near stalling point. The test equipment is as follows:- Circuit Diagram for Cage Rotor Induction Motor Test:- Block Diagram To further explain and simplify, a block diagram of the test is included below. This shows exactly how the system operates. Brake Motor Three Phase Supply Torque Control Speed (rev/min) Ammeter, volt meter, watt meter Test Procedure A completely extensive test procedure can be found in the appendix taken from the Student Guide of TecQuipment Electrical Machines FH2 refer to appendix !!!. Results Table T.1 Torque (Nm) Speed (rev/min) Output Power (W) Wattmeter Wa (W) Wattmeter Wb (W) Input Power (W) Line Current (A) Line Voltage (V) Volt-Amperes (VA) Power Factor Efficiency (p.u.) 0.1 1500 15.708 80 0 80 0.35 245 148.52336 0.5386 0.1963495 0.2 1450 30.369 85 10 95 0.38 245 161.25393 0.5891 0.3196708 0.3 1450 45.553 95 20 115 0.4 245 169.74098 0.6775 0.3961139 0.4 1440 60.319 100 30 130 0.42 245 178.22803 0.7294 0.4639891 0.5 1425 74.613 110 40 150 0.45 245 190.9586 0.7855 0.4974188 0.6 1400 87.965 120 50 170 0.5 245 212.17622 0.8012 0.5174388 0.7 1390 101.89 130 60 190 0.55 245 233.39385 0.8141 0.5362754 0.8 1360 113.94 145 65 210 0.57 245 241.8809 0.8682 0.5425481 0.9 1350 127.23 160 80 240 0.65 245 275.82909 0.8701 0.5301438 1 1.1 1.2 1.3 1.4 The values for output power, volt-amperes, input power, power factor and efficiency were calculated using the following relationships:- Problems:- Before the results are expressed in graphical form and commented on, the report discusses any problems that occurred during the lab experiment. Only one major issue occurred during the induction motor test. The fault was due to a wiring error. A link was missing on one of the watt meters which caused the motor to single phase and not rotate. It was easy to see that it was single phasing because the current measured for one of the phases was zero, indicating an open circuit somewhere. The link was quickly replaced and the test could begin. Graphical Analysis:- Now the report illustrates the results in the table T.1 in a graphical form, to make comparison the results from the test equipment manufacture have been included as a guide. Speed vs. Torque The above graph shows the relationship between speed and torque, it shows that at a low torque the speed is at its maximum but as the torque increases the adverse happens to the speed. This is expected because increasing the torque of the motor is adding more mechanical load, thus slowing the motor down. 2Manufactures graph of Speed versus Torque (Cage Induction Motor) The graph above is a representation of the results that the manufacturer of the test machines gives as a guide. It is possible to see that from a torque of 0.1Nm to 0.9Nm the results are similar to the report authors. The torque was not taken any higher than 0.9Nm in the authors test as stalling the motor was not a desired outcome. Output Power vs. Torque This graph shows the relationship of output power versus torque taken from the lab results in table T.1; it has an obvious linear upward trend. It is expected that the output power increases as more load is put on the motor, because the motor has to work harder to maintain rotation. 3Manufactures graph of Output Power versus Torque (Cage Induction Motor) The manufactures results also share the same upward trend as the authors, but again the manufacture has taken the results past 0.9Nm and taken the motor into a stalling condition. Line Current versus Torque The graph above shows the results of torque against line current, a good upward trend is visible. This indicates that as the torque increases so does the line current, this again is due to the increase in load on the motor. 4Manufactures graph of Line Current versus Torque (Cage Induction Motor) The guide results from the manufacture complement the results that the author recorded. A steady rise is shown from around 0.35-0.4A to 0.6-0.7A at about 0.9Nm. Power Factor versus Torque The graph is showing the results from the practical lab experiment, the calculated power factor versus the torque. It can be seen from the upward trend of the graph that as the torque of the motor increases, so does the power factor. It will be later seen in the report that because the power factor increases with torque so will the efficiency. 5Manufactures graph of Power Factor versus Torque (Cage Induction Motor) The guide results above show similarities with the results gained through practical lab experiments. Torque vs. Efficiency The graph is showing the relationship between efficiency and torque, the efficiency increases as the torque does, this is expected because the output power increases with the torque. The peak efficiency occurs at around 0.75-0.8Nm after which the efficiency starts to reduce. 6Manufactures graph of Efficiency versus Torque (Cage Induction Motor) The graph above shows the relationship of torque and efficiency, the manufactures results show a similar trend to that of the authors. The results from the manufactures show more of the downward trend after 0.8Nm to eventually stalling point. Conclusion Overall the results acquired through practical experiment show encouraging results, both towards theory and also towards the manufactures guide results. Some of the graphs could have been a more steady results but it is not possible to get perfect results on something like this without doing the test many more times and taking average values. The trends do illustrate what is expected, so this means the equipment was set up correctly, and the test was carried out uniformly to manufactures guidelines. The induction motor is capable of supplying torque when needed but it will not maintain a constant speed. AC Synchronous Motor Test The major characteristic of a synchronous motor is that it stays at a constant speed regardless of no load or full load. Under certain conditions they can produce a power factor that is capable of correcting a low power factor from an inductive load. A common use for a synchronous motor is to drive a DC generator. They come in all sizes from small to thousands of horsepower. The synchronous motor works by the application of three-phase AC power to the stator which causes a rotating magnetic field. The rotor sits inside this magnetic field, and is energised with a DC voltage. The rotating magnetic field of the stator attracts the rotor magnetic field caused by the DC voltage, and a strong rotating force is then imposed on the rotor shaft. This is one of the disadvantages of the synchronous motor, it needs a DC excitation voltage to start without this the rotor will not start turning. This characteristic causes the motor to have poor starting torque, most of its torque is when it is running at synchronous speed. 7Showing the parts making up a synchronous motor Test The purpose of this test was to find the torque-speed characteristics of an AC synchronous motor. The characteristics that will be analysed against torque are:- Current Output Power Power Factor Efficiency Speed has not been considered because of the way the motor operates, a constant speed should be apparent throughout the test. In the test the motor is ran at full speed, and an adjustable brake unit will control the levels of torque the motor produces. Measurements of current, voltage and power are taken at low to high torque points to get the torque characteristics of the motor. Test Equipment:- Circuit Diagram for Synchronous Motor Test:- Block Diagram To further explain and simplify, a block diagram of the test is included below. This shows exactly how the system operates. Three Phase Supply Brake Motor DC Rotor Supply Torque Control Speed (rev/min) Ammeter, volt meter, watt meter Test Procedure The test procedure that was followed can be found in the appendix taken from the Student Guide of TecQuipment Electrical Machines FH2, refer to appendix!!!. Results Table T.2 Torque (Nm) Speed (rev/min) Output Power (W) Wattmeter Wa (W) Wattmeter Wb (W) Input Power (W) Line Current (A) Line Voltage (V) Volt-Amperes (VA) Power Factor Effieciency (p.u.) 0 1500 0 0 4 4 0.05 245 21.21762 0.1885 0 0.05 1500 7.854 0 8 8 0.05 245 21.21762 0.377 0.981748 0.1 1500 15.71 0 10 10 0.05 245 21.21762 0.4713 1.570796 0.2 1500 31.42 10 12 22 0.05 245 21.21762 1.0369 1.427997 0.3 1500 47.12 20 20 40 0.1 245 42.43524 0.9426 1.178097 0.4 1500 62.83 30 30 60 0.15 245 63.65287 0.9426 1.047198 0.5 1500 78.54 38 39 77 0.2 245 84.87049 0.9073 1.019998 0.6 1500 94.25 50 46 96 0.25 245 106.0881 0.9049 0.981748 0.7 1500 110 55 52 107 0.25 245 106.0881 1.0086 1.027624 0.8 1500 125.7 60 65 125 0.3 245 127.3057 0.9819 1.00531 0.9 1500 141.4 70 72 142 0.35 245 148.5234 0.9561 0.995575 1 1.1 1.2 1.3 1.4 The values for output power, volt-amperes, input power, power factor and efficiency are calculated using the following relationships:- Graphical Analysis:- The report now includes graphical representation of the results table T.2; the guide graphs from the TecQuipment the machine manufacture have been included to compare result reliability. Output Power vs. Torque The above shows the relationship between torque and output power, it can be seen that as the torque produced increases so does the output power. This outcome is expected because the motor has to turn a greater load and remain at a constant speed. 8Manufactures graph of Output Power versus Torque (Synchronous Motor) The manufactures graph also shows the output power increasing with the torque. Line Current versus Torque The line current in this graph is taking an upwards trend indicating as the torque produced is increased so does the line current. The motor is working harder to produce more torque and therefore putting more load on the line. 9Manufactures graph of Line current versus Torque (Synchronous Motor) The manufactures graph shows a smoothing increase in line current against torque but does compare with the results gained from the test. Power Factor versus Torque The power factor in this graph is shown to increase to a level above 0.8 very quickly and stays there till the end of the test (0.9Nm). Synchronous motors normally run at a very good power factor close to unity, and this is represented in the results from the test. 10Manufactures graph of Power Factor versus Torque (Synchronous Motor) The manufactures guide graph shows a similar trend to that of the report authors. Efficiency vs. Torque The above graph showing the relationship of torque and efficiency shows a really good level of efficiency produced by the motor, but the trend is not very reliable as it would not be expected to go past 1. Synchronous motors do have good efficiency higher than that of induction motors. 11Manufactures graph of Efficiency versus Torque (Synchronous Motor) The manufactures graph shows a much more reliable trend of efficiency of the synchronous motor, but it does still show that the motor is very efficient. Conclusion The results for this test could have been better and if the test was to be repeated then more effort would be made to get better measurements. Although with this in mind the graphs do show what is expected from a synchronous motor in terms of torque characteristics. In comparison to the induction motor, the synchronous motor has improved characteristics of:- Less load in terms of current on the line. Better Power factor (closer to unity) Better Efficiency It would be interesting to find out the difference in starting torque capacity of the two motors because the induction motor would be expected to have a greater starting torque than the synchronous, based on the research into the operation of these two types of motor. AC Capacitor Start Induction Motor Test The most common AC induction motor in use today is probably the single phase induction motor. The reasons for this are that they require little maintenance, and are the least expensive. In the single phase AC induction motor the stator magnetic field does not rotate, it simply alternates polarity as a result of the AC voltage changing polarity. Through magnetic induction a voltage is induced in the rotor, however this alone will not cause the motor to turn. This is why starting methods are needed for single phase AC induction motors. Capacitor Start In this type of induction motor the stator is made up of a main winding and a starting winding. The starting winding is connected in series with a capacitor, which offers between the two windings a phase difference of 90 degrees. The result when the motor is started is that between the two windings a rotating magnetic field is created and is enough to start the motor. Once nearly full speed occurs then a speed sensitive switch cuts out the starting winding and the motor runs as a single phase motor. In this way of starting the starting winding is not designed to give the motor high starting torque and so only small motors can use this system. Test The purpose of this test was to find the torque-speed characteristics of an AC induction motor. The characteristics that will be analysed against torque are:- Speed Current Output Power Power Factor Efficiency The basic idea behind the test, the motor is run at full speed and is connected to a brake unit. The brake unit can be adjusted to make the motor produce more or less amounts of torque. Starting at low motor torque, readings of current voltage and power are taken, then readings continue to be taken all they way to near stalling point. Test Equipment:- Circuit Diagram for Synchronous Motor Test:- Block Diagram To further explain and simplify, a block diagram of the test is included below. This shows exactly how the system operates. Brake Motor Three Phase Supply Torque Control Speed (rev/min) Ammeter, volt meter, watt meter Test Procedure An extensive test procedure can be found in the appendix taken from the Student Guide of TecQuipment Electrical Machines FH2 refer to appendix !!!. Results Table T.3 Torque (Nm) Speed (rev/min) Output Power (W) Input Power (W) Supply Current (A) Line Voltage (V) Volt-Amperes (VA) Power Factor Effieciency (p.u.) 0.1 1450 15.18 250 1.7 245 416.5 0.6 0.0607375 0.2 1450 30.37 290 1.75 245 428.75 0.676 0.1047198 0.3 1450 45.55 310 1.8 245 441 0.703 0.1469455 0.4 1448 60.65 330 1.81 245 443.45 0.744 0.183799 0.5 1425 74.61 355 1.9 245 465.5 0.763 0.210177 0.6 1400 87.96 390 1.97 245 482.65 0.808 0.2255502 0.7 1390 101.9 421 2.05 245 502.25 0.838 0.2420245 0.8 1350 113.1 470 2.2 245 539 0.872 0.2406326 0.9 1 1.1 1.2 1.3 1.4 1.5 The values for output power, volt-amperes, input power, power factor and efficiency were calculated using the following relationships:- Problems:- Before the results are expressed in graphical form and commented on, the report discusses any problems that occurred during the lab experiment. Only one major issue occurred during the induction motor test. The fault was due to a wiring error. A link was missing on one of the watt meters which caused the motor to single phase and not rotate. It was easy to see that it was single phasing because the current measured for one of the phases was zero, indicating an open circuit somewhere. The link was quickly replaced and the test could begin. Graphical Analysis:- Now the report illustrates the results in the table T.1 in a graphical form, to make comparison the results from the test equipment manufacture have been included as a guide. Speed vs. Torque Supply Current versus Torque Power Factor versus Torque Efficiency vs. Torque Conclusion Overall the results acquired through practical experiment show encouraging results, both towards theory and also towards the manufactures guide results. Some of the graphs could have been a more steady result but it is not possible to get perfect results on something like this without doing the test many more times and taking average values. The trends do illustrate what is expected, so this means the equipment was set up correctly, and the test was carried out uniformly to manufactures guidelines. DC Motor Test The working principle behind any DC motor is the attraction and repulsion of magnets. The simplest motors use electromagnets on a shaft, with permanent magnets in the case of the motor that attract and repel the electromagnets. The reason for using electromagnets is so that it is possible to flip their magnetic field (their north and south poles). So the electromagnet is attracted to one of the permanent magnets. As soon as it reaches the permanent magnet, its north and south poles flip so that it is repelled from that magnet and attracted to the other permanent magnet. This video shows you the parts and how they fit together: Test The purpose of this test was to find the torque-speed characteristics of an AC induction motor. The characteristics that will be analysed against torque are:- Speed Current Efficiency The basic idea behind the test, the motor is run at full speed and is connected to a brake unit. The brake unit can be adjusted to make the motor produce more or less amounts of torque. Starting at low motor torque, readings of current voltage and power are taken, then readings continue to be taken all they way to near stalling point. Test Equipment:- Circuit Diagram for DC Motor Test:- Block Diagram To further explain and simplify, a block diagram of the test is included below. This shows exactly how the system operates. Brake Motor Three Phase Supply Torque Control Speed (rev/min) Ammeter, volt meter, watt meter Test Procedure An extensive test procedure can be found in the appendix taken from the Student Guide of TecQuipment Electrical Machines FH2 refer to appendix !!!. Results Table T.4 Torque (Nm) Speed (rev/min) Voltage (V) Current (A) Input Power (W) Output Power (W) Efficiency (p.u.) 0.05 4600 104 0.55 57.2 24.085544 0.421075938 0.1 3900 104 0.65 67.6 40.840704 0.604152433 0.15 3200 104 0.75 78 50.265482 0.644429262 0.2 2800 104 0.9 93.6 58.643063 0.626528449 0.25 2600 104 1 104 68.067841 0.654498469 0.3 2300 104 1.15 119.6 72.256631 0.604152433 0.35 2100 104 1.2 124.8 76.96902 0.616738942 0.4 1900 104 1.35 140.4 79.587014 0.566859073 0.45 1800 104 1.5 156 84.823002 0.54373719 0.5 1600 104 1.6 166.4 83.775804 0.503460361 0.55 1500 104 1.7 176.8 86.393798 0.488652703 0.6 1400 104 1.85 192.4 87.964594 0.457196436 0.65 1300 104 1.9 197.6 88.488193 0.447814742 0.7 1250 104 2.1 218.4 91.629786 0.419550301 0.75 1200 104 2.15 223.6 94.24778 0.421501698 The values for output power, volt-amperes, input power, power factor and efficiency were calculated using the following relationships:- Problems:- Before the results are expressed in graphical form and commented on, the report discusses any problems that occurred during the lab experiment. Only one maj

Elements of Western, Comedy and Thriller in Jarmusch’s Film Dead Man :: Movie Film Essays

Elements of Western, Comedy and Thriller in Jarmusch’s Film Dead Man Released in 1995, the film â€Å"Dead Man† is set in the West in the latter half of the 19th century. The film is a genre-combining work. Although â€Å"Dead Man† is a Western, it brings in many elements from the Comedy and the Thriller. The movie is set in the west, yet the audience finds themselves laughing at many comical incidents as well as anticipating what will happen to Blake next. The film is a Western in many ways, but is also a satire of the genre. First of all, the character Nobody is a Native American. This is common to Westerns, however, the remainder of his character is not. While Indians in Westerns are usually savages, Nobody was educated in England and only interested in helping the protagonist. Also, Blake arrives in town alone. Heroes in Westerns have typically been loners. However, Blake’s character is not much of a hero as he does not demonstrate many characteristics commonly associated with heroism. He is not courageous, fighting some ‘evil’ or ‘bad’ presence, or have some sort of special skills. When walking through, the town is established as a lawless place. For example, Blake and the audience see a woman performing oral sex on a man in public. This lawlessness is expected in the West. However, this specific incident is also satirical of the genre as Westerns would not normally show such a vulgar act. During the course of â€Å"Dead Man,† Jarmusch uses some scenes to create a Thriller-like tension. For example, in the first scene, when Blake is traveling, many interesting passengers ride along with him on the train. The train conductor sits across from Blake and warns him of his destination, the town of Machine. The conductor tells Blake that Machine is the â€Å"end of the line.† These are very ominous words. The conductor also states that Blake is likely to find his grave there. A gunshot is then fired. These are actions and dialogue not regular to Westerns. This scene brings to â€Å"Dead Man† the element of suspense common to the Thriller. Throughout the film, the audience is also exposed to many different comical scenes. Many situations and even dialogue are humorous. For example, one of the three killers sleeps with a Teddy Bear. Additionally, Nobody calls Blake a â€Å"stupid fucking white man.† This is funny purely because it is not something that would be expected from his character.

For single sex schools

This House believes single-sex schools are good for education Co-educational schools attempt to establish uniformity in the teaching of two groups, boys and girls, who typically learn and develop at different speeds and using different methods. ‘They do not develop in the same way or at the same time; boys favour visual processing and do not have the hand-motor control that girls readily achieve in early grades'. [l] It is widely accepted that ‘boys develop more slowly than girls.. hat's true at every level of analysis'. [2] Furthermore, they develop physically at ifferent speeds, girls often developing earlier which can lead to bullying from the opposite sex for those who either over-develop or under-develop.Therefore, it should come as no surprise that, at least in the United States, elementary school boys are 50% more likely to repeat a grade than girls and they drop out of high school a third more often. 3] If they were taught separately and the curriculum and teachin g was tailored to their needs, drop-out rates would not be so high nor as vastly disproportionate. [1] Gilbert, M. ‘Single-sex schools help children thrive'. The Christian Science Monitor 20 September 2007. 2] Bronski, M. , ‘Single-sex Schools'. Znet, 25 October 2002. [3] Gilbert, M. ‘Single-sex schools help children thrive'. The Christian Science Monitor 20 September 2007.Point Counterpoint Everyone develops at slightly different speeds, however few would advocate everyone should be home-schooled. Ultimately, the curriculum determines the mode of teaching, not the gender composition of the class, and the curriculum can be moulded to suit both girls and boys, faster and slower learners and those with repeat grades that is a manifestation of difficulties in learning and as relevant to heir proximity to girls in the classroom as it is to the higher-achieving boys.Furthermore, the sociologist Cynthia Epstein argues that in fact there is no consensus among psychologist s as to the existence of psychological or cognitive differences between the sexes'. [l] Finally, as Michael Bronski notes, the benefits of same-sex schools cannot be applied across the educational sphere for the private schools where the tests take place admit ‘either only high-achieving pupils or self- select by expelling poorly-performing or misbehaving students'. [2] [1] Kaimer, W. The Trouble with Single-sex Schools'.The Atlantic, April 1998. [2] Bronski, M. , ‘Single-sex schools'. znet, 25 October 2002. Research Spotlight on Single-Gender Education NEA Reviews of the Research on Best Practices in Education If you walked into the average public school classroom in the United States, you'd find an equal number of boys and girls. But some experts suggest it may be time for a change. Single-gender education and the often-spirited dialogue surrounding it have raised a number of issues concerning the best manner to educate boys and girls.In 993, American University profes sors Myra Sadker and David Sadker published their research in Failing in Fairness: How America's Schools Cheat Girls, which describes striking discoveries about fairness in American schools. During a three-year study, trained observers visited more than 100 elementary school classrooms in Connecticut, Maryland, Massachusetts, Virginia, and the District of Columbia and noted student-teacher interactions, including the following: Boys called out eight times as often as girls did. When a boy yelled out, the teacher ignored the â€Å"raise your and† rule and usually praised his contribution.Girls who called out got reminders to raise their hands. Teachers valued boys' comments more than girls' comments. Teachers responded to girls with a simple nod or an 0K, but they praised, corrected, helped, and criticized boys. Boys were encouraged to solve problems on their own, but teachers helped girls who were stuck on problems. Male dominance in the classroom may come as no surprise to a dvocates of single-gender education who suggest that boys and girls are regularly treated differently in coeducational settings nd that both boys and girls could both benefit from single-gender classrooms.Studies suggest that when boys are in single-gender classrooms, they are more successful in school and more likely to pursue a wide range of interests and activities. Girls who learn in all-girl environments are believed to be more comfortable responding to questions and sharing their opinions in class and more likely to explore more â€Å"nontraditional† subjects such as math, science, and technology.In addition, advocates believe that when children learn with single- ender peers, they are more likely to attend to their studies, speak more openly in the classroom, and feel more encouraged to pursue their interests and achieve their fullest potential. Of course, these beliefs have been challenged as well. The American Single-Sex Education for Girls (1998), which notes that s ingle-sex education is not necessarily better than coeducation. According to the report, boys and girls thrive on a good education, regardless of whether the school is single-sex or coeducational.Some findings include: No evidence shows that single-sex education works or is etter for girls than coeducation. When elements of a good education are present† such as small classes and schools, equitable teaching practices, and focused academic curriculum†girls and boys succeed. Some kinds of single-sex programs produce positive results for some students, including a preference for math and science among girls. Additional research on the effectiveness of single-gender classrooms is necessary, but we all can agree that we need to construct an educational environment that meets the social and intellectual needs of boys and girls.

Arthur Conan Doyle’s stories Essay

Arthur Conan Doyle was a well known writer during the Victorian Era and still is today. He was famous for his stories. One of his books had a fictional character that caught people’s attention. This character is a spectacular detective, Sherlock Holmes. People loved Sherlock Holmes so much because he always solves the case and always defeat evil. In fact, in one of Arthur’s short story, ‘The Speckled Band’, Sherlock Holmes was described as â€Å"the Scotland Yard Jack-in-office† and â€Å"the busybody!† This period of time is called the Victorian Era because the ruler during this time was Queen Victoria. There were a lot of crimes committed at this time. Common ones were murder and drug abuse, which were feared greatly by people. The life style of people in the Victorian Era was different to everyday life. In the Victorian Times, there were three different groups of people. These were the upper class – rich and powerful people who don’t need to work, middle class – have to work to support but not physical work, and lower/working class – poor people with no money and works physically. ‘The Speckled Band’ and ‘The Man with the Twisted Lip’ are one of Arthur Conan Doyle’s stories. This piece of writing is to show how these two stories give the readers an idea of how people lived and behaved in the Victorian Era and what people expected of certain people because of either their gender, their ethnicity or their class.  In Victorian Times, women were treated differently to men. Women within this time were considered to be very emotional. We know this because in ‘The Man with the Twisted Lip’ when Mrs St Clair saw the blood on a window, she â€Å"fainted at the sight of blood.† The quotation tells us that women were hysterical and they are not strong enough to receive bad news because they’d sometimes break down. Another situation that proves this is when Sherlock was being assured by Mrs St Clair that if he answers her question, he should â€Å"not trouble about my feelings. I am not hysterical, nor given to fainting.† Also informing the readers that, women knew their weaknesses and their strengths. However, men in the Victorian Times always thought things through. We know this because Sherlock said, â€Å"†¦ the impression of a woman may be more valuable than the conclusion of an analytical reasoner.† This let the reader know that men looks at the fact and take time to analyse and observe things and they don’t just jump to conclusions. They thought they could handle situations for themselves and don’t need women’s help at all. The readers detect this when Mrs St Clair â€Å"†¦was escorted home†¦as her presence was no help†¦Ã¢â‚¬  We know that Neville’s wife saw everything and the police knew that she saw her husband but still said she couldn’t help their investigation. Men had everything and they were in control financially. Women couldn’t have control over their money until they were settled with their own husbands. This happened to Helen Stoner, from the story of ‘The Speckled Band’. She wanted Sherlock Holmes to investigate something for her but she didn’t have the money on her then however she guaranteed Holmes that â€Å"†¦in a month or six weeks I shall be married, with control of my income†¦Ã¢â‚¬  Men had authority over a lot of things. People that were not British were disliked by a lot of the Victorians. They are thought to be a danger in the society and are unwanted. There were different ethnic people in the Victorian Era. These people were not White British. They had different lifestyle to Victorian people. Some of this people were the Malays. Malays was what they called Malaysian people. In the story of ‘The Man with the Twisted Lip’ the Malays were mentioned just once. This was when Dr Watson, Sherlock Holmes’ assistant and loyal friend, entered an opium den, â€Å"†¦a swallow Malay attendant had hurried up with a pipe†¦Ã¢â‚¬  Opium den is like a drug den which was run and supplied by the Malaysians. In the same story, we are made known to a different ethnic individual, â€Å"lascar.† A lascar is an East Indian sailor.

George Washingtons First Inauguration

George Washington's First Inauguration The inauguration of George Washington as the first President of the United States on April 30, 1789, was a public event witnessed by a cheering crowd. The celebration in the streets of New York City was also a very serious event, however, as it marked the  beginning of a new era. After struggling with the Articles of Confederation in the years following the Revolutionary War, there had been a need for a more effective federal government and a convention in Philadelphia in the summer of 1781 created the Constitution, which established the office of president. George Washington had been selected as president of the Constitutional Convention and, given his great stature as a national hero, it seemed obvious he would be elected as the first President of the United States. Washington  easily won the first presidential election in late 1788 and when he took the oath of office on the balcony of Federal Hall in lower Manhattan months later, it must have seemed to the citizens of the young nation that a stable government was finally coming together. As Washington stepped out onto the balcony of the building, many precedents would be created. The basic format of that first inauguration more than 225 years ago is essentially repeated every four years. Preparations for the Inauguration After delays in counting votes and certifying the election, Washington was officially informed that he had been elected on April 14, 1789. The secretary of the Congress traveled to Mount Vernon to deliver the news. In an oddly formal meeting, Charles Thomson, the official messenger, and Washington read prepared statements to each other. Washington agreed to serve. He left for New York City two days later. The trip was long, and even with Washingtons carriage (a luxury vehicle of the time) it was arduous. Washington was met by crowds at every stop. On many nights he felt obligated to attend dinners hosted by local dignitaries, during which he was toasted effusively. After a large crowd welcomed him in Philadelphia, Washington was hoping to arrive in New York City (the location of the inauguration as D.C. had not yet become the nations capital) quietly. He didnt get his wish. On April 23, 1789, Washington was ferried to Manhattan from Elizabeth, New Jersey, aboard an elaborately decorated barge.  His arrival in New York was a massive public event. A letter describing the festivities that appeared in newspapers mentioned a cannon salute was fired as Washingtons barge passed the Battery at the southern tip of Manhattan. A parade formed consisting of a cavalry troop formed when he landed and also included an artillery unit, military officers, and the Presidents Guard composed of Grenadiers of the First Regiment. Washington, along with city and state officials and followed by hundreds of citizens, marched to the mansion rented as the Presidents House. The letter from New York published in the Boston Independent Chronicle on April 30, 1789, mentioned that flags and banners were displayed from buildings, and bells were rung. Women waved from windows. During the following week, Washington was kept busy holding meetings and organizing his new household on Cherry Street. His wife, Martha Washington, arrived in New York a few days later accompanied by servants which included enslaved people brought from Washingtons Virginia estate at Mount Vernon. The Inauguration The date for the inauguration was set for April 30, 1789, a Thursday morning. At noon a procession began from the Presidents House at Cherry Street. Led by military units, Washington and other dignitaries walked through several streets to Federal Hall. Keenly aware that everything he did that day would be seen as significant, Washington chose his wardrobe carefully. Though he was mostly known as a soldier, Washington wanted to emphasize that the presidency was a civilian position, and he did not wear a uniform. He also knew his clothes for the big event had to be American, not European. He wore a suit made of American fabric, a brown broadcloth made in Connecticut that was described as resembling velvet. In a small nod to his military background, he wore a dress sword. After reaching the building on the corner of Wall and Nassau Streets, Washington passed through a formation of soldiers and entered the building. According to an account in a newspaper called The Gazette of the United States and published on May 2, 1789, he was then introduced to both houses of Congress. That was, of course, a formality, as Washington would have already known many of the members of the House and Senate. Stepping out onto the gallery, a large open porch on the front of the building, Washington was administered the  oath of office by the Chancellor of the State of New York, Robert Livingston. The tradition of presidents being sworn in by the Chief Justice of the United States was still years in the future for a very good reason: the Supreme Court would not exist until September 1789, when John Jay became the first Chief Justice. A report published in a newspaper (The New York Weekly Museum) on May 2, 1789, described the scene which followed the administration of the oath of office: The Chancellor then proclaimed him THE PRESIDENT OF THE UNITED STATES, which was followed by the instant discharge of 13 cannon, and loud repeated shouts; THE PRESIDENT bowing to the people, the air again rang with their acclamations. He then retired with the two Houses [of Congress] to the Senate Chamber... In the Senate chamber, Washington delivered the first inaugural address. He had originally written a very long speech which his friend and adviser, future president James Madison, suggested he replace. Madison drafted a much shorter speech in which Washington expressed typical modesty. Following his speech, Washington along with new vice president John Adams and members of Congress walked to St. Pauls Chapel on Broadway. After a church service, Washington returned to his residence. The citizens of New York, however, continued celebrating. Newspapers reported that illuminations, which would have been elaborate slide shows, were projected on buildings that night. A report in the Gazette of the United States  noted that illuminations at the homes of the French and Spanish ambassadors were particularly elaborate. The report in The Gazette of the United States described the end of the great day: The evening was fine- the company innumerable- every one appeared to enjoy the scene, and no accident cast the smallest cloud upon the retrospect.