Slavery Is The South Essays - Slavery In The United States

Slavery is the South Essay #3 Slavery played a dominating and critical role in much of Southern life. In the struggle for control in America, slavery was the South's stronghold and the hidden motive behind many political actions and economic statistics. By dominating Southern life, slavery also dominated the economic and political aspects of life in the South from 1840 to 1860. By the 1840's and 50's the Southern economy had almost completely become slave and cash crop agriculture based. Without slaves in the south a person was left either landless and penniless or struggling to get by on a small farm. However, even though slaves dominated the southern economy, slaveholders only included about 2 to 3 percent of the population. This small percentage was the amount of people successful in a slave based, cash crop agricultural, Southern economy. Therefore, the Southern economy was controlled and dominated by those who did and did not have slaves. Furthermore, with the high demand for Southern items in Europe and Northern America more slaves were needed in the South to produce these cash crops. Without slaves there would be no cotton, tobacco, or sugar production and without these integral items the Southern economy would absolutely fail. The South depended on slaves to fuel their economy and therefore slavery dominated their economy. Between 1840 and 1860 many political issues, debates, and actions were inflamed by slavery. As America grew, the South wanted more slave states and the North wanted more free states to increase their hold in politics. One important act that fueled the slavery dominated political world of 1840 to 1860 was the Kansas and Nebraska act written by Stephen Douglas. This act repealed the Missouri Compromise of 1820 and called for popular sovereignty in Kansas and Nebraska which under the Missouri Compromise had been free. The Missouri Compromise was originally an act to settle disputes about free states and slave states entering the Union. To repeal this was to almost beg for revolution; hence "Bleeding Kansas" which included the John Brown riots and caused political uproar. The Kansas and Nebraska act was a disruptive and shortsighted solution to a complicated and commanding political issue. The Compromise of 1850 was another weak solution to the dominating problem of run-away slaves and the issue of slavery in new territories. This Compromise created stronger fugitive slave laws which satisfied Southern slave catchers and enraged Northern abolitionists. The compromise also made California a free state, the Mexican Cession subject to popular sovereignty, and dictated that there would be no slave trade in Washington D.C., but it would remain a slave state. All of these things under the Compromise and the reaction they caused led to slavery becoming an even more dominating issue in 1850 America. Another significant political issue was the Dred Scott decision. Dred Scott was a slave who had been taken into a free territory by his owner. A "Free-Soiler" then convinced Scott to sue his master for his freedom. In 1857, Supreme Court Justice Robert Taney declared that Dred Scott was property and not a citizen, and property can not sue. Taney went even further in his decision to declare the Missouri Compromise unconstitutional and rule slavery could not be forbidden anywhere. Many Northerners, Abolitionists, and "Free-Soilers" were infuriated by this decision. From 1820 to 1860 slavery was a "hot topic" in Congress and the House of Representatives. In a way, it even caused the Civil War and in the end was perceived as the main reason for fighting it. All political issues during this time could not be discussed without the topic of slavery behind it. Slavery dominated all political issues. A Georgia editor in 1860 commented; "Negro Slavery is the South, and the South is Negro Slavery", an absolutely true statement. Slavery lead and dominated the South's economy and political actions. Nothing was ever handled in the South without slavery being a part of it. Through good times and bad, slavery was the "dominating reality of all Southern life".

Spanish Short-Form Possessive Determiners or Adjectives

Spanish Short-Form Possessive Determiners or Adjectives Possessive adjectives of Spanish, like those of English, are a way of indicating who owns or is in possession of something. Their use is straightforward, although they (like other adjectives) must match the nouns they modify in both number and gender. Basics About the Short-Form Possessives Unlike English, Spanish has two forms of possessive adjectives, a short form that is used before nouns, and a long-form possessive adjective that is used after nouns. They are often known as the possessive determiners. Here are the short-form possessive adjectives (sometimes known as possessive determiners): mi, mis - my - Compra mi piano. (She is buying my piano.)tu, tus - your (singular familiar) - Quiero comprar tu coche. (I want to buy your car.)su, sus - your (singular or plural formal), its, his, her, their - Voy a su oficina. (I am going to his/her/your/their office.)nuestro, nuestra, nuestros, nuestras - our - Es nuestra casa. (It is our house.)vuestro, vuestra, vuestros, vuestras - your (plural familiar) -  ¿Dà ³nde estn vuestros hijos? (Where are your children?) Note that the possessive adjectives vary by number and gender. The change is with the nouns they modify, not with the person(s) who own or possess the object. Thus you would say his book and her book in the same way: su libro. Some examples: Es nuestro coche. (It is our car.)Es nuestra casa. (It is our house.)Son nuestros coches. (They are our cars.)Son nuestras casas. (They are our houses.) As you might imagine, su and sus can be ambiguous, since they can mean his, her, its, your, or their. If the use of su or sus doesnt make the sentence clear, you can use de followed by a prepositional pronoun instead: Quiero comprar su casa. (I want to buy his/her/your/their house.)Quiero comprar la casa de à ©l. (I want to buy his house.)Quiero comprar la casa de ella. (I want to buy her house.)Quiero comprar la casa de usted. (I want to buy your house.)Quiero comprar la casa de ellos. (I want to buy their house.) In some areas, de à ©l, de ella, and de ellos are preferred over su and sus for saying his, her, and their, even where no ambiguity is present. Different Forms of ‘Your’ One source of confusion for Spanish students is that there are eight words that can be translated as your, and they arent interchangeable. The come in only three groups, however, because of the distinctions Spanish makes for number and gender: tu/tus, su/sus, and vuestro/vuestra/vuestros/vuestras. The main rule here is that possessives can be classified as either familiar or formal in the same way the pronouns for you are. So tu and tus correspond in usage to tà º (not the written accent on the pronoun), vuestro and its numbered and gendered forms correspond with vosotros, and su corresponds with usted and ustedes. So if you were talking with someone about her car, you might use tu coche if she is a friend or relative but su coche if she is a stranger. Grammar Involving the Possessive Forms There are two common problems that English speakers often encounter with these adjectives: Overuse of the Possessive Adjectives The possessive adjectives are used in most cases in the same way as they are used in English. However, you should be aware that in many instances- especially when speaking of body parts, clothing and items intimately associated with an individual- Spanish uses the definite article (el, la, los or las), the equivalent of the, instead of possessive adjectives. Sam arregla el pelo. (Sam is combing his hair.)Ella juntà ³ las manos para orar. (She joined her hands to pray.)Ricardo rompià ³ los anteojos. (Ricardo broke his glasses.) Repetition of Possessive Adjectives: In English, it is common to use a single possessive adjective to refer to more than one noun. In Spanish, a single possessive adjective can refer to only one noun, unless the multiple nouns refer to the same persons or objects. For example, son mis amigos y hermanos would mean they are my friends and siblings (with the friends and the siblings being identical persons), while son mis amigos y mis hermanos would mean they are my friends and siblings (the friends not being the same people as the siblings). Similarly, my cats and dogs would be translated as mis gatos y mis perros. Key Takeaways The possessive adjectives (also known as possessive determiners) are used to indicate who owns or is in possession of something.The possessive adjectives are distinguished in number and sometimes gender of what is possessed.The possessive forms su and sus can mean his, hers, its, or your, so you must rely on context when translating.

Challenges and Opportunities of Achieving Consensus on a UN Reform Proposal

The reform and change of the United Nations has been buried with obstacles that must be overcome due to the competitive national interests of the Member States. Due to the challenges to be addressed and the opportunities to be addressed, Member States can reach agreement on proposals that may affect domestic and regional policies and norms, potentially affecting domestic, regional and international relations. The proposal of the United Nations emergency peace service aimed to respond effectively and promptly to genocide and other humanitarian crimes is no exception. Since the late 1990s, people are seeking reform of the United Nations. However, there is little clarity or agreement on what reform actually means. People who wish the United Nations to play a greater role in the world situation and wish to limit their use to humanitarian activities or to reduce their use otherwise to refer to their ideas People's opinions range from those who want to completely eliminate the United Natio ns to people who want to become a mature world government. Since the foundation of the United Nations, reforms are ongoing and are closely related to each Secretary-General. The reform and change of the United Nations has been buried with obstacles that must be overcome due to the competitive national interests of the Member States. Due to the challenges to be addressed and the opportunities to be addressed, Member States can reach agreement on proposals that may affect domestic and regional policies and norms, potentially affecting domestic, regional and international relations. - The ancient Greeks had many values ​​to make their civilization successful, but the most important thing was their community awareness. The Greeks, especially the classic Athens, thought their decision as their community, and they were interested in the situation in the country. What is important for them is that their society is functional and productive and their personal needs are often s econdary to the country.

Mental illnesses Essay Example | Topics and Well Written Essays - 750 words

Mental illnesses - Essay Example In the United States, major depression is the leading cause of disability; it also has an effect on other countries (Duckworth, 2006, par. 1). According to the National Institute of Health, 50% of people between the ages of 20 and 50 will experience some type of depressive episode. Also, people who are depressed are "four times more likely to develop a heart attack than those without a history of illness" ( National Institute of Health as quoted in Depression and Bipolar Support Alliance 2006). According to the Center for Mental Health Services at the U.S. Department of Health and Human Services, 33% of adults over 50 report that they had bouts of depression in their early teens (as cited in Bipolar Support Alliance, 2006). People with depression are four times as likely to develop a heart attack as those without a history of the illness. After a heart attack they are at a significantly increased risk of death or second heart attack. (National Institute of Mental Health, 1998). The research did not report that specific ethnic groups were more susceptible than others. According to the Diagnostic and Statistical Manual of Mental Disorders Fourth Edition (DSM-IV) an individual must have "a minimum of five symptoms" from the criteria list (with numbers 1 or 2 being one of the five) and these must occur during a two week period; the symptoms must also be a difference in the individuals previous functioning. A short version of the DSM-IV criteria includes: E. The symptoms are not better accounted for by bereavement, the symptoms last longer than 2 months or are characterized by marked functional impairment, morbid preoccupation with worthlessness, suicidal ideology, psychotic symptoms or psychomotor retardation (Caremark, "Major Depression"). According to Fram (2006), "twice as many women suffer from major depression than men" (par. 4) and this is largely due to hormonal fluctuations that women experience through "menstruation, miscarriage or

How is the Mechanical Hound a reflection of society in Fahrenheit 451 Essay

How is the Mechanical Hound a reflection of society in Fahrenheit 451 - Essay Example Instead of employing humans to do the job of surveillance on its citizens, the government opted to use a machine that did the same role, but in a more thorough manner as it was emotionless. Basically, the machine was a government watch dog. â€Å"Its like a lesson in ballistics. It has a trajectory we decide for it. It follows through. It targets itself, homes itself, and cuts off. Its only copper wire, storage batteries, and electricity" (Bradbury 23). In addition, the Mechanical hound was basically an oppressive tool in the society depicted in Fahrenheit 451. The machine was used by the government to punish those who attempted to go against it. Mechanical hound had orders to kill any individuals that tried to stand against the laws set by the existing government. It was also more of the depiction of the oppressive state of the given government to the society, â€Å"Come off it. It doesnt like or dislike. It just functions† (Bradbury 23). All in all, Mechanical hound is a sy mbolic representation of government watchdog in the given society in Fahrenheit 451. In addition, it represents a government tool for oppressing the citizens and people who are against the government by killing them (Bradbury 76).

Communication and professional relationships with children, young people and adults Essay Example for Free

Communication and professional relationships with children, young people and adults Essay Explain how you use effective communication in developing positive relationships with children, young people and adults. Why is this important? 1. 1 In developing positive relationships we use effective communication in several ways. We use it to: †¢help us better understand a situation or person which can help to determine our approach when engaging with them. †¢build trust and respect. If individuals feel comfortable speaking with us and feel they can approach us at any time on any subject, they are more likely to co-operate and look favourably on any suggestions made. †¢show that we care about the welfare and future of an individual and will do our best to aid in their success †¢ensure that all parties are agreed upon the same goal, making sure that everyone is clear about the final aim and how it will be achieved. †¢build and maintain a positive working environment where creativity and learning can flourish. It is important to do this because poor communication can lead to misunderstandings, lack of trust and conflict. Without a positive relationship you are unlikely to gain support and co-operation and find it challenging to achieve a good outcome from any situation. Explain the principles of relationship building with children, young people and adults 1. 2 When trying to develop positive relationships there are several principles to follow. Firstly effective communication is essential. You must be clear in what you say and ensure you have been understood correctly. At the end of a communication you can reiterate your key points and if necessary outline responsibilities and actions. Also be sure to use language appropriate to the person with whom you are communicating. When speaking with young children keep key points to a minimum and ask them to repeat what you have said. Secondly, take time to listen to others and try to understand their point of view. Use active listening techniques to show that you are interested in what they are saying and respond appropriately. Also make sure that, if you tell someone you will get back to them, you do get back to them. This will help engender a sense of trust and respect. It is also essential that you show respect for the person with whom you are communicating. Remember their name and details of how they like to be addressed and issues which are personal to them. Recalling details of their lives adds to the feeling that you are genuinely interested in them and their welfare. When communicating be sure to acknowledge the individual. Accommodate any religious and cultural beliefs and show that you value these differences. Be considerate of the person’s situation trying to understand and accommodate any issues which may influence their feelings, actions and responses. Finally, remain positive and retain a sense of humour. Laughter is a good way to break the ice and relieve tension in a stressful situation. Explain how different social, professional and cultural contexts may affect relationships and the way people communicate 1. 3 There are several ways in which social, professional and cultural contexts may affect our relationships and the way we communicate. We must remember that communication is not just verbal and context will influence the way we act, what we wear, how we communicate and what we say. In a social setting our actions, language and dress may be less formal. If we have colleagues and parents from school as friends outside of school, then we might perhaps greet them with a hug and a wave. Our language might incorporate slang and jokes and conversation might be more generic and less serious. We might be more casual in our attire and the situation would suggest whether this is acceptable. For example, you would not be expected to attend a party wearing your best suit. The manner in which we communicate socially is also likely to be different from a professional setting. As well as telephone and face to face conversations we might also engage via text message, email and social media sites and we would be unlikely to write a letter to someone we might see daily. Communications might, for example, utilise text speak and jargon and not necessarily demand an immediate response if any at all. In a professional context you would be expected to act, speak and dress more formally. Your actions language and clothing should match the severity of the issue which you will address and show appropriate respect for the location and people with whom you are meeting. If participating in a parent/ teacher meeting at school for example the same people you greeted with a hug the night before would be better greeted with perhaps a handshake to highlight the position you hold in this scenario. Our language would be more formal and depending who was present we might try to eliminate jargon to ensure clarity and minimise misunderstandings. Similarly again our clothing would be more formal to identify the position we hold and show respect for those involved in any meeting. When contacting people professionally the use of social media sites would not be appropriate to discuss any matters relating to school, pupils or staff. Text messages might be appropriate to inform parents/carers of a school social event for example but to arrange a meeting or discuss an important matter it would be more appropriate to speak with a parent/carer or write a letter if the contact needs to be documented. When working with outside agencies email, for ease of use and speed, has become the standard form of communication but again when broaching a sensitive or important issue, a phone call or face to face meeting might be preferred. Emails can easily be misread which can lead to misunderstanding and conflict. When speaking we can use tone of voice to help ensure a point is understood correctly and face to face we can use body language in the same way. The timeframe in which we contact someone or reply to a communication can also affect relationships. When someone has taken the time to contact you they will expect a response to show that you value their contact and it should be made in the same manner or more personally. Responding to a phone call with an email, for example, could be seen as rude and deter future contact. Similarly, delaying a response could suggest that you do not value the input of the individual or consider them or their issue to be important and bring about the same result. Finally, we need to consider the cultural differences of those with whom we interact. Different cultures may also have different standards in terms of behaviour, dress, communication and contact. Actions could be misinterpreted and cause offence leading to the breakdown of a relationship. If you are meeting with someone from a different culture it may be worth doing some research and asking their preferred form of contact etc. to show that you value their beliefs. However, whilst it may be detrimental not to account for cultural differences you could see the same consequences if you assume differences because of background or race when actually there are none. What skills do you need to communicate with children and young people 2. 1 Communication is still a relatively new thing for children and young people and they may not be used to asking questions and holding conversations. One skill required to communicate effectively is giving children and young people opportunities to speak. As adults we are inclined to think that we know what children are thinking and feeling and try to tell them this or fill the gaps in their speech. Whilst we should continue to try and communicate with children as often as possible we should ensure it is a two-way conversation and not a one-way stream of instructions. We should remain patient and allow children time to organise their thoughts and formulate their sentences. When a child is relaxed and at ease they will be more forthcoming. Children may be shy and reluctant to say more than a few words if they feel you are not interested in what they have to say. Using positive body language we can encourage children to speak out. We should come down to the child’s level, face them and maintain eye contact. Remaining focussed on the child rather than continuing with another task will confirm your interest and appropriate facial expressions will show that you are listening and have understood what they are saying. Active listening is another key skill. Be interested and make appropriate responses whilst the child is speaking to confirm that you are really listening. Add to this by repeating back what the child has said to ensure your understanding is correct and by giving positive comments when they have finished. Asking open questions will extend the conversation giving the child more practice, boost the child’s confidence so they are encouraged to communicate more and model a real conversation for them to learn from. Finally, we must also ensure that communication is appropriate for the child or young person and be able to adapt the style we use. Depending on the age and ability of the child we may be able to simply converse or might need to incorporate visual support or play into the communication. We should not assume children and young people will not understand but instead make our communication clear, use vocabulary which is appropriate to their age and encourage questioning. Give a detailed explanation of how you adapt communication with children and young people for: 2. 2 aThe age of the child or young person When communicating with younger children you should try choose a setting which is familiar to the child and where they are more confident – their favourite area of the classroom for example. Get down to the level of the child perhaps sitting on the carpet and use body language to make them feel more comfortable – ensure you are facing the child, smile, nod, turn toward them, keep your arms open and remove any barriers between you. Younger children will require more reassurance and perhaps more physical contact. They may feel more confident holding your hand or sitting close together. Vocabulary should be kept simple and sentences short, broken down into easy steps. The same point may need to be repeated several times in different ways and it is helpful to provide examples based around their own experiences. If a child is very reluctant to communicate you may want to use puppets to speak through, include pictures or props to help them engage or perhaps incorporate your communication into a favourite game. The attention span of younger children is very short and you must also account for this. Monitor the length of time you spend together and include attention switches to maintain their interest: change your method of communication, switch speakers, move location, ask questions etc. Older children and young people will still need to feel comfortable in your company but are more independent and will require less reassurance and physical contact. They are more familiar with the school environment so will find it easier communicate in different settings but will more comfortable in a setting they have used before. Older children often view themselves as grown up and will appreciate being treated accordingly. Positive body language will still be beneficial in encouraging a child to speak but it will no longer be necessary to sit on the floor. Language and vocabulary should be more mature and sentences can be more complex. It may also not be necessary to repeat a point so often unless it is something new and above that person’s ability level. Examples can be drawn from a variety of sources as their experiences are wider and additional materials should be more sophisticated such as written texts or †you tube† clips. Older children are more aware of themselves and can be easily embarrassed. They will benefit from confidence boosting reminders of how well they are progressing and positive re-enforcement. They will, however, withdraw and react negatively if patronised, preferring to be treated with respect and spoken to honestly. With age attention span also increases so it is still necessary to include attention switches to maintain focus but not as frequently. bthe context of the communication We will encounter children in a variety of situations at school and it will be necessary to adapt our communication accordingly. Primarily our contact will be made inside school during a learning activity. In this case we need to remain quite formal, be directive and model the behaviour we require through our own actions. Ground rules should be laid down in clear, concise Instructions and the learning objectives highlighted to ensure all children fully understand what we expect and are trying to achieve from the lesson. There will be other children in the same area working on separate activities so we need to make our lesson interesting to retain the attention of our group but not distract the others. We can do this through tone of voice, choice of vocabulary and supplementary resources but must be wary not to overexcite the group because of the other learners present. If your activity is away from other learners then it may be possible to incorporate physical activity and allow greater expression. Distractions will be plentiful and we will need to encourage and focus our learners through positive re-enforcement and challenges. If appropriate to the task we should encourage discussion through questioning but keep discussion restricted to the subject at hand. In a more social setting, for example the playground, we can be less formal and more relaxed in our approach. This would be reflected in our body language, tone of voice and vocabulary. These times can be used as opportunities to build relationships and get to know the children better. Children can be encouraged to discuss outside interests and we might share our own experiences to help form a bond. Whilst it may be necessary to give little reminders of school rules to avoid bad behaviour it should not be necessary to outline them in full and they can be made in a more playful and conspiratorial manner – a helpful friend rather than a figure of authority. Although conversation might be more light hearted we must still remember to maintain the relationship of teacher and pupil. A school trip, however, is a more social event, but still a learning activity and the degree of formality should remain on a similar level to the classroom. The formality of the pupil teacher relationship should remain so the children understand that you â€Å"are in charge†. Children will need to be reminded often of their objectives but communication might be more light hearted and children allowed to speak more freely, discussing outside interests highlighted by the current situation. Outside the school environment they will be excited and more forgetful of their code of conduct. It will not always be possible to speak with the whole group when on a trip so we should communicate through our own behaviour, modelling what we expect from the children: remaining focussed, respectful, and responsible.

Censorship Essay - Dont Censor Child Pornography -- Argumentative Per

Don't Censor Child Pornography      Ã‚  Ã‚  Ã‚  Ã‚   In November of 1997 a Williamson County, Tenn. grand jury indicted Barnes & Noble booksellers for violating state obscenity laws prohibiting the display of "material harmful to minors". The materials in question were two books that featured photographs of nude children: Jock Sturges' Radiant Identities and David Hamilton's The Age of Innocence. Since then, Radical Right activist Randall Terry has launched a crusade aimed at forcing bookstores to remove the "criminal garbage" of Sturges, Hamilton and (recently added to his list of demons) Sally Mann from their bookshelves (bookweb). To implement his program Terry issued a call to Right sympathizers, urging them to march into bookstores and tear offensive pages from the targeted books. Several bookstores around the country fell prey to Terry's vandals. In response to these incidents and the threat of future public vandalism, Barnes & Noble recently issued a memo to each of its 1000+ stores directing them to place t he contested materials under lock and key, and to allow customers to view them only in the presence of a store manager (apocalypse 9709).    This response is upsetting. It is upsetting because it means that, in several significant ways, Terry has won. True, no one (as of yet) has put Sturges or the others in jail (as Terry has called for), but the public's right to view the supposed "pornographic" content of their work has been significantly diminished by Barnes & Noble's action. By acknowledging the threat of Terry and his small group of supporters, B&N has reified their claim that the work of the named photographers needs to be segregated from the "decent" public's reach. It installs a technology of surveillance that in... ...ms to me that it would be rather unlikely for a young child to stumble onto the work of a contemporary professional photographer. S/he would have to know something about that photographer, know what his or her work is about, and know how to get to it. This means that, in the case of these photographers, the child would have to know something about nudity, art and photography to want to seek them out. If s/he already knows something about these subjects, then what harm is viewing nude bodies going to have?      Works Cited:    Foucault, Michel, History of Sexuality, Vol I: An Introduction, New York: Pantheon, 1978.      www.bookweb.org/news/btw/905.html    http://apocalypse.berkshire.net/~ifas/fw/9709/terry.html    http://apocalypse.berkshire.net/~ifas/fw/9509/terry.html    www.villagevoice.com/pride/10goldstein.shtml   

Investigation of Magnetic Fields by Search Coil

Physics Lab Report – C15 Title: Investigation of magnetic fields by search coil Objective: To use a search coil and a CRO to investigate the magnetic fields generated by alternating currents through a straight wire and a slinky solenoid. Apparatus: Search coil 1 |Slinky solenoid 1 | |CRO 1 |Slotted bases 2 | |Signal generator 1 |Metre rule 1 | |a. c. mmeter 1 |Crocodile clips 2 | |PVC-covered copper wire 26 s. w. g. 1 m long |Connecting leads. 2 | Theory: When there is a change of the magnetic flux ? linked with a wire loop, it induces an electromotive force (emf) ? between the loop ends, but a constant magnetic flux or a non-linked flux does not. This is the basic fact of electromagnetic induction, expressed by Faraday’s law for a wire loop, ? -d? /dt The induced emf, ? is equal to the negative rate of change of the magnetic flux ? linked with the loop. If we replace the wire loop by a short coil of N turns, the induced voltage is N times that of a single loop, so Far aday’s law becomes ? = -Nd? /dt When loop ends are connected, ? produces a current which yields its own magnetic field. Its direction always opposes the flux change d? /dt. This fact is known as Lenz’s law and is expressed by the negative sign. For a circular loop of radius r and area A = ? r2 in a constant magnetic field B (Fig. 36. ), the magnetic flux linkage ? is ? = B? A = BA cos? B? denotes the field component normal to the loop. The flux linkage is zero when loop and field are parallel. It is highest when the loop is perpendicular to the field, i. e. cos? =1, thus, ? = -NA dB/dt. The search coil is always used to measure the magnetic fields. It consists of N turns of the coil enclosing an area A. When exposed to a changing magnetic field B, an e. m. f. is induced across the ends of the coil. The induced e. m. f. (? ) is directly proportional to the rate of magnetic field, i. e. ? = -NA dB/dt . When the search coil is connected to a CRO, the corresponding induced e. m. f. and hence magnetic field magnitude can be determined. Precautions for magnetic field around straight wire 1. The wire should be long 2. The distance(r) should much smaller than the length of the wire. Procedure A. Magnetic field around straight wire 1. The circuit as shown in Fig. C15. 1 and a lateral type search coil to a CRO was connected. 2. The signal generator was turned on and was set to 0. 5A and 5kHz. 3. The centre of the search coil was placed 1 cm away from the straight wire. The search coil was at the same level and perpendicular to the straight wire. The CRO setting was adjusted to display a whole trace on its screen. 4. The time base of the CRO was switched off. The length of the vertical trace shown on the CRO was recorded, which represents the induced peak-to-peak e. m. f. (V) in the search coil and also the magnetic field around the straight wire. 5. The steps 2 to 4 were repeated with the other values of current (I) from the signal generator in steps of 0. 1A. Then, the results were tabulated. 6. A graph of the induced e. m. f. (V) against the current(I) as plotted. 7. The steps 2 to 4 were repeated with the others values of distances (r) of the search coil away from the straight wire. The results were tabulated. 8. A graph of the induced e. m. f. (V) against the reciprocal of distance([pic]) is plotted. 9. The frequency of the signal generator was varied to change the sensitivity of the search coil. B. Magnetic field around slinky solenoid 10. The circuit as shown in Fig. C15. 2 and a lateral type search coil to a CRO was connected. The stretched length of the solenoid is 1 m. 11. The signal generator was turned on and was set to 0. 5A and 5kHz. 12. The search coil was placed at the centre of the solenoid. Make sure that the search coil was perpendicular to the solenoid. The variation of induced e. m. f. was shown on the CRO. 13. Step 12 was repeated with placing the search coil at the end of the solenoid, across its cross-section and along its length. 14. The search coil was placed at the centre of the solenoid again. The time base of the CRO was switched off. The length of the vertical trace shown on the CRO was recorded, which represents the induced peak-to-peak e. m. f. (V) in the search coil and also the magnetic field around the solenoid. 15. Step 14 was repeated with the other values of currents (I) from the signal generator in steps of 0. 1A. The results were tabulated. 16. A graph of the induced e. m. f. (V) against the current (I) was plotted. 17. Step 14 was repeated with the other stretched lengths (l) of the solenoid. The space between coils must be even. The results were tabulated. 18. A graph of the induced e. m. f. (V) against the reciprocal of the stretched length of the solenoid(1/l ) was plotted. Results A. Magnetic field around straight wire |Current I/A |0 |0. 1 |0. 2 |0. |0. 4 |0. 5 | |Induced e. m. f. (V)/mV |0 |0. 5 |1 |1. 6 |2. 4 |4. 1 | [pic] |Distance (r) / cm |1 |2 |3 |4 |5 | |1/r /cm |1. 00 |0. 50 |0. 33 |0. 25 |0. 20 | |Induced e. m. f. (V)/ mV |4. 2 |3. 2 |2. 6 |2. 3 |2 | [pic] The sensitivity of the search coil can be increased by increasing the frequency. B. Magnetic field around slinky solenoid When placing the search coil at the centre of the solenoid, across its cross-section, the induced e. m. f. shown on the CRO, i. e. the length of the vertical trace is the maximum, that means the magnetic field of the straight wire is the maximum. When placing the search coil at the end of the solenoid, across its cross-section, the induced e. m. f. shown on the CRO, i. e. the length of the vertical trace is nearly half that at the centre of the solenoid, that means the magnetic field of the straight wire is nearly half that at the centre of the solenoid. When placing the search coil along the length of the solenoid, the induced e. m. f. shown on the CRO is quite uniform except near its two ends. |Current I/A |0. 01 |0. 02 |0. 03 |0. 04 |0. 05 |0. 06 | |Induced e. m. f. (V)/mV |1. 4 |2. 8 |3. 4 |4. 2 |6 |6. 6 | [pic]p Stretched length (l ) / m |1 |0. 9 |0. 8 |0. 7 |0. 6 |0. 5 |0. 4 |0. 3 | |1/l /m |1. 00 |1. 11 |1. 25 |1. 43 |1. 7 |2. 00 |2. 50 |3. 33 | |Induced e. m. f. (V)/ mV |1. 6 |1. 8 |2 |2. 2 |2. 4 |2. 8 |3 |3. 2 | |[pic] Discussion 1. From the V-I graph in step 6 (Graph A. 1), the current flowing in the straight wire is directly proportional to the induced e. m. f. (V). As the induced e. m. f. ? = -NA dB/dt, the current flowing in the straight wire increases with the magnetic field produced by the current-carrying straight wire. From the V- graph in step 8 (Graph A. 2), the distance from the straight wire is inversely proportional to the induced e. m. f. (V). As the induced e. m. . ? = -NA dB/dt, the distance from the straight wire decreases with the magnetic field produced by the current-carrying straight wire. Thus, the result agree with the equation [pic], where ? 0 is the permeability of free space. 2. From the V-I graph in step 16 (Graph B. 1), the current flowing in the slinky solenoid is directly proportional to the induced e. m. f. (V). As the induced e. m. f. ? = -NA dB/dt, the current flowing in the slinky solenoid increases with the magnetic field produced by the current-carrying solenoid. From the V- graph in step 18 (Graph B. ), its stretched length is inversely proportional to the induced e. m. f. (V). As the induced e. m. f. ? = -NA dB/dt, its stretched length decreases with the magnetic field produced by the current-carrying solenoid. Thus, the result agree with the equation [pic], where ? 0 is the permeability of free space and is the number of turns of the solenoid. 3. It is necessary to place the search coil at the same level and perpendicular to the straight wire. Otherwise, the magne tic field cannot cut the search coil completely and ideally. Then, the induced e. m. f. is not the maximum and even there is no induced e. . f. shown on the CRO. As a rollecteesult, the data cd is not accurate. 4. There are several sources of error. First, there is reading error, zero error of ammeter. Secondly, the space between coils is not even. Thirdly, the magnetic field around the straight wire and the slinky solenoid is easily disturbed by other apparatus nearby. Finally, the search coil is not at right angles to the straight wire and the solenoid, this make the data collected becomes inaccurate. To avoid disturbance, the set-up should be significantly distant from the return leads and other apparatus. The space between coils is nearly even. The search coil is nearly at right angles to the straight wire and the solenoid Therefore, the experiment can be improved. 5. Reason for the sensitivity of the search coil can be increased by increasing the frequency. First of all, the search coil detects a varying B-field through the current induced in it which is: From the deduction, we can see that with A and B0 held constant, which are the area of search coil and the peak value of the varying B-field respectively, the rate of change of magnetic flux ? ncreases with increasing ? which is the angular frequency with value 2? f, where f is the frequency of the B-field. 6. The Earth’s field can be ignored because it is a steady magnetic field. Conclusion The magnetic field around a long straight wire carrying a current is directly proportional to the current (I) and inversely proportional to the distance(r) from the wire. The magnetic field inside the solenoid carrying a current is direct ly proportional to the current (I) and the number of turns (N) but inversely proportional to the length (l ) of the solenoid.

Health and Social Essay

Check the suitability of an individual’s clothing and footwear for safety and mobility. When I go into a client’s house on a morning I get out clean clothes for that day for the client to put on, as I get the clothes out I check that the clothes are in good condition and that the clothes are the right size for the client. I recently went to dress the client, I went to put some trousers on the client but the trousers were too small so I explained to the client that these weren’t suitable as she would be uncomfortable all day so I looked for a bigger pair of trousers for the client to wear. I got a bigger pair of trousers out and they fit ok. 2.4 check the safety and cleanliness of mobility equipment and appliances. I went into a client’s house where the client uses an electric hoist, the hoist was plugged in on charge I took the hoist off charge and made sure the remote buttons worked correctly as they should and they did, I went to put the sling on the cli ent and noticed a dirty mark on the sling, the client has a spare sling so I put the dirty sling in the wash and used the clean sling, then carried out the rest of my call. Give feedback and encouragement to the individual during mobility activities. One of the clients I go to uses a Zimmer frame and recently had a fall so she is less confident at working. I assist the client to stand up and hold the Zimmer frame I then guide the client by holding her back to keep her steady on her feet, I talk to client while she’s walking encouraging her to take it slowly and steady, this makes her feel better as she’s not being rushed. I guide the client by telling her to move one foot at a time and when she reaching the dining room and sits down, she tells me that she will get better at walking I say to the client that she has done really well and that all she has to do is take her time and not rush it. Support the individual to prepare to eat and drink, in a way that meets their personal needs and preferences. I went into the clients house for their lunch call, the client is unable to prepare or make the meal for themselves, I take out a selection of meals for the client to choose from, the client chooses a meal and I make it for them, I ask the client what drink he would like and I make it, while the lunch is cooking I support the client to walk through to the kitchen table where he eats his meals. I make  sure he his comfy, he gets his own cutlery from the table and puts a napkin on his shirt. I then serve lunch. Adapt support in response to an individual’s feedback or observed reactions while eating and drinking. I went into a client’s home and prepared the meal of their choice, I served the meal. I client is very independent and likes to feed themselves however the client was struggling to use a folk as the food kept falling off, I suggested if the client wanted to use a spoon and the client agreed. The client was then still struggling so I offered my help to the client, I put food on the spoon for the client to just pick up and eat off the spoon, the client still had their independence as they were still feeding themselves. Encourage an individual to communicate their needs, preferences and personal beliefs affecting their personal care. I went into a client’s house for their morning call to help wash and dress, I assist the client into the bathroom, the client then tells me she can manage to wash herself she just needs me to wash her back, the client fills the sink and starts to wash herself, I say to the client do you want me to make your bed while your washing yourself she replies yes, so I go and make the bed I also do this to give the client some privacy, then client then calls me to say she’s ready for me to wash her back so I do this, I support her into the bedroom to get dressed I go to put her bra on but she stops me and says she does it a different way, I then support her getting the rest of her clothes on. Ensure room and water temperatures meet individual needs preferences for washing, bathing and mouth care. I ran the bath for a client and made sure the water wasn’t too cold or too hot the client got into the bath but he prefers the water to be quite hot so he asked me to put the hot tap on for a bit which I did then client told me to turn the tap off when he felt the water was suitable for him which again I did. A client required mouth care the client was able to respond to me so I asked the client how they would prefer the water either cold or cooled boiled water they prefer cold so I got this for them then carried out giving them mouth care. Ensure toiletries, materials and equipment is in reach of the individual. When  giving the client a bath he can manage to wash himself, while running the bath I get out all the toiletries he uses and put them in a suitable place for him to reach them while he’s in the bath. Dispose of food waste promptly and safely. At a client’s house I made homemade mince and potatoes, with all the peeling from the carrots and potatoes and put them into the kitchen bin them emptied the kitchen bin into the outside bin. Store different types of food and drink safely. I went into a clients house and a family member had just arrived with some shopping, I put the shopping away making sure all the frozen stuff went into the freezer and all the chilled stuff in the fridge, there was some raw meat which I placed on the bottom shelf in the fridge. All tinned food was placed in the cupboard in the kitchen. Support an individual to understand factors that contribute to good personal hygiene. I went into a clients home to support with personal care. The client is still very independent and only requires support when needed. The client went into the bathroom and started filling the sink with water and got the wash bag ready, I checked the water was at a right temperature, I mentioned to the client that the water was quite cold and suggested putting more hot water in as this will give a better wash, the client agreed and started to carry out the personal care. I reminded the client to use the soap to make her feel clean properly, the client got washed and dried and applied talc and deodorant to herself. Address personal hygiene issues with the individual in a sensitive manner without imposing own values. I went into a client’s home to carry out personal care, the client is bed bound and requires full support with personal care, I greeted the client and told him I was going to give him a wash and freshen him up into clean pjs, the client refused and said he wasn’t dirty, i said to the client that he hadn’t a wash for the past 2 days and that he had his breakfast around his mouth, the client then agreed to wash and get freshened up, I told the client that its important to wash regularly as it could affect his skin if its not cleaned regularly. Support the individual to develop awareness of the effects of poor hygiene on others. While I was giving personal care to the man I was explaining to him the effects of poor hygiene, I explained that its important to wash daily and to change clothes daily, I also mentioned when using the toilet to wash hands after as it spread germs and that it wouldn’t be nice for others to catch germs. Support the preferences and needs of the individual while maintaining their independence. I went into a clients home to support with personal care, it was my first visit to the clients home, the client showed me to the bathroom where she would get washed, I filled the sink up for the client as she only wanted a full body wash, the client then ask me to put some body wash into the water as this is what she prefers to wash with, which I did the client then got ready to wash I asked the client if she needed any help the client said she could manage but let me wash her back as she couldn’t reach.

Technology and Language essays

Technology and Language essays ?Language and words are the most important intangible things we have as humans. Having the ability to communicate abstract ideas with others by making sounds with our mouths is what sets us apart from other Earth-walking animals, and is quite incredible when you think about it. However, when the times change, language changes right with it. We are now in what is called the Age of Technology and the major increase in use of the internet, mobile devices and TV has created a whole new set of words that are being looked at as detrimental to traditional language. I do not think the language of new media is corrupting communication but helping, and the idea that it is helping comes from a bias towards younger people. People are generally afraid of change. So its understandable why someone who grew up talking a certain way, would be quick to be against the way a new generation was talking. Older people feel as if the words that new media have introduced to our culture are slang and are making us dumb because its taking over the traditional way of speaking and writing English. If everyone had this mindset, we would still be speaking like Shakespeare. In the video Tweets, Texts by Professor David Crystal, he disproves the common myths of modern vernacular. Crystal talks about how this new language is not really used as much as believed, and that they do not hurt peoples ability to write and communicate in a formal setting. Through a classroom study, Crystal found that those students who used the language of new media the most actually received higher marks on written assignments. So perhaps new language is not hurting, but in fact helping. A big part of the movement against the new language that mass media and technology have created is a bias towards younger people, who are the ones that use it the most. People fail to realize that just because someone is young, d...

The study of curriculum and instruction Annotated Bibliography

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Use of Financial Statements in Food and Beverage Operation Assignment

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