Descartes’ First Argument of God’s Existence in Third Mediation

In this paper, I would like to critically discuss paragraph 24 in Descartes’ third meditation. First of all, I would like to give an explanation of the proposal that Descartes’ criticizes in this paragraph. Secondly, I will evaluate Descartes’ response to this proposal. Finally, I will give considerations that support the â€Å"finite first† and â€Å"infinite first† pictures and analyze which picture I think is more plausible. Firstly, I want to give the background of the proposal that Descartes criticizes in paragraph 24. In Third Meditation, Descartes argues the existence of God for the first time.His argument is known as the cognitive causal principle and goes like this: 1) The cause of an idea must contain formally (or eminently) as much reality as the idea contains objectively. 2) My idea of God contains infinite reality objectively. 3) My idea of God is caused by something that contains infinite (unlimited) reality, eminently or formally. 4) Only God has unlimited reality. 5) Therefore, God exists. In this argument, Descartes means that the reality that exists in the world has formal reality, and the reality that exists in our mind as an idea has objectively reality.In order for an idea to contain objective reality, it has to have a cause that contains as much or more reality formally. For example, we have an idea of a chair objectively, and chair that exists in the world has to contain as much or more formal reality to cause my idea of a chair. In the case of God’s existence, Descartes’ main idea of his argument is that we can understand God exists through our idea of God, because our idea of God contains infinite objective reality that is caused by God who has infinite formal reality.Descartes’ argument is striking and controversial. By looking at this argument on the surface, it is natural to question why we should think the cause of an idea has to have as much reality as the idea being caused, a nd why our idea of God has infinite objective reality. Descartes himself may expect many criticisms to his argument, so here is how Descartes advances his argument through criticizing this proposal in paragraph 24. If this proposal is not addressed and criticized, it will cause a problem for his first argument of the existence of God.This proposal is that, the acquisition of our idea of God simply begins with our cognition of finite things. When we cognize finite things, we negate finite things and remove the limits of finite things, then we can get an idea of the infinite. Our idea of God is merely how we cognize ourselves as finite and limited, thus we come up with an imagination that there is an infinite being who is limitless, and then we have the idea of God. If this proposal is true, Descartes’ first argument of the existence of God will become unsound, because our idea of God is simply our imagination that has no objective reality.Descartes’ response to this pro posal points out we do not come up with this idea of an infinite being by beginning with our recognition of finite things. According to Descartes in paragraph 24, being able to negate finite things requires that we already see ourselves as limited/finite, which in turn that we must already have conceptions of the unlimited and infinite. In other words, in order for us to cognize that we are a limited/finite being, we must first have an idea of the unlimited. Therefore, Descartes believes that our idea of infinite being should come before our perception of us being finite beings.If we do not have this idea of God first, we may never have a cognition that we are limited and may not even be able to negate finite things. I also think what Descartes believes is not that we cannot think of ourselves without being aware of an infinite being at first. In fact, I think Descartes actually does not deny that we get access to our idea of the infinite through being aware of the finite first. Our understanding of ourselves being finite beings can lead us to our idea of an infinite being/God.I think Descartes just wants to clarify that our being able to be aware of the finite and negating it presupposes that we already have a conception of the infinite innately prior to that. Our idea of the infinite is present in us with reality but not merely a negation of the finite that begins with the finite first. Here I think Descartes suggests a substantial claim about the essence of our idea of God. From understanding Descartes’ claims, I would like to give considerations that support both the â€Å"finite first† and â€Å"infinite first† pictures for a further discussion.In the finite picture, I think it seems possible that our idea of good could merely be some extensions of our finite virtues. We do not negate our finiteness to infiniteness for the idea of God, but we extend our virtues to have the idea. For example, we have benevolence and we extend this virt ue, thinking that there may be an infinite being with infinite benevolence, and then we may have an idea of God. If this finite first picture is true, we may not have a real idea of God that represents who he is, and our idea of God is merely our imagination from finite things and thus does not contain infinite reality.I think the ‘finite first picture’ is less convincing to me, so I would like to explain this with my consideration of the ‘infinite first picture’. I think our being able to extend virtues also presupposes that we already have a conception of the infinite, because being able to conceive something greater than us also means we are aware of our finiteness/limits. As Descartes discusses, being able to cognize the finite presupposes that our idea of God is already in us prior to it. For example, we have an idea of God being infinite through realizing us being finite.On the other hand, we also can have an idea of God who has infinite benevolence t hrough realizing we have benevolence. Our being able to extend virtue is another way that presupposes our idea of God is already in us enabling us to do this. Therefore, I think the â€Å"infinite first picture† is more convincing that all of our understandings of our idea of God, which are negating the finite, extending virtues, enlarging abilities (e. g. I can read signs of human behaviors but God could read people’s mind) and etc, depends on our innate idea of God/the infinite which is already in us prior to these.To conclude, I think we can understand the plausibility of Descartes’ first argument of God’s existence (that there is an infinite being/God who has infinite formal reality causes my idea of God that has infinite objective reality) through this proposal he criticizes and his responses in paragraph 24, because it gives a sense why our idea of God contains infinite objective reality. His argument seems more plausible with a convincing claim tha t the idea of God already possesses in us prior to all of our cognitions of God. .

A Man Defined by War Essay

Similar to many authors during the early part of the 20th century, Ernest Hemingway uses his first hand experience to write meticulous novels conveying his struggles. Hemingway’s efforts are recorded using new techniques not yet seen before. Hemingway, the author of the celebrated â€Å"A Farwell To Arms,† incorporates meaningful diction, imagery, and syntax in Book 1 to convey his detached tone towards the Great War. Book 1 of â€Å"A Farewell To Arms† sets the groundwork for one of the most influential novels of all time. Lieutenant Frederick Henry, an American ambulance driver for the Italian army, seems stoic about his situation. Henry meets a British nurse, Catherine Barkley. After an evening with Catherine, he says to himself, â€Å"I had treated seeing Catherine very lightly, I had gotten somewhat drunk and had nearly forgotten to come but when I could not see her there I was feeling lonely and hollow.† (41). This is the first time Henry fully recognizes that he loves Catherine. His body drained of guilt, Henry utter, â€Å"when I could not see her†¦.I was feeling†¦ hollow.† A lover without a clue, Henry lays his problems, the war, his love life, and his friends on the table. While away from Catherine, he feels he goes through the motions needed to live but can not actually be attached to the world. Catherine completes him. Just after the priest discusses God, Henry walks through Abruzzi. He thinks to himself, â€Å"†¦lovely was the fall to go hunting through the chestnut woods. The birds were all good because they fed on grapes and you never took a lunch because the peasants were always honored if you would eat with them at their houses.†(73). Henry’s thoughts are obviously disconnected from his main problems. Pondering the birds, Henry detaches himself from the rest of the war. Hemingway’s personal issues regarding the war are exemplified in Henry’s speech. Vibrant, vivid imagery became one of Hemingway’s favorite structural devices. In the early stages of the tale, Henry, still getting accustomed to his surroundings, finds time to observe the less important items of his experience. While viewing the scenery around him, Henry observes, â€Å"snow slanted across the wind, the bare ground was covered, the stumps of trees projected, there was snow on the guns and there was paths in the snow going back to the latrines behind trenches.† (6). His world completely changed, Henry resorts to crafting detached images for himself from his surroundings. Snow generates a sense of permanence, just as the war itself has produced. With the same disinterest as he has in the war, Henry continues to show a lack of concern on his job and sometimes with his friends. Hemingway wants the reader to reconsider their opinion of the Great War and contemplate the lesser things in the world such as nature. While driving an ambulance to Pavla, Henry’s car is demolished by a trench mortar. A general without his authority, Henry struggled through this tragedy using his unbelievable willpower and audacity. Just before the attack, Henry, â€Å"ate the end of my piece of cheese and took a swallow of wine†¦then there was a flash, as when a blast-furnace door is swung open, and a roar that started white and went red and on and on in a rushing wind.† (54). The mortar blast that attacks Henry’s ambulance furthers his dismal attitude towards the war. Hemingway knows that innocent men such as Henry have been injured and killed throughout this war and he knows this is not fair. Above all, he further detaches Henry from the world and the war for the reader’s own thoughts to form about the evilness of guiltless casualties. Syntactical devices are one of literature’s most important and practical modes to get a point across in an exciting and interesting manner. Authors utilize such tools to get deeper meanings across to the reader. A variety of syntax Hemingway utilizes is known as subject. Additionally, while he is illustrating one of those most impressing scenes of Book 1, Henry must deal with other feelings and sights. Henry observes, â€Å"The dead were off to one side. The doctors were working with their sleeves up to their shoulders and were red as butchers. There were not enough stretchers. Some of the wounded were noisy but most were quiet† (56-57). To cope with his negative opinions towards the war, Henry draws up his inner strength to battle them. With the same resolve that drove him to the war, Henry eliminates feelings of sorrow and shows a lack of interest on the front. Another syntactical device utilizes repetition. To prepare the reader for the upcoming idea, Hemingway creates a brilliant structural masterpiece. During a mess hall scene in Book 1, Henry narrates, â€Å"Yes, father. That is true, father. Perhaps, father. No, father. Well, maybe yes, father. You know more about it than I do father.† (38). By repeating the same â€Å"father† over and over again, Hemmingway initiates a serious, monotonous tone to this excerpt. The repetition alone is a cautious statement bending the limits of literature itself. Dr. Robert Lamb believes repetition is key to creating great literature, but the author must know how to apply it. He states, â€Å"†¦the most remarkable aspect of the passage is Hemingway’s†¦employment of repetition. The repetition of key words like want and perfectly†¦are used [to] keep the dialogues relevant.† (Hemingway and the Creation†¦17). Hemingway effectively displays repetition demonstrating Henry’s disinterest and detachment from the war and all of its horrors. The everlasting war establishes Henry’s dismal tone as he struggles to survive the war. Out of Henry’s struggles emerged his strengths. In conclusion, Ernest Hemingway’s innovative techniques in the fields of diction, imagery, and syntax generate the protagonist’s detachment from World War I in Book 1. Deriving from his disinterest comes his affection for a young British nurse. Hemingway’s own conflicts in World War I blend with his views from that war and congregate in this masterpiece.

Case study of demonstrating learning in practice

Case study of demonstrating learning in practice The purpose of this assignment is to provide evidence that will demonstrate my learning in practice. It will contain four reflective accounts that will display my ability to meet the learning outcomes of this module. Amulya (no date) describes reflection as a process of exploring your own actions and experiences, and further states that the purpose of reflection is to develop learning. Johns (2004), expands on this and describes different layers of reflection, for example reflection in action. This type of reflection occurs at the time of experience, pausing to make sense of the situation and proceeding to a desired conclusion. I will be reflecting on experiences, which is defined by Johns (2004 p 50) as â€Å"learning through experiences†, thus changing perceptions of myself, practice and gaining new insights. Benner (2001) supports learning from experience and states that through experiences it enables the nurse to move from, competent to proficient, further stating that th e proficient nurse will be able to hone in on the most important problems. These learning outcomes will be addressed in turn, discussing what I have learned and highlighting areas for future development. Further evidence can be viewed in Section 2, Appendix’s 1 to four and Section 3; these documents are my learning contracts from the placement I completed. Learning outcome 1 is to recognise and explain the inter-related nature of aetiology, pathophysiology and clinical features of named conditions that cause health care problems. The appropriate evidence based management required and the anticipated outcomes. Campbell (2006) states an understanding of physiology and pathophysiology is deemed necessary in the understanding of treatment and the management of patients, thus improving patient care. Dunning (2003) supports this view and says the nurses understanding of pathophysiology and classification of the disease process such as diabetes improves the care they provide. This i s a reflective account, of an episode of care, which I was involved in. My patient had been admitted for ketoacidosis. Diabetes UK (no date) describes ketoacidosis as acidity of the blood caused by excessive amounts of ketones. Johnson (2004) expands on this and states it occurs from the lack of glucose entering the cell which is used as energy. As a result the body then uses its own store of fat as an alternative for energy and this use of energy produces an acid known as ketones. Dunning (2003) describes clinical features as hyperglycaemia, which is a result of decreased use of glucose by the cells and the increased glucose produced by the liver; dehydration and electrolyte loss resulting from polyuria and lastly acidosis is due to the breakdown of fatty acids and production of ketones. They go on to say that symptoms include, increased thirst, this is the bodies attempt to flush out the ketones; fatigue, abdominal pain, kussmauls breathing and tachycardia. As the ketones rise the person may also start to vomit, however vomiting reduces the urine output thus reducing the flushing out of ketones. As a result a coma will develop and this if left untreated can be fatal. Diabetes National Service Framework: Standard (2002) states treatment for ketoasidosis , consists of the administration of insulin, potassium and fluids. Brunner & Suddarths (2004) says fluids are given intravenously to manage dehydration, insulin would be given as a 5 unit bolus every hour, however the amount of insulin to be administered is calculated by the amount of glucose detected in the blood. This is what is referred to as an insulin sliding scale, the set amounts are shown on the insulin recording documentation. Potassium is also given to manage the electrolyte loss.

OSHA Risk and Hazards Assignment Example | Topics and Well Written Essays - 2000 words

OSHA Risk and Hazards - Assignment Example 3) Part 29CFR Part 1910 standard 22 specifies several standards with respect to walking and slipping hazards in the workplace (Baron, 2011). Of these, 29CFR1910.22a(1) and 29CFR1910.22b(1) are the most applicable (Taylor, 2011). The reason for this is that these standards relate to the way in which designated walkways must be maintained and marked appropriately. 4) This can be accomplished by ensuring that standards are worked towards and that employees are provided with adequate training; concerning expectations of action for day to day operations. Random inspections can also help the firm to reduce the amount of risk that this particular set of hazards poses.   5) High severity level. The reason for this risk level being selected is predicated on the fact that mobility in the workplace is a function that nearly each and every employee values as a product of performing useful work. As such, any hazard to the quality of the walkways or hazards pertaining to slipping affect a large number of stakeholders. 1) Hazards regarding heat stress and strain and chemical burns relate only to specific employees within specific sectors of industrial production. As such, issues pertaining to damaged equipment, faulty inputs, lack of monitoring, failure to measure correctly, and other oversights are likely to contribute to issues relating to further hazards associated with these two previously denoted issues. 2) Those employees that find themselves working within industrial production areas or within construction arenas will be those which are most at risk. Yet, it should also be understood that there is an inherent risk for those employees/stakeholders, that work outside these zones as they could be negatively impacted by a breach of safety standards with respect to the aforementioned hazards.   3) Part 29CFR Part 1910 standard 132 specifies several standards with respect to the use of PPE (personal protective equipment) in dealing with high temperature or chemical substances.

Within strategic management of business, 'gap analysis' is the process Essay

Within strategic management of business, 'gap analysis' is the process of asking where are we now, where do we want to be - Essay Example At the corporate level, there are challenges from the rival companies, unpredictability of the market, dynamic consumer behaviour, etc. Moreover, political situation of the twenty-first century involves the working of complex democracies together with dynamic economic trends. The recent wave of economic slowdown has helped us to discern the importance of strategy setting and analysis in the context of corporate governance. Strategic management is thus increasingly involving an analytical approach to understand what a company actually does in relation to what it can potentially do. Executive Summary Gap analysis is the process of exploring certain questions in relation to the company’s present, potential and future performances. The paper will examine analytical instrument by interrelating it with the concepts of the strategic management of business. Strategic management and gap analysis are explained. Interrelations between the two processes are chalked out. Case examples are discussed to elucidate these interrelations. The Analytical and Strategic Approaches Introduction: The following discussion would explain and analyse gap analysis and strategic management. Discussion: In economics and business, gap analysis is a sort of tool which would help a corporation to compare its real time performance with the performance it is potentially capable of. This analytical approach is rather question answer based and from the perspective of the company, the questions are: 1. Where are we now? 2. Where do we want to be? 3. How can we get there? Gap analysis helps the company to obtain critical information so that the frontiers of production probabilities are not compromised (Cummins, 2008). The sphere of strategic management, on the other hand, deals with the principle emergent and intended initiations taken in the context of corporate governance which would involve resource allocation and utilisation, performance enhancement and adjustment with the external environ ments (Nag, Hambrick and Chen, 2007). Further, strategic management would refine the company affairs at the level of fierce corporate rivalry (Hamel and Prahalad, 1994). Summary: 1. Discussion on gap analysis 2. Discussion on strategic management Relation between Strategic Management and Gap Analysis Introduction: The following section explores that how gap analysis facilitates the implementation of the concepts of strategic management. Discussion: The main points of strategic management are: 1. Process of strategy development 2. Linking strategic capabilities with the external environment 3. Strategically designing the management, production and marketing processes 4. Optimisation of fiscal performance (Johnson, Scholes and Whittington, 2008) Gap analysis helps the process of strategy development by finding out the difference between the company’s present and potential performances. Gap analysis thus facilitates strategic improvement of HR, R&D, logistics, etc. Gap analysis also relates to the company’s behaviour with respect to the external environment by monitoring its performance in the contemporary circumstances. Gap analysis considers all the processes and project life cycles involved in the functionary of the organisation, hence it helps to improve the management, production, marketing and fiscal activities. When the crucial question of quality control arises, benchmarking for the quest of optimal performance becomes mandatory and thus gap analysis becomes supplementary to the strategic management of business. (Camp, 1989) Gap analysis provides the company with a graphical aid that is used to communicate areas where the firm does not meet a benchmark. Process optimisation, which is a key

Zara Company Analysis Essay Example | Topics and Well Written Essays - 4250 words

Zara Company Analysis - Essay Example This marketing report presents a set for recommendations for the fashion retailer, Zara. These recommendations are based on the analysis of external and internal environment. The analysis of the external environment relies on theories such as the PESTLE Analysis and Porter’s Value Chain Analysis. The analysis of the internal environment relies on the analysis of the company using Resource/ Capabilities Analysis and Value Chain Analysis. Zara is a fashion retailer owned and operated by the Spanish company, Indetix Group. This fashion retailer has introduced a different strategy within the fashion market that goes against the existing strategies of the fashion industry (Anon, nd.). Despite this, or rather on account of this, the company has managed to record profitable growth since its inception. However, in order to pursue further growth, it is necessary to analyze the current strategy. ANALYSIS OF EXTERNAL ENVIRONMENT PESTEL Analysis PESTLE Analysis is a widely used analysis to understand the external environment of the company. It is an acronym for Political, Economic, Social, Technological, Environmental and Legal factors that have an impact on the overall operations of the organization (Henry, 2008). Political Factors Since companies operate within a certain geographic boundary or boundaries, the government has an impact on the company. It impacts through the laws and restrictions placed on the companies. Since Zara operates mainly in Spain and the UK, which falls within the EU countries therefore the political landscape of this area should be understood. The EU is beneficial for the company as it has made the entire region work as a local market. This allows the company to get fair advantage in the entire EU market. Zara is also operating outside Spain and EU markets and in markets such as USA, Dubai and Singapore. In this regard, the company needs to ensure that such countries have friendly relations with the national base of the company which is Spain. Also such countries should have a politically stable government so that the company continues to enjoy friendly terms. Economic Factors In terms of the economic factors, companies all around the world have been seriously hit with the financial c risis that struck the entire world in 2009. This has hampered the buying power on the consumers and most

Biome(biogeography) Essay Example | Topics and Well Written Essays - 500 words

Biome(biogeography) - Essay Example The savanna includes a variety of soil types that include sands, loam and clay. Laterization is the dominant soil- forming process. Herbivory has important effects on soil nitrogen cycling. Grazer induced increases in N mineralization have generally been observed resulting in increased N availability to plants. Elephant population at high densities can have significant impact on the dynamics and functioning of savanna ecosystems. They have the capacity to transform habitats which results in consequences like reduced population of some species of mammals, birds and plants. Importance: They can sustain long periods of drought and grow in sandy places where there is only between 12 to 15 inches of rain a year. In addition these provide shade for animals, its leaves are edible and are consumed by the animals and its branches are used to make nests and are also used as perches. Importance: These are herbivores, and feed on grasses, fruits, tree leaves, bark, shrubs, and vines. They help to keep the savannas clear by eating shrubs and trees which helps the grass grow. This in turn helps in the survival of other grazing

Digital Media - Critical Perspectives Essay Example | Topics and Well Written Essays - 5000 words

Digital Media - Critical Perspectives - Essay Example Firstly, we will examine the various definitions of media convergence, and then proceed to assess the forms of convergence. Secondly, we will look at its impacts and then give a conclusion. It is pertinent, before we examine the various definitions that have been advanced in favor of the term media convergence, that we understand the term new media. New media refers to the modern technological advancements that have been realized in the technology and media world. It may refer to the processes, the applications, the methodologies, or the physical gadgets. Smartphones and iPads are therefore seen as gadgets that are representative of the new media notion while applications such as social media are also perceived as new media. What then is media convergence? The term media convergence is ambiguous. This is because it denotes a wide range of meanings and cannot be said to have a strict textbook meaning (Tim, 2010). As such, various authors and scholars have advanced several definitions of the concept. Media convergence, according to Richard Gershon, can be defined as the merging together of media which were previously autonomous or distinct to create a new media dispensation (Brown, 2005). It basically means bringing together various technological platforms into one media platform. These technological platforms include software applications such as animations, the internet, and new technologies such as the Smartphone technology. Media convergence in the new media environment can also be defined as the piecing together, or the interlinking, of computing and Information Communication Technologies (ICTs). It is also defined as the synchronizing of media content that has existed since the internet came into existence, digitalization of information technology, and remodeling of old media into a format that is new (Tim, 2010). In the above definitions, convergence is understood as the bringing

Non verbal communication Essay Example | Topics and Well Written Essays - 500 words

Non verbal communication - Essay Example This paper shall aim at highlighting a number of gestures, their meaning and the circumstances under which they are used. The first gesture to look into is pointing using the index finger while complementing certain speeches. This gesture is an illustrator when one is trying to show the other direction but in other circumstances it is regarded as rude when one is angry or trying to undermine another. It is also used to give warning where one feels that they are being offended by another. Looking at ones watch is another that falls under regulator gestures that may mean that the current conversation is to end as there is no time. It also tries to sensitize others that time is running short. It is may also seem rude to others especially when one tries to convey a message that they are bored and may want to leave or stop the interaction. The other is leaning forward which is usually used to show respect. It can also be used ironically to show disrespect to others. It is therefore also dependent of the circumstances of usage. Walking away is another gesture whereby it may show disrespect to the ones being left behind e.g. students walking away from their teacher (Yule, 2010). Walking away can also show respect where one wishes not to argue especially with a superior to show they will do as requested without protests. This one may in a deeper sense indicate that the one being left is stupid as reasoning with them is useless therefore no reason to remain and discuss. Tapping ones fingers is also another gesture that is common with people who are showing respect to one another or where there is shyness from one or both parties and falls under the beat gestures. It happens more often in official and dating situations. It may also mean in a deeper sense that the one tapping their fingers is in a hurry or is not so much in to the conversation meaning they may not be

Production of a Database of Styles and Guidelines for the Mountain Collegian Essay Example for Free

Production of a Database of Styles and Guidelines for the Mountain Collegian Essay This study was conducted primarily to produce a database of styles and guidelines for Mountain Collegian (MC) that would aid the publication in making its own stylebook. In the realization of this study, first, a survey questionnaire was floated to identify the areas needed by the publication. Based on the data gathered through the said survey questionnaire, the 10 areas identified by the respondents, the current members of the publication, were capitalization, abbreviation, acronyms, bylines and credits, names and titles, italicization, numerals, dimensions, punctuation, and reported speech. After the ten areas of style needed by the publication were identified, issues of MC from 2000 to 2010 were analyzed for the determination of consistent and inconsistent styles practiced by the publication. Two issues for each editor-in-chief were used. Thus, a total of 20 issues and 340 articles were used for the analysis. The analysis showed that many consistent styles are practiced by MC in areas of capitalization, abbreviation, acronyms, and punctuation. The consistent styles identified were automatically included in the database as these are manifestations of the practice and journalism culture that MC has. However, despite the many identified consistencies in styles, many inconsistent styles were also noted. With these inconsistencies, a survey questionnaire was created to determine the preference of MC on styles that are inconsistent. It is recommended that the other areas of journalism styles of Mountain Collegian be looked into and analyzed for consistency. The Mountain Collegian (MC), the official student publication of Benguet State University, believes in the virtues of clear and effective communication. Thus, it constantly strives to uphold accuracy, precision and consistency in writing for it believes that these are stamps of professionalism in the practice of campus journalism. Existing under this principle and guided by the importance of sharpening the meaning of facts and news stories, MC relentlessly reminds its student journalists not to be casual about language usage, English for that matter, and to exercise precision of language. However, there are strong oppositions regarding this matter. Writers and even some academicians themselves claim that the constant stress on proper English is merely a form of snobbery and has no place in the fast-paced world of journalism. Also, adhering to rules of a constantly evolving language in the practice of journalism is deemed irrelevant as many writers- particularly the young blood of journalists- think of these rules and styles as suppressive forces obstructing their creativity. However, Stovall (2002) said that style is not a rigid set of rules established to restrict the creative forces in the writer. Style imposes a discipline in writing that should run through all the activities of a communicator. It implies then that the communicator is precise not only with writing but also with facts and with thought. Paying attention to the details of writing – and getting those right – means that a writer is likely to be paying attentions to facts, context, and meaning. Style, as pointed by the United Press International Stylebook, is the intangible ingredient that distinguishes outstanding writing from mediocrity. In addition, Stovall said that adherence to a constant style is vital to the society. He quoted Thomas W. Lippman in the preface of The Washington Post Deskbook on Style saying, â€Å"A newspaper is part of a society’s record of itself. Each edition lives on in libraries and electronic archives to be consulted again and again by the scholars and journalists of the future. The newspaper is thus the repository of the language, and we have a responsibility to treat the language with respect. The rules of grammar, punctuation, capitalization, spelling, and usage set down here are our way of trying to meet that responsibility. Thus, clear story-telling and language is at the heart of good journalism. Theodore M. Bernstein said that writing should be treated like a precision instrument; it should be sharpened and it should not be used carelessly. Since consistency and precise word usage are also utterly important in communication, perceived misuse of English, which is the language of international journalism, and inconsistencies in style then shall not cause readers to veer away and be distracted from what is more important – the creative and focused aspects of the message. Furthermore, according to the BBC News Styleguide (2010), the best journalists appreciate that writing well is not a tiresome duty but a necessity. Consistency. Precision. Accuracy. These therefore are the fundamental reasons why it is vital for a publication, for MC for that matter, to have a set of rules, styles, and guidelines. Since its establishment in 1965, MC has not produced its official style book yet although attempts were made to do so. The style book, though, just what it is – is merely a guide. It is not a collection of rules and regulations. It is not a dictionary and it is not a list of what is acceptable and what is not. In a world that’s awash with poor usage, a stylebook sensitizes the writer to the use of language toward achieving the nobility of the practice of journalism. For The Mountain Collegian, a stylebook will serve not only as the brick and lumber of its house but also most importantly as an archive of decades of not only responsible but also language sensitive practice of journalism. This shall serve as a record of MC’s editorial practice handed down by generations of student journalists that have shaped MC to what it is today.

Effectiveness of Video Assisted Teaching for Medical Student

Effectiveness of Video Assisted Teaching for Medical Student CHAPTER IV DATA ANALYSIS AND INTERPRETATION This chapter deals with analysis and interpretation of data collected to evaluate the effectiveness of video assisted teaching programme regarding successful ventilation with the I-gel and Laryngeal mask Airway among the paramedical students. The purpose of the analysis is to reduce the data as manageable and interpretable form, so that the research problem can be suited and tested. The collected data are tabulated, organized and analyzed by using descriptive and inferential statistics. Section–A: Distribution of paramedical students according to their selected demographic variables. Section-B: Distribution of paramedical students according to pretest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway. Distribution of paramedical students according to pretest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway. Section-C: Distribution of paramedical students according to posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway. Distribution of paramedical students according to posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway. Comparison between the pretest and posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Comparison between the pretest and posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Area wise comparison between the pretest and the posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Area wise comparison between the pretest and the posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Comparison between the pretest and the posttest scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Section-D: Effectiveness of video assisted teaching programme on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Relationship between pretest and posttest scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Association between the pretest scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students and their selected demographic variables. Section A Distribution of paramedical students according to their demographic variables. Table 4.1: The frequency and percentage distribution of paramedical students according to their selected demographic variables. n=50 S.No Demographic variables f % 1 Age in years 17-19 20-22 23-25 22 23 5 44 46 10 2 Gender Male Female 34 16 68 32 3 Religion Hindu Muslim Christian Any other 31 12 7 0 62 20 18 0 4 Category of course of study B.Sc Critical care B.Sc physician assistant 31 19 62 38 5 Previous knowledge Yes No 40 10 80 20 6 If yes how did you obtain information By attending classes By attending airway management courses Through television Through internet 22 7 9 2 48 16 22 14 Table-4.1 Table 4.1 describes that distribution of paramedical students according to their demographic variables. According to their age most of the paramedical students, 22(44%) are in the age group of 17-19 years, 23(46%) are aged between 20-22 years and 5(10%) are aged between 23-25 years. Among 50 paramedical students according to their gender, majority of the paramedical students 34(68%) are male and 16(32%) of them are female. Among 50 paramedical students according to their religion, majority of the paramedical students 31(62%) are Hindus and 12(20%) of them are Muslim. 7(18%) paramedical student is Christian and none of the paramedical students belong to other religion category. Paramedical students according to their category of course of study, 31(62%) of them studying in Bachelor of Science in Critical Care, 19(38%) of them studying in Bachelor of Science in Physician Assistant. Paramedical students according to their previous knowledge regarding airway management, more than half of the paramedical students 40(80%) has previous knowledge regarding airway management and 10(20%) of paramedical students do not have previous knowledge regarding airway management. Paramedical students according to their previous knowledge regarding airway management, among 40 paramedical students, who have previous knowledge regarding airway management, more than half of them 22(48%) have gained knowledge by attending classes, 7(16%) have gained knowledge by attending airway management classes, 9(22%) have gained knowledge through television, 2(14%) of them have gained knowledge through internet. Section-B a) Distribution of paramedical students according to pretest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway. Figure-4.1: Percentage distribution of paramedical students according to pretest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway. The above bar diagram shows that 34(68%) paramedical students have inadequate knowledge, 16(32%) paramedical students have moderately adequate knowledge and none of them have adequate knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway in their pretest. b) Distribution of paramedical students according to pretest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway. Figure-4.2: Percentage distribution of paramedical students according to pretest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway. The above bar diagram shows, among 50 paramedical students none of the paramedical students have good skill, 15(30%) paramedical students have average skill and 35(70%) of them have poor skill regarding successful ventilation with I-gel and Laryngeal Mask Airway in their pretest. Section: C a) Distribution of paramedical students according to posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway. Figure-4.3: Percentage distribution of paramedical students according to posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway. The above bar diagram shows that 42(84%) paramedical students have adequate knowledge and 8(16%) of them have moderately adequate knowledge regarding I-gel and Laryngeal Mask Airway. None of them have inadequate knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway in their posttest. b) Distribution of paramedical students according to posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway. Figure-4.4: Percentage distribution of paramedical students according to posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway. The above bar diagram shows, among 50 paramedical students none of them have poor skill, 7(14%) of them have average skill 43(86%) of them have good skill regarding successful ventilation with I-gel and Laryngeal Mask Airway in their posttest. c) Comparison between the pretest and posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Figure: 4.5 Percentage distributions according to their pretest and posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students The above bar diagram shows that 34(68%) paramedical students have inadequate knowledge, 16(32%) paramedical students have moderately adequate knowledge and none of them have adequate knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway in their pretest, Where as in post test, 42(84%) paramedical students have adequate knowledge and 8(16%) of them have moderately adequate knowledge, none of them have inadequate knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway when compared with pretest. Hence it highlights that there is a significant improvement in the knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway is improved compared to pre test. d) Comparison between the pretest and posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Figure: 4.6 Percentage distributions according to their pretest and posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. The above bar diagram shows, among 50 paramedical students none of the paramedical students have good skill, 15(30%) paramedical students have average skill and 35(70%) of them have poor skill regarding successful ventilation with I-gel and Laryngeal Mask Airway in their pretest. Where as in the posttest, none of them have poor skill, 7(14%) of them has average skill 43(86%) of them have good skill regarding successful ventilation with I-gel and Laryngeal Mask Airway in their posttest and compared with posttest. Hence it highlights that there is a significant improvement in the skill regarding successful ventilation with I-gel and Laryngeal Mask Airway was improved in the posttest, when compared to pre test. e) Area wise comparison between the pretest and the posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Table – 4.2: Mean, standard deviation, mean percentage and difference in mean percentage of pretest and posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students in pretest and posttest. n=50 Area wise Maximum score Pretest Posttest Difference in mean % Mean S.D Mean% Mean S.D Mean % General information 9 5.9 1.55 65.5 8.08 0.71 89.7 24.2 I-gel 9 3.78 1.65 42 6.54 1.51 72.6 30.6 Laryngeal Mask Airway 12 5.26 1.77 43.8 8.96 1.29 74.6 30.8 Overall 30 14.94 4.97 151.3 23.58 3.51 236.9 85.6 The above table shows that, in area of general information the pre test mean score is 5.9 ±1.55 and mean percentage is 65.5, where as in the post test mean score is 8.08 ±0.71 and mean percentage is 89.7. This reveals that the difference in mean percentage is 24.2. In the area of I-gel the pre test mean score is 3.78 ±1.65 and mean percentage is 42, where as in the post test mean score is 6.54 ±1.51 and mean percentage is 72.6. This reveals that the difference in mean percentage is 30.6. In the area of Laryngeal mask airway the pre test mean score is 5.26 ±1.77 and mean percentage is 43.8, where as in the post test mean score is 8.96 ±1.29 and mean percentage is 74.6. This reveals that the difference in mean percentage is 30.8. In the pretest, the overall mean score is 14.94 ±4.97. In the pretest, the highest mean score is achieved in the general information with the score of 5.9 ±1.55. It reveals that difference in mean percentage is 24.2. In the post test, overall mean score is 23.58 ±3.51. The highest score is achieved in the Laryngeal Mask Airway with the score of 8.96 ±1.29. The overall difference in mean percentage is 85.6. The mean difference reveals that there is significant improvement in the knowledge in post test. f) Area wise comparison between the pretest and the posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Table – 4.3: Mean, standard deviation, mean percentage and difference in mean percentage of pretest and posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students in pretest and posttest n=50 Area wise Maximum score Pretest Posttest Difference in mean % Mean S.D Mean % Mean S.D Mean % I-gel 14 7.08 1.03 50.5 12.08 1.33 86.2 35.7 Laryngeal Mask Airway 16 7.82 1.19 48.8 13.54 1.43 84.6 35.8 Overall 30 14.9 2.22 99.3 25.62 2.76 170.8 71.5 The above table shows that In the area of I-gel the pre test mean score is 7.08 ±1.03 and mean percentage is 50.5, where as in the post test mean score is 612.08 ±1.33 and mean percentage is 86.2. This reveals that the difference in mean percentage is 35.7. In the area of Laryngeal mask airway the pre test mean score is 7.82 ±1.19 and mean percentage is 48.8, where as in the post test mean score is 13.54 ±1.43 and mean percentage is 84.6. This reveals that the difference in mean percentage is 35.8. In the pretest, over all mean score is 14.9 ±2.22. The higher percentage of the pretest is achieved in the Laryngeal Mask Airway, where the mean score is 7.82 ±1.19 with the difference in mean percentage of 35.8. In the post test, the overall mean score was 25.62 ±2.76. The highest mean score is achieved in the area of laryngeal mask airway with the score of 13.54 ±1.43. The overall difference in mean percentage is 71.5. This reveals that there is significant improvement in the post test on skill than the pretest. g) Comparison between the pretest and the posttest scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Table – 4.4: Comparison between the mean, SD, mean difference of pretest and the post test scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway Among the paramedical students. n=50 S.No Variables Maximum score Pretest Posttest Difference in mean % Mean S.D Mean% Mean S.D Mean % 1 Knowledge 30 14.94 2.99 49.8 23.58 2.50 78.6 28.8 2 Skill 30 14.9 1.72 49.7 25.62 2.31 85.4 35.7 The above table shows that in pretest, the knowledge mean score is 14.94 ±2.99 and the mean percentage is 49.8%. Where is posttest, the knowledge mean score is 23.58 ±2.50 and the mean percentage is 78.06%. The difference in mean percentage between the pretest and the posttest was 28.8%. In pretest, the skill mean score is 14.9 ±1.72 and the mean percentage is 49.7%. Where is posttest, the skill mean score is 25.62 ±2.31 and the mean percentage is 85.4%. The difference in mean percentage between the pretest and the posttest is 35.7%. It shows that in posttest there is significant improvement in knowledge and skill when compared to the knowledge and skill in pretest. Section D a) Effectiveness of video assisted teaching programme on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Table – 4.5: The mean, SD and ‘t’ value on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students in pretest and posttest. n=50 S.No Variables Maximum score Pretest Posttest Paired ‘t’ value Df Mean SD Mean SD 1 Knowledge 30 14.94 2.99 23.58 2.50 15.74 49 2 Skill 30 14.9 1.72 25.62 2.31 30.63 *significant at p≠¤0.05 level Table value: 2.02 The above table shows the pre test knowledge Mean score is 14.94 ±2.99 and the posttest knowledge mean score is 23.58 ±2.50. The Skill mean score in the pretest is 14.9 ±1.72 and the posttest skill mean score is 25.62 ±2.31. The Obtained‘t’ value for knowledge and skill is 15.74 and 30.63 respectively, which is significant at p≠¤0.05 level. Hence the hypothesis H1 was retained. Thus it becomes evident that Video Assisted Teaching Programme is effective in improving the knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among the paramedical students b) Relationship between pretest and posttest scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students Table – 4.6: Correlation between the pretest and the post test scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among the paramedical students. n=50 S.No Group Knowledge Skill ‘r’ Mean SD Mean SD 1 Pretest 14.94 2.99 14.9 1.72 0.41 2 Posttest 23.58 2.50 25.62 2.31 0.65 The above table shows that, in the pretest mean score of knowledge and skill is 14.94 ±2.99 and 14.9 ±1.72 respectively, ‘r’ value was 0.41. The posttests mean score of knowledge and skill is 23.58 ±2.50 and 25.62 ±2.31 respectively, ‘r’ value is 0.65. This reveals that there is positive correlation between the pretest and the posttest knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Hence the formulated hypothesis H2 was retained at p≠¤0.05 level. c) Association between the pretest scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students and their selected demographic variables. Table – 4.7: Chi Square test on the knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among the Paramedical Students with their selected Demographic Variables. n=50 S.No Demographic variables à ¯Ã‚ Ã‚ £2 Df Table value 1 Age 2.76 2 5.99 2 Gender 0.06 1 3.84 3 Religion 2.21 3 7.82 4 Category of course 0.001 1 3.84 5 Previous knowledge 0.023 1 3.84 6 If yes how did you obtain information 1.60 3 7.82 *significant at p≠¤0.05 level The above table shows that there is no association between pretest score on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students and their selected demographic variables such as Age, gender, religion, category of course of study, and previous knowledge. Hence the research hypothesis H3 was rejected at p≠¤0.05 level. Table – 4.8: Chi square test on the skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among Paramedical Students with their selected demographic variables. n=50 S.No Demographic variables à ¯Ã‚ Ã‚ £2 Df Table value 1 Age 0.27 2 5.99 2 Gender 0.63 1 3.84 3 Religion 1.04 3 7.82 4 Category of course 0.03 1 3.84 5 Previous knowledge 0.59 1 3.84 6 If yes how did you obtain information 1.18 3 7.82 *significant at p≠¤0.05 level The above table shows that there is no association between pretest score on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students and their selected demographic variables such as Age, gender, religion, category of course of study, and previous knowledge. Hence the research hypothesis H3 was rejected at p≠¤0.05 level. Summary: This chapter deals with the data analysis and interpretation in the form of statistical values based on the objectives, frequency and percentage on the knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students and their selected demographic variables analyzed. The‘t’ test is done to evaluate the effectiveness of video assisted teaching programme on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among Paramedical Students. The chi-square analysis is used to find out the association between the pretest scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among the Paramedical students and the selected demographic variables.

James Baldwins Story Sonnys Blues Essay -- James Baldwin Sonnys Blu

James Baldwin's Story Sonny's Blues James Baldwin?s story ?Sonny?s Blues? is a deep and reflexive composition. Baldwin uses the life of two brothers to establish parallelism of personal struggle with society, and at the same time implies a psychological process of one brother leaving his socially ingrained prejudices to understand and accept the other's flaws. The story is narrated by Sonny?s older brother whom remained unnamed the entire story. Sonny's brother is a pragmatic person, a teacher, husband, and father. He is a typical middle class Joe whose life?s purpose is to conform to society?s rules. He is a conservative person who seldom takes risks, and accepts the majority?s judgment over his. Sonny?s brother has assimilated into white society (mainstream) as much as possible, but still angers at institutional discrimination and the limits placed upon his opportunities. Contrastingly, Sonny has never tried to assimilate any model. He is looking to vent the deep pain and suffering that his status as permanent outsider confers upon him. Both brothers grew up in Harlem (this story elapses from the early 50?s to late 60?s), surrounded by parents carrying psychological scars of discrimination and struggle. Is here at the family?s nest where the brother?s personalities started to split: though the narrator and his parents are physically there for most of Sonny?s childhood, they never really hear him or listen to him, so Sonny drew himself inwards, with disdain for social rules. Sonny?s older brother saw himself as the one bound to take the helm at the light of his father drunkenness. After their parent?s death, Sonny is propelled by his older brother to stay with Isabel?s family (Sonny?s brother?s wife), an effort of Sonny?s brother to rail him into social conformity. Sonny is desperately trying to express himself, first, by telling his brother his wishes to become a Jazz musician, second, through music, restlessly practicing piano lessons at Isabel?s house. Neither Sonny?s brother nor Isabel?s family understand him. So he seeks more of his kind. He runs out the house, joins the navy, travels for a while, and comes back to New York as a Jazz pianist. Sonny?s brother, following a conservative path, uses denial as mechanism of defense. He refuses to accept Sonny for what he is: ?I didn?t like the way he carried himself, loose and dreamlike ... ...r has, as a ?real musician.? In the nightclub?s environment he is the unfit. When music starts to be played, he begins to understand the language of Jazz; the way in which it helps artists express their torment and their fear. While Sonny was performing, he feels how Sonny?s pain and suffering was exiting his body through his finger tips to the piano?s ivory, to the wooden hammers, to the piano wires, and finally airborne in music notes engulfing everybody as communion between the performer and the audience. Sonny internalizes and then expresses all the anguish and joy of the audience. When the music stops, older brother was in tears, because Sonny?s music also made him go deep inside himself and find the pain of his daughter?s death; the pain of broken promises, and the pain of denying his own kind. The end is a triumph for both: Sonny showed his brother his world, his purpose, his bitter-sweet happiness, even with the always present lure of addiction. Older brother found respect and acceptance for Sonny, and such acceptance transformed his view of everything around him. Works Cited: Baldwin, James. "Sonny's Blues" in Vintage Baldwin. New York: Vintage, 2004.

Light Paper -- essays research papers fc

Light is a kind of electromagnetic radiation. It is made up of vibrations between a certain group of frequencies. When light is given off from a source it spreads out over a larger area. Scientists are still dumbfounded by exactly what light is. When light hits a smooth or polished surface it "bounces" off at the same angle that it hit. Reflecting telescopes are made of concave mirrors and they have helped astronomers chart the universe because the mirrors interact with each other to magnify what is being observed. Refraction is when light bends as it goes through glass, water and other transparent objects that are denser than air. A prism is an instrument that spreads out a ray of light into the color spectrum. A lens is another instrument that uses the light refraction, but lenses are put to more practical uses (I’m not saying that a mirror isn’t practical enough.). ______________________________________________________________________ Welcome to the wonderful world of light, including the refraction and reflection of light. Refraction is the bending of light when it travels through a denser, or thicker material, such as water. Reflection is a bit different though; when light hits a smooth or polished surface it "bounces" off the surface at almost the same angle (Depending on how flat the surface is.). But before we get onto that, lets talk about light and exactly what it is. THE NATURE OF LIGHT Light is a kind of electromagnetic radiation, which means, that they are magnetic waves and particles which are caused by electricity. Light consists of very fast oscillations at a certain group of frequencies, that can be detected by the human eye. When light vibrates at different frequencies the eye sees different colors. When light is emitted, or given off, from a source such as the sun, it moves in straight lines, and starts to filter out into a broader area as it travels farther. If it is interrupted by an object it will have an alteration in its course. Many Physicists as well as scientists are still puzzled by the nature of light. Sir Isaac Newton, an English physicist and mathematician, thought light of as a series of particles, because it was apparent that light moved in a straight line. To explain refraction and reflection he b... ...ds of lenses, but these are the two basic ones. Lenses are put to many good uses such as refracting telescopes (Reflecting telescopes have concave mirrors), glasses, magnifiers, microscopes, and many other important things that we use in our every day lives. Light pays an important role in everyone’s lives, basically we couldn’t see without it; but it has also confused many scientists and physicists whether light is a wave or a particle. Light travels in a straight line and spreads out over a larger area, but if it is interrupted by something its course changes. One thing that can change the direction of light is a hard, polished surface, such as a mirror. When a light hits a mirror it "bounces" off it at the same angle that it hit, if the mirror is flat (which most are). Another thing that can interrupt the travel of a light ray is a denser material than it was already in. This is called refraction, which is the bending of light. Prisms and lenses are pieces of glass that are specially designed to refract light rays and put them to use. Light can be mysterious in many ways, but in other ways it can be useful. bibliography Encyclopedia Britanica 1999 Light Paper -- essays research papers fc Light is a kind of electromagnetic radiation. It is made up of vibrations between a certain group of frequencies. When light is given off from a source it spreads out over a larger area. Scientists are still dumbfounded by exactly what light is. When light hits a smooth or polished surface it "bounces" off at the same angle that it hit. Reflecting telescopes are made of concave mirrors and they have helped astronomers chart the universe because the mirrors interact with each other to magnify what is being observed. Refraction is when light bends as it goes through glass, water and other transparent objects that are denser than air. A prism is an instrument that spreads out a ray of light into the color spectrum. A lens is another instrument that uses the light refraction, but lenses are put to more practical uses (I’m not saying that a mirror isn’t practical enough.). ______________________________________________________________________ Welcome to the wonderful world of light, including the refraction and reflection of light. Refraction is the bending of light when it travels through a denser, or thicker material, such as water. Reflection is a bit different though; when light hits a smooth or polished surface it "bounces" off the surface at almost the same angle (Depending on how flat the surface is.). But before we get onto that, lets talk about light and exactly what it is. THE NATURE OF LIGHT Light is a kind of electromagnetic radiation, which means, that they are magnetic waves and particles which are caused by electricity. Light consists of very fast oscillations at a certain group of frequencies, that can be detected by the human eye. When light vibrates at different frequencies the eye sees different colors. When light is emitted, or given off, from a source such as the sun, it moves in straight lines, and starts to filter out into a broader area as it travels farther. If it is interrupted by an object it will have an alteration in its course. Many Physicists as well as scientists are still puzzled by the nature of light. Sir Isaac Newton, an English physicist and mathematician, thought light of as a series of particles, because it was apparent that light moved in a straight line. To explain refraction and reflection he b... ...ds of lenses, but these are the two basic ones. Lenses are put to many good uses such as refracting telescopes (Reflecting telescopes have concave mirrors), glasses, magnifiers, microscopes, and many other important things that we use in our every day lives. Light pays an important role in everyone’s lives, basically we couldn’t see without it; but it has also confused many scientists and physicists whether light is a wave or a particle. Light travels in a straight line and spreads out over a larger area, but if it is interrupted by something its course changes. One thing that can change the direction of light is a hard, polished surface, such as a mirror. When a light hits a mirror it "bounces" off it at the same angle that it hit, if the mirror is flat (which most are). Another thing that can interrupt the travel of a light ray is a denser material than it was already in. This is called refraction, which is the bending of light. Prisms and lenses are pieces of glass that are specially designed to refract light rays and put them to use. Light can be mysterious in many ways, but in other ways it can be useful. bibliography Encyclopedia Britanica 1999

Hemophilia Essay -- essays research papers

Hemophilia   Ã‚  Ã‚  Ã‚  Ã‚  Hemophilia is the oldest know, lifelong bleeding disorder(â€Å"Hemophilia†2004). It is named for two inherited diseases in which the blood does not clot normally. Several different plasma proteins must be present for blood to clot property. If one of the plasma proteins is missing, or present at low levels, blood clots very slowly(â€Å"Hemophilia† The Marshall Cavendish). The two most common types of hemophilia are: Hemophilia A or FactorVIII(8) deficiency and Hemophilia B of FactorIX(9) deficiency(â€Å"Hemophilia† 2002). People with Hemophilia A have low levels of one kind of blood clotting protein and people with Hemophilia B have low levels of another kind(â€Å"Hemophilia† The new book).   Ã‚  Ã‚  Ã‚  Ã‚  Hemophilia primarily affects males, and is present from birth. It is estimated that 20,000 cases have been identified in the United States. In most cases, hemophilia is usually passed down from the mother to son (â€Å"hemophilia† and the new book). A women who is carrying the hemophilia is usually referred as a â€Å"carrier†. For instance; If a women who is a carrier of the hemophilia gene has a daughter, that daughter has a 50% chance of being a carrier. If women who is a carrier of the hemophilia gene has a son, the son has a 50% chance of having hemophilia. A very daughter of a man with hemophilia will be a carrier (Obliogate carrier). If a man with hemophilia has a son, they will not be affected and will not have hemophilia. However, approximately 30% of those families affected by hemophilia have no previous family history of hemophilia and is considered a â€Å"spontaneous mutation† (â€Å"Hemophilia†2002).   Ã‚  Ã‚  Ã‚  Ã‚  There are degrees of severity to the amount of specific protein in the blood. Normal levels of the factor proteins measured in the lab range approximately 50%-150%. Severe Hemophiliacs have 1%-5% of the specific protein. Mild Hemophiliacs have >5%-49% of the specific protein. As expected, those with the severe hemophilia may have spontaneous bleeding as a well as bleeding with minor injuries and trauma. Those with moderate hemophilia will have bleeding with injuries or trauma but not likely to have spontaneous bleeding. Those with mild hemophilia may only experience bleeding after trauma or surgery (â€Å"Hemeophilia† 2002)   Ã‚  Ã‚  Ã‚  Ã‚  The most common sites for the person with hem... ...ed before treatment can be offered to patients, there has been however a number of studies done in animals such as mice and dogs in which a factor VII or IX gene has been inserted and produced th eproper blood product for periods that exceed one year. Major issues that remain to be resolved include the low level of production of the clotting factor, reduction of immune reactions that stop the reproduction after a period, and development of ways to insert the gene directly into th ebody without manipulating cells outside the body (â€Å"Hemophilia†13 May 1996).   Ã‚  Ã‚  Ã‚  Ã‚  The expense, danger of indwelling catheters, and inconvenience of the treatment regimen are all negative factors. All of these issues will become less important, even irrelevant, if the disease can be cured. At the present time, there are sufficient indications that gene therapy will ultimately be this cure. The technology for gene therapy’s not as simple as was first thought. Yet because of tis special characteristics, hemophilia will likely be among the first genetic diseases to be successfully treated (â€Å"Hemophilia† 13 May 1996). Citation â€Å"Blood clot in vessey.† Adam. nrd. 26 Feb. 2004

Literary technique Essay

When one thinks of a lottery, they imagine winning a large sum of money. Shirley Jackson uses the setting in The Lottery to foreshadow an ironic ending. The peaceful and tranquil town described in this story has an annual lottery, and you can’t possibly guess what the â€Å"prize† isÂ…Â  The author foreshadows an ironic ending at the very beginning by establishing a cheerful setting. The story occurs â€Å"around ten o’clock† on June twenty-seventh, a time of day that is very bright and joyous and a time of year that is warm and makes people feel happy. The town’s physical setting also contributes to the overall â€Å"normal† feeling of the story. The grass is described as â€Å"richly green,† and the flowers are â€Å"blossoming profusely.† An ironic ending is also foretold by the town’s setting being described as one of normalcy. The town square is described as being â€Å"between the post office and the bank;† every normal town has these buildings, which are essential for day-to-day functioning. The townspeople also establish a normal, comfortable setting for the story. The children are doing what all typical kids do, playing boisterously and gathering rocks. The woman of the town are doing what all stereotypical females do, â€Å"exchang[ing] bits of gossip.† The men are being average males by chatting about boring day-to-day tasks like â€Å"planting and rain, tractors and taxes.† Despite this comfortable and normal setting, there are hints of the town’s unusualness that foreshadow a surprise ending. For example, the lottery is being held â€Å"around ten o’clock† in the morning, which is an unusual time because in most towns all the adults would be working during mid-morning. In addition, the author mentions a bank and post office as key buildings surrounding the town square, but what about a church or courthouse? Surely these two buildings would also be in any traditional town square! The lottery is compared to the town’s celebration of Halloween, not a joyous celebration such as Christmas or Valentine’s Day– but a rather dark, surreal, spooky, grotesque, and ominous holiday. The reader is told that school has let out for the summer, and yet the â€Å"feeling of liberty sits uneasily† with the children- which is strange, for no normal kid would be  anything less than ecstatic over summer break. Finally, the children are said to be building â€Å"a great pile of stones in one corner of the square,† which is a very strange â€Å"game† for children to playing. All of these hints indicate that something strange and unexpected is going to happen, and they all make sense once we discover the story’s final outcome. The introduction of the black box is a key turning point, giving the awful ominous answers to all those foreshadowing hints. When the black box is brought in, it’s said to be a tradition that â€Å"no one liked to upset.† The â€Å"villagers kept their distance† from the black box, as though they feared it. Also, when the black box is brought in, the mood and atmosphere of the residents noticeably changes. A â€Å"murmur of conversation† rolls through the crowd, and when the lottery official asks for help carrying the box, there’s a â€Å"hesitation† before two men step forward to assist him. More and more the town’s peculiarity begins to become apparent. For example, the names of certain residents hint at the irony and unfavorable events to come. Mr. Summers- the town clerk- has a last name that strangely coincides with the time of year- summertime. A Mr. Graves helps Mr. Summers store the black box for the lottery, which eerily predicts a future resting place. The ending of The Lottery totally contradicts the setting established by Jackson in the first paragraph. From the author’s extravagant detailing of the town, one would expect this â€Å"lottery† to be a chance for one lucky family to win some money. Instead, the winner’s â€Å"prize† is death-by stoning. The portrayal of the residents at the end of the story is quite disturbing– they go about killing the â€Å"winner† ritualistically, trying to â€Å"finish quickly.† They show no empathy at all– they’re simply following an ancient ritual. The lesson in this story hits pretty hard. The Lottery’s relationship to real life is that sometimes we are presented with traditions that have been adhered to for as long as anyone can remember, and we forget the reason these customs were created in the first place. (As Old Man Warner said,  Ã¢â‚¬Å"There’s always been a lottery.†) The problem is that circumstances can change and make these traditions outdated, useless, and even harmful. Think of the women trying to gain suffrage for their gender. If they had just let the tradition of only males voting continue, where would they lie in today’s society? We therefore must re-evaluate our traditions, questioning their original purpose; otherwise we’re just letting ourselves be stoned.

Into Thin Air

The Tragedy On Everest The preventable mistakes caused by several guides caused several climbers to perish. As a group of climbers get closer and closer to the top of the world, a freak storm arrives and mistakes are made, transforming what should have been the greatest days of the climbers’ lives into a battle for survival and for some, their last moments on Earth. The guides on Mount Everest made several mistakes. There were multiple teams which tried to summit on one day, not taking into consideration the possibly fatal results of the bottleneck effect on the climb.On the summit climb, a number of different mishaps confronted them causing the climbers to fall behind schedule. This caused most of the climbers and guides to be in a poor position on the mountain when the storm arrived (Krakauer 11). This storm trapped and killed several guides and climbers. Time delays were a huge contributing cause of this tragedy and the majority of time issues were caused by the guides. Bef ore they summited, they had a set schedule which would allow the climbers to return to base camp safely in a reasonable time (Krakauer 7). Bottlenecks caused a significant delay in ascent (Storm Over Everest).Too much time reaching and celebrating on the summit caused delays. Rob Hall ( guide) did not abide by the rules of the turn-around time (Krakauer 11). This was a vital element in the outcome of whether he and his clients would live or die. Hubris was a major problem for the guides that led to the demise of many climbers. In this case, some guides did not use oxygen masks (Storm Over Everest). This increased the risk of the climb and made it more likely that they could be incapacitated and unable to perform the duties of a guide as necessary and endangering the customers (Krakauer 9).Regardless of their climbing experience, the safety of the customer should have been put first. Hubris was also relevant when the guides got behind schedule and thought that they could disregard th eir own safety rules without quickening the descent down the mountain. The final error the guides committed was with their decision-making and priorities on the climb. Their intent was to get as many climbers to the summit as possible for their business and reputation interests( Krakauer 4).They did not consider fully the safety of the climber’s summiting. Another issue was Anatoli Boukreev’s decision to descend ahead of his customers indicating more self-interest than interest in the safety of the group (Boukreev et al. 3). In many instances, the guides placed a greater importance on reputation, money, and business and in one case personal safety over the safety of the climbers. Although there might be other causes of the disaster, if the guides put the climbers safety first, then there would have been much less chance of a bad outcome.The tragedy cannot be blamed on the sherpas because if the guides had properly reacted to the mistakes that the sherpas made and sent the climbers back to camp, then every one would have been safe. I do not feel like you can blame this on the physical condition of a few individuals because the guides had the responsibility of making sure that all climbers were cleared for health conditions that would have hampered their ability to climb. Due to the decisions the guides made during the tragedy, some people who perished may still be alive.In general, the guides put money, pride and reaching the summit ahead of the safety of the climbers. This ultimately was the deciding and most influential cause for the 1996 Mount Everest tragedy. Works Cited Boukreev, Anatoli, Jon Krakauer, and Lopsang Jangbu Sherpa. â€Å"What Really Happened In The Thin Air†. MountainZone. Demand Media Sports, 29 August 1996. Web. 27 October 2011. Krakauer, Jon. â€Å"Into Thin Air. † Outside. Mariah Media Network, September 1996. Web. O5 October 2011. Storm Over Everest. Dir. David Breashears. Perf. Neil Beidleman, David Breashear s, and Guy Cotter. Frontline. 2008. Film.

Freshwater Biome Essay

The Freshwater Biome By Lauren Finnis The freshwater biome is a complex biome that can be found all over the world. There are two major types of freshwater biomes. The first type is lotic or running which include rivers and streams. Lentic or standing is the second type; those include lakes and ponds. Since this biome is found worldwide, the species that reside in it can vary extensively, but usually it contains several species of fish, plants, and insects. Predation is a way of life in the freshwater biome. It is the main way food and energy are obtained by most of the organisms. The plankton, algae, and weeds that produce their own food through photosynthesis are eaten by the smaller fish like the minnows. Then larger fish like bass, trout, and pike eat these smaller fish. Finally birds, large mammals, and humans catch the large fish. In the freshwater biome, there are several examples of symbiosis. The relationship between the freshwater sponge and spongillafly is an example of paratism. The spongillafly lays its eggs on the sponge, and then they hatch and feed off the sponge. Another parasite is the flatworm. It resides in organisms such as the snail and can infect them with deadly diseases. There are also examples of commensalism in this biome. First is the relationship between small fish and the pond weeds; the fish hide between these weeds from larger fish. Another relationship of this type is the one between oysters and the mangrove trees. The oyster anchor and protect themselves with the roots of the tree. Finally there are also examples of mutaulistic relationships. For example some small fish enter clean the mouths of larger fish, and in exchange, they may eat whatever they clean out. There are several limiting factors in the freshwater biome. One of the most important is the availability of sunlight. In areas with little sunlight, photosynthesis can not occur; therefore, most plants can not live. Since  plants are the base of the food chain the whole ecosystem falls apart. Salinity is also a limiting factor. In freshwater areas, there must be a salinity of .05% or less for most organisms to survive. Humans are actually limiting factors also. We destroy and pollute habitats and eat the animals and plants in the biome. Population density in the freshwater biome varies greatly. In rivers or streams, density is usually lower in the faster moving biomes because organisms must fight the current. In lakes and ponds, the topmost areas usually are more dense because there is an ample supply of light for photosynthesis. The highest densities will probably be found in the more temperate areas that organisms can adapt to more easily. The carrying capacity of the freshwater biome depends on the size, location, and availability off light. Biotic potentials in the biome are most likely extremely large. This is because the main organisms are fish, which lay eggs in numerous amounts. Of course the carry and the biotic potential are rarely met because there are natural enemies and predator. There are also billions of one of the most deadly predator to the biome, humans.

Urgent Need for Renewable Energy

Introduction In today’s world the most important thing human’s need is electricity. Without electricity most of the modern equipment would not work. Similarly fuel is needed to power transportation devices. Natural recourses such as coal, oil and natural gas are the basis for producing energy for all kinds of devices. Due to the extensive use of these resources they now face extinction. These resources are classified as non-renewable resources.In this report we will discuss different types of resources which can be used as a replacement for producing sustainable energy and also the effects on the environment by burning the carbon based resources.Renewable EnergyRenewable energy is energy which is derived from natural resources such as the sun, wind, tides, streams, rivers, biomass etc. Renewable energy is naturally replenished; it is sustainable energy and does not harm the environment. About 19% of the world’s electricity requirements are met by renewably energy.The differen t types of renewable energy are: Solar EnergySolar energy is obtained from the sun. Sun is a source of light and heat for all living things. It provides energy for photosynthesis, the process of plants creating oxygen. Solar energy can be harnessed and converted to electricity by using solar panels. Sun is also directly or indirectly responsible for most forms of renewable energy requirements, for example – heat causes wind which intern causes tidal energy. Sunlight causes tree growth some of which contribute for biomass energy.HydropowerHydropower is obtained from the force of water flowing downstream. Water is continuously recycled by the environmental cycle of precipitation and evaporation. This cycle cause water to evaporate and fall back down to earth in the form of rain which makes the rivers flow. This water is also stored in dams which are used all around the world to generate electricity by turbines and generators. Also energy can be obtained from tides and ocean wav es which can be harnessed to produce electricity.Biomass EnergyThe most common source of biomass energy is wood. But other sources such as food crops, plants, agriculture and industrial waste, organic municipal components are also used around the world for producing energy. Biomass can also be converted to biofuel which can be used as an alternative to petrol and diesel to run vehicles and heavy machinery. Hydrogen Hydrogen is one of the most common on our planet. However, it is mostly found in combinations with other element in nature. For example – water is two part hydrogen and one part oxygen.Hydrogen is a very good source of renewable energy however the technology needed to extract this element is still in its early stages. Currently the most common way of extracting hydrogen is steam hydrocarbons and reforming. Other methods include thermolysis and electrolysis.Geothermal EnergyThe heat from the earth’s core produces steam and hot water which can be used generate electricity, or for other purposes like home heating and generating power in factories. Geothermal energy can be obtained by digging deep underground reservoirs.Wind EnergyWind energy is the conversion of the power of wind to electricity. Wind energy has been used for over thousands of years to operate mechanical process such as pumping water, grinding, milling etc. to harness wind energy wind farms are created onshore or offshore, wherever there is abundant of wind energy available by using wind turbines. A wind turbine is a machine which converts the wind’s kinetic energy into rotatory motion to by using generators to produce electricity. Wind energy is harnessed in many countries including India, Germany, Denmark and the United States.Reasons for Using Renewable Energy Sources: Using renewable energy saves the environment from the harmful effects of greenhouse gases released in the atmosphere due to burning of fossil fuels. There is abundant of resources available that ar e required for renewables such as the sun, water and wind e available all around the world and thus the cost of setting up the base is significantly reduced which provides a good opportunity for developing nations. Renewable energy resources do not cause military conflicts among nations unlike fossil fuels.Renewable energy sources are Inexhaustible i. e. unlike fossil fuels they get replenished quickly. Using renewable resources we can save fossil fuels for future generations for more valuable means. Harnessing renewables also creates job opportunities in new fields of science and technology. The Fossil Fuel Dilemma Burning of fossil fuels for meeting our energy requirements causes side effects which are becoming a major concern for environmentalists. These side effects include the creation of carbon dioxide, the top greenhouse gas and contributor to global warming.Also ozone layer depletion and Acid rain are a major concern relating to the environment. Due to the burning of fossil fuels and the greenhouse effect the average temperature has risen by one degree Fahrenheit (1 °F). Acid rain The principal cause of acid rain is the release of sulfur dioxide and nitrogen oxide in the atmosphere which then react with water molecules to produce acidic compounds. Major contributor to this is human activities such as power and electricity generation. Coal power plants are a major cause to producing these gasses.The natural phenomenon causing acid rain is the emission of acidic gases from volcanos. Ozone layer depletion The ozone layer is a layer in the earth’s atmosphere located about 20 to 30 kilometers above sea level. The ozone layer contains a high concentrate of the gas ozone (O3). The ozone layer’s importance is that it absorbs 97 – 99% of the Sun's ultraviolet radiation, which can damage all forms of life on earth. These ultraviolet rays are the main cause of sunburns and excess exposure to this can cause skin cancer. The ozone layer is st eadily declining by about 4% per decade from the earth’s stratosphere.The most significant tear in the earth’s ozone layer is over the Polar Regions namely Antarctica. This phenomenon is called the ‘Ozone Hole’. The main compound responsible for the ozone layer depletion is Chlorofluorocarbon (CFC) commonly found in refrigerants used in air conditioners and refrigerators. Due to the Ozone Hole over Antarctica polar ice caps are melting which is causing the rise in sea levels, leading to natural disasters such as floods in many parts of the world. Global Warming Global warming has become in today’s world perhaps the most complicated issue faced by the world leader.Scientific bodies present warnings for the increasing danger from global warming and ongoing buildup of greenhouse gasses produced mainly by burning of fossil fuels and forests. What is Global warming? Global warming is the heating of the earth surface and increase in its average temperatur e that causes corresponding climate change and it may result from greenhouse effect. This idea was first proposed by Nobel Price-Winning chemist Svante Arrhenius in 1896. He speculated that continued burning of fossil fuels would result in the increase in the earth temperature making it warmer (Global Warming & Climate Change, 2012).What Causes of Global Warming? Scientists have examined all the factors that can affect the Earth’s temperature. Three essential factors can be responsible for recent rapid global warming. These are namely The Sun, Earth’s reflectivity and Greenhouse gases. Out of these three major factors greenhouse effect causes contributes the most to the process. 1. The Sun: As we all know sun is a huge ball of fire. All the climate changes are powered by the sun. It could have played an important role in heating up the temperature of the earth.Studies show that since 1985, the sun has changed in ways that if anything, it should have cooled the planet. Therefore sun alone does not cause global warming. 2. Earth’s reflectivity: Earth’s atmosphere traps 70% of the sun’s energy and reflects the remaining back into space. Changes in how much sunlight is absorbed and reflected may change global temperatures. Scientists have calculated how earth’s reflectivity has changed over time. These suggest that a particular type of pollution especially sulfur-containing particles have had a cooling effect masking the effects of greenhouse gases.Since the industrialization of countries, they began to clean up this pollutant and increase their greenhouse emissions. 3. Greenhouse gases: All scientific evidence point towards one factor only that is greenhouse gases. It is responsible for the rise in global temperature. Greenhouse gases are many chemical compounds found in the earth’s atmosphere. They allow sunlight into the earth’s atmosphere freely. This sunlight when reflected back towards the space by eart h in the form of infrared radiation (heat).The greenhouse gases absorb the infrared radiation and trap the heat in earth’s atmosphere. The primary greenhouse gases in the Earth's atmosphere are water vapor, carbon dioxide, methane, nitrous oxide, and ozone. Burning of fossil fuels like coal, oil and natural gas as well as wood contribute mainly to the increase in carbon dioxide in the atmosphere (How we know human activity is causing warming, 2012). Climate change Assessments generally suggest that the Earth’s climate has warmed over the past century and that human activity affecting the atmosphere is likely an important driving factor.A National Research Council study dated May 2001 stated, â€Å"Greenhouse gases are accumulating in Earth’s atmosphere as a result of human activities, causing surface air temperatures and sub-surface ocean temperatures to rise. Temperatures are, in fact, rising. The changes observed over the last several decades are likely mostl y due to human activities, but we cannot rule out that some significant part of these changes is also a reflection of natural variability. † (Greenhouse Gases, Climate Change, and Energy, 2004) International Renewable Energy Agency (IRENA)The International Renewable Energy Agency (IRENA) was founded in 2009 with the support of World Wind Energy Association and Hermann Scheer the president of EUROSOLAR and chair of the World Council for Renewable Energy. It is a worldwide governmental organization and It’s primary focus is to promote widespread use of renewable energy in all forms with a view of sustainable development. At the Preparatory Commission meeting Abu Dhabi was elected as interim headquarters of the Agency. Its main aim is to promote the use of renewable energy and reduce the emission greenhouse gases in the environment.IRENA provides advice and support to governments of both industrialized and developing countries on renewable energy policy, capacity building, and technology transfer (irena. org, 2012). Policies for renewable energies in India: Ministry of Non-conventional Energy Sources: India’s search for renewable resources that would lead to sustainable development started in early 70’s. Realising the need for concentrated efforts in this segment, the Indian Government established a Commission for Additional Sources of Energy (CASE) in the Department of Science and Technology in 1981.The directive of CASE is to promote research and development activities in the field of renewable energy. CASE was formally incorporated in 1982, in the recently created Department of Non-conventional Energy Sources (DNES). In 1992 DNES became the Ministry for Non-conventional Energy Sources, commonly known as MNES. The Prime Minister of India has declared a target of 10% share for Renewable Energy or 10,000 MW in the power generation capacity to be added during the period up to 2012. The broad objectives predicted in the policy are: Achiev ing the minimum energy requirements via Renewable energy. †¢Providing decentralised energy supply in agriculture, industry, commercial and household sectors in rural and urban areas. †¢Providing grid quality power. Jawaharlal Nehru National Solar Mission: The main goal of this mission is to establish India as the global leader in solar energy. This mission was officially launched Manmohan Singh, the prime minister of India. It is a three phase mission where the 1st phase starts from 2012-2013, 2nd phase from 2013-2017 and 3rd phase from 2017-2022. http://www. nri. org/projects/biomass/conference_papers/policy_material_section_3. pdf) Policies for Renewable resources in US: Renewable Portfolio Standards (RPS): It aims and requires electricity providers to provide a stated amount of customer electricity through renewable resources. Public Benefits Funds for Renewable Energy: These are a pool of resources used by the country to provide and invest renewable energy supply proje cts. These funds are generated by charging a small amount on consumer’s electricity charges which is called system benefits charge.Output based environmental regulations: It establishes emission restrictions per unit of any productive energy output, with a aim of controlling air pollution and encouraging renewable energy. Net Metering: It allows the customers whether residential or commercial who produce their own renewable energy/electricity such as solar energy to get compensation for the energy/electricity they produce. This requires electricity providers to ensure that customer’s electricity meter exactly track how much power or electricity is consumed on location/site or reverted to electricity grid.When the electricity produced on location isn’t used then it is reverted to the grid; when on location production isn’t enough to meet the customer’s need, then the customer uses electricity from the grid. So, surplus electricity is reverted back t o the customer at a later stage/time when they else would have paid for it. Financial Incentives: Such incentives are provided in some states to encourage the development of renewable resources/energy such as tax credits, grants and loans. (http://www. epa. gov/statelocalclimate/state/topics/renewable. html) Polices for Renewable resources in Australia:Renewable Energy Target: RET is divided in two portions, The large scale renewable energy target and small scale renewable energy target. These targets make a financial incentive for investment in renewable energy sources through the formation and trade of certificates. Australian Renewable Energy Agency (ARENA): ARENA is a Commonwealth authority which supports innovation that advances the renewable resources/energy technologies which would lead to the increasing supply renewable energy in Australia. (http://australia. gov. au/topics/environment-and-natural-resources/energy)Policies for Renewable resources in UAE: The Ministry of Fore ign Affairs has announced that Abu Dhabi has the target of achieving 7% renewable energy power generation capacity by the year 2020. Abu Dhabi has committed over $15 billion in renewable energy programs. Masdar City Initiative: Established in 2006, Masdar is a wholly owned subsidiary of the Abu Dhabi Government owned Mubadala Development Company. Masdar is a renewable energy company that functions within the growing sector of renewable energy and sustainable technologies, as well across the technology development and commercialization spectrum.It focuses in 100% renewable energy, developing a carbon neutral city, zero waste, and being the centre of excellence in sustainable technology. REFERENCES Ecology 2011, Fossil Fuels vs. Renewable Energy Resources, Retrieved on July 19, 2012 from http://www. ecology. com/2011/09/06/fossil-fuels-vs-renewable-energy-resources/ Global Warming & Climate Change 2012, Retrieved on July 26, 2012 from http://topics. nytimes. com/top/news/science/topic s/globalwarming/index. html Greenhouse Gases, Climate Change, and Energy 2004, Retrieved on July 25, 2012 from http://www. eia. gov/oiaf/1605/ggccebro/chapter1. htmlGreen energy choice 2012, Renewable Energy: What are My Options? , Retrieved on July 18, 2012 from http://www. greenenergychoice. com/green-guide/renewable-energy-types. html How we know human activity is causing warming 2012, retrieved on July 20, 2012 from http://www. edf. org/climate/human-activity-causes-warming jcmiras. net 2010, Why renewable energy? , Retrieved on July 18, 2012 from http://www. jcmiras. net/jcm/item/31/ Statute 2012, Retrieved on July 26, 2012 from http://www. irena. org/home/index. aspx Wikipedia 2012, Ozone depletion, Retrieved on July 20, 2012 from http://en. wikipedia. org/wiki/Ozone_depletion