Barriers to Communication

Sender-oriented †¢Receiver-oriented Sender oriented barriers: It can be either voluntary or involuntary. At any cost, efforts should be made on the part of the sender to identify and remove them. Some of the barriers that are sender oriented are: ? Badly expressed message: concrete ideas and well structures message ? Loss in transmission: correct choice of medium or channel ?Semantic problem: simple words and accurate understanding of intension ? Over/under communication: quantum of information should be right ? I’ Attitude: avoid I attitude ?Prejudices: mind free of bias Rules to overcome the sender oriented barriers: ?Plan and clarify ideas ?Create a climate of trust and confidence ?Time your mind carefully ?Reinforce words with action ?Communicate efficiently Receiver-oriented barriers: ?Poor retention: jot down points ?Inattentive listening: improve concentration ?Tendency to evaluate: delay evaluation ?Interest and attitudes: develop interest ?Conflicting information : confirm with feedback, clarify Differing status and position: encourage juniors to come up with ideas and listen ? Resistance to change: be flexible ?Refutations and arguments: enter into healthy discussions Communication noise In any communication model, noise is interference with the decoding of messages sent over a channel by an encoder. There are many examples of noise: Environmental Noise: Noise that physically disrupts communication, such as standing next to loud speakers at a party, or the noise from a construction site next to a classroom making it difficult to hear the professor.Physiological-Impairment Noise: Physical maladies that prevent effective communication, such as actual deafness or blindness preventing messages from being received as they were intended. Semantic Noise: Different interpretations of the meanings of certain words. For example, the word â€Å"weed† can be interpreted as an undesirable plant in your yard, or as a euphemism for marijuana. Synta ctical Noise: Mistakes in grammar can disrupt communication, such as abrupt changes in verb tense during a sentence.Organizational Noise: Poorly structured communication can prevent the receiver from accurate interpretation. For example, unclear and badly stated directions can make the receiver even more lost. Cultural Noise: Stereotypical assumptions can cause misunderstandings, such as unintentionally offending a non-Christian person by wishing them a â€Å"Merry Christmas. † Psychological Noise: Certain attitudes can also make communication difficult. For instance, great anger or sadness may cause someone to lose focus on the present moment. Disorders such as Autism may also severely hamper effective communication. [11] Barriers to Communication Barriers to communication I Ways to overcome the barrier I A person could be deaf, so obviously they cannot hear what any body is saying to them, they wouldn't be able to hear somebody calling them over and they wont know If people are talking about them which could also lower their self esteem. I This person could still be communicated with by others that know sign language, people could learn sign language so they can interact and communicate with this person, or written communication could be used so people are still able to talk to this person.I People from different cultures may not speak the same language which is a barrier to communication, because they will not be able to understand what you are saying and you will not be able to understand them. I This can be solved by having a translator to help you communicate, you could also try to understand their language by having someone teach you. Pictures and signs could be used to communicate visually making It easier to communicat e.I Having a lack of confidence could be a barrier to communication because the person wont feel confident enough to speak to you, be reverse, shy and scared, and lack of confidence could prevent communication skills from developing. I Ways to overcome this could be to make the person feel comfortable, start off the conversation, make the person feel like you are interested and make them feel better about them selves. I If a person is blind they could feel uncomfortable speaking to people because they wont be able to see who they're talking too, feel vulnerable, scared and unsafe.I Having a person that they know and feel comfortable around with them, would help because they then would feel safe ND secure having somebody they trust with them I Speech difficulties. A person may not be able to speak due to damage to the brain or vocal cords or any other problems they may have which doesn't allow them to speak. I Electronic speech synthesizers could solve this problem. It allows people who have problems with speaking, to communicate with others although they can't actually speak themselves.I Having parent's who are deaf/have speech difficulties could be a problem,it could prevent communication skills developing because their parent's can't speak to hem, teaching them communication skills as they grow up. I Being at nursery, and schools will help this situation. The child will be around others who will speak and communicate in other ways with them. Teaching them communication skills. Having a family member, friend or helper who has no speech difficulties, around the child as he or she grows up would make a difference because he or she can pick up the communication skills they need from that person. Barriers to Communication Sender-oriented †¢Receiver-oriented Sender oriented barriers: It can be either voluntary or involuntary. At any cost, efforts should be made on the part of the sender to identify and remove them. Some of the barriers that are sender oriented are: ? Badly expressed message: concrete ideas and well structures message ? Loss in transmission: correct choice of medium or channel ?Semantic problem: simple words and accurate understanding of intension ? Over/under communication: quantum of information should be right ? I’ Attitude: avoid I attitude ?Prejudices: mind free of bias Rules to overcome the sender oriented barriers: ?Plan and clarify ideas ?Create a climate of trust and confidence ?Time your mind carefully ?Reinforce words with action ?Communicate efficiently Receiver-oriented barriers: ?Poor retention: jot down points ?Inattentive listening: improve concentration ?Tendency to evaluate: delay evaluation ?Interest and attitudes: develop interest ?Conflicting information : confirm with feedback, clarify Differing status and position: encourage juniors to come up with ideas and listen ? Resistance to change: be flexible ?Refutations and arguments: enter into healthy discussions Communication noise In any communication model, noise is interference with the decoding of messages sent over a channel by an encoder. There are many examples of noise: Environmental Noise: Noise that physically disrupts communication, such as standing next to loud speakers at a party, or the noise from a construction site next to a classroom making it difficult to hear the professor.Physiological-Impairment Noise: Physical maladies that prevent effective communication, such as actual deafness or blindness preventing messages from being received as they were intended. Semantic Noise: Different interpretations of the meanings of certain words. For example, the word â€Å"weed† can be interpreted as an undesirable plant in your yard, or as a euphemism for marijuana. Synta ctical Noise: Mistakes in grammar can disrupt communication, such as abrupt changes in verb tense during a sentence.Organizational Noise: Poorly structured communication can prevent the receiver from accurate interpretation. For example, unclear and badly stated directions can make the receiver even more lost. Cultural Noise: Stereotypical assumptions can cause misunderstandings, such as unintentionally offending a non-Christian person by wishing them a â€Å"Merry Christmas. † Psychological Noise: Certain attitudes can also make communication difficult. For instance, great anger or sadness may cause someone to lose focus on the present moment. Disorders such as Autism may also severely hamper effective communication. [11]

Sand Casting Techniques

MME 3210 Materials Processing Techniques Laboratory Assignment – Sand Casting of an Aluminium 13wt% Silicon Alloy 1) Process Attributes Waste shown yellow* Waste shown yellow* After taking part in the sand casting laboratory session it was made clear that the process possessed many advantages and disadvantage, both from the process itself and from the final part produced. Observing the process step by step it was noted that the tasks carried out by the operator were not very difficult (i. e compacting sand, pouring liquid metal) and so giving the advantage of only requiring a low skill level.However, although the process did not involve a large amount of skill it was observed to be very labour intensive and took a long time to complete one cycle of the process (around 30mins). Having a long cycle time is clearly a disadvantage as time is money in the manufacturing industry but this could be slightly reduced if multiple moulds were prepared simultaneously. Another advantage obs erved during the sand casting procedure was that the equipment used was not very expensive and unlike other casting processes the mould was reusable.With only a low capital investment needed this would make short production runs viable. Probably the most noticeable disadvantage to the sand casting method was the low material utilization. In the labs example (seen left), almost a third of the material used is lost to the riser, runners and feeder. Particularly in today’s waste conscious culture this can cause many problems, however it can be tackled by better design. 2) Process Problems Shrinkage: Shrinkage defects in the final product are usually the result of a feeding defect.As shrinkage naturally occurs during the solidification process, if liquid metal is not sufficiently fed through the feeding system to compensate then it will result in an indented surface. The surface defect was clearly shown in the lab example (shown left). A shrinkage defect normally occurs on the la st part to solidify, so logically in the labs case the shrinkage occurred on the surface of the thickest part Furthermore the big defect problem of a surface sink was observed in the sand casting lab session (shown left).A sink such as this would give major dimensional inaccuracies and would probably have to be redone as it would be unsuitable and uneconomical for further processing. Solution: One way in which an engineer could reduce the effects of shrinkage is to design the mould to compensate for the shrinkage during solidification (i. e making the mould larger). Also due to shrinkage being mainly associated in being a feeding problem, the redesign of the feeding system would reduce the set back. Making the feeding sprue thicker would ensure that the system continues to feed liquid metal to the cavity, thus preventing shrinkage.Furthermore utilizing a uniform part thickness would also tackle the problem reducing residue stresses and leading to uniform cooling. Rough Surface Textu re: The defect causes an undesirable distorted surface finish and is formed due to the texture created from the compacted sand used to create the mould cavity. The effect was observed in the part created from the lab session and can be seen right. Solution: The rough surface effects created from the mould sand can be significantly reduced by using sand with very small grain size.Particularly for the face sand which lines the surface of the mould cavity, if the grains used are very fine then surface finish will be improved dramatically. Porosity: The defect of porosity occurs because of the liquid metal used to create the part can hold large amounts of dissolved gasses. As the liquid metal solidifies, the materials new solid form can no longer hold these gasses and so they form bubbles. These bubbles can be generated both on the surface of the material and internally, thus they effect the strength of the materials solid form and resulting in a decrease in mechanical properties.Effect s of porosity shown above* Effects of porosity shown above* In the lab example holes were added in the sand to allow gas and moisture to escape, however effects of porosity were still clearly visible. Solution: The solution to eliminating the undesirable effects of porosity is based around minimizing the amount of gas that is in the liquid metal. One way in which gas inclusion to the liquid metal can be reduced is to minimize the effects of turbulence experienced during the filling process.Similarly to solving the problem of shrinkage, this can be solved by redesigning the filling system. The design used in the lab example used the bad design set up. With the sprue placed at the top of the mould cavity, the liquid metal flows fast splashing in to the mould cavity below and resulting in turbulence and gas inclusions. If the good design set up is implemented then the liquid metal will flow slower and because runner is fed into bottom of the mould cavity with several gates, splashing w ill be significantly reduced, turbulence minimised and inclusion of gasses eliminated.Good design Good design Bad design Bad design 3) Advantages for using Aluminium – Silicon alloy having 13wt% Si: * Aluminium alloys supply reasonably high tensile strength in relation to density, compared with other alloys such as cast steel. * Corrosion resistant in normal environment. * High fluidity of composite melt provides easy transfer and pouring of material to mould (demonstrated in lab shown below). * Utilizes a Eutectic system, reducing defects such as porosity. * Silicon within eutectic results in: Increased corrosion and wear resistance. * Reduced thermal expansion coefficient. * Improved casting and machining characteristics. *Increasing silicon content within alloy will magnify these properties accordingly * Different Al and Si within Eutectic act as a hindrance to dislocation movement. * On part completion, alloy material can be easily polished and painted for an aestheticall y pleasing surface finish. 4) Nucleation Solidification does not happen instantaneously but occurs by a process of nucleation and growth.All pure crystalline solids have a given melting temperature (Tm), although when above this temperature the material will be in a stable liquid state, if cooled to a temperature equal to Tm then the material will start to crystalize. This usually involves some degree of undercooling for crystal nuclei to form. Free Energy Of system Free Energy Of system From the graph above it can be seen that by increasing the undercooling ? T, the free energy also increases ? G. Gets steeper as T is decreased Gets steeper as T is decreased There are different types of nucleation, homogeneous and heterogeneous.Although homogeneous almost never occurs in real life it can be used to build a model of the more realistic heterogeneous nucleation. Heterogeneous occurs on an existing nucleant but unlike homogeneous the nucleated cap is a solid rather than a sphere, thus less atoms are required. Process usually requires liquid to wet the nucleant surface. Growth For growth to be sustained, the temperature of the melt must be less than the melting point. The speed in which growth occurs can be controlled by the amount of undercooling applied, with a large amount of undercooling resulting in rapid growth.In addition the growth also depends on how fast latent heat is removed during crystallization. Both these aspects contribute to the temperature gradient of the melt which affect crystal formation. Constitutional Undercooling Usually caused by non-equilibrium concentration gradient, constitutional undercooling is more likely to be found in alloy casting rather than in pure materials. Seen in the diagram right, the amount of constitutional has a large impact on the type of crystal growth. Looking at the solidification of Al 13% Si, it would be expected to solidify under eutectic solidification.Due the fact that it is a composition of two materials, alum inium and silicon, and that during the lab the material solidified at a single temperature (room temperature). Furthermore it also provides the lowest melting temperature for the materials used. This is an energy savings in a production area. 5) From the many defects created during the creation of the lab example part it was clear that something in the process needed to be changed in order to produce a part of a more acceptable quality.As highlighted earlier, a main area for improvement was with the method of delivering the liquid material to the mould, particularly focusing on the design of the feeder. The current feeder design used is very basic and can be seen right. The set up uses a thick single vertical cylindrical shaft with a very small taper, delivering liquid metal directly to the cavity via a single runner. Concentrating on feeder design, one way in which defects can be reduced is by supplying the cavity with a smooth constant volume of flow.As the current feeder is very thick, the material is delivered very fast to one area of the cavity causing turbulence and inclusion of unwanted gas. This undesired effect could be minimized by changing the set up of having one large feeder to possibly 3 smaller ones. The use of multiple feeders would allow a more evenly distributed and constant metal flow. In addition the angle of taper could be increased to assist constant volume flow. Cavity Cavity Multiple feeders Multiple feeders Each of the feeders used should be reduced in thickness as much as possible, still maintaining the desired flow rate.This is important as although deliverance of material is critical, the amount of waste material must be reduced as much as possible. Although only visual inspection was applied to the produced lab part, if it was discovered that the defects main cause was that of impurities within the solidified material than the Cosworth ‘’upward fill’’ system could be employed. Due to its upward fill the p rocess eliminates the problem of impurities within the liquid melt and impurities that sink or float are discarded. References http://www. acetake. com http://www. rheocast. com www. electrochemsci. org/papers/vol4

Pity or Positive Disabled advertising today Essay

Pity or Positive Disabled advertising today - Essay Example This essay "Pity or Positive? Disabled advertising today" outlines the image of the disabled people in the media and commercials and their visibility. Studies and reports have found that it is advantageous to mainstream disability and to include disabled people in advertisements. Reports also reveal that mutual benefits can be gained when companies use ads that feature people with disabilities. Advertising (2001) reports: These ads were breaking fresh ground, partly because they were not from charities or rights commissions, but less expectedly from commercial organizations that were using disability to convey a message about their brand. By choosing disability as its subject, the Co-op Bank ad was reminding people of its ethical values. The Coca Cola ad was giving the brand, not known for having roots in football, real credibility among football fans. Freeserve was using a disabled person as a metaphor for capability and accomplishment. But in using images of disability to convey su ch messages about their brands, these advertisers also broke ground in the subtext about what they said about disability.† Many have grasped the negative perception caused by the lack of exposure of disabled persons in the media. Hence, they fear that they will feel uncomfortable around those with disabilities. When advertisements show disabled individuals in everyday surroundings and situations, these fears are alleviated. The audience starts to see the truth—that those with disabilities are really not that different from those who do not have these disabilities.

Classical Conditioning Essay Example | Topics and Well Written Essays - 500 words

Classical Conditioning - Essay Example He developed a phobia not only for the mouse, but for all white things (CR). He developed a generalization phobia of all things white. This was because Little Albert had not reached the correct form of thinking that is hypothesized by developmental psychologists such as Piaget. Therefore, he began to fear everything that was white. The one fundamental concept about classical conditioning is the idea behind repetition and reinforcement. If the relationship between response and stimulus is not maintained, then extinction occurs. When extinction occurs, the relationship between the stimulus and response is lost. In this case, Little Albert would not associate the loud noise and fear with things that were white. This research study could not be done today due to ethical concerns. This is because it is causing psychological harm to the individual. Especially at a young age, there are rules that the APA, American Psychological Association, has in place which prohibit experimentation on chi ldren without parental consent as well as a wide variety of other restrictions. The only way in which this experiment could possibly be replicated is if there was therapy and techniques given at the debriefing of the experiment, which would ease or get rid of any/all effects from the experiment.

Absenteeism from School Essay Example | Topics and Well Written Essays - 1250 words

Absenteeism from School - Essay Example Thus, an individual's absenteeism is determined both by the information that he derives from the situation and by the set or expectation in terms of which he views the situation. The desirability of a situation is estimated in reference to internalized scales and norms of value which are determined by past experience (Burgess, 2003). That which conforms to these norms tends to be most readily perceived, and that which departs from the norms tends to be rejected. Since the absenteeism tends not only to confirm desirability estimates but also to strengthen other related expectations that are highly valued, the individual develops systems of more or less highly interrelated value expectations relative to his family, school, community, church, political party, nation, work group, and so on. These different systems may be mutually reinforcing or they may be in conflict with each other. Young people frequently experience conflict between the values acquired from their parents and those acq uired from their age peers. They may also perceive conflict between the values acquired at church and those acquired from their science teachers. Because of their high degree of independence of validating outcomes, they come to serve as stable reference points in terms of which experienced outcomes are evaluated as satisfying or unsatisfying. They also serve as comparing criteria and, as such, enable the individual to evaluate the values of other persons, groups, and subgroups. The student affected by absenteeism is one who makes evaluations in terms of his value systems without reference to the objective validity of his judgments (Byman and Burgess 2001). The value of the proposed research will be justified by increased number of drop outs from schools and low scores showed by many low class students in working areas. The concern has been validity: the truth value of research outcomes is stronger when both the data and the design are valid. Legitimating means that the research methods are consistent with the philosophical underpinnings of the question. For instance, the positivist assumes an objective reality; the postmodernist assumes no objective reality and no objective, truth. While a perfectly accurate portrayal of our notions of validity across the continuum is not possible, researchers can outline the major dimensions of thinking (Coffey and Atkinson 2003). Taking into account the nature of research, it is important to note that concerns about validity will include both external and internal validity, on the one hand, and measurement validity, on the other hand. Both these categories of concern are generated by the need to have confidence that our test, data, or design does indeed measure or reflect or produce what researchers intend it to measure, reflect, or produce. Without internal validity, one can only conclude that the approach being used to answer the question of interest is capable of estimating the relationship, and no statement about causation is possible. Even though there are those among the ranks of qualitative researchers who say they are not interested in internal validity, those who wish to infer causal relationships must be concerned with this aspect of their research. In fact, even some who dismiss this concern as being only a quantitative researcher's dilemma will admit to processes like triangulation and theoretical sampling, which are conceptual attempts and techniques to get at internal validity (Reid 1999). Absenteeism level is difficult to measure, so interview methods will help to collect required data and evaluate the level and causes of this problem. The research interview as a strategy to find out from people things

Management Managerial Process Essay Example | Topics and Well Written Essays - 1500 words

Management Managerial Process - Essay Example In fact, there is no technique or method that could ensure that a risk would not occur during the project. In this scenario, every project manager is well aware of the fact that they have to deal with a variety of risk all the way through the project life cycle. In the context of a project, a risk can be an action or event that can have an effect on the project. However, the nature of this effect can be either positive or negative. Additionally, a risk can have a cause and it takes place in the result of an event. For example, a cause can be related to changes in scheduling which can affect other activities of the project. In addition, the majority of the project risks can affect project duration, budget, schedule, and quality. Moreover, project risks are managed through project risk management approach. In this scenario, risk management is the process of identifying and managing project risks. Figure 1Risk Management Process, Image Source: (Gray, Larson and Desai 209) (Gray, Larson and Desai 207) presented a risk management model to deal with project risks. Figure1 presents a graphical representation of this model. This model is divided into different phases and each phase performs specific tasks. The first phase is risk identification where a detailed analysis is carried out on the project in order to determine the sources of risks. At this phase, the project management team determines the holes that can cause any risk during the project. Once this phase is completed this process moves to the next phase that is known as risk assessment. At this stage, the project management team further analyzes the identified risks. In this scenario, they analyze these risks on the basis of their severity level, probability and so on. For instance, if a risk occurs then what impact it will have on the project. After the completion of this phase, this process moves to the next phase that is known as the risk response and development phase. At this stage, a project management team develops the strategy or plan to deal with identified risks. At this stage, the project team finds the solutions to minimize the impact of these risks on the overall project. The last stage of this process is known as risk response control. This phase involves monitoring and controlling the project risk strategy (Gray, Larson and Desai 209). A risk is anything that may potentially hinder with successful completion of the project or business task (CIO Archive; Kerzner). A project can involve a wide variety of risks. Some of the well-known kinds of risk can include: Time Risk This kind of risks is very common in projects. In this scenario, the time duration for the completion of a project can increase, which can create various problems for the project management team such as the need for additional resources and budget. Cost Risk The majority of projects has fixed budget and the project team needs to complete a project within this budget limitation. However, in some cases, the pr oject budget can increase which cause various problems for the project. Legal Risk International projects involve the execution of project tasks in various countries so it can require compliance with laws and regulations of these countries. In case of not following these rules and regulations can cause serious problems for the project and organization. Technological Risks Some projects involve the implementation of latest tools and technologies.

Truth and Truth Telling Essay Example | Topics and Well Written Essays - 500 words

Truth and Truth Telling - Essay Example Trust is a mutual aspect. In many instances, the mutual trust is lost. For instancem the hospital management loses trust in their staff, physicians loose trust in the nurses or even the patients loses trust in the entire staff. In all these cases the ultimate goal of treating a patient completely is hampered. The author emphases that trust involve both confidence and reliance. In the medical profession truth telling mainly relies on the aftermath or the consequence. For instance, if truth telling is good, or gives hope to a patient, then it is considered that a partial truth of a complete lie is ok. This is the view of Utilitarians. On the other hand a Deontologist would emphasis on telling truth regardless of the out come. The author quotes that truth is a statement or belief that corresponds to reality. Here the partial knowledge or a partial lie which is used is considered as a complete lie. The author illustrated this by giving two examples and how it can have an impact on the person on the opposite side. It is very essential to be truthful completely. The rationale or the reason for truth telling is emphasized in Bible and Quran. Lying is morally wrong and diminishes social trust. Truth telling is one of the most important tools in decision making and produces long term benefits rather than harm.

Building a Services Brand Essay Example | Topics and Well Written Essays - 1250 words

Building a Services Brand - Essay Example Striking a balance between the customer-centered approach and the internal orientation towards the centrality of staff is the key to the development of a service brand. This paper attempts an overview of the available literature on services brand building and then correlates it with the opinions of leading-edge brand consultants. Literature Review: The existing models of brand building, by and large, are biased towards the goods sector with little or no relevance to the services sector. Aaker’s brand identity planning model (Aaker et al. 40), Kapferer’s hexagonal brand identity prism model (Kapferer 182) or Ind’s insistence on organization-wide commitment and employee-centric approach (Ind 24) hardly has any principles that can have useful application in services brand building. However, the four-dimensional brand asset management strategy proposed by Scott M Davis (Shay 438) and the four-step process suggested by Gregory and Sellers focus on a combination of int ernal and external factors and are therefore worth considering in the present discussion. Davis’s model includes the phases of developing a brand vision, determining the brand picture, devising a brand asset management strategy and devising a supporting culture. ... According to de Chernatony, the definition of brand image includes the three components – promise, emotional values and rational values (Schmid 1). Overall, there is a paucity of literature about building services brands and this could be because brand building, by its very nature, is dynamic. Moreover, new services are often included under the existing and established corporate brands. The need to build a corporate brand from scratch rarely arises. As for the question of who must take charge of the task of building services brands, the limitations in the traditional brand manager concept have already become obvious and category managers are replacing brand managers (Batra et al. 25). Considering the multi-faceted role of CEOs and the declining role of marketing departments (Hulbert et al. 55), it certainly is a good idea to have an exclusive executive and a cross-functional team with sole responsibility of brand building. Toffler ventured a little further and advocated user g enerated branding by way of prosumerism (Burmann et al. 75). In all this, the HRM has a crucial role to play as recruiting, training and motivating employees is as important as understanding and fulfilling customer needs (Thomson et al. 819). Kaplan and Norton too endorse the idea of internal / external balance through their ‘balanced scorecard’ (7). Ambler goes to the extent of saying that internal marketing should precede external efforts (113). What the experts say: With respect to developing service brands from scratch, the questions that precisely need to be answered are: (i) Who is involved? (ii) What are the stages that firms go through? and (iii) Which orientation is

Security Analysis Report of Kellogg (stock ticker K) Research Paper - 1

Security Analysis Report of Kellogg (stock ticker K) - Research Paper Example â€Å"The most common deciding factors used in the market to attempt to anticipate future stock pricing are recent price history and patterns, current price relative to past price levels or other stocks, beliefs about future price movement, and a fourth area that can be described generally as ‘reckless optimism† (Thomsett 1). 2. Discussion of background of the company. Kellogg is a leading producer and distributor of cereals, which was founded in the year 1906. From the year 1906 Kellogg had been expanding mainly by creating its own new brands of cereals, cornflakes, and other cereal related food products. The financial statement from 2006 to 2010 contains 5 years, which require to be inspected to recognize the stock activities in Kellogg. It is listed on the Dow Jones Stock Exchange and New York Stock Exchange. Kellogg’s had expanded over the years and has a good market share. Its stocks and share prices showed a very positive trend and investors were on a rush t o invest in Kellogg stocks. Due to economic recession of 2007 like other companies kellogs socks also took a stagnat approach. So this paper investigates whether an investigator should invest in Kellogg’s shares by buying, or he should be holding his decision or in fact the investor should be selling Kellogg’s shares in the stock market. ... A stock is considered as best or perfect only when all the dimensions are perfect and project a future growth for its investors. An expanding business has growing and healthy revenue. The stock movements are a projection of a business and past results are no guarantee yet the past stock records of a firm influence its present and future movements to a certain extent. A firm which has high sales does not mean it is earning high profits. High sales do not measure a stock’s performance, whereas the profits of a firm directly affect the stock movements. From the income statement of Kellogg, it is understood that the net sales from the year 2006 to 2008 show an increasing trend while the year 2009 and 2010 point out to a decreasing movement in net sales as compared to the previous year. From 2006 to 2008 there was an increase in net sales by around 18%. While in the year 2009 there was a drastic downfall by around 2%, similarly, the year 2010’s net sales also showed a decrea se by 1.41% A consolidated average from the year 2006 to the year 2010 with respect to the net sales of the firm shows that Kellogg has experienced a growth of 13.66%. Comparing the net earnings of Kellogg there is an increase of 24%. In such a case, Kellogg stocks have to be brought. Comparing the net earnings of the years 2009 and 2010, there is a decrease of 2.9%. The profits of a firm are understood from its payment of dividends. A firm with a strong balance sheet does not have to worry about its debt. The return on equity helps to measure how well a firm is converting its resources into profitable business endeavors for expansion purpose. If the five-year annual revenue growth is more

The Mending Wall Essay Example for Free

The Mending Wall Essay A stone wall separates the speaker’s property from his neighbor’s. In spring, the two meet to walk the wall and jointly make repairs. The speaker sees no reason for the wall to be kept—there are no cows to be contained, just apple and pine trees. He does not believe in walls for the sake of walls. The neighbor resorts to an old saying: â€Å"Good fences make good neighbors.† The speaker remains unconvinced and mischievously presses the neighbor to look beyond the old-fashioned folly of such reasoning. His neighbor will not be swayed. The speaker envisions his neighbor as a living relic from a justifiably outdated era, an example of a dark-age mentality. But the neighbor simply repeats the saying. Review The image at the heart of â€Å"Mending Wall† is striking: two men meeting on terms of civility to build a barrier between them. They do so out of tradition, out of habit. Yet the very earth conspires against them and makes their task Sisyphean. Sisyphus, you may recall, is the figure in Greek mythology condemned perpetually to push a boulder up a hill, only to have the boulder roll down again. These men push boulders back on top of the wall; yet just as inevitably, whether because of the hunters or sprites or at the invisible hand of nature, the boulders tumble down again. Still, the neighbors persist. The poem, thus, seems to be based on three themes: barrier-building (segregation, in a sense), the doomed nature of this activity, and our persistence in this activity regardless. The speaker may dislike his neighbor’s pointless wall-building, may observe the activity with humorous indifference, but he himself goes to the wall at all times of the year to mend the damage done by hunters; it is the speaker who contacts the neighbor at wall-mending time to set the annual appointment. Which person, then, is the real wall-builder? Looking at it from a different perspective, the building of walls, both literal and figurative, mark the very foundation of society. Figuratively, rules and laws are walls; justice is the process of wall-mending. The ritual of wall maintenance highlights the dual and complementary nature of human society: The rights of the individual are affirmed through the affirmation of other individuals’ rights. In this way the neighbor’s need for wall-mending seems justified.

Class on Genres in Literature

Class on Genres in Literature CAMBRIDGE LESSON 6 Focus of the lesson: Writing in different genres and registers Write in different voices and viewpoints Improve style and accuracy This session will help you develop essential writing skills for the written section of your paper where you are expected to write creatively GENRE To be clear about the type of writing you are aiming for, you need to identify and understand four key areas genre, audience, purpose and style. Make these part of your planning when you start to write a non-fiction text. Genre, audience, purpose and style or GAPS! With each piece of writing you will be tested on your understanding of genre, audience, purpose and style, so you need to be clear about the kind of writing you are aiming for who exactly are you writing for and what you are trying to tell them? For example, your text might be trying to: change someones opinion encourage someone to do something in particular make sure your audience knows and understands something The examiner wants to see that you can adapt the way you write to meet different genres, audiences and purposes. Identifying GAPS When it comes to the writing tasks in the exam, your first step is to clearly identify: the genre what type of text should you be writing, eg a magazine article the audience who will be reading your text, eg teenagers the purpose of your text, e.g. to convince people to do more sport your chosen writing style, e.g. informal Make notes on these four areas and use them to help plan your writing. Show that you understand how each of these will persuade the examiner to give you marks. EXAMPLES Common genres: fiction Classic fiction that has become part of an accepted literary canon, widely taught in schools Crime/detective fiction about a crime, how the criminal gets caught, and the repercussions of the crime Fable narration demonstrating a useful truth, especially in which animals speak as humans; legendary, supernatural tale Fairy tale story about fairies or other magical creatures Fan fiction fiction written by a fan of, and featuring characters from, a particular TV seriesxs, movie, or book Fantasy fiction with strange or otherworldly settings or characters; fiction which invites suspension of reality Fiction in verse full-length novels with plot, subplot(s), theme(s), major and minor characters, in which the narrative is presented in verse form (usually free verse) Fiction narrative literary works whose content is produced by the imagination and is not necessarily based on fact Folklore the songs, stories, myths, and proverbs of a people or folk as handed down by word of mouth Historical fiction story with fictional characters and events in a historical setting Horror fiction in which events evoke a feeling of dread and sometimes fear in both the characters and the reader Humour Usually a fiction full of fun, fancy, and excitement, meant to entertain and sometimes cause intended laughter; but can be contained in all genres Legend story, sometimes of a national or folk hero, that has a basis in fact but also includes imaginative material Magical realism story where magical or unreal elements play a natural part in an otherwise realistic environment Meta fiction also known as romantic irony in the context of Romantic works of literature, uses self-reference to draw attention to itself as a work of art, while exposing the truth of a story Mystery this is fiction dealing with the solution of a crime or the unravelling of secrets Mythology legend or traditional narrative, often based in part on historical events, that reveals human behaviour and natural phenomena by its symbolism; often pertaining to the actions of the gods Mythopoeia fiction in which characters from religious mythology, traditional myths, folklore and history are recast into a re-imagined realm created by the author Picture book picture storybook is a book with very little words and a lot of pictures, picture stories are usually for little kids Realistic fiction story that is true to life Science fiction story based on impact of actual, imagined, or potential science, usually set in the future or on other planets Short story fiction of such brevity that it supports no subplots Suspense/thriller fiction about harm about to befall a person or group and the attempts made to evade the harm Tall tale humorous story with blatant exaggerations, swaggering heroes who do the impossible with nonchalance Western set in the American Old West frontier and typically set in the late eighteenth to late nineteenth century Common genres: nonfiction Biography/autobiography narrative of a persons life; a true story about a real person Essay a short literary composition that reflects the authors outlook or point. Journalism reporting on news and current events Lab Report a report of an experiment Memoir factual story that focuses on a significant relationship between the writer and a person, place, or object; reads like a short novel Narrative nonfiction/personal narrative factual information about a significant event presented in a format which tells a story Reference book such as a dictionary, thesaurus, encyclopaedia, almanac, or atlas Self-help book information with the intention of instructing readers on solving personal problems. Speech public address or discourse Textbook authoritative and detailed factual description of a topic. ACTIVITY 1 Class discussion on identifying genres. By identifying the genre, the reader is able to identify what type of effect the writer is going for and can help when discussing themes. WRITING IN DIFFERENT VOICES AND VIEWPOINTS Narrative writing is the most traditional form of creative writing: its telling a story. The trick to getting high marks is not to tell a story in the traditional way. Think about interesting ways to tackle the different aspects of the narrative. Who is telling the story? Is it first person? Is someone in the story telling the reader directly? In these kinds of narratives the narrator might be the main character or it might be someone who is very minor. Imagine the story of Cinderella told from the point of view of the mouse who gets turned into her footman. Hed have a very different view of the story and what would life be like after hes turned back into a mouse. If the narrator is a specific character, that character needs to be reflected in the way the story gets told the comments or asides which they make to the reader might show who they really are. Perhaps the narrator in the example above would keep making comments about cheese. If its someone unexpected then keeping that quiet for a while can lead to an effective ending. Are you an all-knowing narrator? The story is told in the third person, but the narrator might need to tell the audience what the characters are thinking. Or perhaps there is a secret in the characters past which the reader needs to know to understand whats going on. Or, is the narration limited to what a single observer can see? This works well for stories which are shrouded in mystery, or follow a small event in detail. Twist in the tale stories need these kinds of limits. The person who is supposed to be telling the story will determine the voice you write in. If the narrator is someone serious, the tone will be serious. If the narrator is a bit of a joker, the tone will be more informal. Dont tell the reader about the narrator directly let the way you write do it for you. Plot is what turns a list of events into a story. Its the connection between different events that show cause and effect. Make sure that events in your story happen for a reason, and that they affect the characters. ACTIVITY 2 Exercise: pick a word at random. Give yourself two minutes to think of as many different possible stories related to that word as possible the more creatively you use the word the better. Lost, for example, might be a story about getting lost in a wood, or losing a game, or a story set in a lost property office. Or maybe someone has lost something which is very important to them but the reader doesnt understand why its so important until the very end of the story. The plot is why its important, how it got lost, and why its needed now. ORDER The order in which you tell the story is important. It might seem natural to tell a story from beginning to end but mixing up the chronology or timeline of a story is a good way to make it more interesting. It still needs to make sense, but it doesnt have to be in order. Some different possibilities are telling the story in flashback, starting from the most dramatic point and then explaining how everyone got there. Or you might want to start at the end and work your way back to the beginning. Starting in the middle of the action is a good way to capture the interest of the reader. In the exam, make a quick bullet point plan of the plot and then write numbers next to the bullet points to remind yourself what order youre going to write them in. Because creative writing assessments are quite short, its best not to get too complicated with plot or ordering one twist is enough, or one change to the chronology. Characters In a short story you dont have time to include a lot of characters- one or two main characters is enough. You can include some other minor characters if you need them to make the plot work, but not too many. Only give names to major characters it will help the reader to work out who matters enough to remember. Make each character distinctive. Think of one characteristic physical or personal which summarises them. In your planning, note down each character and their unique identifying point, with two or three different ways of referring to it. Referring to the same thing in different ways reinforces the character and it adds cohesion to the whole story. When you check through your work make sure that each character talks in the way youd expect them to. If youve got a member of the royal family in your story, they wont talk like you and your friends. Whos talking?: Dunno, shurrup. Werent me. Im not entirely sure. Could you perhaps repeat yourself? An unusual setting can be a way to make a narrative really interesting. Changing the setting can make a story out of something every day. There are some events listed below. First think where they normally occur, and then choose somewhere completely different to produce an interesting story idea. ACTIVITY 3 EVENT NORMAL SETTING UNSUSUAL SETTING Football game Wedding Lessons Sleeping Listening to music Teaching a class Barbecue Dont forget to use your usual toolkit of effective writing techniques. Vary your sentences for effect long ones to build suspense, and short ones to provide punch lines. Use a variety of punctuation. You should make sure that you include some literary devices but only where they have effect. A metaphor or a simile is a great way of creating an image for the reader, but it needs to be appropriate. Pick a simile which emphasises an important characteristic, or an important plot point. If a main character is cross, then perhaps his face looked like a raincloud. Try to avoid using clichà ©s. Dont use metaphors which dont support the effect you are aiming for. Choose the words you use carefully, to create an impact on the reader. Adjectives can tell us a lot about a character, but use too many and they lose strength. Even when writing prose you can use techniques like onomatopoeia (words that sound like their meaning) or alliteration (repetition of the same sound) to create an effect. Dont forget to check that youve got the basics right -capitals, full stops and spelling. There is no point in using advanced techniques if you forget the basics you wont get full credit when it comes to being marked. At least a third of the marks for writing go to accurate sentences, varied for effect. Remember: USE GOOD ENGLISH, ALWAYS CHECK FOR ERRORS AND USING CORRECT PUNCTUATION

Black Thursday :: essays research papers

The book ‘Hard Times’ takes you back to the early 20th century. This book also talks about one of the hardest times in American history. Hard Times talks about the causes of the great depression. This book gives original testimonies of people who lived during these hard times. Studs Terkel, prize-winning author and radio broadcast personality was born Louis Terkel in New York on May 16, 1912. Terkel attended University of Chicago and received a law degree in 1934. He chose not to pursue a career in law. Terkel credits his knowledge of the world to the tenants who gathered in the lobby of the hotel and the people who congregated in nearby Bughouse Square, a meeting place for workers, labor organizers, dissidents, the unemployed, and religious fanatics of many persuasions. In the roaring 1920s, the United States bathed in previously unheard of prosperity. Industry and agriculture alike profited from the thriving economy. Average income grew steadily throughout the decade and production soared. Levels of investment grew to new heights. However, the economy began to slow down in 1928, and the trend continued in 1929. Agricultural prices slipped, a result of production surpluses and a downturn in business activity. Despite this and other warning signs, patterns of investment continued much as they had in the mid-20s, giving little recognition to the economic slowdown. The stage was set for a major market correction. On October 24, 1929, dubbed Black Thursday, the stock market crashed. Investing froze. As a result, the national economy fell into an unprecedented period of depression. National income slipped lower each year from 1929 to 1932, and did not return to pre-depression levels until World War II. Unemployment became arguably the foremost problem of the depression. Hard Times talks such a major part of American History and was reviewed by many. Stud Terkel did such an excellent job when describing the depression and his accounts were so accurate according to the New Times, which states â€Å"In Hard Times, Studs Terkel captures the Depression in all its vast complexity, assembling a mosaic of memories as told by those who faced destitution as well as those who stayed rich†. The Saturday Review says, â€Å"It vividly illustrates the Depression's effect on those who lived through it, and shows how bitter memories can transform into a surprising nostalgia. The book ultimately serves as "a huge anthem in praise of the American spirit".

Achilles As Hero Essay -- essays research papers

Achilles As Hero Despite the grand scope of Homer’s epics--which present warfare, heroism, adventure and divinity as forces that shape human destiny—The Iliad may be seen as an account of the circumstances that irrevocably alter the life of one man: Achilles, greatest of warriors. Through the course of the poem, Achilles goes through many ordeals, which changes his character immensely.   Ã‚  Ã‚  Ã‚  Ã‚  One example of such a character change is when he is quarreling with Agamemnon. Achilles and Agamemnon have an extreme amount of tension building between the both of them. Apollo has been wiping out the Achaean army for nine days (years) because of a priest’s daughter who has been kidnapped. Through some questioning, it is derived that the only way Apollo will stop killing the Achaean army is if Ag...

Crude oil and its value to society

Although crude oil may look like earths natural pollution, behind that thick black exterior lies one of the most important raw materials on earth. Crude oil is formed when dying plants and animals become immediately covered by sediments in seas and swamps. This prevents them from decaying and as further sediments build up the plant and animals become buried deeper and deeper. Now this takes place over millions of years and immense pressure and heat (120oc) build up and eventually these organisms turn to oil. Now this raw material is given the name as a fossil fuel because of the fact that it is the fossils remains that are turning into the oil. It can be said that when we are burning the fossil fuel we are in fact using the sun's energy which has been stored as chemical energy in the fossils for millions of years. The relative high carbon content is due to small microscopic plankton organisms.Coke and Pepsi On average, crude oils are made of the following elements or compounds: * Carbon – 84% * Hydrogen – 14% * Sulfur – 1 to 3% (hydrogen sulfide, sulfides, disulfides, elemental sulfur) * Nitrogen – less than 1% (basic compounds with amine groups) * Oxygen – less than 1% (found in organic compounds such as carbon dioxide, phenols, ketones, carboxylic acids) * Metals – less than 1% (nickel, iron, vanadium, copper, arsenic) * Salts – less than 1% (sodium chloride, magnesium chloride, calcium chloride) Crude oil is a complex mixture of hydrocarbons which are basically molecules which contain hydrogen and carbon. The hydrocarbons may vary in length and structure, from straight to branching chains and rings. Now hydrocarbons are the reason why crude oil is so important because it can do two things. 1. Hydrocarbons contain a lot of energy which can be used by man to do numerous tasks e.g. electricity generation, transport, heat etc 2. Hydrocarbons can take many different forms. The smallest formation of hydrocarbons is methane which is a gas that is lighter than air. Longer chains with 5 or more carbons are liquids whilst very long formations may be solid like wax. This is the reason why hydrocarbons are so important is because it is so versatile. By chemically cross linking hydrocarbon chains you can produce almost anything from synthetic rubber to Kerosene. In fact 70% of Britain's organic chemicals are produced due to the hydrocarbons present in crude oil. The major classes of hydrocarbons in crude oils include: * Paraffins * general formula: CnH2n+2 (n is a whole number, usually from 1 to 20) * straight- or branched-chain molecules * can be gasses or liquids at room temperature depending upon the molecule * examples: methane, ethane, propane, butane, isobutane, pentane, hexane * Aromatics * general formula: C6H5 – Y (Y is a longer, straight molecule that connects to the benzene ring) * ringed structures with one or more rings * rings contain six carbon atoms, with alternating double and single bonds between the carbons * typically liquids * examples: benzene * Napthenes or Cycloalkanes * general formula: CnH2n (n is a whole number usually from 1 to 20) * ringed structures with one or more rings * rings contain only single bonds between the carbon atoms * typically liquids at room temperature * examples: cyclohexane, methyl cyclopentane * Other hydrocarbons * Alkenes * general formula: CnH2n (n is a whole number, usually from 1 to 20) * linear or branched chain molecules containing one carbon-carbon double-bond * can be liquid or gas * examples: ethylene, butene, isobutene * Dienes and Alkynes * general formula: CnH2n-2 (n is a whole number, usually from 1 to 20) * linear or branched chain molecules containing two carbon-carbon double-bonds * can be liquid or gas * examples: acetylene, butadienes However, before we get products such as synthetic rubber the crude oil must be extracted from its reserves and then processed. Today the leading producers of crude oil include, Texas, California, Alaska, Iran, Kuwait, the middle-east etc. As you can see oil can be found all over the world and therefore different extraction methods are put into progress. Before an oil-rig/well is dug, scientific methods are put into place to determine where to find the oil. Gravimeters and magnetometers and seismographs are used to identify the subsurface rock formations which could hold crude oil. Drilling for the crude oil can be extremely difficult due to these conditions and is often a risky process e.g. some wells must be dug 7 miles deep before some oil stores are found. Today much of the oil extraction is located off shore on platforms standing on the ocean bed. In order for the oil to come up to the oil rig it has to be pumped up by using water, gas or air to force it out. Once the oil has been collected it is often transported by tanker or pipeline to the refinery. Crude oil in its raw form is a complex mixture of hydrocarbons where the hydrocarbons are of varied mass, have differing boiling temperatures and differing lengths. Now as I have mentioned previously these hydrocarbons can be very useful but before we can use them they must be made into smaller more useful hydrocarbons. This state can be achieved through a process called fractional distillation. The technique for this process uses the differing boiling temperatures of the molecules in the crude oil so that all differing molecules can be separated. The long chained hydrocarbons are broken down into narrower fractions where the boiling point amongst that fraction does not vary immensely. This process takes place in a specially designed fractional distillation column. Process 1. Crude oil is vaporized by passing through pipes in a furnace where the oil is heated to 600 degrees Celsius. 2. The oil will then boil forming vapor (gas) 3. The oil is then fed into the distillation chamber towards the bottom. 4. The distillation chamber may be 100m high and consist of vertically stacking rows of steel trays. The trays have many holes (bubble caps) in them to allow the vapor and the liquids to pass through them. The trays will help to collect the liquids that form at various heights in the column. The liquids will flow down the tray over a wier. 5. The reason why the oil is separated into narrower fractions can be explained by looking at the temperature gradient in the column. At the bottom of the tank it is extremely hot due to the freshly fed oil vapor and at the top it is cool. As the vapor passes through the tray it will come into contact with a slightly cooler liquid. This causes some of the hydrogen molecules to condense in that tray causing more violate hydrocarbons in the liquid to evaporate. This process will take place at each tray and in each tray a unique narrow range of hydrocarbons with similar properties will form. After approx 45 condensations and evaporations have taken place the crude oil has been separated into fractions. 6. The collected liquid fractions may either pass to condensers, which cool them further, and then go to storage tanks. Or go to other areas for further chemical processing. The more volatile hydrocarbons with the low boiling point form at the top of the tank and the least volatile hydrocarbons with high boiling point at the bottom. Once operating the column may be kept in an equilibrium state by maintaining the input of the crude oil at a flow rate which balances the total of the flow rate at which the fractions are removed. When a steady state exists the compositions of the liquid and vapor at any one tray do not vary. This enables the fractions at each tray to be drawn individually when required. Each tray will contain a narrow range of fractions with a narrow range of boiling points. The fractional distillation column will separate the crude oil into the following fractions: Refinery gasses, gasoline and naphtha, Kerosene, gas (diesel), oil and residue. Refinery gasses – Consist of simple alkanes containing up to four carbon atoms. They are used as fuels or as a source for building other molecules. Gasoline – Contains Alkanes with 5 – 10 carbons in the chain and is used in petrol. Naphtha – Most important source of chemicals for the chemical process industry. Kerosene – is used for jet fuel and domestic heating. Gas oil – is used as diesel fuel and as a feedstock for catalyst cracking. Residue – used as a source of lubricating oils and wax and bitumen. Bitumen – when mixed with crushed stone is the tarmac compound used for road surfaces. Although the crude oil has been separated into useful fraction, some of the separated ‘trays' can be further processed to form products that are even more useful. Cracking – To obtain more useful alkanes and alkenes Heating the oil fractions with a catalyst. Under these conditions it can brake-down high molecular mass alkanes into low molecular mass alkanes as well as alkenes. The cracking is a random process by which both C-H and C-C bonds can be broken. Therefore it is possible for by products to be produced like: Hydrogen and branched chain alkane isomers. For example Decane can be broken into: CH3CH2CH2CH2CH2CH2CH2CH2CH2CH3 (Decane) H | à ¯Ã‚ ¿Ã‚ ½CH3CH2CH=CH2 + H3C- C-CH3CH2CH3 (But-1-ene) | CH3 (2-methylpentane) Decane is broken into these two isomers because there is a larger requirement for small chain isomers than larger ones. After the cracking the hot vaporized oil fraction and the catalyst behave as a fluid. This is called the fluidized bed. Some of the hydrocarbon fraction can be broke down into carbon which can block the pores of the catalyst. We can recycle the catalyst by pumping it into the regeneration chamber where the carbon coke is burnt off in air at high temperatures. Isomerisation Is the process which we use to obtain branched alkanes. The process involves heating the straight chain alkanes with platinum catalyst to form Branched chain alkanes: CH3 | CH3CH2CH2CH2CH2CH3 à ¯Ã‚ ¿Ã‚ ½ H3C-C-CH2CH3 | CH3 (Hexane) (2,2-dimethylbutane) However these newly formed branched chain alkanes have to be separated from the straight chain alkanes and this is done by a molecular sieve. The sieve is a type of zeolite that has pores through which the straight chain alkanes can pass through but the branched chain alkanes cannot due to there bulky shape and thus they are separated off. The straight chain alkanes may then be recycled to the reactor. Reforming This involves the conversion of alkanes to cycloalkanes or cycloalkanes to arenes using a bimetallic catalyst. For example a cluster of platinum and rhenium atoms is very effective in removing hydrogen atoms from methylcyclohexane to form methylbenzene. (Methylcyclohexane) (Methylbenzene) A catalyst containing Clusters of iridium atoms and platinum enables conversions of straight chain alkanes to arenes: CH3CH2CH2CH2CH2CH3 + 4H2 (Hexane) The metal clusters have to be between 1 and 5nm thick and are deposited on an inert support such as aluminum oxide. The Rhenium and the iridium help prevent the build up of carbon deposits which reduce the activity of the catalyst. Why are Alkanes fuels? The reason for this is because of their reaction with oxygen. Alkane (fuel) + Oxygen (or other oxidizer) à ¯Ã‚ ¿Ã‚ ½ Oxidation products + Energy transfer This basically means that a fuel must react with oxygen to release large amounts of energy and Oxidation products that aren't extremely harmful to mankind. Although different chains of alkanes can produce different energy amounts and byproducts and are used for different purposes, they all comply with this equation. Below I will list the ideal characteristics which all fuels must have. * A fuel must react with an oxidizer to release large amounts of energy. * A Fuel must be oxidized fairly easily, ignite quickly and sustain burning without further intervention. * A fuel should be readily available, in large quantities and at a reasonable price. * A fuel should not burn to give products that are difficult to dispose of, or are unpleasant and harmful. * A fuel should be convenient to store and transport safely without loss. So obviously different fuels are used in different environments. In Industry For example larger fuels that produce a lot of energy that may give off lots of harmful gasses can be used. This is because in industry it will have the relevant equipment to extract the dangerous fumes and dispose of them safely. In homes however where there won't be the relevant equipment to handle toxic fuels, more environmental friendly fuels can be used like gas. And for transport we have to consider the transporting of fuel issue so petrol which is a liquid can be used rather than more environmental friendly hydrogen as there is a possibility of leakage as it is a gas. However the world is subject to change so in 10 years time other fuels maybe used in place of these. Problems with these fuels There are various problems with these fuels. One of the major ones is that we as a nation rely on them too much (Coal, oil and gas). As they are fossil fuels they are in effect none renewable resources. At our rate of consumption it is predicted that these resource will be depleted within 100 years. Also the fossil fuels are the raw materials which supply the feed stock for our chemical industry. They can be processed to produce useful products such as; Polymers, medicines, solvents, adhesives etc. So how long can we afford to burn our chemical feedstock? There is also the issue of carbon dioxide emissions of these fuels. This is the major contributor to the greenhouse effect which causes the temperature of our environment to increase dramatically. Due to this, precautions are being made to reduce these emissions. Britain has been set a target to reduce its emissions by 35%. This could be achieved by the outright ban of coal and oil but nations are reluctant to do this as they have become so reliant on these resources. There is also the possibility of a spillage which can pollute rivers and streams and the environment. This can cause death to animals and plant life and there is also the enormous cost of cleaning it up after the disaster. If the carbon based fuel does not completely combust in the furnaces, carbon monoxide is produced and this can cause death by interfering with the blood stream. 2C + O2 à ¯Ã‚ ¿Ã‚ ½ 2CO (impartial oxidation to give carbon monoxide) Also sulphur and nitrogen dioxide can be produced which contribute to harmful acid rain. Development of renewable resources As our reserves of fossil fuels are limited we must find alternative sources of energy. In the search for the alternatives, chemists and other scientists are now working to develop renewable resources such as: Biofuels This is when plants are grown to be used directly as fuels e.g. wood, animal waste and plant waste to produce alcohol and using waste products to produce biogas. Advantages – Renewable, help to reduce waste, used with simple technology. Disadvantages – Not large enough supply to replace fossil fuels at present rate of use. Nuclear Fuels Chain reaction involving the nuclei of isotopes of uranium 235 splitting to produce vast amounts of energy. Advantages – No carbon, nitrogen or sulphur as polluting byproducts. Disadvantages – Radioactive waste products are difficult to store and treat; which is a very expensive process Moving air: wind Energy of moving air is transferred into the motion of windmills and wind turbines Advantages – Renewable pollution and waste free; can be used in locality where energy is needed Disadvantages – Expensive, not reliable, noisy and ugly to the environment Hydroelectricity Water stored behind dams and waterfalls can be released and generate electricity by turning a generator. Advantages – Renewable, predictable, waste free and can be used on large scale. Disadvantages – Expensive to install, environmental impact of dams etc. Solar panels Panels of solar heat collectors, used to heat water in parts of world were sun is plentiful. Advantages – Renewable, no pollution Disadvantages – Require a lot of sunshine, Expensive initial cost, Very large scale to be suitable. Hydrogen Hydrogen is extracted quite cheaply from water by electrolysis and is used as a fuel. Advantages – No pollution as water is the only waste product. Disadvantages – Too dangerous and explosive, difficult to store and to use for transport or in domestic situations. Bibliography I would like to thank the following books, websites and teachers which I have used information from: Mrs. Chapman (teacher) www.Howstuffworks.com (website) Microsoft Encarta 2002 (CD ROM) Cambridge chemistry 1 by Brian Ratcliff (Book) Chemists in context Second edition by GC Hill and JS Holman (Book) Please note that I have used the information in no particular order however the information taken exactly from the resources has been written in italic. Matthew Stothers Chemistry

NPM in the Philippines

The sporadic but effective New Public Management practices in the Philippines as presented by the author may be good catalysts for NPM proliferation and actual practice, but as presented by Vina and Aceron in â€Å"Building the Basics†, the small sources of hope often die a natural death due to partisan politics, corruption and in my own opinion, in some areas, violence. The idea of managing the government like a business and treating citizens not as constituents but customers/clients, public administration is therefore mutating from a benefactor which people tend to thank for the service to as a service provider that the clients can claim their rightful service. The appointment of Secretary Robredo to the Department of the Interior and Local Government (DILG) is an effort of the Aquino Administration to have a successful grassroots-level performer and a paragon of good governance to effect change in the national level. I believe that the idea is for a veteran and proven NPM practitioner who understands the local scene can effect change. This strategy has been marred with recent unsavory criticisms of how he handled the DILG, e. g. the Quirino Grandstand Massacre. On Robredo, I believe a DILG Secretary should have a very strong grasp on a wide array of sectors, still, he has to focus on the sector that he is most effective, local administration. His weakness on the other sectors should be complemented by undersecretaries and assistant secretaries to present a competent multi-sectoral leadership. On the privatization efforts of Weihl, if the Philippines will continue to further privatize services, a very thorough study should be made to assure that these companies which will be placed in monopolizing positions, would not be able to abuse that position and further place the Filipino further down the poverty line, e. . Oil Deregulation and Energy Sector Privatization. Though majority of the bureaucracy and the private sector have lost hope in the moral recovery program of the government, I have not. A moral recovery program should go hand-in-hand with the headhunt for corrupt officials to expedite the change process in Philippine public administration. As the saying goes, if we want something we’ve never had before, we should be willing to do something we’ve never done before. †

Elements of Expatriate Compensation Essay

The sum of pragmatic substantiation on the interaction between reimbursement stratagem and national culture and echelon of trade and industry progression of an economy is virtually not anything (Harvey, 1993). Due to the advent of globalization and the constantly rising total of international business, the Society for Human Resource Management International has observed that several expatriates, nationals and third country nationals whose fate crossed on borderlines felt that the compensation they receive are piously beyond their professional expectations. As a matter of fact, the benefits and assistance by the management of the companies hitherto have been reckoned as the most ideal support dating back on economical datum. However, when outsourcing has commenced, the HR of multinational companies have also adjusted compensation schemas lowering it down to national basics compared to prior services. Contingency theories as well as resource dependence analogies have been established—the organizational level based on interdependence, complexity, age and size of foreign affiliate—while the environmental sagacity dwelled on country characteristics—market compensation, political risk and cultural distance (Boyacigiller, 1990). In a larger perspective, expatriate compensation is also considered as the benefits given to international students in universities offering overseas scholarship. Those who came the farthest are treated at the highest level while those who are in close proximity to the donor (or the company, per se) will have slighter treatment, which includes benefits and assistance. These elements, however, may be deemed as logically just and fair since there is a huge demarcation between the needs of the expatriates and the nationals (Harvey, 1993). Thus certain factors are also held credible in evaluation and assessment, dependent to the qualifications granted by the law and by the company, more specifically all credentials are taken into account.

Appreciating Visual Art forms through Fashion

Art can be defined as the product or process of deliberate arrangement of elements in a manner to affect the emotion or senses of a viewer (Tolstoy, pp.28). A diverse range of human activities, forms of expression and creations encompass art. These would include visual and the performing arts that entail music, sculpture, paintings, literature and film among others.Visual art is the form of art that mainly produce works that can be appreciated visually (Bell, pp. 17). These include paintings, drawings, videos and films, fashion, photographs, graffiti, tattoos and even crafts.   Visual art can also be broken down to performing arts (plays, drama and other human performances), textile arts (fashion and fabric work), and conceptual art (artistic manipulation and representation of concepts).According to Bell, visual art is not only used for its aesthetic value but also for its practical application in industrial design, decorative art, fashion design, graphic design and also interior d esign. He adds that the aesthetic value of a piece of work may differ with its use among different users (pp. 19).Tolstoy adds that art has been seen to adhere to certain principles and elements that complete the different forms we have. Principles and elements of art include visual elements that are used to produce different works of art. These include line, shape and color with an addition of space, balance and movement.The use of color line and space has the capability of creating movement balance and space in a peace of art. Artists use these principles and elements of art to create works that send a message, affect emotion or are for aesthetic value (pp, 28).Visual art utilizes the elements and principles of art in that artists use color to make paintings, lines for drawings and also paintings, space in their drawings and paintings and also the creation of balance space and movement through the use of line color in their pieces of work.Different forms of visual art are products of different artists being inspired by personal preferences, different people, events, emotional experiences and/or other factors in creating different forms of visual art (Tolstoy, pp. 28).Visual art and fine art are closely interrelated. Fine art utilizes the elements and principles of art and takes a wide range of scope from paintings, to calligraphy, music and dance among others. The difference between fine art and visual art is that fine art is purely for aesthetic value unlike visual art that can be used in industrial application such as sculptures. Fine art can be termed as visual art is it is appreciated though seeing.This essay will concentrate on the appreciation of visual art in the fashion industry. Different visual art forms have been used in the fashion industry based on the preference of the artist, collector or the designer. Designers may choose to produce various visual works of art or even collect them. Collectors of visual works of art include photographers and c ollectors of antiques, paintings and other visual works who range from individual designers to museum employees (Abbott, pp. 22).Their work involves the collection and arrangement of these works of art in a manner that will affect the emotion or sense of the viewer in the message it conveys. The works of such an artist may also be for aesthetic value if not both to convey a message and for beauty. These artists also serve the function of storing history and events (Fashion Projects, para 1).The photographs and items collected act as a preservation of the information or art work conveyed therein which can be reviewed in future. In fashion, these collections (photographs and other items) are used for beauty as well as different functional uses. An example would be the imprints of iconic figures’ pictures on fabric such as bags, t-shirts, pendants and even shoes (Abbott, pp. 36).

The Validity of Knowledge

Lia Thompson Mr. Faria HZT 4U1 Wednesday January 18, 2012 The Validity of Knowledge This paper will explain the validity of John Locke’s Theory of Knowledge. Epistemology has been the topic of discussion for many philosophers over the centuries. The study of knowledge is important because as humans, it is necessary to understand where the basis for our knowledge originates. Locke, like many philosophers believed that all knowledge about the world is derived from sensory perceptions.Empiricists such as Locke believe this â€Å"posteriori† view of knowledge. He explains in his theory that we are born with â€Å"blank slates† or Tabula Rasa, the term used in Locke’s theory in his writing, â€Å"An Essay Concerning Human Understanding† (Locke 163). Philosophical arguments are as varied as the philosophers who construct them. For each theory, there is an opposing view. Rationalists, such as Rene Descartes would argue against Locke and his empiricist view of knowledge, believing knowledge to be innate.Descartes believed that all humans are innately born with these truths without the aid of our senses as argued in his first, second and third Meditations (Descartes 3). Locke’s theory goes against not only Descartes views but Plato’s as well. But Despite the arguments against Locke’s empiricist view, he is most reasonable. I agree with John Locke’s theory of sensory perception because we would not be able to survive without our senses. John Locke was born on August 29, 1632 in a village in Somerset, England (John Locke-Biography).He wrote several major works that have made a big impact on today’s view of the world, but his major theory on knowledge was in his book, â€Å"An Essay Concerning Human Understanding†, where he outlined his views as well as argued against rationalist’s view on innate knowledge. He wrote his book based on his belief that true knowledge is gained through experien ce, â€Å"a posteriori† (Velasquez 330). â€Å"Locke holds that the mind is a tabula rasa or blank sheet until experience in the form of sensation and reflection provide the basic materials — simple ideas — out of which most of our more complex knowledge is constructed† (Uzgalis).Reflection and sensory experiences go hand in hand because in order for our senses to be used, we must experience the world around us. Once we have experienced, for example the sweet taste of an apple, from eating it, we are able to reflect on what our senses were able to establish about it and gain truths about what we experienced. â€Å"Reason is our intellect, our power to think and make judgments based on our sensory experience† (Locke 59). Locke does agree that we as humans have reason but our senses are paired up with reason, as we are to reason what our senses are experiencing.Locke created the theory of â€Å"Primary and Secondary Qualities† to explain his i deas about the differences between our perception of the world and what the world really is. Based on scientific research, humans are aware that not everything we perceive is the same as how other living creatures perceive it. Animals in comparison to humans may experience the same things as humans do, but the way they are perceived can be totally different. For example, it is scientifically proven that dogs cannot see in colour, so to them everything is in black and white.Dogs still use their sight, but are unable to see the same colour humans can. Primary Qualities are measurable qualities by size, weight, shape etc. and will stay the same regardless of our perception. Secondary Qualities are the hidden powers an object has that can produce in us a sensory experience such as the colour we see in the sky. (Velasquez 333) We can understand his theory on Primary and Secondary Qualities because scientists are able through research to study other living things and their perceptions of senses.Locke’s theories are a clear explanation to the many things we experience as human beings. Descartes was born on March 31st, 1596 in Touraine. After finishing school in 1612, it left him feeling unsettled and dissatisfied. He felt the need to travel, so he could discover new surroundings and he joined the army at the age of seventeen. He was in search of discovering more truth than he had found at school. Descartes lived in a time of great uncertainty as to what truth was, and what it wasn’t.There were new scientific discoveries being made which were unheard of at that time, as well as the new protestant branch of Christianity that went against the old traditional religious beliefs. With everything around Descartes changing, he began to doubt all his prior knowledge (Velasquez 320). Descartes began to search for true knowledge, which was the beginning of Descartes’ first meditation on Doubt. He questioned the idea that we may all be unaware of our state o f mind; are we dreaming, or are we awake?Descartes concluded that there are no ways to tell whether or not we are awake or dreaming. So where did this idea come from? He went on to say that there must be something of a higher power deceiving him, an â€Å"evil genius† of deceiving nature creating this illusion for all to get caught up in. Descartes reasoned that, if this were the case, we couldn’t trust our senses at all because our senses are illusions. With this mindset, Descartes believed that the only basic truths are those that cannot be doubted. The undeniable truth he discovered was â€Å"I think, therefore I am† which he reasoned that even if he was being deceived about everything else, he could not be deceived that he was thinking he was deceived, therefore he exists† (Velasquez 321). In order for Descartes to rule out sensory perceptions, he would need to rely on another basis for our knowledge. Based on his inner reflection, he believed that kno wledge is not learned, ideas are present in the mind at birth. â€Å"We have a priori knowledge – we are born with knowledge and truths without the aid of sense perceptions†¦Ã¢â‚¬ (Velasquez 324).Descartes would argue against Locke’s sensory perceptions theory because to Descartes, our senses are invalid. In Descartes† second meditation, he uses an example of a piece of wax to prove our senses wrong. â€Å"Let us take, for example this piece of wax: it has been taken quite freshly from the hive, and it has not yet lost its sweetness of the honey which it contains; it still retains somewhat of the odor of the flowers from which it has been culled; its colour, its figure, its size are apparent; it is hard, cold, easily handled, and if you strike it with a finger, it will emit a sound† (Descartes 190-191).Here Descartes explains, in every respect all physical aspects of the wax that is experienced with our senses. â€Å"But notice that while I speak a nd approach the fire what remained of the taste is exhaled, the smell evaporated, the colour alters, the figure is destroyed, the size increases, it becomes liquid, it heats, scarcely one can handle it, and when one strikes it, no sound is emitted†¦What then did I know so distinctly of this piece of wax? It could certainly be nothing of all that the senses brought to my notice, since all hese things which fall under taste, smell, sight, touch, and hearing, are found to be changed, and yet the same wax remains†¦ it is mind alone which perceives†¦this piece of wax† (Descartes 190-191). Descartes explains that because the wax can transform, leaving us with different sense perceptions than before, it cannot be trusted as knowledge. Descartes was unable to grasp Locke’s concepts of sensory experiences and therefore rejects everything but the knowledge we are innately born with.Although Descartes gives an adequate theory, his views do not stand up to Locke and other philosopher’s criticisms. To Locke, Descartes’ whole argument on innate knowledge and the ideas behind his meditations are weak, not only invalid because of their opposing views on how humans attain knowledge, but invalid in regards to his reasoning behind his theories. There are many things to point out about Descartes, based on Locke’s ideas. Locke understood the ideas of innate knowledge, but disagreed because he believes we are too much a part of this world to doubt its existence.If innate knowledge were the only true way to have knowledge, people would not be having arguments of what is right and what is wrong. â€Å"[Descartes ideas of doubt are invalid] because there are none to which all mankind give a universal assent† (Uzgalis). Descartes’ explanation of existence of things states that because Descartes can think, and because thinking things exist, Descartes therefore exists. But this argument is invalid because this is the same as saying, â€Å"I am walking, hence I am the walking. The author, William Benton in the book, â€Å"Descartes/Spinoza† objected to Descartes’ second meditation on doubt by saying, â€Å"this is an assumption on Descartes part to say that which one understands is the same exercise of understanding†¦for the entity of understanding itself, is one thing and the essence is another† (Benton 135). This relates back to Descartes invalid argument because Descartes defense can be restated as a claim that he is thought.One may think, but can never be the â€Å"entity† or the actual action of thinking. All of Descartes meditations on knowledge surround the main idea of innate knowledge and thought, â€Å"but whence comes our knowledge of this proposition, I think? †¦ we cannot think of leaping, apart from that which leaps, of knowing apart from a knower, of thinking without a thinker† (Benton 135). Descartes has no explanations of how we are able to c ome to thoughts on actions.Actions can relate to the idea of innate knowledge because they both are thought, but are unseen to the senses, at least until the thought or action is indeed physically done. â€Å"But for example, willing fearing and denying always go hand in hand with something physical as the subject of those thoughts, you cannot have the knowledge of what scares you without experiencing it in some way† (Hutchins 138). Locke also expresses his opinion not on emotions that derive from experiences but with the nature of this world. For I imagine any one will easily grant that it would be impertinent to suppose the ideas of colours innate in a creature to whom God hath given sight, and a power to receive them by the eyes from external objects: and no less unreasonable would it be to attribute several truths to the impressions of nature, and innate characters† (Uzgalis). If we know what the term â€Å"colour† means, that is some sort of knowledge, and s o we are unable to identify colour unless we use our senses. We cannot believe we know the term colour, without actually experiencing it.Just as the author in the book â€Å"Descartes/Spinoza† explains that one is unable to know what an actual angel looks like, but from our experiences through visual senses, we are able to construct ideas of what one might look like based on our visual surroundings. (Hutchins 136) Now this goes against Descartes ideas of thought and innate knowledge because, â€Å"Notice that in order for Descartes to doubt his beliefs, he needs a language in which to express his doubt. But then, if Descartes were to doubt his beliefs about what words mean, then he could not formulate any doubts at all.He would be totally incapable to express his doubts. Thus the attempt to doubt anything would be necessarily self defeating† (Albert). Descartes’ arguments on doubt are self-defeating because Descartes does not believe anything exists but his mind , ruling out all language and terms used and formulated in this world. The example of wax used by Descartes to validate his view that sensory knowledge is the only knowledge, can be looked at differently to validate sensory experiences.From an empiricist’s point of view, one would indeed gain knowledge by putting the wax near the fire because in doing so, one would understand what happens to wax when it is being scorched. By using the senses to experience the wax in a different form, one is able to reflect and learn from the experiment. Descartes theories have many flaws, therefore making his arguments invalid. Although there are many other rationalists that oppose the views of empiricism, Plato was another great philosopher who developed the very foundations of innate knowledge based on Socrates dialogue with the slave boy.Socrates, being one of the significant founders of western philosophy, along with his student Plato was famous for imposing difficult thought-provoking in quiries to the fellow Athenian citizens. Although Socrates did not record any of his philosophical discussions or inquiries, his student Plato explains to us the works of Socrates. Plato, like Descartes believed that there was only one way to have knowledge. He believed knowledge was not acquired through the use of our senses, but merely obtained before we were born.Plato went farther than Descartes by believing that our souls must have lived in another universe before being born in this one. This other universe would have been perfect where we would have been able to experience perfect objects and were able to experience all that was perfect in the prior universe. The reason we would have innate knowledge would be because when we were born into this imperfect world, according to Plato, all the perfect concepts of the previous world would still be within our souls. â€Å"Most rationalist philosophers have rejected Plato’s claim that before we were born we existed in another perfect universe.But many rationalists have accepted Plato’s more basic insight: we do not acquire the basic truths of math and science by observing the world around us†(Velasquez 326). Although his beliefs about how we attained innate knowledge were not much accepted, he uses a dialogue between Socrates and Meno, the slave boy’s master to explain his beliefs on innate knowledge. â€Å"In Meno, Plato tells us how Socrates once made a slave boy â€Å"remember† his knowledge of geometry by showing him some imperfect figures drawn on the ground.Socrates shows the slave boy a square that is supposed to be two feet by two feet in size. Socrates asks the boy to draw a second square that is exactly twice the size of the first square†¦the boy initially realizes that his first answer is wrong. If you double the length of each side of the square, you will get a new square that is exactly four times as big as the first square. Yet the boy knows this without mak ing exact measurements†¦ and even if the boy had measured the squares, they would probably not have turned out to be exactly the right sizes. So where did this boy’s knowledge come from? (Velasquez 324) In this summary of the dialogue, Plato argues that the boy’s knowledge of the Pythagorean theorem could not have come from observing the imperfect figures drawn on the ground. This proves that it must be knowledge that is already in our minds then, because Plato explains that the knowledge of mathematical theorems are not obtained through sensory experiences. It is impossible to rely on our senses to give us knowledge of math because there is no physical experience to go hand in hand them. This belief is the total opposite of Locke’s views because Plato denies any thing that relies on the senses.In Plato’s dialogue involving the slave boy, there is some questionable material that can relate back to Locke’s beliefs of relying on our senses. Even though the slave boy was able to answer Socrates’ geometrical question, the dialogue stated that the boy hesitated and also made a mistake before arriving at the correct answer. â€Å"At first the boy says that if you double the length of each side of the first square, you will get a second square that is exactly twice the size of the first square†¦the boy quickly realizes that his first answer is wrong. (Velasquez 324) His knowledge was based on observation not innate knowledge. The boy was able to use his visual perception to determine the measurements of the squares. As Locke would say, â€Å"Reason is our intellect, our power to think and make judgments based on our sensory experience† (Locke 59). It merely takes reason and reflection to first observe the dimensions of square and then come to a realization about how to double the square. Although he was answering a question, Socrates used an example of an imperfect square and then asked him to solve the ques tion.The answer was discovered through trial and error. It was clearly not based on innate knowledge but visual senses. I agree with Locke’s theory because it is the most reasonable approach to the idea of gaining knowledge. With out sensory perception feeding us, we have nothing to base our knowledge on. We have been born with blank slate, but are still equipped with reason as human beings. One can relate scientific discoveries to sensory perceptions because all scientific knowledge comes from observations.One cannot call something a scientific discovery if it does not have evidence to back up their hypotheses. The evidence used does not come from innate knowledge, but from observation, touching, hearing, smelling, tasting. If, according to Plato and Descartes, basic science and math were innately known, then science would not improve. If science were innate, scientists would not have a job, and everyone wouldn’t be arguing about their beliefs. Science is constantly d iscovering something new, constantly realizing that something once thought as true, turned out to be false.For example, Einstein’s Theory of Relativity is based on mathematical structures and therefore is valid in the eyes of a rationalist. But if this knowledge were innate it would automatically have to be true. Scientists just recently have discovered subatomic particles that defy the theory of relativity, as these particles move faster than the speed of light. If this is the case, it is impossible to say that innate knowledge is the only truth. The whole world would have to be in agreement and collectively accept things as they are, and the world is nothing like that.We can all agree to this because we have all gained knowledge through the use of our senses. Knowledge itself is something that we as humans are still discovering, questioning and experiencing in our own way. John Locke helps us to see that knowledge is something gained individually, in our own ways, in our ow n time. We all have something in common and that is our ability to use our senses in such ways that we have been able to create magnificent pieces of art, unravel the mysteries of the universe, invent new and convenient strategies for the human race and so on.All this made possible by the pursuit of knowledge. Works cited Books Hutchins, Robert Maynard// Rene Descartes// Baruch Spinoza. Great Books of the Western World: Descartes Spinoza. Chicago: Encyclopedia Britannica, 1952. Print. Locke, John. An Essay Concerning Human Understanding. Ed. Kenneth Winkler. Hackett Publishing Company, 1996. Velasquez, Manuel. â€Å"Chapter 5: The Source of Knowledge. † Philosophy. 10th ed. Belmont: Thomas Wadsworth, 2008. 320-33. Print. Websites Albert. â€Å"Criticisms to Descartes’ Cogito  « Albert’s PHI101/103 Weblog. Albert’s PHI101/103 Weblog. 1 Apr. 2008. Web. 20 Jan. 2012. . â€Å"John Locke – Philosopher – Biography. † The European Graduat e School – Media and Communication – Graduate & Postgraduate Studies Program. 2010. Web. 20 Jan. 2012. . Uzgalis, William, â€Å"John Locke†, The Stanford Encyclopedia of Philosophy (Winter 2010 Edition), Edward N. Zalta  (ed. ), URL = .