Full Tilt free essay sample

The voices may be in the characters head, which makes it a man vs self. The character may be struggling with the outside world as well, which makes it a man vs society. This makes the world the character lives in gloomy and creepy, saying he heard screams up above sends chills up the readers spine. Not all of the novel is gloomy and depressing. At some points of the book it is strong, and courageous, for example â€Å"I will not crash, I told myself. I will not go down in a burst of flames. I won’t go down at all. † Makes the character sound positive about himself which sets a positive courageous mood and atmosphere. The final gothic element that builds the mood and atmosphere is â€Å"bloody hands† or guilt. â€Å"I should be dead. I should have been dead a long, long time ago. † This quote sets a depressing and very negative atmosphere. We will write a custom essay sample on Full Tilt or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The character is guilty that he didn’t die. â€Å"They all died because of you! † In this quote the character is feeling guilt from another character telling him that everyone died because of him. This also sets a depressing atmosphere and mood in the novel. Tension is another mood and atmosphere set in this book by the gothic element, bloody hands. â€Å"That was my life. I hadn’t lived a real life- i’d had just a model of a life. Everything I did I thought, was suspended safely by strings, too high up for anyone to damage. † This quote makes the life of the character tense for the reader and also makes it depressing for the character also for the reader who is reading. In conclusion, the gothic elements screams, bloody hands, and altered senses makes the mood and atmosphere many things. It changes throughout the novel. But altered senses defines and makes you feel what the character feels, makes you have feelings for the character. Which changes the mood and atmosphere.

NMSQT Test Tips and Basic Information

NMSQT Test Tips and Basic Information The NMSQT Basics You may have heard of the Redesigned PSAT Test with the acronym â€Å"NMSQT† attached. When you heard it or saw it, you probably asked yourself a bunch of questions: What does the NMSQT stand for? Why is it attached to the PSAT? I thought that was just the test that demonstrated how you might score on the SAT. Why should I be concerned about this test? Why does everyone always have to use acronyms for multiple choice exams? If you want to know more about the PSAT -  NMSQT, I’m here to help. If you do not want to read more about it, then go read something else. What Is the NMSQT? The National Merit Scholarship Qualifying Test (NMSQT) is the exact same thing as the PSAT exam. That’s right – you only have to take the one test, usually during your sophomore and junior years of high school. So why the extra acronym? Well, this test provides you with two different outcomes: a National Merit Scholarship score and the PSAT score. So, what is the National Merit Scholarship? If the PSAT is qualifying you for it, you definitely should know what the stakes are. How To Qualify for the NMSQT First things first. Before anyone will ever look at your PSAT/NMSQT score, you have to have the following things going for you. Give yourself a point if you are: A U.S. citizen/intended U.S. citizenEnrolled full time in high schoolTaking the PSAT your junior yearCarrying a strong academic recordGoing to complete the NMSC Scholarship application Oh! One other small thing†¦you have to have  scored well on the darn test itself. There’s always a catch. The PSAT/NMSQT Score They Want   In order to determine your NMSQT Selection Index,  your Math, Reading, and Writing section scores (which fall between 8 and 38) are added and then multiplied by 2.  The PSAT NMSC Selection Index ranges from 48 to 228.   Math: 34Critical Reading: 27Writing: 32Your NMSQT Index Score Would Be:  186 A 186, however, would be way too low to qualify for a scholarship from the NMSQT. Each state has a minimum index score for eligibility, which starts at 206 for places like North Dakota and West Virginia, all the way up to 222 for New Jersey and the District of Columbia. So if you’re interested in the benefits of the National Merit Scholarship, you better prepare for the PSAT. The National Merit Process Scholarships usually involve cash, but there’s a process that happens behind the scenes before they’re handed out. Once you’ve taken the PSAT and receive your NMSQT index score back, one of three things can happen: Nothing. You didn’t score high enough to qualify for the National Merit Scholarship. Congrats. Go crawl in a hole somewhere and cry yourself to sleep.You become a Commended Student. You’re no longer in the running for the National Merit Scholarship, but since you impressed the selection committee with your score and academic record, you can still qualify for other scholarships sponsored by businesses and corporations.You qualify as an NMS Semi-finalist.  You made the cut, and hats off to you, because only 16,000 out of the 1.5 million who take the test actually make it this far. The semi-finalists will then be whittled down to 15,000 finalists. From there, 1,500 finalists will receive special scholarships from corporate sponsors, and 8,200 will receive the oh-so-coveted National Merit Scholarship. What Do You Get If You Receive the NMS? Fame. Maybe not the Brad Pitt kind, but the National Merit Scholarship Committee will release your name to the media for some pretty heavy exposure. You always wanted to be a star, right?Money. You’ll get $2,500 from the NMSC, and other scholarships from both corporate and college sponsors. In other words, your parents may have to find other uses for the gigantic Stafford Loan they just took out in your name, because you’ll have some cash coming in.Bragging Rights. Since only 0.5 percent of the PSAT-takers receive this illustrious scholarship, you can certainly brag about it for a while. Or at least until someone gets really irritated. That’s it. The NMSQT in a nutshell. Now go study.

RESEARCH METHODS (AT LEAST THREE AUTHORITATIVE SOURCES) CONCEPT PAPER Coursework

RESEARCH METHODS (AT LEAST THREE AUTHORITATIVE SOURCES) CONCEPT PAPER - Coursework Example According to Wiles (2007), organizations must incorporate MOT in their organizational structure to survive the stiff competition currently prevailing in the American corporate sector. Technology is an imperative asset that can help organizations outperform their competitors and gain a significant market share. However, the challenge faced by technology specialists and decision makers is gaining an all-inclusive understanding of MOT that normally incorporate understanding of technology development, auxiliary intelligence and relevant processes and activities in the product value chain (Malhotra, 2004). As an important management discipline, MOT explores the potential of technology and how that potential can be harnessed for the advantage of organizations. However, as Van (2008) reiterates, the field and professions it obliges remains ambiguous due to absence of established task sheets and books that would nature the attention of students and practitioners. Additionally, an immense confusion surrounds MOT concepts and its relevance in solving management problems is disregarded by American managers (Christiansen,  2000). Deliberations on MOT reveal divergent viewpoints about nature, history, origin, role and etymology of technological terms. Van (2008) further reveals that the copious definitions of technological concepts have caused a disagreement that is yet to subside. However, the revival of MOT in recent years has created a pompous structure for systematic consideration of technology and its organization leading to introduction of teaching programmes in university and establishment of professional societies such as IAMOT (international association for the management of technology) (Wiles,  2007). The mesmerizing quest for students and practitioners is to have a fundamental structure that will aid in edification of technological related knowledge thus easing management related tasks through effective and efficient

Tax competition V Tax Harmonization in an enlarged European Union Research Proposal

Tax competition V Tax Harmonization in an enlarged European Union - Research Proposal Example Some people believe tax harmonization creates unity and a level playing field, some believe its stifles competition and creates a socialist economic bloc. In this thesis I will examine both sides of the argument by looking at how the debate and policy has evolved over the years with a specific focus on how tax harmonization affects multinational corporations—whether it encourages them to invest in the EU or to pull out. Part of the basis of the European arrangement was the centralization of monetary policy. This was a huge amount of sovereignty for individual countries to give up. The assumption underlying this ceding of power by national governments really is that all economies within the European Union are created equally and the same measures for each economy are the appropriate way forward. This itself was controversial enough, but at the time left the national governments to at least set their own tax rates and compete for business by having differing corporate tax rates. This idea too soon bit the dust. Countries like France and Italy with high corporate tax rates were jealous that a country such as Ireland with a low tax rate was able to drum up so much business. They began to push for a single minimum rate across the whole of the EU. For high tax countries this levelled the playing field, but forcing more competitive countries to become less so—for low tax countries—often with much smaller economies to begin with—they had to punish companies that had come to them in the first place seeking a safe haven for investment. The simple knee-jerk logic is this: As factor mobility increases within the EU, pressure will be placed on member states to lower their tax rates on mobile factors in order to attract business. This unchecked competition will lead to a race to the bottom in which tax rates will dip so low as to threaten countries abilities to supply public goods. In response, one might argue for the necessity of strict

Concept of criminal punishment Essay Example | Topics and Well Written Essays - 500 words

Concept of criminal punishment - Essay Example The English were notorious for their use of corporal punishment and their penchant for this form of punishment proliferated in their iniquitous colonies (Punishment ). The American colonies witnessed such abnormal cruelty at the hands of the English masters, and a semblance of civilized behavior was established after the advent of independence. Gradually, corporal punishment was rooted out of the American penal system, and the extant penal system has no room for such iniquitous measures (Punishment ). From the dawn of civilization, societies have implemented a wide array of punishments to deter crime. Initially and even today in some of the Islamic countries, the lex talionis or the law of equal retaliation used to hold sway. In this form of punishment the retribution is akin to the crime committed. For instance, in some Islamic countries, a thief’s hand is amputated. This is termed as the law of hudÃ… «d. An improvement over these barbaric customs was the exaction of money from the perpetrators of crime. This was predominant in England from the 5th to the 15th century. Such money was required to be paid as compensation for theft, personal injury and death (Champion, 2007). The American penal system is characterized by a high rate of incarceration. This is on account of the proliferation of crime and the resolve of the authorities to enhance the number of compulsory sentences. The discretionary powers of the judiciary have been curtailed, since the 1980’s with the consequence that the length of sentences increased from 39 to 54 months. This measure has been hailed as a grand success, because there was a substantial decrease in the crime rate. However, of late, the crime rate has displayed an increase. This has been attributed to the absence of a properly implemented rehabilitation program for convicts, and the proclivity of the authorities to imprison people with

Electric Filed Strength And Electric Flux Density

Electric Filed Strength And Electric Flux Density All bodies are made up of atoms, which consist of a nucleus containing protons (+ve) and neutrons (neutral) and surrounding the nucleus are orbiting electrons (-ve). When a body is uncharged it is electrically neutral, it has the same negative charge as positive charge. If a conductor had a deficit of electrons it would exhibit a net positive charge and if it was to have a surplus of electrons it would exhibit a net negative charge (remember the previous study of the atom reference +ve/-ve ions). An imbalance in charge can be produced by friction (removing or depositing electrons using materials such as silk and fur, respectively) or induction (by attracting or repelling electrons using a second body which is, respectively, positively or negatively charged). Coulombs Law states that if charged bodies exist at two points, the force of attraction (if the charges are of opposite polarity) or repulsion (if the charges have the same polarity) will be proportional to the product of the magnitude of the charges divided by the square of their distance apart. Thus: + + + Direct Inverse Proportionality Maths Q1 and Q2 are the charges present at the two points (in Coulombs), d is the distance separating the two points (in metres), F is the force (in Newtons), and k is a mathematical constant depending upon the medium in which the charges exist. In a vacuum or free space, ÃŽÂ µ0 is the permittivity of free space (8.854 x 10-12 F/m Farad per meter). The force exerted on a charged particle is a manifestation of the existence of an electric field. The electric field defines the direction and magnitude of a force on a charged object. The field itself is invisible to the human eye but can be drawn by constructing lines which indicate the motion of a free positive charge within the field; the number of field lines in a particular region being used to indicate the relative strength of the field at the point in question. The figure above shows the electric fields between charges of the same and opposite polarity. The figure below shows the field which exists between two charged parallel plates. B A As illustrated above, plates A and B are doped and charged to different potentials. If an electron that has a negative charge is placed between the plates, a force will act on the electron tending to push it away from the negative plate B and towards the positive plate A. Similarly, a positive charge would be acted on by a force tending to move it toward the negative plate. The region between the plates in which an electric charge experiences a force, is called an electrostatic field. The direction of the field is defined by the force acting on a positive charge placed in the field, i.e. the direction of the force is from the positive plate to the negative plate. Such a field may be represented in magnitude and direction by lines of electric force drawn between the charged surfaces. The closeness of the lines is an indication of the field strength. Whenever a p.d. is established between two points, an electric field will always exist. The figure above shows two parallel conducting plates separated from each other by air, and are connected to opposite terminals of a battery of voltage V volts. There is therefore an electric field in the space between the plates. If the plates are close together, the electric lines of force will be straight and parallel and equally spaced, except near the edge where fringing will occur (see previous figure). Over the area in which there is negligible fringing, E is the electric field strength (V/m), V is the applied potential difference across the parallel plates (V) and d is the distance (m). **Note: Electric Field Strength is also called Potential/Voltage Gradient. A unit electric flux is defined as emanating from a positive charge of 1 coulomb. Thus electric flux à Ã‹â€  is measured in coulombs, and for a charge of Q coulombs, the electric flux à Ã‹â€  is equal to Q coulombs. Electric flux density D is the amount of flux passing through a defined area A that is perpendicular to the direction of the flux: à Ã‹â€  is the electric flux measured in coulombs, Q is the electric charge also measured in coulombs, and A is the area in m2 over which the flux is distributed. Problem 1: Two parallel rectangular plates measuring 20cm by 40cm carry an electric charge of 0.2  µC. (a) Calculate the electric  ¬Ã¢â‚¬Å¡ux density. (b) If the plates are spaced 5mm apart and the voltage between them is 0.25 kV determine the electric field strength. Solution 1: PERMITTIVITY At any point in an electric field, the electric field strength E maintains the electric flux and produces a particular value of electric flux density D at that point. For a field established in vacuum (or for practical purposes in air), the ratio D/E is a constant ÃŽÂ µ0, i.e. ÃŽÂ µ0 is called the permittivity of free space or the free space constant. The value of ÃŽÂ µ0 is 8.854 x 10-12 F/m Farad per meter. When a dielectric (i.e. insulating medium separating charged surfaces), such as mica, paper, plastic or ceramic is introduced into the region of an electric field, the ratio of D/E is modified. ÃŽÂ µr is called the relative permittivity of the insulating material and indicates its insulating power compared with that of vacuum. ÃŽÂ µr has no units and typical properties of some common insulating dielectric materials are shown below. The product of ÃŽÂ µ0 ÃŽÂ µr is called the absolute permittivity, ÃŽÂ µ, i.e. As discussed earlier, the dielectric is an insulating medium separating charged surfaces and has the property of very high resistivity. They are therefore used to separate conductors at different potentials, such as capacitor plates or electric power lines. The dielectric strength of an insulating dielectric is the maximum electric field strength that can safely be applied to it before breakdown (conduction) occurs. The amount of charge produced for a given applied voltage on the two parallel plates shown earlier will depend not only on the physical dimensions but also on the insulating dielectric material that appears between the plates. Such materials need to have a very high value of resistivity (i.e. they must not conduct charge) coupled with an ability to withstand high voltages without breaking down. A more practical arrangement of parallel plates with an insulating dielectric material is shown. In this arrangement the ratio of charge, Q, to the potential difference, V, is given by the following relationship. A = area of one on the plates, in m2 D = thickness of the dielectric in m ÃŽÂ µ = absolute permittivity of the dielectric material *Later learning, i.e. the parallel plate capacitor/capacitance and physical dimensions. à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ single pair of plates à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ arrangement of n plates Problem 1: The  ¬Ã¢â‚¬Å¡ux density between two plates separated by mica of relative permittivity 5 is 2 µC/m2. Find the voltage gradient between the plates. Solution 1: Problem 2: Two parallel plates having a p.d. of 200V between them are spaced 0.8mm apart. What is the electric  ¬Ã‚ eld strength? Find also the electric  ¬Ã¢â‚¬Å¡ux density when the dielectric between the plates is (a) air, and (b) polythene of relative permittivity 2.3 Solution 2: SELF ASSESSMENT (1-2) NOTE: Where appropriate take ÃŽÂ µ0 as 8.85 x 10-12 F/m A capacitor uses a dielectric 0.04mm thick and operates at 30V. What is the electric field strength across the dielectric at this voltage? [Answer: 750kV/m] A two-plate capacitor has a charge of 25C. If the effective area of each plate is 5cm2 determine the electric  ¬Ã¢â‚¬Å¡ux density of the electric field. [Answer: 50 kC/m2] A charge of 1.5 µC is carried on two parallel rectangular plates each measuring 60mm by 80mm. (a) Calculate the electric  ¬Ã¢â‚¬Å¡ux density. (b) If the plates are spaced 10mm apart and the voltage between them is 0.5kV determine the electric  ¬Ã‚ eld strength. [Answer: (a) 312.5 µC/m2, (b) 50kV/m] Two parallel plates are separated by a dielectric and charged with 10 µC. Given that the area of each plate is 50cm2, calculate the electric  ¬Ã¢â‚¬Å¡ux density in the dielectric separating the plates. [Answer: 2mC/m2] The electric  ¬Ã¢â‚¬Å¡ux density between two plates separated by polystyrene of relative permittivity 2.5 is 5 µC/m2. Find the voltage gradient between the plates. [Answer: 226kV/m] Two parallel plates having a p.d. of 250V between them are spaced 1mm apart. (a) Determine the electric  ¬Ã‚ eld strength. (b) Find also the electric  ¬Ã¢â‚¬Å¡ux density when the dielectric between the plates is (i) air and (ii) mica of relative permittivity 5. [Answer: (a) 250kV/m (bi) 2.213 µC/m2 (bii) 11.063 µC/m2] CAPACITORS CAPACITANCE A capacitor is a device for storing electric charge. In effect, it is a reservoir into which charge can be deposited and then later extracted. In its simplest form a capacitor consists of two parallel metal plates which are separated by an insulating material known as a dielectric. C:Documents and SettingsHarveyMy DocumentsMy PicturesPicturePicture 028.jpg Because of the dielectric, current cannot flow from one plate to the other. When the capacitor is connected to a dc source, electrons accumulate on the plate connected to the negative supply terminal. The negative charge repels electrons from the atoms of the other plate. These electrons flow away to the positive terminal of the dc source; this leaves the plate positively charged. C:Documents and SettingsHarveyMy DocumentsMy PicturesPicturePicture 032.jpg If the capacitor is disconnected from the supply, the charges remain. The capacitor stores the electric charge indefinitely. The symbols for a fixed capacitor and a variable capacitor used in electrical circuit diagrams are shown below. Typical applications include reservoir and smoothing capacitors for use in power supplies, coupling a.c. signals between the stages of amplifiers, and decoupling supply rails (i.e. effectively grounding the supply rails as far as a.c. signals are concerned). The following figures illustrate what happens to a capacitor when it is charging and discharging. If the switch is left open (position A), no charge will appear on the plates and in this condition there will be no electric field in the space between the plates nor will there be any charge stored in the capacitor. When the switch is moved to position B, electrons will be attracted from the positive plate to the positive terminal of the battery. At the same time, a similar number of electrons will move from the negative terminal of the battery to the negative plate. This sudden movement of electrons will manifest itself in a momentary surge of current (conventional current will flow from the positive terminal of the battery towards the positive terminal of the capacitor). Eventually, enough electrons will have moved to make the e.m.f. between the plates the same as that of the battery. In this state, the capacitor is said to be fully charged and an electric field will be present in the space between the two plates. If, at some later time the switch is moved back to position A, the positive plate will be left with a deficiency of electrons whilst the negative plate will be left with a surplus of electrons. Furthermore, since there is no path for current to flow between the two plates the capacitor will remain charged and a potential difference will be maintained between the plates. Now assume that the switch is moved to position C. The excess electrons on the negative plate will flow through the resistor to the positive plate until a neutral state once again exists (i.e. until there is no excess charge on either plate). In this state the capacitor is said to be fully discharged and the electric field between the plates will rapidly collapse. The movement of electrons during the discharging of the capacitor will again result in a momentary surge of current (current will flow from the positive terminal of the capacitor and into the resistor). The figure below shows the direction of current flow during charging (i.e. the switch in position B) and discharging (i.e. the switch in position C). It should be noted that current flows momentarily in both circuits even though you may think that the circuit is broken by the gap between the capacitor plates! The charge Q (in coulombs) stored in a capacitor is given by: I is the current in amperes and t is the time in seconds. Charge Q on a capacitor is proportional to the applied voltage V, i.e. Q V. Direct Inverse Proportionality Maths Q = CV The constant of proportionality C is the capacitance. The unit of capacitance C is the farad F (or more usually  µF =10-6F or pF =10-12F), and is defined as the capacitance when a p.d. of one volt appears across the plates when charged with one coulomb. Capacitance is the ability of a circuit or object (i.e. in this case a capacitor) to store electric charge. Problem 1: (a) Determine the p.d. across a 4  µF capacitor when charged with 5 mC (b) Find the charge on a 50 pF capacitor when the voltage applied to it is 2 kV. Solution 1: Problem 2: A direct current of 4A flows into a previously uncharged 20  µF capacitor for 3 ms. Determine the p.d. between the plates. Solution 2: Problem 3: A 5 µF capacitor is charged so that the p.d. between its plates is 800V. Calculate how long the capacitor can provide an average discharge current of 2 mA. Solution 3: SELF ASSESSMENT (3) Find the charge on a 10  µF capacitor when the applied voltage is 250 V. (Answer: 2.5 mC) Determine the voltage across a 1000à Ã‚ F capacitor to charge it with 2  µC. (Answer: 2 kV) The charge on the plates of a capacitor is 6 mC when the potential between them is 2.4 kV. Determine the capacitance of the capacitor. (Answer: 2.5  µF) For how long must a charging current of 2 A be fed to a 5  µF capacitor to raise the p.d. between its plates by 500V. (Answer: 1.25 ms) A direct current of 10 A flows into a previously uncharged 5  µF capacitor for 1 ms. Determine the p.d. between the plates. (Answer: 2 kV) A 16  µF capacitor is charged at a constant current of 4  µA for 2 minutes. Determine the final p.d. across the capacitor and the corresponding charge in coulombs. (Answer: 30V, 480  µC) A steady current of 10 A flows into a previously uncharged capacitor for 1.5 ms when the p.d. between the plates is 2 kV. Find the capacitance of the capacitor. (Answer: 7.5 µF) CAPACITANCE AND PHYSICAL DIMENSIONS (Conventional Parallel Plate Capacitor) The capacitance of a capacitor depends upon the physical dimensions of the capacitor (i.e. the size of the plates and the separation between them) and the dielectric material between the plates. The capacitance of a conventional parallel plate capacitor is given by: Where, C = Capacitance, unit of measure farads (F) ÃŽÂ µ0 = Permittivity of free space or the free space constant (8.85 x 10-12 F/m) ÃŽÂ µr = Relative permittivity of the dielectric medium between the plates (ÃŽÂ µr has no units as it is a ratio of density material/vacuum) A = Area of one of the plates (m2) d = Thickness of the dielectric or separation between the plates (m) In order to increase the capacitance of a capacitor, many practical components employ multiple plates as shown. Ten plates are shown, forming nine capacitors with a capacitance nine times that of one pair of plates. Such an arrangement has n plates then capacitance C à ¢Ã‹â€ Ã‚  (n -1). Thus capacitance is then given by: Problem 1: A ceramic capacitor has an effective plate area of 4cm2 and separated by 0.1 mm of ceramic of relative permittivity 100. Calculate the capacitance of the capacitor in picofarads (à Ã‚ F). If the capacitor in part (a) is given a charge of 1.2 µC what will be the p.d. between the plates? Solution 1: Problem 2: A waxed paper capacitor has two parallel plates, each of effective area 800 cm2. If the capacitance of the capacitor is 4425 pF determine the effective thickness of the paper if its relative permittivity is 2.5. Solution 2: Problem 3: A parallel plate capacitor has nineteen interleaved plates each 75 mm by 75 mm and separated by mica sheets 0.2 mm thick. Assuming that the relative permittivity of the mica is 5, calculate the capacitance of the capacitor. Solution 3: n = 19, thus (n 1) = 18 A = 75 x 75 = 5625mm2 ÃŽÂ µr = 5, ÃŽÂ µ0 = 8.85 x 10-12 F/m d = 0.2mm = 0.2 x 10-3m SELF ASSESSMENT (4) ** Where appropriate take ÃŽÂ µ0 as 8.85 x 10-12 F/m. A capacitor consists of two parallel plates each of area 0.01 m2, spaced 0.1 mm in air. Calculate the capacitance in picofarads (pF). [Answer: 885 pF] A waxed paper capacitor has two parallel plates, each of effective area 0.2m2. If the capacitance is 4000 pF determine the effective thickness of the paper if its relative permittivity is 2. [Answer: 0.885 mm] Calculate the capacitance of a parallel plate capacitor having 5 plates, each 30 mm by 20 mm and separated by a dielectric 0.75 mm thick having a relative permittivity of 2.3. [Answer: 65.14 pF] How many plates does a parallel plate capacitor have if its capacitance is 5nF, each plate is 40mm by 40mm and each dielectric is 0.102mm thick with a relative permittivity of 6? [Answer: 7] A parallel plate capacitor is made from 25 plates, each 70mm by 120mm interleaved with mica of relative permittivity 5. If the capacitance of the capacitor is 3000pF determine the thickness of the mica sheet. [Answer: 2.97mm] The capacitance of a parallel plate capacitor is 1000pF. It has 19 plates, each 50mm by 30mm separated by a dielectric of thickness 0.40mm. Determine the relative permittivity of the dielectric. [Answer: 1.67] CAPACITORS CONNECTED IN PARALLEL AND SERIES CAPACITORS CONNECTED IN PARALLEL The figure above shows three capacitors, C1, C2 and C3 connected in parallel with a supply voltage V applied across the arrangement. (Note: just like resistors in parallel, the supply voltage V is the same across each parallel capacitor) V = V1 = V2 = V3 When the charging current I reaches point A it divides, some flowing into C1, some flowing into C2 and some into C3. Hence the total charge QT (i.e. QT= I x t) is divided between the three capacitors. The capacitors each store a charge and these are shown as Q1, Q2 and Q3 respectively. Hence, But, QT=CV (where C is the total equivalent circuit capacitance) And, Q1=C1V Q2=C2V Q3=C3V Therefore, CV = C1V + C2V + C3V (where C is the total equivalent circuit capacitance) Dividing throughout by the common V giving, C = C1 + C2 + C3 à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. + Cn The equivalent capacitance of a group of parallel connected capacitors is the sum of the capacitances of the individual capacitors. CAPACITORS CONNECTED IN SERIES The figure above shows three capacitors, C1, C2 and C3 connected in series across a supply voltage V. Let the p.d. across the individual capacitors be V1, V2 and V3 respectively as shown. Let the charge on the plate a of the capacitor C1 be +Q coulombs. This induces and equal but opposite charge of -Q coulombs on plate b. The conductor between plates b and c is electrically isolated from the rest of the circuit so that an equal but opposite charge of +Q coulombs must appear on plate c, which, in turn, induces an equal and opposite charge of -Q coulombs on plate d, and so on. Hence when capacitors are connected in series the charge on each is the same. QT = Q1 = Q2 = Q3 In a series circuit: V = V1 + V2 + V3 (Similar to resistors in series) Since, then (where C is the total equivalent circuit capacitance) Dividing throughout by the common Q giving, (Where C is the total equivalent circuit capacitance) For series connected capacitors, the reciprocal of the equivalent capacitance is equal to the sum of the reciprocals of the individual capacitance. For special case of two capacitors in series, Hence, i.e. Problem 1: Calculate the equivalent capacitance of two capacitors of 6ÃŽÂ ¼F and 4ÃŽÂ ¼F connected in (a) Parallel (b) Series. Solution 1: Problem 2: What capacitance must be connected in series with a 30ÃŽÂ ¼F capacitor for the equivalent capacitance to be 12ÃŽÂ ¼F? Solution 2: Problem 3: Capacitances of 1ÃŽÂ ¼F, 3ÃŽÂ ¼F, 5ÃŽÂ ¼F and 6ÃŽÂ ¼F are connected in parallel to a direct voltage supply of 100V. Determine (a) the equivalent circuit capacitance, (b) the total charge and (c) the charge on each capacitor. Solution 3: Problem 4: Capacitances of 3ÃŽÂ ¼F, 6ÃŽÂ ¼F and 12ÃŽÂ ¼F are connected in series across a 350V supply. Calculate (a) the equivalent circuit capacitance, (b) the charge on each capacitor, and (c) the p.d. across each capacitor. Solution 4: Problem 5: For the arrangement shown, find (a) the equivalent capacitance of the circuit, (b) the voltage across QR and (c) The charge on each capacitor. Solution 5: SELF ASSESSMENT (5) Capacitors of 2 µF and 6 µF are connected (a) in parallel and (b) in series. Determine the equivalent capacitance in each case. [Answers: (a) 8ÃŽÂ ¼F (b) 1.5ÃŽÂ ¼F] Find the capacitance to be connected in series with a 10 µF capacitor for the equivalent capacitance to be 6 µF. [Answer: 15ÃŽÂ ¼F] What value of capacitance would be obtained if capacitors of 0.15 µF and 0.10 µF are connected in (a) series and (b) parallel? [Answers: (a) 0.06ÃŽÂ ¼F (b) 0.25ÃŽÂ ¼F] Two 6 µF capacitors are connected in series with one having a capacitance of 12 µF. Find the total equivalent circuit capacitance. What capacitance must be added in series to obtain a capacitance of 1.2 µF? [Answers: (a) 2.4ÃŽÂ ¼F (b) 2.4ÃŽÂ ¼F] For the arrangement shown below, find (a) the equivalent circuit capacitance and (b) the voltage across a 4.5ÃŽÂ ¼F capacitor. [Answers: (a) 1.2ÃŽÂ ¼F (b) 100V] Three 12 µF capacitors are connected in series across a 750V supply. Calculate (a) the equivalent capacitance, (b) the charge on each capacitor and (c) the p.d. across each capacitor. [Answers: (a) 4 µF (b) 3mC (c) 250V] If two capacitors having capacitances of 3 µF and 5 µF respectively are connected in series across a 240V supply, determine (a) the p.d. across each capacitor and (b) the charge on each capacitor. [Answers: (a) 150V, 90V (b) 0.45 mC on each] Capacitances of 4 µF, 8 µF and 16 µF are connected in parallel across a 200V supply. Determine (a) the equivalent capacitance, (b) the total charge and (c) the charge on each capacitor. [Answers: (a) 28  µF (b) 5.6mC (c) 0.8mC, 1.6mC, 3.2mC] DIELECTRIC STRENGTH The maximum safe working voltage is the maximum voltage that can be applied to the terminals of a capacitor without causing damage to the capacitor. The manufacturer specifies this voltage. The limit is necessary so that the field strength in the dielectric does not exceed a value that would cause the dielectric to breakdown and loose its insulating properties. The figure quoted by the manufacturer for a capacitor is also known as the dielectric strength and will be in volts per metre. E is the dielectric strength (V/m), V is the applied potential difference across the parallel plates (V) and d is the distance (m). **Note: Equation identical to Electric Field Strength (Potential/Voltage Gradient). Problem1: A capacitor is to be constructed so that its capacitance is 0.2 µF and to take a p.d. of 1.25kV across its terminals. The dielectric is to be mica and has a dielectric strength of 50MV/m. Find (a) the thickness of the mica needed, and (b) the area of a plate assuming a two-plate construction. (Assume ÃŽÂ µr for mica to be 6). Solution 1: ENERGY STORED IN CAPACITORS The energy, W, stored by a capacitor is given by, Where, W is the energy (in Joules), C is the capacitance (in Farads), and V is the potential difference (in Volts). Problem 1: (a) Determine the energy stored in a 3 µF capacitor when charged to 400V. (b) Find also the average power developed if this energy is dissipated in a time of 10 µs. Solution 1: Problem 2: A 12 µF capacitor is required to store 4J of energy. Find the p.d. to which the capacitor must be charged. Solution 2: Problem 3: A capacitor is charged with 10mC. If the energy stored is 1.2J, determine (a) the voltage and (b) the capacitance. Solution 3: SELF ASSESSMENT (6) ** Where appropriate take ÃŽÂ µ0 as 8.85 x 10-12 F/m. When a capacitor is connected across a 200V supply the charge is 4 µC. Find (a) the capacitance and (b) the energy stored. [Answer: (a) 0.02 µF (b) 0.4mJ] Find the energy stored in a 10 µF capacitor when charged to 2kV. [Answer: 20 J] A 3300pF capacitor is required to store 0.5mJ of energy. Find the p.d. to which the capacitor must be charged. [Answer: 550 V] A capacitor is charged with 8mC. If the energy stored is 0.4J, determine (a) the voltage and (b) the capacitance. [Answer: (a) 100V (b) 80  µF] A capacitor, consisting of two metal plates each of area 50 cm2 and spaced 0.2mm apart in air, is connected across a 120V supply. Calculate (a) the energy stored (b) the electric  ¬Ã¢â‚¬Å¡ux density and (c) the potential gradient (i.e. electric field strength). [Answer: (a) 1.593 µJ (b) 5.31 µC/m2 (c) 600kV/m] D.C TRANSIENTS Networks of capacitors and resistors (known as C-R circuits) form the basis of many timing and pulse shaping circuits and are thus often found in practical electronic circuits. When a d.c. voltage is applied to a capacitor C and resistor R connected in series, there is a short period of time immediately after when the voltage is connected that the current flowing in the circuit and voltages across C and R are changing. These changing values are called transients. CHARGING A CAPACITOR The figure above shows a series connected C-R circuit. When the switch S is closed, then by Kirchhoffs valotage law: V = Vc + VR The battery voltage V is constant. The capacitor voltage Vc is given by, The voltage drop across R (i.e. VR) is given by, Hence at all times: At the instant of closing S (i.e. initial circuit condition), assuming there is no initial charge on the capacitor, Q is zero (i.e. Q0), hence Vc is zero (i.e. VC0). (Note: From equation Vc = Q / C). Thus from equation V = Vc + VR, V = 0 + VR (i.e. V = VR = IR) A short time later at time T1 seconds after closing S, the capacitor is partly charged to, say, Q1 coulombs because current has been flowing. The voltage VC1 is now, If the current flowing is I1 amperes, then the voltage drop across R has fallen to VR1 = I1R volts. Thus from equation V = Vc + VR A short time later still, say at time T2 seconds after closing S, the charge has increased to Q2 coulombs and VC has increased to, Since V = VC + VR and V is a constant, then VR decreases to I2R. Thus VC is increasing and I and VR are decreasing as time increases. Ultimately, a few seconds after closing S (i.e. at the final or steady state condition), the capacitor is fully charged to, say Q coulombs, current no longer flows, i.e. I = 0, and hence VR = IR = 0. It follows from equation V = Vc + VR that V = VC. Curves showing the changes in VC, VR and I with time are shown below. The curve showing the variation of VC with time is called an exponential growth curve and the graph is called the capacitor voltage / time characteristic. The curves showing variations of VR and I with time are called exponential decay curves, and the graphs are called resistor voltage / time and current / time characteristics respectively. The name exponential shows that the shape can be expressed mathematically by an exponential mathematical equation, as shown below. Growth of capacitor voltage, Decay of resistor voltage, Decay of resistor current, TIME CONSTANT (à Ã¢â‚¬Å¾ TAU) FOR A C-R CIRCUIT As shown earlier, if a constant d.c. voltage is applied to a series connected C-R circuit, a exponential transient growth curve of capacitor voltage VC results as shown below. With reference to the figure below, the constant voltage supply is replaced by a variable voltage supply at time t1 seconds. The voltage is varied so that the current flowing in the circuit is constant. Since the current flowing is a constant, the curve will follow a tangent, AB, drawn to the curve at point A. Let the capacitor voltage VC reach its final value of V at time t2 seconds. The time corresponding to (t2-t1) seconds is called the time constant of the circuit, denoted by the Greek letter tau, à Ã¢â‚¬Å¾. The value of the time constant is CR seconds, i.e. for a series connected C-R circuit, (seconds) Where C is capacitance (F), R is the resistance (à ¢Ã¢â‚¬Å¾Ã‚ ¦) and à Ã¢â‚¬Å¾ is the time constant (s) DISCHARGING A CAPACITOR When a capacitor is charged (i.e. with the switch in position A), and the switch is then moved to position B, the electrons stored in the capacitor keep the current flowing for a short time. Initially, at the instant of moving from A to B, the current flow is such that the capacitor voltage VC is balanced by equal and opposite voltage (Kirchhoffs 2nd law), i.e. VC = VR = IR. Finally the transients decay exponentially as current is reduced to zero, i.e. VC = VR = 0. The transient curve representing the voltages and current are shown below. The equations representing the transient curves during discharge period of a series connected C-R circuit are: Decay of voltage, Decay of current, When a capacitor has been disconnected from the supply it may still be charged and it may retain this charge for some considerable time. Thus precautions must be taken to ensure that the capacitor is automatically discharged after the supply is switched off. This is done by connecting a high value resistor across the capacitor terminals. Problem 1: A capacitor is charg

The Birth of My Daughter :: Essays Papers

The Birth of My Daughter The moment to give birth to my daughter Anais came very quickly. My doctor, a young male wearing blue scrubs wheeled me to the delivery room with the assistance of a female nurse wearing green scrubs, and my husband, which was also wearing scrubs. The hospital delivery room felt very cold and very sterile. The walls were painted white with gray tile covering one half of the walls, and there was a smell of soap in the air. The delivery room was equipped with a gurney covered with white starchy linen, a large stainless steel lamp with a microscope sticking out of one side stood next to the gurney, a baby incubator that look like a large clear plastic rectangular box with two round holes on one side, and a table covered with very neatly placed stainless steel surgical instruments. In the delivery room, were four people, a male anesthesiologist and three female nurses wearing green scrubs, facemasks, and gloves. The anesthesiologist was seated next to the head of the gurney with an air tank and IV, in the event I had to undergo a cesarean due to having developed gestational diabetes during my pregnancy. One of the major problems a woman with gestational diabetes faces is a condition the baby may develop called "macrosomia." Macrosomia means "large body" and refers to a baby that is considerably larger than normal. All of the nutrients the fetus receives come directly from the mother's blood. If the mother’s blood has too much glucose (simple sugar), the pancreas of the fetus senses the high glucose levels and produces more insulin (a hormone regulating the glucose level in blood) in an attempt to use the glucose. The fetus converts the extra glucose to fat. Occasionally, the baby grows too large to be delivered through the vagina and a cesarean delivery becomes necessary. On the other side of the gurney stood one of the nurses checking the baby incubator, while the other two were standing next to the table with the surgical instruments. Immediately upon entering the delivery room, two of the nurses transferred me to the gurney in the delivery room, where the doctor checked me and said I had a ways to go but that I had already dilated to 7 centimeters (the amount the cervix has opened in preparation for childbirth).

Human Resource Development Essay

Involve them, trust them and treat them as resource or assets. 3- Fours on strengths of people and help them overcome their weakness. 4- Integrate individual’s needs & aspiration to organization Objectives of HRD:- 1- Develop high motivation level – To strengthen superior-subordinate relationship 3- To develop a sense of team spirit, team work & inter team collaboration. 4- To develop the original health, culture & climate. 5- To generate systematic info about HR 6- To increase the capabilities of an organization to recruit, select, retain and motivate talented employees. 7- To develop constructive mind in employees. 8- To generate info about HR for manpower planning, placement, successive planning and like. Author – Meera Sharma SCOPE: The field of HRD or Human Resource Development encompasses several aspects of enabling and empowering human resources in organization. Whereas earlier HRD was denoted as managing people in organizations with emphasis on payroll, training and other functions that were designed to keep employees happy, the current line of management thought focuses on empowering and enabling them to become employees capable of fulfilling their aspirations and actualizing their potential. This shift in the way human resources are treated has come about due to the prevailing notion that human resources are sources of competitive advantage and not merely employees fulfilling their job responsibilities. The point here is that the current paradigm in HRD treats employees as value creators and assets based on the RBV or the Resource Based View of the firm that has emerged in the SHRM (Strategic Human Resource Management) field. The field of HRD spans several functions across the organization starting with employee recruitment and training, appraisals and payroll and extending to the recreational and motivational aspects of employee development. The main functions of HRD are:- 1. Training and development Training and development is aimed at improving or changing the knowledge skills and attitudes of the employees. While training involves providing the knowledge and skills required for doing a particular job to the employees, developmental activities focus on preparing the employees for future job responsibilities by increasing the capabilities of an employee which also helps him perform his present job in a better way. These activities start when an employee joins an organization in the form of orientation and skills training. After the employee becomes proficient, the HR activities focus on the development of the employee through methods like coaching and counseling. 2 Organization development OD is the process of increasing the effectiveness of an organization along with the well being of its members with the help of planned interventions that use the concepts of behavioral science. Both micro and macro changes are implemented to achieve organization development. While the macro changes are intended to improve the overall effectiveness of the organization the micro changes are aimed at individuals of small groups. Employee involvement programmes requiring fundamental changes in work expectation, reporting, procedures and reward systems are aimed at improving the effectiveness of the organization. The human resource development professional involved in the organization development intervention acts as an agent of change. He often consults and advising the line manager in strategies that can be adopted to implement the required changes and sometimes becomes directly involve in implementing these strategies. 3. Career development It is a continuous process in which an individual progresses through different stages of career each having a relatively unique set of issues and tasks. Career development comprises of two distinct processes. Career Planning and career management. Whereas career planning involves activities to be performed by the employee, often with the help of counselor and others, to assess his capabilities and skills in order to frame realistic career plan. Career management involves the necessary steps that need to be taken to achieve that plan. Career management generally focus more on the steps that an organization that can take to foster the career development of the employees.

Free Essays on Leonin

Leonin Leonin was born in Paris, France in the year 1135 AD (Estrella, 2004). He had such a musical influence to the pioneers of our medieval time period even after his death in the year 1201 AD (Estrella, 2004). Leonin was even considered one of the greatest musical minds in the history of Western Music. He received his well earned education at Notre Dame Cathedral in Paris. Eventually, he served as a canon (Estrella, 2004). He was a French composer as well as poet (Estrella, 2004). Though his significance came from his work with music, his poetry was also well recognized. Though very little is known about the life and details of Leonin, the impact he made in the music world has lasted for ages now. The only writings on Leonin from his earlier life time, came from a later student at the Cathedral known as Anonymous IV (Estrella, 2004). This person is supposed to be an Englishman who left a treatise on theory (Estrella, 2004). Anonymous IV mentions Leonin as the great composer of the Magnus liber (Estrella, 2004). One of Leonin’s greatest achievements was the creation of the Magnus liber organi (The Great Book of Organum). The Great Book of Organum, is a cycle of two-part Graduals, Alleluias, and responsories for the entire church year (Grout, p 77). Unfortunately, the Magnus liber does not exist in its original form (Grout, p 78). . There are manuscripts preserved in libraries at Florence, Wolfenbuttel, Madrid, and elsewhere (Grout, p 78). There is no knowledge of exactly how much of the Magnus liber Leonin composed (Grout, p 79). . Organum is the earliest form of medieval polyphonic music (Estrella, 2004). Before any of the works of Leonin, there is no evidence of any type of comprehensive rhythmic system (Estrella, 2004). Leonin improved organum by adding rhythmic structure to the tenor (Grout, p 79). This rhythmic system is based on six different rhythmic patterns known as rhythmic modes (Estrella, 2004).... Free Essays on Leonin Free Essays on Leonin Leonin Leonin was born in Paris, France in the year 1135 AD (Estrella, 2004). He had such a musical influence to the pioneers of our medieval time period even after his death in the year 1201 AD (Estrella, 2004). Leonin was even considered one of the greatest musical minds in the history of Western Music. He received his well earned education at Notre Dame Cathedral in Paris. Eventually, he served as a canon (Estrella, 2004). He was a French composer as well as poet (Estrella, 2004). Though his significance came from his work with music, his poetry was also well recognized. Though very little is known about the life and details of Leonin, the impact he made in the music world has lasted for ages now. The only writings on Leonin from his earlier life time, came from a later student at the Cathedral known as Anonymous IV (Estrella, 2004). This person is supposed to be an Englishman who left a treatise on theory (Estrella, 2004). Anonymous IV mentions Leonin as the great composer of the Magnus liber (Estrella, 2004). One of Leonin’s greatest achievements was the creation of the Magnus liber organi (The Great Book of Organum). The Great Book of Organum, is a cycle of two-part Graduals, Alleluias, and responsories for the entire church year (Grout, p 77). Unfortunately, the Magnus liber does not exist in its original form (Grout, p 78). . There are manuscripts preserved in libraries at Florence, Wolfenbuttel, Madrid, and elsewhere (Grout, p 78). There is no knowledge of exactly how much of the Magnus liber Leonin composed (Grout, p 79). . Organum is the earliest form of medieval polyphonic music (Estrella, 2004). Before any of the works of Leonin, there is no evidence of any type of comprehensive rhythmic system (Estrella, 2004). Leonin improved organum by adding rhythmic structure to the tenor (Grout, p 79). This rhythmic system is based on six different rhythmic patterns known as rhythmic modes (Estrella, 2004)....

How near are university researchers in resolving the cancer puzzle

How near are university researchers in resolving the cancer puzzle Hashtag: #DiaMundialcontraelCancer (World Day Against Cancer) Complete Cure for Cancer Multiple Diseases in One Along with 14 million cancer patients and in memory of 8.2 million people who died from the disease, humanity observed the 2015 #DiaMundialcontraelCancer or World Day Against Cancer asking the same unanswered question. Is there a complete cure for cancer? While the number of new cases according to WHO will rise to about 70% in the next few years, a complete cure for cancer remains an elusive dream. The reason is that cancer, unlike other diseases, is actually a large group of diseases that rapidly spread from the affected part to other organs of the human body. Knowledge about the causes and prevention of cancer is wide but still, after so many years of exhaustive study, researchers are still all at sea and cannot offer a complete cure for cancer. Early detection and treatment according to WHO increased the possibility of the cure, but with 8 million cancer-related deaths and estimated 70% rise in the number of new cancer cases over the next 2 years, these methods seems inadequate. The most probable reason is the fact that not all people, due to behavioral, economic, and other factors, is health conscious or be able to avail of cancer diagnostic services. Alternatively, cancer prevention or avoidance of physical (ultraviolet and ionizing radiation), chemical (asbestos, smoke from tobacco, etc), and biological (viruses, bacteria, etc.) carcinogens has more potential, but modification and avoidance of risk factors is another problem because it depends on age, individual lifestyle or status in life. A cure for cancer, therefore, is the most appropriate solution in reducing fatalities of this dreadful and life-damaging disease. Cancer Research Developments The institution of higher education such as universities and colleges around the world has cancer research facilities that consistently attempt to develop anti-cancer drugs. In particular, the University of Chicago Medicine Comprehensive Cancer Center or UCCCC and University of Edinburgh UK Cancer Research Centre are very active in developing a treatment for cancer. UCCCC in 2014 finally tested OTS964, an anti-cancer drug developed in almost a decade, in rats. Anti-cancer drugs developed by UCCC before can only suppress the growth of cancer cells but OTS964 effectively killed or eradicated T-lymphokine-activated killer cell, cancer cells believed responsible for tumor growth. UCCC is now preparing for phase 1 clinical trial for OTS964 and working to crack the code behind abnormal DNA sequence responsible for the reproduction of cancer cells and develop a drug for altered DNA. Researchers in University of Edinburgh UK Cancer Research Center are now ready to begin clinical trials of panRAF inhibitors, a new class of drugs targeting Src family kinases in melanoma ( the deadliest form of skin cancer) patients with BRAF inhibitors-resistant tumors. The drug is capable of halting the growth of faulty protein responsible for boosting the growth of melanomas. By targeting multiple signaling biological pathways simultaneously, panRAF inhibitors can eliminate drug-resistant cancer cells and restore the effectiveness of other cancer treatments. The development of these promising anti-cancer drugs and implementation of pioneering techniques in cancer treatment research suggest that academic researchers are years away from discovering the ultimate cure for cancer. However, since researchers already discovered the weak points of killer cancer cells and technology is rapidly advancing, it will be sooner than expected.

About book Frankenstein Assignment Example | Topics and Well Written Essays - 1000 words

About book Frankenstein - Assignment Example According to Shelley‘s novel, Frankenstein involved himself in exploration of anatomy and physiology without any assistance, and as a result, he created a monster that turned out to be miserable and was rejected by the society. This monster filled the heart of Victor with breathless disgust and horror (Shelley 39). It also had an innocent mind because it did not know its origin. With a quest to know its origin, the monster began learning the language of humans through three books he found in the home of the cottager. These books are sorrows of Werther; paradise lost, and finally Plutarch lives and they all shared the experiences of the world. Upon reading these books, the creature discovered that the more he gained the knowledge about himself, the more his pain intensified. He also learnt that human beings can as well act like monsters. From her story, we are able to see that her education point of view is that the education destroys self, rather than improving it. The monster developed through acquisition of language and learnt various human accomplishment and virtues. At the same time, he gained the knowledge about the suffering of people, and as a result, he was able to distinguish what was evil and what was good (Hobbler 67). Therefore, the good became preferable to him, but later as his civilization increased, it became a tragedy since he did not know where he belonged, man or a monster, evil or good. He felt forsaken and felt like an outcast, who did not have any protection or guidance, as humans did. At first, he was a creature who possessed subtle sensations, but after reading the three books, he became a creature with evil passions (Shelley 120). Because of the lack of protection and guidance, the monster decided to revenge because he was an outcast. Not only does the growth of the monster reflect education as both poison and remedy, but also it reflects it

Self-Report Measures Essay Example | Topics and Well Written Essays - 500 words

Self-Report Measures - Essay Example They are ideal tools when the researcher wishes to study a few participants in greater detail (Stangor, 2010). A typical example would be the use of T.A.T. (Thematic Apperception Test) cards to gather data from the participants. The stories told by participants yield rich data; but it can become very cumbersome to study a large sample in this manner. Fixed Format Self Report measures, on the other hand, are techniques that limit the number of responses that a subject can give to any answer by providing alternatives, or scaled attributes; where the participant indicates one (or more) of the alternatives provided as a response. With such measures, the data obtained is easily analyzed with quantitative techniques; but is limited in that the participant cannot give a response that is not provided among the options (Stangor, 2010). A typical example would be the use if Likert Scales to measure the extent of agreement or disagreement with a particular issue. Such measures can be used with a large sample size; often many individuals can be asked to contribute data at the same time. Explain the advantages of free-format self-report measures and fixed-format self-report measures. No.