Nurse and Friar Lawrence Essay

The Nurse and Friar Lawrence knew more about Romeo and Juliet than their parents. In Juliet’s case, it is due to the fact that she was raised and breastfed as a child and mentored her whole life by the Nurse. â€Å"When it did taste the wormwood on the nipple Of my dug and felt it bitter, pretty fool, To see it tetchy and fall out with the dug! Shake quoth the dove-house: ’twas no need, I trow, To bid me trudge: And since that time it is eleven years; For then she could stand alone; nay, by the rood, She could have run and waddled all about† (Act 1, Scene 3, verses 31-38) She probably respected and understood the nurse more than her own mother. For Romeo, he didn’t look like he enjoyed spending time with his family or friends; he was too busy falling in love with different women. And when Romeo had trouble with anything, he would consult with Friar Lawrence for help or guidance. Friar Lawrence also knew when something was bothering Romeo. â€Å"Therefore thy earliness doth me assure Thou art up-roused by some distemp’rature; Or if not so, then here I hit it right, Our Romeo hath not been in bed tonight. (Act 2, Scene 3, verses 39-43) Romeo and Juliet obviously felt like they could open up to the Nurse and Friar Lawrence, probably because their parents were very stubborn about each other’s families; and the Nurse and Friar Lawrence were not. Juliet enjoys spending time with the Nurse more than her own mother for several reasons. The Nurse always wants the best for Juliet, and she always wants Juliet to be happy and comfortable. She was also always looking out for Juliet, she even warned Romeo that if he was playing with Juliet she would take care of him. Now, afore God, I am so vexed, that every part about me quivers. Scurvy knave! Pray you, sir, a word: and as I told you, my young lady bade me inquire you out; what she bade me say, I will keep to myself: but first let me tell ye, if ye should lead her into a fool’s paradise, as they say, it were a very gross kind of behavior, as they say: for the gentlewoman is young; and, therefore, if you should deal double with her, truly it were an ill thing to be offered to any gentlewoman, and very weak dealing. (Act 2, Scene 4, verses 147-155) The Nurse always puts Juliet in her best interests. The Nurse also understands Juliet better than her mother does, and when she told the Nurse that she loved Romeo, the Nurse was a bit skeptic, but she understood completely. On the other hand, when her mother confronted her about marrying Paris, and Juliet said that she would not be a happy bride, her mother told her that her father would deal with her. When Juliet told the same thing to her father, he yelled at her and disowned her, and said she was a curse. â€Å"How now, how now, chop-logic! What is this? ‘Proud,’ and ‘I thank you,’ and ‘I thank you not;’ And yet ‘not proud,’ mistress minion, you, Thank me no thankings, nor, proud me no prouds, But fettle your fine joints ‘gainst Thursday next, To go with Paris to Saint Peter’s Church, Or I will drag thee on a hurdle thither. Out, you green-sickness carrion! out, you baggage! You tallow-face! (Act 3, Scene 5, verses 149-157) Juliet was closer to the Nurse because the Nurse was not strict or angry with her, ever. Romeo was often guided and given advice by Friar Lawrence. Romeo considered Friar Laurence someone he could confide in, and therefore told him about his newfound love, Juliet, as soon as possible. The Friar, however, was not convinced. He felt that Romeo was very hasty in his decisions, having been so infat uated with Rosaline, and stated, â€Å"Holy Saint Francis, what a change is here! Is Rosaline, whom thou didst love so dear, So soon forsaken? Young men’s love then lies Not truly in their hearts, but in their eyes. † (Act 2, Scene 3, verses 65-68) Being a very wise man, he warned Romeo to slow down a bit, but Romeo stood firm. At that point, the only good Friar Laurence saw in the relationship was that it could eventually bring together the houses of Capulet and Montague. That first scene with the Friar shows his careful, wise manner and his loving care for Romeo’s best interests. Friar Laurence stood firm throughout the book, as he attempted to guide Romeo and Juliet during their struggles. The Nurse and Friar Laurence were people that always had Romeo and Juliet’s best interests in mind, and they were easy for Romeo and Juliet to open up to. For these reasons, and the reasons stated in other paragraphs, Friar Lawrence and the Nurse were definitely stronger parental figures to Rome and Juliet.

Every Child Must Be Trained for the Future (Article with Examples)

Every child must be educated and equipped with the skills that will let him thrive in the economy of the future, said Education Minister Heng Swee Keat. While Singapore has built an education system admired for its high student achievement rates and top-notch teaching force, it must now align its system to cope with the fast pace of globalisation, technological change and innovation. The world economy will become even more complex and jobs do not have clearly defined boundaries, Mr Heng told an audience of 200 participants at the Singapore Conference here on Wednesday. Elaborating, he said that the line between manufacturing and services has blurred. And both are also overlaid with the digital economy, he added, noting for example that IT giant Apple sells ‘an experience, not just a product'. On how technology is changing swiftly, he noted how the Human Genome Project, started in 1990, took 13 years and nearly US$4 billion to complete. But last month, a private company in California announced a machine that will map an entire genome for US$1,000 (S$1,250) in one day. A more complex economy means a greater variety of different jobs will exist, requiring a wide range of skills. Said Mr Heng: ‘Hence, to prepare our students for the future, it is critical for us to have some notions of the variety and demands of the jobs of the future. The education system can then tailor the right skill sets for each individual. ‘Not all the jobs will require academic degrees. Indeed, in many areas, practical, hands-on skills are valued. ‘ He added that aligning education to industry needs as Singapore does with its universities, Institute of Technical Education and polytechnics will continue to be critical. But in whatever area, deep skills, high standards and strong motivation will be needed. ‘ A strong focus on science, technology, engineering and maths in education should be preserved, he said. Mr Heng also touched on the diversification of the school system over the last few years, explaining the need to create multiple pathways for students to excel. But this does not mean everyone gets to do the course of his choice, as the programmes are compe titive to ensure standards, he added. It is also critical to equip students with the basic knowledge and motivation to be lifelong and adaptable learners and have other 21st century skills such as information and communication know-how, critical and inventive thinking, and civil literacy and cross-cultural skills. Ultimately though, he said, the best policies alone are not enough. Ministry officials and school leaders must be clear about the principles and there must be ‘fidelity of implementation'. All parts of the education system must support the policy implementation, including the teachers, parents and even the physical facilities of a school. Educators will remain key to the structure. ‘No system of education can be better than its teachers,' he said. During his visit here over the past week, American officials have heaped praises on the Singapore education system and during the panel discussion following his speech, similar responses flowed. Panellist Linda Darling-Hammond, a Stanford University professor in education, said the US could learn from Singapore's teacher recruitment and development process. Praising the Singapore Government's policy of paying teachers ‘top dollar', she noted that by comparison, the US paid its teachers ‘much, much less than other college graduates'. The deep cuts in education spending in the US, she warned, would leave the country behind while other countries like Singapore forged ahead with their investments in education. Co-panellist Joanne Weiss, chief of staff to US Education Secretary Arne Duncan and who visited Singapore schools last year, said she was impressed by the ‘culture of continuous improvement' in education. ‘Singapore policymakers go out, identify the best practices and bring it back and adapt them to the context of the country. They then replicate them across the schools in the country. ‘

Evidence Base Assignment Example | Topics and Well Written Essays - 250 words

Evidence Base - Assignment Example On the other hand institutional changes, healthcare practitioner aptitude, proficiency, education play vital role. Research indicates that challengers disagree about evidence based research making significant difference in health care. A lacuna is observed in insightful approach as healthcare expenses are substantially predisposed by the implementation, acceptance and proliferation of knowledge and technology. This directly influences mortality as well as morbidity and hence evidence-based health care. Research reviews suggest that evidence based nursing practice does sway â€Å"substantial gains† in terms of patients’ behavior, knowledge, physiological and psychosocial upshots in contrast to patients who obtained customary nursing care. It is believed that evidence-based nursing is more than utilizing research findings as it is assimilation of investigations and explorations carried out while performing the research besides patient predilections, the clinical locale and situations. One of the studies conducted by Thomas et al acknowledged 18 studies of 467 healthcare contributors (partakers were nurses in all except 1 study). It was found that reporting method was inadequate and required improvement while 3-5 studies display some development and perfection indicating that evidence –based research do occupy an important position in nursing care and improvement in patient’s well

The web and visual arts Essay Example | Topics and Well Written Essays - 750 words

The web and visual arts - Essay Example Furthermore, the differences in interpretation are significant in influencing the opinions and perceptions of readers. Nonetheless, additional sources add extra information on the subject matter that would have been omitted by other sources. Therefore, this paper will discuss the different analysis of this piece of art by sources from Wikipedia, National Gallery website and Visual Arts-Cork website and provide a correlation with the discussions we have had in class. Firstly, Wikipedia provides up to date information just about anything historical, academic or non-academic. With regards to its analysis of The Portrait of a Man in a Red Turban, it offers information on its history, frame, inscription, description and significance. Furthermore, the presentation is simple and accessible to anyone interested in historical paintings. For instance, it details the artist’s background, his date of birth and how the concept of the painting came about when he was in exile. It influences our perception on the artistic masterpiece that Jan van Eyck drew and paints an image of an artist with exceptional abilities. The intended audience is the general web user who has an interest in artistic, historical works. Additionally, it correlates with the discussions we have had in class on the history of art, albeit Wikipedia delves a little further and is more informative. Secondly, Visual Arts-Cork is an independent website with information on The Portrait of a Man in a Red Turban by Jan van Eyck.

Starbucks Corporation Essay Example | Topics and Well Written Essays - 1250 words

Starbucks Corporation - Essay Example Schultz’s II Giomale bought Starbucks and transformed it to what it is today, â€Å"the premier roaster, marketer and retailer of specialty coffee in the world, operating in more than 50countries† (Starbucks Corporation 2). In 1998, Starbucks acquired Tazo, a tea company based in Portland, Ore. and in 2003, it acquired Seattle Coffee Company, which includes Seattle’s Best Coffee and Torrefazione Italia coffee brands (Starbucks Coffee Company 2). Starbucks Corporation is based in Seattle, Washington, USA. In the US, Starbucks operates 4,084 licensed stores and 6,705 company-operated stores; and in Canada, the U.K., China, Germany, Thailand and in other countries 3,890 licensed stores and 2,326 company-operated (Finance.yahoo.com 1). Starbucks’ mission is â€Å"to inspire and nurture the human spirit – one person, one cup and one neighborhood at a time† (Starbucks Corporation 1). Organizational Structure On top of the organizational chart of St arbucks is its Chief Executive Officer (CEO), Howard Schultz. The units directly under the CEO are Marketing, Finance and Administration, Legal and Compliance, Supply Chain Operations, Partner Resources (HR), Public Affairs, Americas, Global Development, Channel Development, Seattle, China and Asia Pacific, EMEA (Europe/Middle East/Africa), Competitive Intelligence and Strategy (The Official Board.com 1). Under the Americas are the licensed stores and the regions of Northeast/Atlantic and Western/Pacific. Global Development includes Development and Greater China, International Development and Support and US Development (The Official Board.com 1). Starbucks has three reportable operating segments which includes the US, International and Global Consumer Products Group (CPG). Another operating segment is the Seattle’s Best Coffee. Products Offered The products offered by Starbucks include more than 30 blends and single-origin premium Arabica coffees, handcrafted beverages compos ed of freshly-brewed coffee, hot and iced espresso beverages, Frappuccino coffee and noncoffee blended beverages, smoothies and Tazo teas (Starbucks Corporation 2). Aside from beverages, Starbucks also offers fresh food which includes baked pastries, sandwiches, salads, oatmeal, yogurt parfaits and fruit cups. Their stores sells merchandise such as coffee and tea brewing equipment, mugs and accessories, packaged goods, music, books and other gift items (Starbucks Corporation 2). Other countries such as Canada, China, Denmark, Finland, Germany, Ireland, Japan, Korea, Mexico, Norway, UK and U.S. offer consumer products such as coffee and tea, both whole bean and ground (Starbucks and Seattle’s Best Coffee brands), Starbucks VIA ® ReadyBrew, Starbucks ® K?Cups ® portion packs, Tazo ® tea filterbags and tea latte concentrates (Starbucks Corporation 2). Ready-to-Drink (RTD) Starbucks ® bottled Frappuccino ® coffee drinks, Starbucks Discoveries ® chilled cup coffees, Starbucks Doubleshot ® espresso drinks, Starbucks Doubleshot ® Energy+Coffee drinks and Seattle’s BestCoffee ® Iced Lattes, Tazo ® bottled iced and juiced teas are sold at Starbucks’ stores (Starbucks Corporation 2). Some outlets also sell Starbucks ® Ice Cream: Super?premium coffee and coffee?free flavors. The product mix of a Starbucks store varies depending on the location and the size of the store

'Provision of care in the NHS is integrated, seamless and effective' Essay

'Provision of care in the NHS is integrated, seamless and effective' - Essay Example Although much progress has been made, NHS clinical governance systems do not yet formally recognize the need to work in collaboration with local authorities when adult safeguarding concerns arise during healthcare delivery. There was also a clear request from NHS respondents for guidance to clarify the relationship between adverse incident reporting, complaints, and safeguarding in order to encourage reporting in a way that supports the investigation and empowers staff in the process. The aim of this guidance is to encourage organizations to develop local robust arrangements to ensure that adult safeguarding becomes fully integrated into NHS systems. This will result in greater openness and transparency about clinical incidents, learning from safeguarding concerns that occur within the NHS, clarity on reporting and more improved positive partnership working (Department of Health, 2008). NHS Lack of Communication The lack of communication with NHS has caused problems for patient care (Borrill, 2002). In The NHS Plan2 shows the need to break down barriers between staff. This was emphasized so as to tackle the inefficiencies in working practices identified: ‘Old-fashioned demarcations between staff mean some patients see a procession of health professionals... Information is not shared and investigations are repeated ... Unnecessary boundaries exist between the professions which hold back staff from achieving their true potential.’(Borrill, p.27) ‘Throughout the NHS, the old hierarchical ways of working are giving way to more flexible team working between different clinical professionals’( p82). The importance of teamwork in health care has been emphasized in numerous reports and policy documents on the National Health Service. One particularly emphasized the importance of teamwork if health and social care for people are to be of the highest quality and efficiency: ‘The best and most cost-effective outcomes for patients and clients are achieved when professionals work together, learn together, engage in clinical audit of outcomes together, and generate innovation to ensure progress in practice and service.’ Over the last thirty years this has proved very difficult because of the barriers between Professional groupings - such as doctors and nurses (Borrill, 2002). Influence and Future Practice The response of the government has been to promise a huge increase in spending on the NHS. A key challenge is how this better funded delivery of healthcare can be managed to achieve good, fair and cost effective services for the whole population. A primary prescription that policy makers and practitioners have offered for meeting such a challenge facing the NHS is the development of multidisciplinary teamwork. This report details the findings of a major national study of teamwork in the NHS on the factors associated with effective team working, and the effects on quality of care and well-being of staff (Borrill, 2 002). Planning, implementing and managing change in a fast-changing environment is increasingly the situation in which most organizations now work (Chapman, 2007). However the many complaints against NHS mannerism show their influence and practices needs improvement. Dr Janet McCray presents a grounded theory model of how inter-professional workings can be facilitated. Arising from a learning

Efficient Market Hypothesis Essay Example | Topics and Well Written Essays - 2500 words

Efficient Market Hypothesis - Essay Example Importance of efficient market hypothesis can be identified from empirical implications of it in many pieces of research and studies by empirical researchers. Literature on efficient market hypothesis before LeRoy (1973) and Lucas (1978) was evolved around the random walk hypothesis and magnitude model. These are statistical description of price changes that can be Lo and McKinley (1988) forecasted and initially taken to be implication efficient market hypothesis. The first test of random walk hypothesis was developed by Jones and Cowles (1973), and they compared frequency sequence and reversal in historical return of stocks. They identified same sign of former pairs of consecutive return and the opposite sign of latter pair of consecutive return. Osborne (1959), Fama (1963; 1965), Cootner (1962; 1964), Fama and Blume (1966) conducted tests of random walk hypothesis and supported previous studies of random walk hypothesis using historical stock return. Lo and McKinley (1988) reported that variance of two week stock return is double the variance of one week stock return. They conducted this test on US indexes from 1962 to 1985. French and Roll (1985) identified from their study that variance of stock return over weekends and holidays are much lower than variance of week days, especially first three weekdays of a week. Poterba and Summers (1988) and Fama and French (1988) found out negative correlation in US stocks indexes return from stock return data of 1962 to 1986 actually occurs.... In the process they use different forecasting techniques as well as some valuation methods. The combination of the techniques helps them in their decisions regarding investments. However, the hypothesis states that the techniques are not effective and no one has the capability to predict the outperformance of the market. If the investors enjoy any advantage, it is supposed not to exceed the incurred cost of transaction and research (Timmermann, & Granger, 2003, p.5). Literature review The origin of efficient market hypothesis can be traced back in the studies of two individuals in 1950s. One is Paul A. Samuelson and the other one is Eugene F. Fama. They identified the notion of market efficiency from two different research agendas. Samuelsson’s contribution in the invention of EMH was great, and the researcher summarized that in efficient market, changes in asset (stocks, bonds and other traded instruments) price can be forecasted if these are properly anticipated. This means price should fully incorporate all the information and expectation of all the market participants. In contrast to Samuelsson, Fama concentrated on statistical measures of stock price and resolving the debate regarding technical analysis and fundamental analysis of stock price. This researcher summarized that current price stocks fully reflect all information available to market participants. These two empirical research studies on this critical area of finance have helped many researchers thereafter to develop several econometric single or multifactor linear asset pricing models (Seweel, 2011, p.4). Random walk hypothesis Importance of efficient market hypothesis can be identified from empirical implications of it in many pieces of research and studies by empirical researchers.

Slavery and Racism in Early American History Essay

Slavery and Racism in Early American History - Essay Example The second part of the paper is based on the following sources: Senator Lincoln's speech of September 18, 1858, and Frederick Douglass' 1852 speech, "What to the Slave is the Fourth of July?" In both parts of the paper the following fact is made clear: racism is closely related to slavery; the relationship between these two concepts is so strong that, often, the terms of their interaction are too difficult to be identified. Moreover, the following issue needs to be highlighted: both racism and slavery have been highly developed in America; the intervention of these concepts in the country’s social and political life is still high. The elimination of racism and slavery would be required for securing social justice. The terms of elimination of racism and slavery in America would be differentiated across states because of their different legal framework, at least up to a level, compared to the legal rules of federal government. Racism seems to be well established in the American history. In any case, the historical development of racism has been related to slavery. In order to understand the role of these two concepts in the American history, it would be necessary to refer to the initial perceptions of Englishmen on blacks. According to Winthrop (3) the first visit of Englishmen in West Africa took place about at 1550; it was then that Englishmen had their first contact with blacks (Winthrop 3). However, it seems that at that period, Englishmen did not perceive blacks as potential slaves but rather as buyers of goods (Winthrop 3). This phenomenon continued up to the mid seventieth century (Winthrop 3). However, it seems that the color of natives has attracted the interest of Englishmen (Winthrop 3), meaning that the difference in regard to physical characteristics implied also differences in terms of physical performance. Also, the difference in color implied the existence of other characteristics, meaning especially the dirt (Winthrop 3). It was in this co ntext that the first ideas on the low social status of blacks were developed; the potential use of blacks as slaves followed (Winthrop 3). However, slavery, as a social phenomenon, has not appeared before the 17th century, a period where the initial cases of use of blacks as slaves were reported. Indeed, as Winthrop notes, the enslavement of blacks has started almost since their arrival in America (Winthrop 26). Indeed, the first blacks arrived in Virginia in 1619 (Winthrop 26). A few years later, approximately by 1640, the first signs of enslavement appeared (Winthrop 26). In fact, it is noted that ‘between 1640 and 1660 there is evidence of enslavement’ (Winthrop 26). Reference is made to ‘the statute books of colonies’ (Winthrop 26), as evidence for proving the appearance of slavery in America. Through the decades, slavery was highly expanded across America (Winthrop 148), up to the elimination of the particular phenomenon due to its prohibition by the l aw (Winthrop 148). The term racism, as a term reflecting the rejection of equality among human no matter their physical characteristics (Winthrop 15), has appeared much later, approximately at 1950s (Winthrop 15), a point where the study of Winthrop (15) is aligned with that of Stannard (270). According to the issues discussed above, racism and slavery have been common concepts in American history. At this point, the

Cultural Industries and Globalisation Essay Example for Free

Cultural Industries and Globalisation Essay This essay will aim to include my understanding and perception of the cultural industries, how it developed into the creative industries and how globalisation has impacted this sector through looking specifically at exampled from Sheffield. Originating from the 1940s the Cultural Industries was known as The cultural Industry taken from a book written by Adorno and Horkheimer called Dialektik der Aufklarung from the chapter Dialect of Enlightenment. They thought of the Creative Industry as art with special, exceptional forms of Human creativity (Hesmondhalgh 2007). By the late 1960s the Cultural Industry became comodified and was intertwining with other industries such as film, television and music as these were socially popular, the cultural Industry was re-named The Cultural Industries. Through new service industry growth and new labour, the Cultural Industries was turned into The Creative Industries in the 1990s and is still known as this in current society. The creative Industries are those Industries that are based on individual creativity, skill and talent (DCMS). These creative industries include 13 categories: Advertising, architecture, arts and antiques, computer and video games, crafts, design, designer fashion, film, and video, music, performing arts, publishing, software, TV and Radio. From when the cultural/ creative industries were first produced they have achieved huge industry growth rates for example: between 1997 and 2001 the UKs creative industries grew by 8% per annum, with the most popular sector being TV and Radio and around about 122,000 organisations traded in the creative Industries since 1997( Montgomery, J 2007). This service Industry growth is mainly down to Globalisation which is defined as the world becoming more interdependent and integrated (Moynagh and Worsely, 2008). Globalisation links with economic power and consumption for mass markets and making them become global. They do this by customizing products, making them innovative and unique, and by using sub-contractors hope to get the products known globally. For example; in the fashion industry a designer will create a product that they want to produce globally to a specific target market, once they have created the product they will need to manufacture the product, ship the product and make it available for a global market to purchase. They will do this by having products made in countries such as Turkey or China as this method is cheaper and quicker, and have it shipped over to other companies to make it global. Through the virtual innovations such as the internet, and communication systems, the product can be marketed globally. Globalisation also involves the global integration of production factors and services. ‘National industries ‘selling abroad are increasingly giving way to the organisation of production and distribution on a global scale, sourcing materials, labour, services etc. across borders with little or no attachment to particular places (Brown et al 2000). There are many Pros and Cons regarding Globalisation, due to its features and tensions. Globalisation features; to name a few include aspects such as transportation and distribution: getting the goods to the destination from the manufacturers as quick as possible, Growth of Cities: Many Cities are moving from rural areas to urban areas through the growth of industries and trade, Free trade: to allow companies to trade without government barriers or trade policy, Multi Nationals: Different nationality companies will be working along side one another in one country and Global Culture: the development of standardisation and the idea that everything will start to look ad feel the same. Although this means that buying and selling overseas will become more integrated and connected through fast distribution and manufacturing, it also creates problems known as tensions of globalisation. A few of these tensions are; Poverty: Globalisation may mean that in poorer countries there are increases in sweat shops where poorer people are made to work long hours top help manufacture products to help the fast trade of Globalisation. In poor Asian economies, such as Bangladesh, Vietnam and Cambodia, large numbers of women now have work in garment export factories. Their wages are low by world standards but much higher than they would earn in alternative occupations (Bardhan, P 2006). Economic Growth: many traders have fled poorer countries in order to gain more trade in multi-national, urban areas. Oligopoly: There will no longer be one current market brand leader, as everything will be integrated and manufactured the same, causing competition in market brands. Global vs. Local: The idea that local economies will be decreasing through products no longer being unique, through the speed of communication, how fast the brand becomes global. An article by Shah, A 2009 says: Following a period of economic boom, a financial bubble—global in scope—has now burst. The extent of this problem has been so severe that some of the world’s largest financial institutions have collapsed and local manufactures have been bought out by their competition at low prices. This demonstrates the impact that globalization has had on small businesses and how competition between organizations is becoming increasingly tougher. These features and tensions need to be considered in order to gain an understanding of the impacts of Globalisation and the positive and negative points that need to be considered in terms of the struggling economies and inequalities that may occur in parts of the world. Globalisation also works off economic, political, social, cultural and environmental aspects and entails better communication; through social networking sites, developing relationships; through computer and internet innovations which link people together, and the decline in human contact; people are no longer conducting meetings as they can have video conferencing with people on the other side of the world. One example of a globalised cultural Industry in the UK would be The Stonehenge, a World Heritage Site which is known as a place for worship and healing. This tourist attraction sees thousands of visitors pass it every year, visiting from all over the world. The world Heritage sites include The great Barrier Reef, Great Wall of China, Galapagos Islands and many more, their missions include is to promote public awareness of the sites and encourage international cooperation in the conservation of the World heritage sites (unesco. rg). After looking into globalisation; its positive and negative aspects in gaining a deeper understanding of the subject, I can now establish an understanding of how globalisation has impacted Sheffields Cultural Industries and weigh up affects it may have had on this industry. The growth of the Cultural Industries meant that in the UK a huge amount of employment was generated, which was extremely beneficial to Sheffield as it meant that 7. 2% of people were working for the creative Industries, this ame at a good time following the collapse of the steel industry after Britain let a failed trip to Japan to buy machinery to cater for the Steel industry needs. After a strike from the workers the Steel Industry closed in Sheffield and meant a loss of 50,000 jobs were incurred. Today in the Sheffield region of South Yorkshire, the Cultural Industries employment rates are above 20% of the average employment, rating above hotels and catering, and below the retail and education industries. It is continuing to expand through the Cultural Industries Quarter located in the city centre which contains BBC Radio Sheffield, Sheffield Hallam University, Perishable Works, and Exchange works. A quote from a BBC News report 2006 shows: All very much in keeping with the new Sheffield. The area near the train station has been re-dubbed the cultural quarter, a loose collection of creative and multi-media firms with the Showroom Cinema and Workstation Cultural Industries Business Centre at its heart. The CIQ is a non-profit organisation with a wide ranging powers to support and promote the growth of the cultural industries in Sheffield (CIQ Agency 2006). These establishments are all in short distance from each other creating a business community, a range of building sizes, university connectivity and transport links (CIQ Online 2006). Other creative industries around the city include; Botanical Gardens, Peace Gardens, Sheffield Museum and art Gallery and the Crucible. One organization that was established though the cultural Industries Quarter is the Workstation, a creative Business Centre combined with the Showroom Cinema, an independent picture house showing contemporary, classic film, and film from different cultures. It is now an internationally significant cultural centre which hosts annual events and festivals such as The Childrens Film Festival, Sheffield Adventure Film Festival, Sensoria Festival of Music Film and Celluloid Screams. The Showroom regularly hosts festivals and creative events which give a chance to meet experts from different media, learn new skills and cultivate new ideas. Globalisation has had huge affects from the Cultural Industries being successful through the determination of the company becoming globally recognised. According to a journal article written by Brown et al 2000, it states that there was a four stage development plan to move the CIQ from being local, regional, national to internationally known by 1) Nurturing local music/ cultural businesses, 2) create a tourist attraction to bring people to Sheffield and 3) Using these points to create a better image of the city. The creative director of the CIQ stresses that â€Å"We dont want it to be seen as a Sheffield centre, but a national one†. Through working on these plans Sheffields Cultural Industries Quarter have seen visitor numbers up to 500,000 per year which is proven to be a success. Through speaking to the manager of the Showroom in Sheffield, it is clear that through times of the recession and the credit crunch the independent cinema has to market its events and showings carefully to ensure that the visitors are still attending. As the venues most frequent visitors are older people who tend to have a lot of disposable income, they already have a captive audience. However, to gain awareness they have to capture various other market groups to expand its global awareness for example; they can target different ethnic groups and communities through showing different nationality and religious films to attract the certain audience. To conclude, through researching the Cultural Industries and how it has developed through time into the Creative Industries I now have a deeper insight into the background knowledge of the subject and can link it to globalisation and how they have positive and negative affects on one another. From researching Globalisation and the pros and cons it brings to the economy, I can now realise that Globalisation can create as much poverty as it can capital, and the affects it has on local businesses, trades, and workers. The Cultural Industries Quarter in Sheffield has impacted from globalisation through the development and infrastructure of its diverse buildings and content. For example; the showroom has attracted audiences internationally as well as regionally through its specific showings at the cinema and it continues to grow by making Sheffield a Music City by building more buildings to help expand the Cultural Industries Quarter. Finally, globalisation has shaped a mass market for the global economy as a whole and has profoundly meant that the cultural Industries are expanding and recognisable.

Tradeblocks Case Essay Example for Free

Tradeblocks Case Essay Small business owners today are facing more hardship than ever before.   Internet commerce and regional trade blocs are the two main culprits.   Regional trade blocs combine company interests and are many time created by a nation, along with their neighboring nations, in order to compete more effectively in the global market.   Another reason for the formation of these blocs can also be so be to enable the involved nations in their efforts to impose more substantial sanctions against nations with whom they are at war or with which thy have political issues. There are many reasons for this trend and unless this trend is reversed, small businesses will continue to suffer and run the risk of no longer being viable. Robert Scott states in his speech, The U.S. Trade Deficit, Are We Trading Away Our Future?, that while U.S. workers have been hurt by globalization, multinational companies based in North America have prospered. Reversing this trend will require government help and support. He also states that these â€Å"informal coalitions† have successful undermined a great many trade initiatives during the last few years. The big question is, what steps can be taken to reverse this kind of trend and help small businesses to regain a more equitable footing the new global market?   Linda Schmid writes in her article, Identifying Business Interests in WTO Services Talks, that companies rising up in developing countries â€Å"can shape their trade future† by â€Å"knowing the market, spotting the barriers and voicing interests in the right channels.† Even though the landscape of small business positioning in the global market is bleak, the future can bring about profound change. Governments can easily assist their resident small business by joining with peer nations to help them to form coalitions of their own in order to have a louder voice with relevant venues such as the World Trade Organization. By doing this, small businesses can more effectively stand up to the new bullies on the block. BIBLIOGRAPHY Scmid, Linda   Identifying Business Interests in WTO Services Talks, International Trade Forum, issue 2/2005 Scott, Robert  Ã‚   The U.S. Trade Deficit, Are We Trading Away Our Future?   THIS TESTIMONY WAS GIVEN BEFORE THE COMMITTEE ON INTERNATIONAL RELATIONS SUBCOMMITTEE ON INTERNATIONAL ECONOMIC POLICY AND TRADE ON JULY 22,1999.

Superconducting Transition Temperature Determination

Superconducting Transition Temperature Determination Fabrication of YBa2Cu3O7-ÃŽÂ ´ and Determination of its Superconducting Transition Temperature A superconducting material is one which below a certain critical temperature exhibits, amongst other remarkable traits; a total lack of resistivity, perfect diamagnetism and a change in the character of the specific heat capacity. The BCS theory describes perfectly the phenomenon of superconductivity in low temperature superconductors, but cannot explain the interaction mechanism in high temperature superconductors. In order to determine the superconducting transition temperature of two laboratory fabricated batches of YBCO their resistivity and specific heat capacity were measured as functions of temperature. From resistivity measurements the two batches were found to have transition temperatures of 86.8( ±0.8)K and 87.8( ±0.4)K respectively which were used to infer their oxygen contents of 6.82( ±0.01) and 6.83( ±0.01) atoms per molecule respectively. These agreed with XRD data and the literature upper value of the transition temperature of 95K (with an oxygen content of 6.95). Specific heat capacity measurements of the first batch gave questionable confirmation of these results, but could not be performed on the second batch due to time constraints. 19 January 2010Page 14 of 14Josephine Butler College I. Introduction and Theory A superconducting material is defined as one in which a finite fraction of the electrons are condensed into a superfluid, which extends over the entire volume of the system and is capable of motion as a whole. At zero temperature the condensation is complete and all of the electrons participate in the forming of the superfluid. As the temperature of the material approaches the superconducting transition temperature (or critical temperature, given by Tc) the fraction of electrons within the superfluid tends to zero and the system undergoes a second order phase transition from a superconducting to a normal state.[i] The phenomenon of superconductivity was first observed by Kamerlingh Onnes in Leiden in 1911 during an electrical analysis of mercury at low temperatures. He found that at a temperature around 4K the resistance of mercury fell abruptly to a value which could not be distinguished from zero.[iii] The next great leap in experimental superconductivity came in 1986 when MÃÆ' ¼ller and Bednorz fabricated the first cuprate superconductor[v]. After its lack of resistivity one of the most striking features of a superconductor is that it exhibits perfect diamagnetism. First seen in 1933 by Meissner and Ochsenfeld, diamagnetism in superconductors manifests itself in two ways. The first manifestation occurs when a superconducting material in the normal state is cooled past the critical temperature and then placed in a magnetic field which will then be excluded from the superconductor. The second appears when a superconductor (in its normal state) is placed in a magnetic field and the flux is allowed to penetrate. If it is then cooled past the critical temperature it will expel the magnetic flux in a phenomenon know as the Meissner effect.[vi] This can be seen qualitatively in figure 1. In 1957, Bardeen, Cooper and Schrieffer managed to construct a wave function in which electrons are paired. Know as the BCS theory of superconductivity it is used as a complete microscopic theory for superconductivity in metals. One of the key features of the BCS theory is the prediction of an energy gap, the consequences of which are the thermal and most of the electromagnetic properties of superconducting materials. The key conceptual element to this theory is the formation of Cooper pairs close to the Fermi level. Although direct electrostatic interactions between electrons are repulsive it is possible for the distortion of the positively charged ionic lattice by the electron to attract other electrons. Thus, screening by ionic motion can yield a net, attractive interaction between electrons (as long as they have energies which are separated by less than the energy of a typical phonon) causing them to pair up, albeit over long distances. Given that these electrons can experience a net attraction it is not unreasonable that the electrons might form bound pairs, effectively forming composite bosons with integer spin of either 0 or 1. This is made even more likely by the influence of the remaining electrons on the interacting pair. The BCS theory takes this idea one step further and constructs a ground state in which all of the electrons form bound pairs. This electron-phonon interaction invariably leads to one of the three experimental proofs of the BCS theory. A piece of theory known as the isotope effect provided a crucial key to the development of the BCS theory. It was found that for a given element the super conducting transition temperature, TC, was inversely proportional to the square root of the isotope mass, M (equation 1). TCà ¢Ã‹â€ ?M-12 (1)[vii] This same relationship holds for characteristic vibrational frequencies of atoms in a crystal lattice and therefore proves that the phenomenon of superconductivity in metals is related to the vibrations of the lattice through which the electrons move. However this only holds true for low temperature superconductors (a fact which will be discussed in more detail at a later stage in this section). Both of the two further experimental proofs of BCS theory come from the energy gap in the superconducting material. The first proof is in the fact that it was predicted and actually exists (figure 2) and the second lies in its temperature dependence. From band theory, energy bands are a consequence of a static lattice structure. However, in a superconducting material, the energy gap is much smaller and results from the attractive force between the electrons within the lattice. This gap occurs Ά either side of the Fermi level, EF, and in conventional superconductors arises only below TC and varies with temperature (as shown in figure 3). Figure 2: Dependence of the superconducting and normal density of states, DS and Dn respectively. From Superconductivity, Poole, C.P., Academic Press (2005), page164 At zero Kelvin all of the electrons in the material are accommodated below the energy gap and a minimum energy of 2Ά must be supplied in order to excite them across the gap. BCS theory predicts equation 2 which has since been experimentally proven, ΆT=0=CkBTC (2) [viii] where theoretically the constant C is 1.76 although experimentally in real superconductors it can vary between 1.75 and 2.45. Figure 3: Temperature dependence of the BCS gap function, Ά. Adapted from The Superconducting State, A.D.C. Grassie, Sussex University Press (1975), page43 As before stated it has been found that the first of these BCS proofs does not hold for high temperature superconductors. In these materials it has been found that in the relation stated as equation 1, the exponential tends towards zero as opposed to minus one half. This indicates that for high temperature superconductors it is not the electron-phonon interaction that gives rise to the superconducting state. Numerous interactions have been explored in an attempt to try and determine the interaction responsible for high temperature superconductivity but so far none have been successful. Figure 4: A plot of TC against TF derived from penetration depth measurements. Taken from Magnetic-field penetration depth in K3C60 measured by muon spin relaxation, Uemura Y.J. et al. Nature (1991) 352, page 607. In figure 4 it can be seen that the superconducting elements constrained by BCS theory lie far from the vast majority of new high temperature superconducting materials which appear to lie on a line parallel to TF, the Fermi temperature and TB, the Bose-Einstein condensation temperature, indicating a different interaction method. One of the most extensively studied properties of the superconductor is its specific heat capacity and how its behaviour changes with temperature (seen in figure 5). It is known that above the transition temperature the normal state specific heat of a material, Cn, can be given by equation 3 (below) which consists of a linear term from the conduction electrons and a cubic phonon term (the addition Schottky contribution has been ignored in this case and ÃŽÂ ³ and A are constants). Cn=ÃŽÂ ³T+AT3 (3)[ix] Due to the aforementioned energy gap it is also predicted by BCS theory that at the superconducting transition temperature there will be a discontinuity in the specific heat capacity of the material of the order 1.43 as seen in equation 4 (where CS is the superconducting state heat capacity) and figure 5. CS-ÃŽÂ ³TCÃŽÂ ³TC=1.43 (4)[x] However for high temperature superconductors this ratio is likely to be much smaller due to a large contribution from the phonon term in the normal state specific heat capacity. Figure 5: Heat Capacity of Nb in the normal and superconducting states showing the sharp discontinuity at TC. Taken from The Solid State Third Edition, H.M Rosenberg, Oxford University Press (1988), page 245 Now that the concept of the high temperature superconductor has been explained this report can return to one of the initial concepts of how the behaviour of resistivity changes with temperature. A low temperature superconductor is likely to obey the T5 Bloch law at low temperatures and so its resistivity will fall to zero in a non-linear region. In contrast the resistivity of a high temperature superconductor should fall to zero before it leaves the linear region. The resistivity profile of a high temperature superconductor can also be used to determine its purity. By comparing the range of temperatures over which the transition occurs with the transition temperature itself an indicator of purity can be determined (equation 5, where PI is the purity indicator and ΆT the magnitude of the region over which the transition occurs). In this case a value of zero would indicate a perfectly pure sample. ΆTTC=PI (5)[xi] Other than for scientific purposes, within the laboratory, the biggest application of superconductors at the moment is to produce to the large, stable magnetic fields required for magnetic resonance imaging (MRI) and nuclear magnetic resonance (NMR). Due to the costliness of high temperature superconductors the magnets used in these applications are usually low temperature superconductors. It is for this same reason that the commercial applications of high temperature superconductors are still extremely limited (that and the fact that all high temperature superconducting materials discovered so far are brittle ceramics which cannot be shaped into anything useful e.g. wires). Yttrium barium copper oxide (or YBCO) is just one of the aforementioned high temperature, cuprate superconductors. Its crystal structure consists of two CuO2 planes, held apart by a single atom of yttrium, either side of which sits a BaO plane followed by Cu-O chains. This can be seen in greater detail in figure 6. Figure 6: The orthorhombic structure of YBCO required for superconductivity. Adapted from High-Temperature Superconductivity in Curpates, A. Mourachkine, Kluwer Academic Publishers (2002), page 40 If the structure only has 6 atoms of oxygen per unit cell then the Cu-O chains do not exist and the compound behaves as an antiferromagnetic insulator. In order to create the Cu-O chains and for the compound to change to a superconductor at low temperatures it has to be doped gradually with oxygen. The superconducting state has been found to exist in compounds with oxygen content anywhere from 6.4 to 7 with optimal doping being found to occur at an oxygen content of about 6.95.[xii] This report intends to determine the superconducting transition temperature of a laboratory fabricated sample of YBCO. This will be achieved by measuring how both its resistivity and specific heat capacity vary as a function of temperature. II.I Fabrication and Calibration Methods To ensure an even firing of the sample within the furnace and to find out where in the furnace the heating profile was closest to that of the actual heating program, three temperature profiles of the furnace were taken while heating. The length of the furnace was measured with a metre ruler and found to be 35 ±1cm. Four k-type thermocouples were then evenly spaced (every 11.5 ±0.5cm) along the length of it, as can be seen in figure 7 below. Figure 7: Transverse section of the furnace. Thermocouples are numbered 1 to 4 and the length of the furnace surrounded by heating coils is shown in green, blocked at either end by a radiation shield. Temperature profiles were taken for each of the temperature programs displayed in figure 8; all started at room temperature and were left to run until the temperature displayed by the thermocouples had stopped increasing. Figure 8: Details of furnace programs used to obtain the temperature profiles shown in section III. While this was being done samples of YBCO were fabricated. The chemical equation for the fabrication of YBCO is as follows in equation 6 and the amounts of the reactants required to fabricate 0.025 mol are displayed in figure 9 Y2O3+4BaCO3+6CuIIOà ¢Ã¢â‚¬  2YBa2Cu3O7-ÃŽÂ ´ (6) Figure 9: Quantities of reactants required to fabricate 0.025 mol YBCO. Relative molecular masses (RMMs) calculated using relative atomic masses The procedure for fabrication can be seen in figure 10 and using this technique two batches of YBCO were fabricated, the first yielded just one pellet and the second batch yielded four. Figure 10: Describes the steps taken during fabrication of superconducting YBCO samples. In order to obtain a more accurate value of the temperature within the sample space of the cryostat the resistance of a platinum thermometer was measured as a function of temperature. In order to do this a Pt100 platinum thermometer was varnished to one side of a cryostat probe and connected via a four point probe to a power source (as can be seen in figure 11), an ammeter and a voltmeter (Keithley 2000 DMMs). The ammeter and the voltmeter were connected to a computer in order that live data could be fed straight into a LabView program (appendix 2) which would record the data to both a much great accuracy and precision than could be done by a human. Although a stable and constant current was used it was felt, in the interest of good practise, necessary to add the live feed ammeter into the LabView program as tiny fluctuations in current could have potentially changed results which would not have been noticed otherwise. The probe was then placed in the sample space which was subsequently vacuumed (to a pressure of 810-4 Torr) and flushed with helium twice. The sample space was then left full of helium due to its high thermal conductivity. The cryostat was cooled with liquid nitrogen to a temperature of approximately 77K and the LabView program left to record the change in the resistance of the platinum thermometer (using Ohms law, V=IR) and its corresponding temperature (from the intelligent temperature controller or ITC) while the cryostat heated up naturally. The temperature increase function of the program was not used as leaving the cryostat to heat up as slowly as possible allowed data to be gathered over a much greater period of time which lead to a relationship with less error. This relationship was plotted in order that the temperature dependant resistance profile of the platinum thermometer could be incorporated into the LabView program for use in future experiments to determine more accura tely the temperature of the sample space. While this was being done the dimensions of the cut samples were measured using vernier callipers and weighed in order to determine a density for YBCO. Each dimension was measured six times (to reduce random error) by two different people (to reduce systematic error). The off cuts of each batch of YBCO were then sent off for X-ray diffraction analysis in order to determine the chemical composition of the fabricated samples. The diffraction was carried out using a wavelength of 1.54184Ç º. II.II Fabrication and Calibration Results, Analysis and Interpretation The three temperature profiles of the furnace can be seen below in figure 12. The results are slightly skewed due to one end of the furnace having been left open in order to allow the thermocouples to sit inside the furnace. This can be seen back in figure 7. The measurements were taken by eye over a 10 second time period. It was therefore decided that the errors on the time should be  ±5 seconds and the error on the temperature  ±1K, both of which are unfortunately too small to be seen on the profiles. The data points were fitted to cubic curves as this best matched the physical behaviour of the heating. Figure 12: Temperature profiles of the furnace. The temperature of the program is shown in black crosses and the temperatures of thermocouples 1, 2, 3 and 4 are shown in yellow, red, green and blue respectively. It can immediately be seen from figure 12 that, during the initial stages of heating, the temperatures of all of the thermocouples lag behind that of the furnace program, specifically those of the thermocouples at the open end of the furnace (1 and 2). This can be accounted for due to poor thermal insulation at the open end of the furnace. It can also be seen that as the furnace reaches its required temperature and begins its dwell time the temperatures of the thermocouples continue to rise for a short duration before also levelling out. The most likely reason for this is that once the furnace reaches its required temperature the program will instantaneously cut the current to the heating coils. They will still however have thermal energy in them which will leach through the ceramic inner of the furnace into the firing space itself. Another striking feature of the profiles that can be seen is that the longer the furnace has to reach the required temperature, the more linear the increase in temperature is throughout the furnace. It was therefore deduced that had the furnace been sealed at both ends with radiation rods and covers, then the centre of the furnace would be that which had a temperature profile closest to that of the furnace program. It was also decided that in order to ensure a steady, linear rate of heating, a slower increase in temperature would be used. The masses of the batches before and after calcinations were compared and were found to have decreased by an average of 2.44( ±0.01)% of their initial masses. This was expected as one of the by-products created during the calcination of BaCO3 is CO2 which would have been removed from the furnace during this heating period therefore reducing the mass of the compound. The weights of the samples from batch two before and after annealing were compared and it was found that each of the samples of YBCO had increased in mass by an average of 3.51( ±0.03)% of their initial masses. This was unexpected as during the annealing process the compound is reduced and so should lose mass. One possible explanation for this could be a simultaneous reduction and oxygen doping of the compound in order to try and fill the copper and oxygen chains shown in figure 6. The densities of both batches of YBCO were calculated by weighing each of the samples from that batch and dividing their masses by their measured volumes. The densities of batches one and two were found to be 5.25( ±0.04)gcm-3 and 3.5( ±0.1)gcm-3 respectively. The greater error stated with the value of the density of the second batch of YBCO is a result of an error on the mean being taken whereas the error on the density of the first batch is merely propagated from those of its volume and mass as there was only one sample. When literature values of the density of YBCO were consulted it was found that the compound has a variable density of anywhere from 4.4 to 5.3gcm-3.[xiii] When comparing this range to the experimentally determined values of this parameter it was found that the density of the first batch lay just inside the range whilst the density of the second batch lay well outside of the lower end of it. One possible reason for the very low value of the density of batch two could be that its samples were left in the press for less time than batch one during sintering. All samples were checked to see whether they exhibited the Meissner effect. All did and a photograph showing this can be seen below in figure 13 The X-ray analysis of the two laboratory fabricated batches of YBCO can be seen in figure 14 below. The intensities were recorded every 0.01 degrees and then scaled appropriately using the greatest intensity in order that they could be compared to each other. As can be seen in figure 14 when both data sets are overlaid negligible differences can be seen. This indicates that both batches have almost identical chemical compositions and structure. A reasonable amount of background noise can be seen accompanied by an offset from zero intensity which changes in magnitude as the angle of diffraction increases. This can be accounted for by two factors. The first being tiny random impurities in the batches obtained by fabrication outside of a totally clean environment. The second is that small levels of the initial reactants may have not formed the required compound during calcination and annealing. A standard diffraction pattern of YBCO produced using the same wavelength of radiation was taken from The Chemical Database Service and can be seen below in figure 15. When this is compared to the patterns of the two laboratory fabricated samples in figure 14 all of the same intensity peaks can clearly be identified. This would indicate that YBCO had been successfully fabricated. Figure 15: X-Ray diffraction pattern of YBCO6. Calculation of the structural parameters of YBa2Cu3O7-ÃŽÂ ´ and YBa2Cu4O8 under pressure, Ludwig H. A. et al., Physica C (1992) 197, 113-122. It was expected that the comparison of standard diffraction patterns of YBCO of different oxygen contents with those fabricated within the laboratory would allow their oxygen content to be deduced. This, however, could not be achieved as all of the standard patterns of YBCO found in journals and online databases from oxygen contents of 6 to 7 had extremely similar diffraction patterns. The resistance of the platinum thermometer was plotted against temperature and can be seen in figure 16. A linear relationship was fitted to the data as seen in figure 16 which produced a reduced chi squared value of 1.317 and equation 7. T=2.4958( ±0.0007)R+25.54( ±0.04) (7) The reduced chi value indicates a strong linear relationship while the equation of the line gives a resistance of 99.2( ±0.2)ÃŽÂ © at a temperature of 273.2( ±0.1)K. When compared to the technical data for this component which gives a resistance of 100.00ÃŽÂ ©[xiv] at a temperature of 273.15K, it shows very close correspondence although not within error. A temperature of one less significant figures accuracy had to be used in this calculation due to the inability of the ITC to measure temperature to any more than one decimal place. This slight difference between the reference and experimental values of the resistance of the Pt100 at a given temperature can be accounted for by the position of the ITCs heat sensor. This lies just outside of the sample space and would cause the ITCs heat sensor to detect a small increase in temperature before it was received by the Pt100 within the sample space. Thus causing the Pt100 to lag behind in temperature (even if only slightly) and would therefore cause the slightly lower resistance for the given temperature as calculated above and can be seen as a very slight systematic error. III.I Resistivity Methods One of the cut samples was fixed to the other side of the probe to the Pt100 with thermally insulating varnish and four copper wire contacts were painted onto it with electrically conductive silver paint. The separation of each of the four wires was measured with vernier callipers six times each by two different people for the same reasons as before and recorded for later calculation. A four point probe resistance measurement was used in order to avoid the indirect measuring of resistances other than just the sample resistance. The contact resistance and spreading resistance are also normally measured by a simple two point resistance measurement. The four point probe uses two separate contacts to carry current and two to measure the voltage (in order to set up a uniform current density across the sample) and can be seen in figure 17. In a four point probe the current carrying probes will still be subject to the extra resistances but this will not be true for the voltage probes which should draw little to no current due to the high impedance of the voltmeter. The potential, V, at a distance ,r, from an electrode carrying a current, I, in a material of resistivity, à ?, can be expressed by V=à ?I2à Ã¢â€š ¬r=à ?I2à Ã¢â€š ¬1S1+1S3-1S1+S2-1S2+S3 (8)[xv] where r has also been expressed in terms of the contact separations (figure 17). This can be rearranged in order to calculate the value of the resistivity of material being measured. The probe was once again inserted into the cryostat and the cryostat was cooled as detailed in section II.I. Once the sample had reached a temperature equal to that of the boiling point of liquid nitrogen a LabView program was left to run which recorded the resistance of the sample and its corresponding temperature. The program used to do this can be seen in appendix 2. Although a temperature increase function was built into the program, the cryostat was left to warm up naturally for the same reason used when calibrating the platinum thermometer. The set up for this can be seen below in figure 18. Figure 18. Schematic for the resistivity experiment. Vacuum pumps and pressure gauges have been omitted as well as the heater on the ITC as none of the bear any real relevance to the experiment. Data cables are shown in red, Pt100 in blue and sample in grey. This was repeated for each sample of fabricated YBCO at least twice and their temperature dependant resistivity profiles can be seen in section III.II III.II Resistivity Results, Analysis and Interpretations The resistance profile of the sample from the first batch was measured twice and these profiles can be seen in figure 19. Unfortunately it was not possible on this occasion to measure the four point probe contact separations on this first sample before it was removed and so these profiles could not be adjusted to those of resistivity using equation 8. However, as this transformation is simply a stretch in the y-axis, it does not change the behaviour of the transition or the value of the transition temperature obtained from the profile. It can be seen in figure 19 that although the first profile cuts out at approximately a temperature of 190 Kelvin, both profiles follow virtually the same path until that point. The first profile cuts out early due to data points being taken once every second causing the program to fail and shut down. The number of data points was then cut to one every three seconds for subsequent experiments. With measurements being taken automatically by computer (and with the Keithley multimeters ability to measure currents and voltages to 7 significant figures) the errors on the resistance were negligible ( ±0.003% of the value of the resistance) and so can not be seen in figure 19. The same is true of the errors on the temperature. Assuming that equation 7 is correct then with a  ±0.003% error on any calculated resistance, the temperature of the sample space should only have an error of  ±0.04K. Had each of the samples been perfectly pure their profiles would have a very sharp transition between the states and the transition temperature would be very clear. However as a result of the broadening of this transition due to the impurity of the samples a temperature could not be clearly defined. Had powerful enough graphing software been to hand and were the profile able to be fitted to any know curve on this software, the most reliable way to find the transition temperature would have been to plot the first derivative of resistivity with respect to temperature and then determine its maximum (corresponding to the point of inflection within the transition). This not being the case the temperature of the transition was approximated to be the temperature at the half way point in the drop between the two states. To ascertain at which points on the profile the change in state began and ended, separate lines of linear regression were fitted to the linear data in both the normal state and the superconducting state. These two lines of regression were extended closer and closer to the transition from either side until the adjusted R2 value of the lines of best fit was 0.999, which indicated an excellent linear fit. It was found upon inspection that the mid-point of the transition could be defined in two different ways; the mid point in resistivity and the mid point in temperature (the mid-point in resistivity obviously corresponding to slightly a different temperature than that found at the mid point of the temperature). This was due to a slight skew in the transition in the profile and so in order to clearly define the superconducting transition temperature a clearer approximation from the one stated before had to be made. It was therefore approximated that the temperature corresponding to the mid point in resistivity should be averaged with the mid point in temperature on the x-axis and the error be the temperature either side of this average value which either previous mid value lay. This can be seen more clearly in figure 20. Figure 20: Shows the method used to calculate the superconducting transition temperature using an expanded view of the first profile in figure 19. Lines of linear regression are shown in black either side of the area in which the transition occurs (in yellow). Both temperatures can be seen highlighted by dashed lines. By the use of this method it was determined that the transition temperatures for both of the profiles in figure 19 were 87.6( ±0.9)K and 86.0( ±0.4)K for the first and second profiles respectively. Although these do not agree with each other (within the confines set by the errors) an average was taken and found to be 86.8( ±0.8)K. The purity indicator was also calculated for each profil

Shakespeares Rosalind Essay -- English Literature Essays

Shakespeare's Rosalind The main themes of "As You Like It" are the pastoral ideal and the ideal of romantic love. Forest of Aden is the primary setting where these themes develop. Nature serves as a refuge from society where we can find solutions to injustice and unhappiness. This play is a comedy and thus has a happy ending but it is not a fairy tail. Shakespeare highlights the difference between reality and illusion. Rosalind embodies the sensibility, the humor and the kind of love that leads to a happy, harmonious living. She brings the plot to a resolution when four contrasting romances end in marriage. The focus of the play is her romance with Orlando. Rosalind wants to find a lover without losing her sense of self in the process. Rosalind answers the questions about love, which arise during the play. She is a lovesick maiden and yet she remains an intelligent, witty, and strong character. Rosalind is also a good judge of character. She sees through Jaque's seemingly deep thoughts and recognizes the wisdom of clown Touchstone. Furthermore, she cleverly uses her disguise to get to know Orlando and educate him about love. The meeting of Orlando and Rosalind is the most important event in Act 1 of the play; it is love at first sight. Celia and her cousin talk about falling in love just before the wrestling match. From henceforth I will, coz, and devise sports. Let me see, what think you of falling in love? Her words indicate that Rosalind is ready to face the danger of falling in love. She infers that her father would approve of Orlando because her father approved of his father Sir Rowland. Their meeting reveals a vulnerable side of the Rosalind as she gives him a chain, says, "Gentleman, wear this for me" and waits for him to continue the conversation. In Act Shakespeare draws parallels between Rosalind's relationship with Celia and Orlando's relationship with Adam. When Duke Fredrick banishes his niece from the court, Celia makes a quick decision to go to the Forest of Aden with her cousin and to look for her uncle. This illustrates the degree if love and loyalty between them. Orlando's elder brother Oliver denies him education. When Orlando is leaving for the forest Adam wants to go with him to serve and protect him. Master, go on, and I will follow thee To the last gasp with truth and loyalty†¦ Yet fortune cannot recompens... ...er than thou art ware of." Touchstone tells her a story about being in love with a girl. He gave the girl something and said "wear these for my sake", which are almost the same words that Rosalind said to Orlando in the beginning of the play. The love between Orlando and Rosalind is portrayed as superior to other romances, which are more earthy. Touchstone and Audrey's romance represents physical passion. He wants to marry her out of church so that the marriage would be invalid. Silvius who is hopelessly in love with Pheobe, represents pastoral love The diversity of characters' romantic sentiment creates a balance in the play and makes one appreciate their silliness, spirituality and extremities. Compared to Silvius' silly infatuation, Orlando's is more of a courtly lovesickness. Rosalind outshines everyone else in the play with her intelligence, wit and depth of feeling. Her humanity and sense of fun make her the ideal romantic heroine. She seems to be centuries ahead of her time. She is a woman who is absolutely the master of her own destiny and she remains in control most of the time. Shakespeare has created an almost ideal heroine who brings the play to its conclusion.

The Politics of Name Changes in India Essay -- Town City

The Politics of Name Changes in India Ever since independence in 1947, many locations in India have changed their names. Much of this resulted from the reorganization of the states on linguistic lines (as opposed to British colonial divisions). However, in the last six years, many major towns and cities have been renamed in ways that affect foreigners more. Among this flood of changes, three stand out. These are the former cities of Bombay, Madras, and Calcutta, which, together with Delhi, are considered the "mega cities" of India.1 They are the four most populous cities in India, and all but Madras are among the 15 most populous cities in the world.2 As a result, they are important commercial and transit hubs, and are well known outside India. Yet nearly six years later, most non-Indians still have no idea that they are now named Mumbai, Chennai, and Kolkata. Given the difficulties involved in these changes, one expects compelling justifications for the changes. In each case, these changes have officially been justified on anti-colonialist grounds. However, I will argue that these changes are instead tools for channeling regionalist sentiment in the conflict between the Hindu nationalist Bharatiya Janata Party (BJP), the centrist Indian National Congress (INC), and various regional parties. Opponents of the INC proposed all these names, but those proposed by the BJP and its nationalist allies have been more divisive. The case of Mumbai was the first major change to happen, and is thus the best known. In 1995, the ruling party in the government of the state of Maharashtra (of which Bombay was capital) announced that Bombay's name would be changed to its Marathi name, Mumbai.3 The casual observer would assume that the name "B... ...ttp://www.hartford-hwp.com/archives/52a/076.html - a BBC article about the Kolkata name change * http://www.lonelyplanet.com/destinations/indian_subcontinent/mumbai/history.htm - a travel site with a history of Mumbai. (It connects Bal Thackeray, the leader of the Shiv Sena, to Adolf Hitler!) * http://theory.tifr.res.in/bombay/history/people/language/ - a list of most languages in India spoken by over a million people * http://www.contactsindia.com/tourism/south/tamil_nadu/madras.htm - a site with information about Chennai * www.aapkashahar.com - a tourist site with little or no graphics, demonstrating usage of both old and new names for cities * www.soulkurry.com - a site about women's spirituality in India List of Indian cities that have recently undergone (or may undergo) a name change. (Population figures are from www.citypopulation.de.)

Mechanics assignment friction

This lab was based on projectile motion and it was to prove the theory that was covered in lecture 5 to be correct. When dealing with projectile motion, it is the theory that when an object has been fired from its starting point into the air, it will come under the influence of gravity and is attracted to ground with an acceleration of g m/s squared.In the lab a projectile launcher was used to project two steel balls, one in the horizontal direction and one in the vertical direction. The ball that was launched in the vertical direction was ball 1 and the ball that was launched in the horizontal direction was ball 2. The purpose of this experiment was to investigate projectile motion through the use of a vertical acceleration apparatus which shows the independence of vertical acceleration from the horizontal velocity.Projectile motion is a form of motion in which an object or particle (called a projectile) s thrown obliquely near the earth's surface, and it moves along a curved path u nder the action of gravity only. The path followed by a projectile motion called its trajectory. Projectile motion only occurs when there is one force applied at the beginning of the trajectory, after which there is no force in operation apart from gravity. Introduction: Part B Part B of the lab was on Tractive Forces. Tractive force means the force available at the contact between the drive wheel tyres and road is known as ‘tractive effort' or tractive force'.As used in mechanical engineering the term tractive force can either efer to the total traction a vehicle exerts on a surface, or the amount of the total traction that is parallel to the direction of motion. The published tractive force value for any vehicle may be theoretical†that is, calculated from known or implied mechanical properties†or obtained via testing under controlled conditions. The example that was taken in the lab was of a train of 3 parts that were coupled together by couples (T 1) and (T2).Th e purpose of this lab was to prove the theory covered in lecture 6 was correct and to see the relationship between force, mass and cceleration in tractive forces which comes from Newton's 2nd law. We know that force = mass x acceleration and we also were giving the conditions to which the train was under. Table 1, Part A: recorded and calculated data Measured time and distance for the vertical ball and the horizontal ball projected from projectile launcher. Test 1st Ball (vertical) 2nd Ball (horizontal) Distance (s) (m) Time of flight (t) 0. 5 0. 93 0. 6 1. 38 0. 4 0. 51 1. 46 0. 43 0. 56 1. 36 0. 35 0. 57 1. 34 0. 60 0. 68 1. 39 0. 0 7 0. 40 0. 54 1 . 45 8 0. 28 1 . 31 9 0. 30 0. 47 10 1. 32 Average values 0. 391 1 . 387 Table 2, part A: Calculated Horizontal velocity, acceleration due to gravity, the % difference in the value of gravity, and the Vertical velocity. Horizontal velocity (Vh) (calculated) 2. 57 rrvs Acceleration due to gravity, g (calculated) 6. 38 m/s squared % diffe rence in the value of g -34. 96% Vertical striking velocity (W) (calculated) 3. 83 rms (Horizontal velocity) S = Vx T therefore S = 1. 39 = 2. 57 m/s T 0. 54 (Acceleration due to gravity) Sv = IJvT – 1 g(t)squared 2 Therefore = 2 (0. 93) squared T squared 0. 54 squared = 1. 86 = 6. 378 = 6. 8 rms 0. 2916 0. 2916 (% difference in the value of g) % difference = Calculated -g x 100 . 81 (Vertical striking velocity) V=U+GXT v = o + 3. 83571 v = 3. 83 rms Discussion part A =6. 38-9. 81 x 100 In this lab that was completed it was shown that the theory behind projectile motion is correct. It was proven that both balls came under the influence of gravity once they left the projectile launcher and that they were both attracted to ground. The two balls were launched from the same vertical height but the ball number 2 that was travelling in the horizontal direction travelled a further distance than ball number 1 in the vertical direction.Even though ball number 2 travelled a further dis tance the wo balls will hit the ground at the same time as they both come under the same force of gravity however this was not shown in our table 1 (Fig 1) because their was human errors such as, two people starting the stop watches at different times, the person pressing the trigger mechanism was releasing the balls faster sometimes than other times even though we would start the stop watches on the count of 3. The other factors that had to be taken into consideration is, if the projectile launcher was at any sort of an angle due to the work bench not been balanced or level or an even surface.However the readings that were taken were still very close to each other so experiment the initial velocity of each ball was O m/s. To calculate the acceleration due to gravity we manipulated the equation to find (g) gravity. When dealing with projectiles, we use the same equations as linear motion but the (a) for acceleration is replaced or substituted with (g) for gravity. The acceleration d ue to gravity was 6. 38 m/s squared. In theory this acceleration should have been 9. 81 m/ s squared but due to the human errors that occurred during the experiments there was a difference of -3. m/s squared these % errors came from miscalculating of the time taken for the balls to hit the ground and the distance travelled by the horizontal ball. When the steel ball number 2 is projected from the projectile launcher in the horizontal direction, the time it takes for the steel ball to hit the ground is independent of its initial horizontal velocity, the steel ball will continue to move in the horizontal direction with the same horizontal velocity in which it was projected from the projectile launcher with because there is no acceleration so it stays at a constant velocity.The distance that the steel ball number 2 travels in the horizontal distance before it hits the ground is dependent on the time of flight and the horizontal velocity that it was projected with. Projectile motion onl y occurs when there is one force applied at the beginning of the trajectory, after which there is no force in operation apart from gravity, this was proven in the experiment as ball number 1 was let fall from a height with no other force applied and ball number two was projected with a horizontal velocity from the projectile launcher and both balls were attracted to ground as they came under the nfluence of gravity.We found the value of acceleration using the average vertical height in which the ball was projected from and used the average horizontal time in which it took ball number two to hit the ground as ball number two was projected with an horizontal velocity it still should hit the ground at the same time as ball number one does as there both under the same force of gravity. If our measurements and calculations were 100% we should have got an acceleration of 9. 81 m/s squared. The horizontal component of the velocity of the object remains unchanged throughout the motion.The v ertical component of the velocity increases linearly, because the acceleration due to gravity is constant. It is important to note that the Range and the Maximum height of the Projectile do not depend upon mass of the projected body. The Range and Max Height are equal for all those bodies which are thrown by same velocity and direction. Air resistance does not affect displacement of a projectile; this is why we do not take the mass of the balls into consideration or the mass of any objects when dealing with projectiles. This experiment proves and supports the theory behind projectile motion to be correct.We do not take the mass of the balls or bodies into consideration when dealing with projectile motion as the air resistance does not affect the displacement of the projectile. The range and height are equal for all bodies which are thrown by the same velocity and direction. There was a small difference in calculating the acceleration due to gravity, this was because of the different readings and human errors that took place during the experiment. Both balls come under the influence of the same gravity and are attracted to ground and should hit the ground at the same time.In theory both balls should hit the ground at the same time, but because there were two people using stopwatches to record the times taking there was going to be a difference in the readings and calculation. The horizontal distance ball number two travels before it hits the ground is dependent of the time of flight and the horizontal velocity of projection. Ball number two will travel at the same horizontal velocity because there is no acceleration or any other force applied. The vertical component of the velocity will increases linearly because the acceleration due to gravity is onstant, so it picks up speed as it is falling from a height.

Newton Lab Report

I. Introduction: The purpose of this lab report is to differentiate between of Newton’s Third Law and Newton’s Second Law. Newton’s Third Law states that all forces come in pairs and that the two forces in a pair act on different objects and are equal in strength and opposite in direction. Newton’s Second Law states that the acceleration of an object is proportional to the net force and inversely proportional to the mass of the object being accelerated. Using calculation equations for acceleration, force, and percent error one will be able to distinguish and evaluate the relationship between the two laws. II. Procedures of experiment: All groups had to complete two types of labs. The first lab our group had to complete was completed like so: using a car one had to tie a piece of string approximately 80 centimeters in length to a toy car on a ramp. This string was then feed one top of a super frictionless wheel. The end of the rope that had the end nearest to the ground was tied off with a 0. 2kilogram weight. The car was then pulled back by a participant until it reached 0. 8 meters and was let go. A second participant would then record the time it took for the car to reach the end of the ramp. This was repeated a few times. One would add 0. 5 kilogram weight to the car and the time was then recorded in a similar fashion. These times would be recorded into a table and would be used as raw data. The second part of the lab was different in that: a group had to tie a small scale to opposite end of the rope where the weight was located. Immediately following that scale, one would then tie a toy car. After the toy car another scale would be attached; likewise another car would follow. One student would then pull the whole system back before the back end of the second car would touch the wall provided by the ramp. Immediately after that student would release the system he and a second student would read the scales. Essentially, one student would have to read one scale and the other releasing would have to read one too. These force readings would be recorded in a table and would be used as raw data too. III. Summary of data: Each group had to determine the mass of each car before beginning each lab. Our group had found that both of our cars were 0. 261 kilograms. Additionally, group had to record the trail times for the first lab report like the following. | Car times (s)| Car times (s) +500g| trail 1| 0. 79| 1. 39| trail 2| 1. 0| 1. 40| trail 3| 1. 06| 1. 56| trail 4| 0. 82| 1. 58| trail 5| 0. 98| 1. 69| average| 0. 93| 1. 49| | | | | Force on System 1 (Newtons)| Force on System 2 (Newtons)| trail 1| 0. 50| 1. 50| trail 2| 0. 45| 1. 50| trail 3| 0. 50| 1. 50| trail 4| 0. 49| 1. 40| Each group had to read and record the force measurements in Newtons with the two car pulley system. Additionally, our group had used the same mass for the cars from the previous lab: 0. 261 kilograms. The magnitudes of the cars are relatively constant. IV. Analysis of Data: Before calculating many equations, one had to understand Newton’s Third Law. The calculations for the second part of the lab would have been nearly impossible unless one understood that FT= -Fg=F1+F2. With this in mind, it was possible to ascertain that understand thatF2=-F1+Fg. Knowing this, one would be able to understand that the acceleration on the system is the same throughout. Also, it is extremely important that one must correctly change units into for the needed equations. Otherwise, almost all of the equations will be void. mass of the car | acceleration of car (m/s2)| F=(m1+m2)a (Newtons)| Fnet= (m2)(9. 80m/s2) (Newtons)| Percent error/difference| 0. 261kg (x1 car)| 1. 84999| 0. 57534689| 0. 49| 17. 177| 0. 763kg (x1 car + 500g)| 0. 720688| 1. 50404187| 1. 47| 2. 3157734| This is the first table representing the acceleration of the car, the force of the car as well as the percent error. The percent error for this particular section of the lab seems relatively low. One should see that the acceleration of the second car is significantly slower than th e first car; this is because car one weighted les s than the second. It should also be seen that the force of the car with the extra mass is nearly three times that of the car without the extra mass. mass of the car | acceleration of car (m/s2)| F=(m1+m2)a (Newtons)| Fnet= (m2)(9. 0m/s2) (Newtons)| Percent error/difference| 0. 261kg (red car)| 1. 858237548| 0. 856647509| 1. 96| 56. 2934| 0. 261 kg (blue car)| 1. 858237548| 0. 856647509| 1. 96| 56. 2934| This is the second table representing the acceleration, force, and percent error of both of the cars tied together. The percent error for this particular section of the lab seems relatively high. One should see that the acceleration and forces are exactly indistinguishable. This is because they are tied together forcing the cars and scales to have the same acceleration and force etc; moreover, it is because of Newton’s Third Law. Additionally here are some sample equations I utilized during the lab report and calculations. Manipulating some of the equations was tricky especially for percent error. Substituting the accepted value with an equation is very smart thinking. percent error=(m2(9. 80m/s2))-experimental value(m2(9. 80m/s2)) (100) 56. 2934944%=1. 96-(0. 856647509)(1. 96) (100) ForceMass=acceleration 0. 485N0. 261kg=1. 858237548 m/s2 Distance= 12(acceleration)(time in seconds)2 2(Distance)(t)2= acceleration 2(. 8)(0. 93)2= 1. 849924847m/s2 V. Conclusion: There are several errors that could have occurred during this lab. One of them might have been that I could have corrupted my calculations. I am not to entirely sure with how I calculated my percent error and therefore I might have a lower percent error yet I would not even know it or vise versa. A way to correct this problem for the future is by asking for more assistance from others in the class. I am more than sure that others who grasp the concept easier than me would be more than willing to aid me. Another error that could have occurred was that of miss reading the scales for the force in the second lab. Although important to read the scales as accurately and as quickly as possible, one could only do so much. There was only less than a split second to read the correct or desired reading from the scale. One way to correct this error in the future is to have a larger group work on the same lab. Therefore all the students in the group could work together to figure out a solution as a team rather than an individual effort. The group would learn better as a result because there would be hands to complete the work and more brains to understand that work that is being recorded. All thought the margin of error was higher for this lab, it is understandable because it was nearly impossible to record the force of Newtons desired in the split seconds one had. With all the information above, it is clear that there is a tie between Newton’s Third Law and his Second Law. It is possible to understand that Newton’s Second Law deals with changes in state of motion while Newton’s Third Law deals with the relation between forces On my honor, I have neither given nor received unauthorized aid on this assignment.

Four planes of development age 6 to 12 by Dr. Maria Montessori. Essay

Absorbent mind: first plane of development where the child has the capability to absorb large amounts of information with ease, as they are sensitive to specific skills characteristic: distinguishing feature or qualities of something childhood development: Child development refers to the biological, psychological and emotional changes that occur in human beings between birth and the end of adolescence emotional development: the development of a full range of emotions from sad to happy to angry, and learning to deal with them appropriately. fine motor: is the action involving the small muscles of the hands, as in handwriting, sewing or knitting. Four planes of development: Dr. Montessori saw the human being going through four planes, or stages, of development with each plane having unique characteristics and opportunities for learning gross motor. Gross motor involves the large muscles of the body, as in walking, running or swimming. intellectual development: being capable of analysing understanding and evaluating concepts to make sense out of the world around them moral sense: the ability to distinguish between right and wrong. physical development: is the development of the body and organs. prosocial behaviour: or â€Å"voluntary behaviour intended to benefit another†, consists of actions which â€Å"benefit other people or society as a whole,† â€Å"such as helping, sharing, donating, co-operating, and volunteering social development: refers to an alteration in the social order of a society this may include nature, social institutions, social behaviours, or social  relations spiritual development: is a journey in maturity of an individual’s identity from spiritual infancy to spiritual adulthood. In this process, the secular mind decreases as the sacred increases through a series of disciplines. In this academic paper we are going to look at the child age six to twelve and the characteristic the child posses in one of four planes of development by Dr. Maria Montessori. Within this plane of development I will be explaining physical, social, emotional, spiritual and cognitive development of the child and how this develops throughout childhood. For many children, these years from six to twelve are the glory years a time of â€Å"calm and steady growth† and â€Å"expansion of interests†. At this development plane called â€Å"childhood development or the age of serenity-rudeness† (notes, 4th February, Connelly A) children experience a major transformation. This transformation leads from the sponge-like absorbent mind of early childhood to the reasoning, thinking adult mind. What I understand is that the absorbent mind, learning happened almost automatically, but the â€Å"reasoning mind† needs to be consciously somewhat forced in to the learning proce ss. First we are going to look at physical development of the child between 6 and 12 years. â€Å"Physical growth over all is slow but still steady, this is the time where girls are generally taller than boys. Another gender difference is that boys out preform girls in certain physical task.† Girls may also out preform boys in some tasks. â€Å"Muscle coordination and control are uneven and incomplete in the early stages, but children become almost as coordinated as adults by the end of middle childhood. Gross motor development is one factor that improves at this stage because of the muscle co-ordination and strength that develops over time†.(Bailey, D.R. iTunesU) â€Å"There are some known gross motor deferences between genders that is, girls are superior in accuracy movements as where boys are superior in forceful, less complex task.† All this deferences between boys and girls begin to emerge and they notice that they are not the same. â€Å"Fine motor skills impr oves rapidly at this age, they learn to use their hands independently and at the end of the middle childhood stage they have mastered this skill and continue to use this throughout adolescence†.(Bailey, D.R. iTunesU). Children may also over estimate their physical abilities and take risk in  some tasks.(Dr. Meyer, J. iTunesU) Children at this stage uses high energy levels and are in most cases really active.(notes, 4 February. Connelly. A) I believe that may be one of the reasons that children between the age of 6 and 12 need more sleep. â€Å"Intense activity may bring tiredness. Children need around 10 to 11 hours of sleep each night† There are a lot of factors that play a role in the physical development of a child at this age; â€Å"nutrition, health and deceases, genetic factors, stress, hormone† play a role in the physical development(Bailey, D.R. iTunesU). Talking about physical development I notice that there is some connections between this and social, emotional, intellectual and spiritual development. Statistics shows us that â€Å"Physical attractiveness† one of 6 â€Å"popularity settings† in a social environment the others are; â€Å"prosocial behaviour, assertiveness but not aggressiveness, outgoing personality, self control, ability to enter a group and initiate interactions†.(Dr. Meyer, J. iTunesU) To be social is a way of life and a basic need for any human. According to Erik Erikson’s social development studies this age group fall in to â€Å"stage 4 namely the industry vs inferiority.†(Dr. Meyer, J. iTunesU) What I understand about the â€Å"industry vs inferiority stage† is that they earn a sense of accomplishment and pride in their abilities but at the same time needs encouragement and in some ways to be praised or to just be acknowledge. â€Å"The question of good and evil comes into the light of consciousness as a special characteristic of this age†.(The absorbent mind, pg. 138) This means that the child have a good sense of right and wrong and also believe in strong morals. The child creates them selfs and there personality or â€Å"character† in this stage of development. â€Å"The period from 6 years is therefore the most important part of life regarding character too, since here it is formed.†(The absorbent mind, pg. 138) â€Å"In the social setting the child has a herd instinct† , they tend to follow a group. â€Å"Friend become important at this stage. Females tend to have fewer but closer friends then males. They generally have several best friends but will tend to only spend time with one or two at a time†.(Dr. Meyer, J. iTunesU) â€Å"There is a sense of freedom and independence as there is some separation between the parents and the child e.g. sleep overs.†(notes, 4 February. Connelly. A) In social circle â€Å"intimacy and similarity† play an important role in the age 6 to 12 when it comes to friendships between children for they â€Å"understand one another and is there  for emotional support† .(Dr. Meyer, J. iTunesU). Emotional development children are very â€Å"sensitive especially criticism but jet they are critical of them selves, They can be touchy, irritable, and very aware of being treated unfairly. They also have a strong moral sense. their moods may change easily. they appear to be more cautious and less impulsive and self centred.† (notes, Connelly. A) As I noticed in middle childhood girls tend to be more interested in self-improvement and has worries and fears relative to school and friends. â€Å"In a spiritual sense of development the child seems to be more observant and interacts with the world in search of the answer of where they fit in in this world†.(notes, Connelly. A) â€Å"It is a revelation of the spiritual man to know, to love and to serve. It comes only by one’s own experience and development, not through preaching.† in this statement by Maria Montessori in The absorbent mind pg. 162. I believe that spiritual development can only be practiced by oneself and that your own actions grow your spirality. This actions can be â€Å"creativity, to be observant, relationships , looking for reason and awakening of ones self and inner-being.† (notes, Connelly. A) Talking about reason, in this â€Å"childhood development sage† intellectual development is all about â€Å"logic and the active and appropriate use†. Piaget theory states that the child is at the â€Å"concrete operation stage.†(Dr. Meyer, J. iTunesU) The â€Å"concrete operation stage† in my opinion means to be able to feel, touch and manipulate the task at hand and makes it easer to understand the logic behind it. â€Å"Piaget also states that the child acquires mental ability of seriation, classification, concentration this allows for logical thinking.†(Dr. Meyer, J. iTunesU) At this stage the children also learn and build their skills to â€Å"think without concrete materials and use their imaginations moving from concrete to abstract†(Dr. Meyer, J. iTunesU) The child also develops the skills and concept of â€Å"reversibility† this is where the child does a task and can go backwards to see and understands the process more clearly . â€Å"The child can now see the relations of other people and there point of view in other words they can take multiple aspects into account†.(Dr. Meyer, J. iTunesU) The child understands the feeling of empathy and is more desiring. â€Å"Developmental physiologist suggest that the difficulty children face in solving problems [in preschool] may stem from memory limitation and not cognitive† (Dr. Meyer, J. iTunesU) the child has the ability but not the  memory and in the next development plane they attain this skill. Thus the child has an â€Å"increase ability to handle information and short term memory improves†(Dr. Meyer, J. iTunesU). for instance when the memory improves the cognition improves. â€Å"The secret of good teaching is to regard the child’s intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination. Our aim therefore is not merely to make the child understand, and still less to force him to memorise, but so to touch his imagination as to enthuse him to his inmost core.† (To educate the human potential, pg. 15) â€Å"It has been found that during this period, the child can submit to the mental work necessary in schools. He understands what a teacher says and he has enough patience to listen and to learn. During this whole period, he is constant in his work, as well as strong in health. It is because of these characteristics that this period is considered as the most profitable for imparting culture.† (The Absorbent Mind, pg.17) â€Å"Children can deal with and understand more complicated concepts and ideas. They make conclusions based on things they have learned in the past.†(notes, Connelly. A) The child at the stage has a really â€Å"good imagination† and is really â€Å"curious about the world around them† â€Å"they have a global view† and this should be seen as a chance to use that to the best advantage to learn as â€Å"learning does not come automatically.†(notes 4 February. Connelly, A) The outcome of this academic paper gave us and insight in to the child age six to twelve. We noticed that there are many aspects of the child and that it is a complex study. Each stage in life is a time of growth. Childhood is a time to link dependence with independence. children in this development stage are exploring their future potential they are expanding there world outwards. All that we can do as adults is to be role models for them and to encourage them in any way possible. Bibliography Bailey, D.R. 2011. PSYC 209. Life cycle development. iTunes U Connelly, A. 4 February 2013. Lecture notes, methodology. Dr. Meyer, J. 2013. Lecture 17. Principals op human development, Missouri state university. iTunes U Dr. Meyer, J. 2013. Lecture 18. Principals op human development, Missouri state university. iTunes U Dr. Meyer, J. 2013. Lecture 19. Principals op human development, Missouri state university. iTunes U Montessori, M. 1967. To educate the human potential, Clio Montessori series: Kalakshetra Publications Montessori, M. 1949. The absorbent mind, Printed by C. Subbarayudu, at the Vasanta Press, The Theosophical Society, Adyar, Madras http://tsl.org/family/2010/06/montessori-for-ages-6-12/ http://www.webmd.com/parenting/guide/sleep-children