Monday, September 30, 2019
Battling over bottled water
Spring, which is on a private deer-hunting ranch, to the bottling plant. Locals are questioning whom the water Nestle is pumping belongs to. The argument is that although Nestle owns the land, the water is a public resource. Within the Utilitarian theory, in the eyes of the Nestle Company, their actions can be deemed ethical for the fact that the bottling plant has created a substantial amount of jobs for the locals. It was stated that the 262 million gallons of water being pumped are less than one percent of the annual charge rate of the local watershed.The sacrifice of a small percentage of the public body of water to create jobs and bottled water is ethical within the utilitarian theory. In Robert Nick's entitlement theory, you are entitled to as much property as you want, as long as it was acquired the right way. Sanctuary Springs is viewed as a public source of water. Which means Nestle is completely entitled to use the water, whether that means drinking it or pumping it to a bo ttling plant. Nestles actions are completely ethical within Nick's theory.Under John Rails theory of ethics, Nestles actions are ethical as well. Rails theory states that the action must benefit the weakest members of society. The company has built bottling plant that employs about a hundred people. Town ship supervisor Maxine McClellan is has stated â€Å"This is probably the best project we've ever brought into Mascots County†¦ A diversified economy where our kids don't have to move away to find jobs.
Sunday, September 29, 2019
Pablo and Braque: Art after World War I Essay
World War I left a tremendously lasting impact all over the world. The economic, social and governmental devastation were immeasurable. The war begins in 1914 and lasted four years. Eight million people lost their lives many being civilians in what has been called the Great War.   Europe was left totally destroyed economically and socially. Europe fell due to how much the war cost and increased inflation forcing them to print more money (http://www.pvhs.chico.k12.ca.us/~bsilva/projects/great_war/effects.htm).  The bleak future caused many to slip into a depressive state because of the ugliness of the war. Europe was forcibly ushered into the industrial age. Those who enjoyed financial comfort before the war were now facing poverty (http://www.art-ww1.com/gb/present.html).             It is hard to imagine then the destructive nature a war could have on the artistic community of that time. Many artist including Braque joined the war leaving behind their talents to pursue battle on the military front. Fighting side by side with their countrymen some lost their lives or sustained major wounds. Other artist witness the effect the Great War had in their home county. However, all were left with a lasting impact that was conveyed through their art work.  Boccioni, Macke, and Marc among others lost their lives fighting or a result of the war. Artists like Picasso and Gris were not asked to enlist to fight because they were in neutral countries. However, many of the artists enlisted because of loyalty to their country or to be part of the drama of the war. Up until this period artists did not have to become part of the war (http://www.art-ww1.com/gb/present.html).            After the war, many artists relived the memories of the war through their sketches and drawings. Others were so depressed by what they saw took their artwork in an opposite direction. Paintings were mainly of city life. There was a hesitation to show the cruelty of the war. Many photographers would only print pictures that show bodies of the enemy, but later photographs of bodies of Germany and French soldiers were shown lying next to each other. (http://www.art-ww1.com/gb/present.html).            The Treaty of Versailles was only a symbolic end to the war. The after effects of the war were still sending shock waves long after the signing of the treaty. Governments became more liberal and Germany angered over the humiliation forcibly lead to the Second World War (http://www.pvhs.chico.k12.ca.us/~bsilva/projects/great_war/effects.htm).  The war had a tremendous impact on the artistic community during and after. Two notable artists of that time Braque and Picasso each reacted to the war through their artistic en devours. For one their faceted style was maintained after the war while the other was left temporarily unable to paint transcended into more still life and back brilliant colors perhaps to phase out the bleakness of the war. Braque’s and Picasso’s style differed after thee war due to the destruction left by the war, Braque’s injury sustained during the war, and notoriety of Picasso during and after the war.            World War I lasted from August 1914 to November 1919. It involved most of Europe and the United States. It was fought from every conceivable position-air, above ground, underground, on water, and under water. This was the first total war where countries used their total population and resources to fight. France lost a whole generation by taking the lives of millions of Frenchmen (Encarta 2005, World War I). The massive body count could not be conceived until the war had ended. The world had not had a war that impacted the entire world until this one. It was only referred to as World War I when World War II begins until then it was called the Great War. It begins with the assassination of Archduke of Ferdinand in 1914 and ended with the demised of three empires: Germany, Russia, and Austro-Hungary. The war sped up the revolution of Europe ushering the technological and scientific age. The war gave rise to the Soviet Union and the Nazi regime because of the humiliation felt by Germany. The face of central Europe was changed for the next twenty years. Painters of every conceivable kind were on the front lines fighting side by side their comrades. Several died during the war such as Boccioni, Macke, Marc and La Fresnaye. Neutral countries such a Spain the home to Picasso and Gris were not asked to fight. Artist s from every genre was asked to fight. Legar was a stretch-bearer, Kokoschka a cavalryman, and Beckmann a medic. They all wrote and painted about what they saw and did.   These artists left a heart wrenching account of the devastation of the war. Their artwork is a testimony.            Little research has been done or their artwork has been forgotten. This probably due to the painful memories associated with the war. Others who made it through chose not depict the drama of war and their style became totally different than before. (http://www.pvhs.chico.k12.ca.us/~bsilva /projects/great_war/effects.htm).            One such artist was George Braque who style after the war was different in color and subject matter. He was one of their own from France who fought in the war. He was born in Argenteuil-sur-Seine which was later the home of the impressionist movement. His father and grandfather were both house painters and young George followed in his father and grandfather footsteps. At age 15 Braque’s family moved to Le Haurve and George started taking courses at a local art school. He started his career as an interior decorator. Braque moved to Paris at age 17 to fully submerse himself in his passion for space and color. He enlisted into the military and in 1902 with the financial backing of his family he attended a private art school the vole des Beaux-Arts. He was inspired by African and Greek sculptures and often the visit the Lourve for ideas (http://www.mes.csuhayward.edu/~malek/Braque.html).            George Braque painting was influence greatly by the Fauves-Matisse and Derain. Their wild eclectic style was called Fauvism. Fauvism emphasized wild vivid colors like that of Van Gogh (Encarta 2005 Fauvism). Like some of the artist of the time Braque wanted to challenge the traditional themes in artwork. He wanted his paintings to evoke an emotion, a discussion, and a mood. He accomplished such a task with works like Antwerp and Landscape at La Ciotat of 1906. These paintings showed the vivid colors of Fauvism, but little line . After a year of Fauvism, Braque became impressed by the styles of Paul Cezanne call the father of â€Å"modern art†(Cezanne, Encarta 2005). Cezanne artwork was the opposite of Fauvism. It restored order to the style of the â€Å"wild beasts†of Matisse and Derain. This when the cubist style was formed. Braque admired the way Cezanne’s â€Å"distorted forms†led Braque to immolate that style (http://www.mes.csuhayward.edu/~malek/Braque.html). Cubism defies convention just like Fauvism, but unlike his early work everything-landscapes, houses, people-are reduced to geometric cubes. The colors were bland and the subjects were unemotional. Such as one of his earlier cubist work Little Harbor in Normandy of 1909.            Cubism can be broken into two genres: Analytical Cubism and Synthetic Cubism. It was then in 1909 when Braque formed a friendship with Pablo Picasso that together they revolutionized the Cubist movement. Analytical cubism lasted for roughly two years. From 1911 on synthetic cubism became known. In both genres geometric shapes were used, but now the subject was less fragmented and more recognizable (http://pablo-picasso.paintings.name/). Cubism originated from a rivalry between Picasso and Matisse. Matisse Blue Painting caused a scandal at the exhibit the Paris art show. This how Matisse and others received the title Les Fauves. At around the same time Picasso produced Desmoiselles and young artists that once followed Matisse now begin emulating the style of Picasso including Braque. This infuriated Matisse and others to the point of rejecting all of Braque’s work. Matisse tried to discredit Braque’s work by showing how it was made out of little cubes and that this artistic style was easy to replicate. The term cubism was born and catapulted Braque and Picasso. It marked the beginning of abstract art, even though the art form should dimensions of the subject being painted. Nonetheless, cubism owes it creation to notable artists (http://pablo-picasso.paintings.name/).            In the beginning Picasso’s and Braque’s work dealt with neutral colors and subdued subjects. Objects were shown from a 3-dimensional perspective (http://painting.about.com/). An early example of his work is the Violin and the Candlestick represented analytical cubism. The subdued colors along with the geometric shapes are seen. However, one can not called this artwork fully abstract as the subjects of the painting are still visible and the three dimensional sides are visible (http://images.google.com/imgres?imgurl=http). Braque and Picasso worked so closely together that at times their work was indistinguishable (http://www.safran-arts.com/42day/art/art4aug/art0831.html#cmc).  Both he and Picasso began experimenting with collage and would add bits of objects such as paper to their artwork (http//www.mcs.csuhayward.edu/~malek/Braque.html).            Pablo Ruiz y Picasso was born in Malaga, Spain. He can be called a genius in the art world and undoubtedly a brilliant painter. His father was an art professor so he was destine from birth to become one of the most immovable faces of art (http://www.biography.com/picasso). He moved to Paris where many friendships formed with other artists including George Braque. His work is labeled by different periods. The Blue period showed his use of the color and a representative of the mood of the time. His Rose period featured a more primitive style of art. However, it was the art form of Cubism that made Picasso famous. He shocks his fans and critics with Les Demoiselles d’Avignon (1907). In this work he used African themes with unemotional subjects painted with varying shades of color (http//www.mcs.csuhayward.edu/~malek/Braque.html).            The bond formed between Braque and Picasso was broken by the First World War. Braque like many artists enlisted into the French Army to show loyalty for his country. Braque served in the Great War for two years: 1914 to 1916. Braque entered the army as a sergeant. He was decorated twice for bravery. During the war he sustained a significant head wound in 1916 which left him temporarily blind. He spent several months recovering in a hospital. After, he was sent to a nursing home where he spent his time expressing quotes about life and art that start long before the war. A friend put together a book with all of Braque’s â€Å"aphorisms†.  Braque did not begin painting again until 1917. He rejoined the Cubist movement after the military which was now in the synthetic phase (http://www.free-termpapers.com/tp/5/ame43.shtml). Perhaps due to the cruelty of the war or the sever head wound he sustained while fighting, his artistic style quickly changed. Braque left the theme of traditional cubism and returned more to his original roots. He started using more â€Å"softer†drawings, brilliant color and more of an personal influence as in his work the 1919 Playing Cards (www.megaessays.com/ viewpaper/21985.html).. His paintings became more textured after moving to the coast of Normandy. He did not reflect the war in his work, perhaps not wanting to relieve the pain of the war. Braque along with painting also became an engraver, lithographer, and a sculptor. He along with Loewenfield turned his paintings into different images such as jewelry and books. Both had a love for precious stones which solidified their friendship. The idea of taking 2-dimensional objects and turning them into 3-dimensional objects allowed them to create over 100 different jewels. The Apollon Gallery featured their work in 1963 later that year Braque passed away at the age of 81 (www.genesisgallery.com/html/bios/373.html).            During the Great War, Picasso went to Rome where he met and married a Russian dancer named Olga Koklova. In Rome he worked with designer Sergey Diaghilev. He made several portraits of their son (Paulo as Harlequin, 1924) and of their friends. His work reflected neoclassical style showing voluptuous women (Women at the Spring, 1921) and mythological beings (The Pipes of the Pan, 1923). Picasso also picture strange creatures and crudely painted women (Sleeping Woman in Armchair, 1927) which may have indicate trouble in his first marriage (http://cgfa.sunsite.dk/picasso_bio.htm). After the war, went further in his exploration of his style. He emphasized color and dream-like images. Although it appears that Picasso’s artwork wasn’t greatly affected by the war like Braque. Picasso being a spanish citizen living in Paris was able to continue his work. However, he wasn’t without grief. The country was feeling the ill effects of the war and Picasso had to deal with the scrutiny of his friends not having to enlist. His paintings reflected the depressive mood of that time. Picasso had to also deal with the passing of his lady friend Eva Gouel (http://www.sparknotes.com/biography/ picasso/ section8.rhtml).            After the war he tried to stay close to cubism, but was also developing a unique style of his own. He returned to more traditional styles maybe in attempt to be recogzed for his own work and not be associated any longer with the cubist movement and his close friend Braque. It is not noted if their friendship continued after the war. Picasso struck up a friendship with a young poet and became involved with the Russian ballet (http://www.sparknotes.com/biography/ picasso/ section8.rhtml).            The War left major devastation in it is path. No one was left unaffected by the fighting especially the artistic community. Braque and Picasso were the 20 century most notable artists. Their style impacted not only the artistic community but all who enjoy art. However, the war seems to have left a permanent impact on George Braque as seen in his latter artwork. His style softened a contrast to the harshness of war. He focused on still life perhaps to view the world as calmer and beautiful. Picasso artwork changed very little. The notoriety he obtained probably shielded him from the devastation of the war. Perhaps, not being on the front lines allowed him to miss out on the cruelty that came from the war. Whatever the reason, both before, during and after the war, became two great artists emerging and remaining among the brilliance of the 20th century.    Bibliography            http://www.pvhs.chico.k12.ca.us/~bsilva/projects/great_war/effects.htm            http://www.art-ww1.com/gb/present.html.             World War I, 2005 Encarta Encyclopedia.             http://www.mes.csuhayward.edu/~malek/Braque.html            Fauvism, 2005 Encarta Encyclopedia.             http://pablo-picasso.paintings.name             http://painting.about.com/             http://images.google.com/imgres?imgurl=http             http://www.free-termpapers.com/tp/5/ame43.shtml             www.megaessays.com/ viewpaper/21985.html            www.genesisgallery.com/html/bios/373.htm             http://cgfa.sunsite.dk/picasso_bio.htm            Cezanne, 2005 Encarta Encyclopedia            (http://www.sparknotes.com/biography/ picasso/ section8.rhtml).             http://www.biography.com/picasso
Friday, September 27, 2019
Creating a Negotiation Simulation Term Paper Example | Topics and Well Written Essays - 1750 words
Creating a Negotiation Simulation - Term Paper Example All parties will enter the negotiation with the understanding that the problematic coworker is disliked and has been given many management-issued reprimands for poor performance and group work lethargy. In many instances, conflict between the coworker and others in the work environment has occurred, leading to further chastisement. The line manager understands that this problem worker continues to refuse to cooperate and generate high quality outputs, common knowledge for all parties. The coworker knows that her job could be at risk if there are further instances of negative social encounters, knowledge shared by the line manager. Further, the problem worker has also been denied a merit pay increase for awful job role performance, a situation which leaked at the proverbial water cooler. Hence, it is common knowledge that this is the only individual denied a performance bonus, strengthening the significant anticipation that the day of her termination nears swiftly. It is also known by both parties that all disciplinary warnings, lack of bonus achievement, and continual management chastisement and private discussion still does not motivate or build incentive for cooperative behaviors with this employee. Her work output is still at very inferior levels, a situation understood by all parties that will participate in the negotiation. It is also common knowledge that the problematic coworker uses regular psychological defense mechanisms when she is confronted by others for her behavior and inappropriate social attitude. She manifests paranoia through the defense mechanism of projection, attributing behaviors that she refuses to publicly acknowledge onto others. For instance, when it is implied that she is lazy, she instantly defends herself by iterating that it is her peers who are lazy and comes up with wild and delusional
SPSS-Analysis Assignment Example | Topics and Well Written Essays - 1000 words
SPSS-Analysis - Assignment Example This assignment describes the E-commerce topic that is a growing trend in the current business field. For this reasons, persons operating within the business industry should take a keen interest in the behaviors of consumers operating within the e-commerce business segment. To gain a better understanding, the researcher reviews previous literature on this subject and understands the various gaps and strengths that we can utilize to conduct future research. In this regard, this assignment discusses in detail two notable quantitative research analysis methods that have been employed in previous research and could potentially be useful for future studies in the area of e-commerce. The two research methods that we will be looking at are Partial least squares path modeling (PLS-SEM) and exploratory factor analysis (EFA). The first method, PLS-SEM, was utilized in the research article â€Å"Influences of gender and product type on online purchasing†. The second method EFA was utiliz ed in the research â€Å"Customer loyalty in e-commerce: an exploration of its antecedents and consequences†. After review the analysis and results of both articles, it is conclusive that the researchers were keen on the expected data analysis section of their chosen methods. An EFA analyses and their results are clear and easily understood by the audience. As for Pascual-Miguel, Agudo-Peregrina, and Chaparro-Pelà ¡ez , they had to modify a section of the data analyses for it to fit their collected data and the end results were satisfactory.
Thursday, September 26, 2019
Economics - Assignment Example | Topics and Well Written Essays - 1000 words
Economics - - Assignment Example It involves the element of comparing the total expected costs against the total expected benefits. To be precise it looks for one fact only; whether the project is a gain project or loss project. The literature background for such study was that previous researches showed that programs designed for early childhood involvements effected child’s health and well-being beneficially. Good quality of involvements was directly related with improved health status, rational skills, accomplishment motivation and keenness at school. This study is the further extension of such results to check whether such programs do influence children positively or not. For the CBA the research was carried out in Chicago Child- Parent Centers located in Public schools. These centers are believed to provide educational and family support services to low -income children between the ages of 3 to 9. The data collected was from 1,539 programs and a comparison group of children selected who were born in 1980 . These children were the participants of Chicago Longitudinal Study. The measures of program participation were considerably but not only associated with higher school achievement and with higher school completion and also with lower rates of remedial education services, juvenile delinquency which is popularly known as youth crime and children maltreatment which means treating children abusively. The economic analyses showed that the economic benefits of the pre- school participation and School- going participation exceeded the costs. This indicated that a public program established for such things proves to be beneficial. If the article is critically analyzed, one would find strengths and challenges within it. The strengths would show the strong points in the argument of the article and the flaws within the argument. The strengths of the article can be analyzed in the following way: I. The first recognizable strength of the article is that it gives CBA of such programs which promi se to play a positive role in a child’s health and well -being. Different benefits of these programs are listed in such an order that they give a comprehensive insight into the benefits of early childhood programs. The program benefits are termed as ‘reductions in expenditures for remedial services’, ‘increase in lifetime earnings, compensation, and government tax revenues’, ‘reduction in expenditures in the criminal justice system for youth and adult program, ‘reduction in tangible expenditures to crime victims of youth and adults and ‘reduction in expenditures for the child welfare system and the victimization form the child abuse and neglect’. The analysis is a comprehensive analysis of such programs, with the help of research methods and data collection; the benefits stated add an objective element to it. The literature part and the analysis part seem to go hand in hand because of the mutual argument. The analysis part is basic strength of the article because of the systematic listing of the benefits. The findings add to the knowledge about the welfares of early childhood programs for low- income children. II. Secondly the research itself lies down as the literature review for the future analysis and researches. The results stated prove to be the background for the researches to be carried out in the same field. Results are brought out in such dimension that they promise to be valid and reliable; thus fulfilling the quality of
Wednesday, September 25, 2019
Ethics in Auditing Research Paper Example | Topics and Well Written Essays - 2250 words
Ethics in Auditing - Research Paper Example An auditor is a business professional with the responsibility to assess various features of an organization, individual actions or project implementation to ascertain that resources are used efficiently, which includes finances, labour, inputs and any other factor of production that may affect business efficiency as well as the authenticity of the financial accounts of the business. The auditor is expected to provide an audit report with recommendations concerning the amendment of inaccurate entries and situations that may negatively affect the organization. Auditors are expected to adhere to professional ethics and in a manner that promotes the organization’s well-being. This paper focuses on ethical standards in auditing and why those standards are important. It also highlights ethical auditing violations and how they can be avoided. Ethical Standards in Auditing McWilliams & Nahavandi (2006) highlight the code of ethics in auditing whereby ethical standards and expectations need to be adhered to with regards to the conduct of individuals and organizations in an audit process. Auditors need to be morally responsible for their actions in the process of auditing and need to understand their impact on the future of the organization. An audit report may lead to improvement of business competitiveness, but on the other hand it may also result in dire consequences such as termination of contracts, employment, fines and lawsuits. Professional ethics is therefore an important component in auditing. Public confidence is achieved through adherence to good code of ethics, which reflects effectiveness and efficiency. Ethical standards give an organization and the public the reassurance needed with regards to risk control and effectiveness (Beauchamp & Bowie, 2010). Auditors are expected to maintain integrity in their actions, which is an important indicator of trustworthiness and hence the reliability of their findings and final conclusion. According to McWilliams & Nahavandi (2006), auditors need to observe the values of independence, impartiality in their judgement, high moral standards with regards to professional demeanour as well as unconditional honesty in their activities. Conflict of interest is a vice that needs to be avoided in auditing since it may lead to biased results. Fear or favour may also influence the outcome of auditing since the auditor may avoid certain aspects that may help unveil important loopholes through which organizational efficiency is likely to be lost. Auditors need to exercise unmatched standards of even-handedness, honesty and ethical behaviour. They need to accomplish their work with uprightness, meticulousness and accountability while observing the law (Jamal, 2004). They are obligated to make disclosures stipulated by the law and in line with professional obligations. They should avoid situations that may unintentionally lead them to be party to any unlawful activity or get involved in actions that are di sreputable to the auditing profession or to a business. Howieson (2003) notes that auditors need to demonstrate respect for the work of fellow auditors whether in the same or different organization and also recognize their distinct capabilities are areas of competency. Respect for other players in the audit profession promotes good work relations and possibility of future collaborations. Objectivity is the frame of mind
Tuesday, September 24, 2019
Coaching Leadership Development Essay Example | Topics and Well Written Essays - 2000 words
Coaching Leadership Development - Essay Example It may be an informal or a formal process, an informal being one in which a person with greater experience guides the one with lesser experience. Statistics in UK show that 90% companies use coaching and 51% of them consider it to be necessary and crucial for the leadership development process. These skills are often developed and adopted by managers who would influence the organization. (Wooden & Jamison, 2005) A new era brings about rapid changes in the market place and thus organizations and therefore leadership skills have acquired greater importance in the dynamic workplace. Those who employ coaching as a leadership have a greater understanding of themselves usually, since it not only allows them to grow in terms of leading the organization but also to understand their own personality and areas of strengths and weaknesses and work on themselves. (Smith, 1999) Executive coaching is one of the components of coaching that seems to be effective and a good investment of time and mone y. Competencies that are developed prove to be long term and effective and further inferences can easily be deduced as to what needs to be done to further enhance the competencies. (Dessler, 2012) Also organizations are engaging in downsizing and they have a flatter structure than before since the world is moving to a place where hierarchical structures are considered less effective and lesser manpower is required in organizations. Therefore even though it has its benefits, however, senior managers would be removed more easily and growth opportunities are better but if new managers cannot fill in the shoes of the previous managers and lack the leadership qualities then the entire organization will show a downward trend. Coaching can help build these abilities. (Warrenfeltz,... This paper approves that there are certain alternative approaches such as leadership action teams. This requires being put in situations with teams to perform in situations which are above their current capability and one person is the leader who will guide the team to success or failure and basically guide the team through the entire situation. This is a new method that has achieved a lot of success because the workplace is dynamic and situations keep changing and leaders always have to be ready. There may not necessarily be time to coach them to reaching their goals, and so learning by doing or action learning is useful in situations where the organization is pressed for time and money and the managers have a great deal of workload already. This essay makes a conclusion that a last leadership development tool that is important is the multi-rater feedback method or a 360 degree feedback method. Feedback is always an effective tool for improvement, since you are always guided and critiqued as to where you are going wrong and where you are going right, and you can go in that direction accordingly. However, feedback from different sources is even more effective as you get an overall perspective of your standing, not just from your mentor, or your coach, or your employees, but from all of the aforementioned. This helps to improve performance. However, this feedback needs to be continuous if it is to be effective. Also, one can never be sure if they encompass the entire organization’s perspective in their 360 degree appraisal and one which is free from bias because everyone has a different way of looking at things and not necessarily the correct one.
Monday, September 23, 2019
Qualitative Research Methodology Essay Example | Topics and Well Written Essays - 500 words
Qualitative Research Methodology - Essay Example For example, the use of computer has become essential in the administrative field and for this reason the public sector has experienced a huge technical growth where the computer has become an integrated part to any administrative work system. One can refer to the decreasing prices of computers and the demand for new computer models. Technology is nourishing the society, to give efficiency, from the running of a fan to the satellites, circling the space. In every field of knowledge and work, technologies are used to gain time. For eg: before there was TV, there was the radio. But the latter was not enough. One wanted to see and hear at the same time. The aim of science is to make man use all the senses all that once to gain a wholesome knowledge of the surroundings. Therefore, the experts too want to find ways and means to create a technical system that helps the employees in finding informations related to their work with the least effort and shorter time to avoid searching in files and box folders for a certain paper which takes time and effort. This problem demands the need of the UAE E-administrative to be brought to notice, in order to check the police system to update its efficiency.
Sunday, September 22, 2019
Global war wine Essay Example for Free
Global war wine Essay The global wine industry is being influenced by a number of factors including consumer demand and changes in the way wine is produced and sold. There has been a shift in the perception of wine in the past half-century as consumers and producers have migrated away from the Old World philosophies to the modern-thinking the New World has brought about. By the 1990’s the average consumer’s palate changed especially here in the U. S. where consumers were more apt to look for the premium ($7-14) and super-premium (+) wines. By this time, there was a drop in consumption in countries that traditionally consumed a great deal (France, Italy, Spain, Argentina, and Chile) while demand in other countries increased (U. K. , Canada, Belgium, and some Asian countries). Wine consumption was now becoming truly â€Å"global†and New World producers had the means to handle demand. Shipping overseas was now a cost-effective way to transport wine around the globe allowing consumers even more choices of quality wines. Therefore, one of the most important factors in how the wine industry is changing is in the education of the wine consumer. And consumers now can look at a bottle of wine and tell the type of wine and the region they came from along with the date bottled. 2. How did the French become the dominant competitors in the increasingly global wine industry for centuries? What sources of competitive advantage were they able to develop to support their exports? Where were they vulnerable? French wine producers became the dominant competitor as a result of four reasons. First, their geographic and climatic featuresplayed significant role. As France is in the middle of Europe culture with suitable climate and soilcondition for harvesting grape, had accrued first-mover advantage and established its place as thedominant competitor in the global wine industry. Second, they became the first high-quality winemarket and gained a lot experience. Especially, the negociantstraded wine between France and othercountries and this worked as word-of-mouth effect, increasing the reputation and dominance of Frenchwine. Third, they used the latest innovations such as mass production of glass bottles, the use of cork stoppers and pasteurization. These innovations increased the stability and longevity of wine whichallowed the transportation of wine to distant places, and birth of global wine market. Lastly, the government support made significant effect on the reputation and improvement of French wineindustry. The sources of competitive advantage that they were able to develop to support their exports is to keen to taste and tradition in the production of wine (strongly tight to the French culture), artistic and historical talent and expertise in wine making and well located as to the high demand markets such as England,.. The main vulnerable aspects of French wine industry were highly fragmented vineyard and wine production, increasing vineyard prices per acre, complex distribution and sales system, long multilevel value chain, risk of bad weather and disease; and poor roads and complex toll and tax system. Also, they lack of rational assessment of their place comparing to other countries and they do not have any marketing plan or strategy.
Saturday, September 21, 2019
Modern Technology Effects Essay Example for Free
Modern Technology Effects Essay With advances in technology, student study habits have dramatically changed. Its affected the way classes are taught, students learn theories and the way information is presented. Gone are the days of slaving over books in the library and scribbling down notes on paper. Technology is changing the way kids learn in schools and at home. Students are now able to bring their work with them wherever they go because of laptop computers and handheld tablets, like the iPad. Having these electronic tools seems essential to all of us, including kids, nowadays and we wonder how we ever survived without them. Not too long ago, students were lucky to have one computer in their classrooms and the teacher wrote the lessons on a chalkboard. Now it is much more common to see each student with their own laptop or iPad and the teachers writing on smart-whiteboards that connect to these computers. With the way the world is becoming dependent on the use of technology in day-to-day life, it is good for the younger generation to learn a basic understanding of these tools, even though the software systems will most likely change by the time they enter the work force. Students are also able to do more complex tasks earlier on because of the capabilities of technology. However, this does present the problem of becoming dependent on these devices to solve these challenges, especially those above their learning level. Don’t you remember having to learn how to do math in your head before you were given a calculator to solve an equation? If students don’t learn how to problem-solve on their own, it may present challenges for them down the road because they expect to have the answer right at their fingertips. Recently psychologists at Columbia University released an article on the effect search engines and the Internet are having on our ability to memorize. which concluded that we are less likely to remember discrete information than we are where we found it, and that we only commit something to memory if we think we won’t be able to access it later, when we need it. While students are becoming more digitally advanced than the prior generation, it is good to learn the basics as well. Having a child read a book, write out a math problem, or do research in a library may not appeal to them as much as â€Å"playing†on an iPad, but it can only add to their education. Scope and Limitations Modern technology has always been considered as a gauge for an awareness of how developed a society is. With the influx of technological gadgets, modern technology is definitely beneficial to mankind. But, as with other scientific and technological discoveries, these gadgets have also taken its toll on those who are the main users of thee discoveries – the students. Twenty or so years ago, students would have to spend hours, and even days in the library, if they are to complete a research work. Answering assignments means that one will have to read chapter after chapter in their textbooks. Nowadays, vital information may be obtained by merely a click of the mouse. Everything is readily available at their fingertips, so to speak. Oftentimes, students say, â€Å"Thank God for the internet†. While this may be true, there are also harmful effects on students which may fall under the physical, psychological, emotional, mental and social aspect. Basically, students make use of the internet in answering assignments and doing research work. However, students would often be making use of social networking sites while simultaneously doing their assigned tasks. This means that the student is not a hundred percent focused on accomplishing what is required. It also takes them a longer time in completing the assigned task. As a result, the student therefore, is more physically exhausted, often spending the wee hours in the morning due to the fact that he or she is actually multi-tasking. It has been observed that almost every week, more updated gadgets are being introduced in the market. For the adolescent, who is in the third plane of development, there is this need to belong to a certain group. More often than not, social cliques mean dressing alike, thinking alike, and even having similar gadgets are some of the basis in order to be part of a specific group. Hence, the adolescent is psychologically, emotionally and even mentally affected if and when an updated version of these gadgets is out in the market. There is this need to have these gadgets in the hope of being â€Å"in†with the group. It is one way of satisfying the need to belong to a social group which means that it also affects the social aspect of the student. Having seen both sides of the coin, are modern gadgets beneficial or harmful to students? I would say both – there are beneficial and harmful effects not only to students but to anyone for that matter. The key is still in our hands. Remember that anything in excess could have negative results. Modern technology – including modern gadgets – has been invented for mankind’s convenience. Let us show gratitude to the men of the past who have painstakingly invented and devised ways to make life easier. Let us make use of modern technology effectively, wisely and responsibly.
Friday, September 20, 2019
Environmental Impacts of Batteries
Environmental Impacts of Batteries Introduction: In this report we plan to research, compare and analyse the different types, manufacturers and environmental impacts of batteries so as to determine whether or not there is one battery that is superior to the rest and if so, how it is superior. In order to do this, however, we must first understand more about batteries. Therefore, we will first investigate how a battery works, as well as primary and secondary cells and recharge and discharge cycles. Research must also be done into the different manufactures of batteries within South Africa. Once we have a fuller understanding of the basics, we will be able to analyse in more detail the characteristics of different types of batteries, in this case focusing on the most popular ones. We will also look into how these batteries impact the environment whether it is in a positive or negative way and how we can properly dispose of these batteries so as to reduce any harm they may inflict, both on the environment and humankind. What is a Battery? A battery consists of a multiple number of electrochemical cells linked together, which converts chemical energy to electrical energy by means of self-sustaining spontaneous electrode reactions in order to produce an electrical current when connected to a closed circuit. Each electrochemical cell comprises of two half cells which contain an electrode and an electrolyte. The two half cells are connected by a salt bridge in order to create ionic contact for the two electrolytes for the free movement of ions and to prevent the electrolytes from mixing in the case of two different solutions being used, which would cause unwanted side reactions. An example of a salt bridge would be a strip of filter paper which has been soaked in a solution of potassium nitrate. Other means of separation of electrolytes include the use of gel solutions and porous pots. In the majority of modern, commercial batteries, a different electrolyte is used in each half cell, and to prevent mixing, a porous separator is used which only allows the passing through of ions. The electrolyte of the two half cells is a solution which is capable of conduction of electricity due to the presence of free negatively and positively charged ions. In one of the half cells, positively charged ions (cations) are attracted to the cathode (positive electrode); while in the other half cell, negatively charged ions (anions) are attracted to the anode (negative electrode). In the redox reactions which cause the conversion from chemical energy to electrical energy, oxidation (loss of electrons) occurs at the anode to the negatively charged electrons; and reduction (gain of electrons) occurs at the cathode to the positively charged electrons. Illustration of a Redox reaction The electrochemical cell produces an electromotive force (emf) and is the difference in voltage between the two electrodes. For example, if the one electrodes voltage is 3V and the other electrodes voltage is 1V, the net emf of the cell is 2V. Primary and Secondary Cells: Batteries are classified into two main groups: Primary batteries irreversibly convert chemical energy to electrical energy (once the initial supply of reactants has been used up, the electrochemical reaction cannot be reversed by inducing an electrical current and thus the energy cannot be restored to the cell). Secondary batteries can be recharged by reversing the electrochemical reaction by inducing an electrical current. Primary Cell: A primary cell is any type of battery of which the chemical reactions are irreversible the chemical reactants cannot be restored and thus a primary cell has to be discarded once it is depleted. Primary batteries come into use for when long periods of time in storage are needed as a primary batteries are constructed to have lower self-discharge rates than secondary batteries, so all of the capacity is available when in need for useful purposes. Devices that require a small amount of current for a long period of time also use primary batteries as the self-discharge current of secondary batteries would exceed the load current and cut down service time to a few days or weeks (eg, a torch must work when needed, even if it has been on a shelf for a considerably long period of time. Primary cells are also more cost-efficient in such a case, since secondary batteries would use only a small percentage of available recharge cycles. Reserve batteries are capable of achieving a very long storage time (ten years or more) without the loss of capacity, by physically separating the components of the battery and only assembling them again at times of use. However, such batteries are expensive. When in use, primary batteries become polarized (hydrogen builds up at the cathode and in turn reduces the effectiveness of the battery. In order to remove the hydrogen, a depolarizer is used. Depolarizers can be mechanical, chemical, or electrochemical. Although previous attempts have been made to create self-depolarizing cells by roughening the surface area of the copper plate to encourage the hydrogen bubbles to detach, they have had a large failure rate. Examples of primary cells: Alkaline cell Aluminium cell Lithium cell Mercury cell Zinc-carbon cell Secondary batteries: A secondary battery is cell of which the chemical reactions can be reversed and therefore energy can be restored to the cell. This is done by connecting the cell to an electrical current. The electricity initiates non-spontaneous redox reactions in order to restore the chemical reactants. Secondary cells, when purchased, could not be used immediately and would have to be recharged before use. Although today, most secondary cells are created with lower self-discharge rates, allowing the purchaser to use the battery immediately as the battery already holds about 70% of the stated capacity. The energy used in charging secondary batteries mainly comes from AC current using an adapter unit. Many battery chargers take several hours to recharge a battery. Most batteries are capable of being recharged in a much smaller amount of time than what most commercial, simple battery chargers are capable of. Although a few companies are producing chargers that are able to recharge AA and AAA size NiMH batteries in just 15 minutes, high rates of charging (15 minutes to 1 hour) will cause long term damage to NiMH and most other rechargeable batteries. Secondary batteries are susceptible to damage by means of reverse charging if they are fully discharged. Also, attempting to recharge primary batteries possesses a small chance of causing an explosion of the battery. Flow batteries, which are not commonly used by consumers, are recharged by replacing the electrolyte liquid of the cell(s). The technical notes of battery companies often refer to VPC. VPC means volts per cell, and refers to the individual secondary cells making up the battery (eg, to charge a 12V battery which contains six cells of 2V each at 2.3 VPC, needs a voltage of 13.8V across the terminals of the battery). Most NiMH AA and AAA batteries rate their cells at 1.2V. However, this is not a relatively large problem in most devices as alkaline batteries voltage drops as the energy is expended. Most devices are constructed to continue to operate at a reduced voltage between 0.9V and 1.1V. Industrial secondary cells are used in grid energy storage applications for load leveling, where electrical energy is stored and is used for the duration of peak load periods, as well as for renewable energy purposes such as the storage of electrical energy which has been generated from photovoltaic arrays (solar panels) during the day to be used in the evening. By recharging cells or batteries during periods when demand for power is low and then returning the energy to the system (or grid) during periods when the demand for power is high, load-leveling aids to eliminate needs for extremely expensive power plants and also eases the cost of generators over a greater period of operation. Discharge and Recharge Cycles in Batteries: Recharge and discharge cycles The purpose of a cell is to store energy and release it at the given time in a contained manner; however, only secondary cells can be recharged. The electrochemical reaction that occurs in the fluid electrolyte of a wet (secondary) cell is reversible, unlike dry or primary cells; this allows the charge to be restored. The three most popular types of rechargeable batteries that are found today are nickel-based (NiCd NiMH), lithium-ion and lead-based cells. C-rate C-rate is the measurement of the charge and discharge current of a cell. Almost all transportable cells are rated at 1 Coulomb (1C). This means that a 1000mAh battery, if discharged at 1C, would give 1000mA for one hour. The same applies if the discharge was halved (0.5C) this would provide half the amount of current (500mA) for twice the duration (2 hours). A 1C cell is referred to as an hour discharge, the most common portable cell we have is the 20-hour Lead-based discharge cells (0.05C) found in cars. Lead-Acid Cells The C-rate of a lead-acid cell is not set to a constant like other cells, as achieving 100% capacitance at any discharge rate is difficult. The offset is done in order to compensate for the varying measurements at the differing currents; automatically adjusting the capacity of the cell is discharged at a higher/lower C-rate than originally thought. Portable lead-based cells are rated at 0.05C given a 20-hour discharge. The offset is represented in Peukerts law. Peukerts law: represents the capacitance of a lead-acid cell in terms of C-rate. As the rate of discharge increases, the batterys available capacity decreases and vice-versa. Fast and slow discharging/recharging of a lead-acid cell At the beginning of when a lead-acid cell is charged or discharged, the chemicals present in the acid electrolyte at the point between the positive and negative electrodes (the interface) are affected. The change in these chemicals, results in a charge that is formed at the interface. This interface charge eventually spreads throughout the active material in the volume. Fast charging a completely discharged cell for a couple of minutes causes the charge to develop near the interface of the battery, when left for duration of time (Â ± a couple of hours) the charge spreads throughout the volume of the cell, meaning the interface charge of the cell is too low for the cell to actually function. Likewise, if the cell is discharged quickly it will appear to be dead but it has only lost its interface charge. Meaning after a few minutes wait, it should be able to function. If the battery is charged slowly, over a long duration of time, then it will become more fully charged (than that of a fast charge). This is as a result of the interface charge having more time to redistribute itself into the volume of the electrodes and acid electrolyte, as well as itself (the interface charge) being recharged. In addition, if the cell is being discharged slowly, then when the battery appears to be has died it most likely has been fully discharged. Depth of discharge of Lead-acid batteries The depth of discharge (DOD) of a cell is the percentage of the batterys current that it is discharged per hour. The optimum temperature a battery should be charged/discharged is around 25Â °C (77Â °F), anything higher and up until 50Â °C (122Â °F), is tolerable. The cycle life of lead-acid batteries is exactly proportional to the depth of its discharges. Â ±200 cycles after battery discharged fully (100% DOD) Â ±500 cycles after battery partial discharge (50% DOD) 1000+ cycles after battery shallowly discharged (DOD) Lead-acid batteries are charged not be discharged over 1.75V/cell, nor should it be stored in a discharged state. The cells of a discharged lead-acid sulfate, a condition that renders the battery useless if left in that state for a few days. Always keep the open terminal voltage at 2.10V and higher. Charge and discharging of lithium- ion cells Discharging Lithium-ion batteries only works within the temperature limit of -20Â °C to 60Â °C (-4Â °F to 140Â °F). The chemical reaction is reversed within the battery and the current flow is carried from the negative to the positive electrode by the movement of Li+ ions, through the non-aqueous electrolyte. The cycle life of lithium-ion batteries is directly related to the batterys depth of discharge, the higher the capacity of discharge, the less number of cycles it can go through. Charging Lithium-ion cells requires an external electrical power source (charger) that applies a higher voltage but of equal difference (normally 4.05V/cell) to that developed by the batterys own chemistry. This causes the current to flow in the opposite direction, meaning the lithium ions migrate from the cathode to the anode, and they become intercalated in the porous electrode material of the cell, thereby replenishing its charge. Charge and discharge cycles in nickel- based batteries (NiCd NiMH) The reliability as well as longevity of Nickel-based batteries hinges, predominantly, on the quality of the charger. Nickel- based cells should always remained cool when being charged as elevated temperatures shortens battery life. A rise in temperature cannot be avoided due to the chemical reaction in the nickel-based cells, yet in order to be charged properly the spike in temperature has to be as short as possible. If the temperature of the battery remains higher than room temperature for an ample amount of time, the battery should be removed, as it is not being charged correctly Nickel-based batteries can be charged at several different rates using a variety of chargers: Slow charger of nickel- based cells take between 14-16 hours at a fixed charge of 0.1C (1/10 of nickel cells 1C capacity) this however causes crystalline formation within the cell, this causes the subsequent drop in voltage at that point in its charge cycle where recharging began, as if the cell is being discharged Rapid Charger of nickel-based cells takes between 3-6 hours to fully charge, this charger switches the cell to trickle charge (charging with a very small current) when it is ready. Fast charger of nickel-based cells takes approximately one hour to charge the battery; this is the preferred way to charge nickel-based cells as it reduces crystalline formation or memory within the battery however, the battery is at a higher risk of overcharging, which can damage the battery. However all new Nickel-based batteries should be trickle-charged for a day before being used as this ensures that all cells are equally charged within the battery. Nickel Metal-hydride batter The charging voltage of NiMH ranges between 1.4-1.6 V/cell fully charged and 1.25 V/cell during discharge, down to about 1.0-1.1 V/cell Nickel cadmium battery The charging voltage of NiCd is between 1.3 -1.4V per cell when fully charged and about 0.8-1 V when discharged If the nickel-based batteries are discharged at a rate higher than 1c, the end of discharge point is lower than 0.9V a cell. This compensates for the voltage drop at higher temperatures induced by the internal resistance of the cell also other factor which contribute to the drop (iring, contact etc) the lower point produces better capacity readings for the nickel-based cells when discharging at lower temperatures. South African companies that manufacture batteries The Willard Battery Company is a fully owned South African company that manufactures motor vehicle batteries and is located in Roodepoort, Port Elizabeth. The main types of cell they manufacture are SLI lead-acid batteries for use in powering the starter motor, lights, and the ignition system of a cars engine. First National battery is a battery manufacturer that came about after the merger of four smaller battery-manufacturing companies (First national battery, Raylight, Oldham and Chloride). Their main products are SLI lead-acid batteries used in vehicles (passenger and commercial), mono-block lead-alloy batteries used in railways, lead-alloy cells (deep-cycle, RR, tubular and Solar) used for as standby reserve batteries in marine vehicles and as well solar batteries. Deltec Power Distributors is a South African distributor of a wide variety local and internationally produced high quality Lead-calcium car batteries and standalones, since 1979. SABAT Batteries is part of Powertech Batteries, a branch of the Altron Group South Africa. SABATSs main operations include the manufacture and distribution of lead-acid cells, low-maintenance hybrid lead-calcium cells, and maintenance-free calcium and normal calcium batteries Dixon Premium batteries is South African company founded in 1953 and is based in Vereeninging Johannesburg. Their main product is a 12-volt SMF lead-acid cell for use in motor (and/or other) vehicles. Free Start Power is a Local company that manufactures SLI lead-acid batteries for the use in vehicles (commercial, passenger and aquatic) The Most Popular Types of Battery: The three most common and more popularly used types of batteries are the lithium-ion battery (examples are in notebook computers and medical devices), nickel-based batteries (such as in two way-radios and power-tools in the nickel-cadmium battery and laptop computers and mobile phones in the nickel-metal-hydride battery), and of course the lead-acid battery (mostly found in wheelchairs, emergency lighting system and cars). Nickel-cadmium Battery: The nickel-cadmium battery consists of a nickel (III) oxide- hydroxide (Ni(OH)3) plate as the positive electrode (the cathode), a cadmium plate as the negative electrode (the anode) and an alkaline electrolyte usually made from potassium hydroxide (KOH). There is also a separator that isolates the two electrode plates. These are all rolled into a spiral shape and enclosed in a casing using a metal, self-sealing plate (known as the jelly-roll design). This original cell design is what differentiates the nickel-cadmium battery from the older, more traditional alkaline cell. The structure of the nickel-cadmium cell allows more of the electrode to be in contact with the electrolyte, thus lowering the internal resistance of the battery and increasing the maximum current that can be delivered, whereas in the alkaline cell a graphite rod is placed in a casing filled with the electrolyte, resulting in a much smaller area of the electrode being in contact with the electrolyte. In a nickel-cadmium battery, the chemical reactions are as follows: Nickel electrode (cathode): 2NiO(OH) + 2H2O + 2e? 2Ni(OH)2 + 2OH? Cadmium electrode (anode): Cd + 2OH? Cd(OH)2 + 2e? Therefore, the net reaction in the cells of a nickel-cadmium battery is: 2NiO(OH) + Cd + 2H2O 2Ni(OH)2 + Cd(OH)2 When a nickel-cadmium cell is tested on a device such as a cell phone, it typically produces a very low internal resistance: about 155 milli-Ohms (m?). This resistance is largely affected by the state of charge the battery is in. The resistance is highest during two stages: when there is a low charge and immediately after charging. Therefore, the maximum possible current is actually achieved after a period of rest after the battery has been charged, with the internal resistance varying between 100 to 200 milli-Ohms, with the cell emf ranging from 0.0 to 1.3V. Both the maximum current and the capacity of this cell are influenced by the internal resistance. As previously stated, the low resistance means that the nickel-cadmium cell can produce quite a high maximum current. The secondary cells that make up the nickel-cadmium battery each have a capacity of about 1.2 Volts; therefore a standard battery with a 7.2V capacity (6 cell pack) should produce around a 900 mA current without diminishing for a long period of time. This ability of the battery to provide a high current for extended periods makes it one of the most popular battery types. Nickel-metal-hydride Battery: The main (and possibly most distinguishing) difference between the nickel-metal-hydride battery and the nickel-cadmium battery is that the nickel-metal-hydride doesnt use any toxic metals. Where the nickel-cadmium battery uses cadmium to form the hydrogen-absorbing anode, this battery uses an electrode made from a metal-hydride, typically an alloy mixture of Lanthanum, cerium, neodymium, praseodymium and possible other rare-earth elements, as well as a metal that is usually cobalt, nickel, manganese and/or aluminium. This makes the metal-hydride anode an intermetallic compound. Lithium-ion Battery: The lithium-ion battery is one of the newest and fastest developing technologies in the battery world. As this cell was introduced to the public shortly after the nickel-metal-hydride battery, some believe that the nickel-metal-hydride cell was a crucial step in the development of the lithium-ion cell. In a lithium-ion cell, the electrodes (anode and cathode) are made from compounds which lithium can move through. When lithium is moved into the electrode it is called migration; when it moves out it is called extraction. The movement of the lithium, via the electrolyte, between the anode and the cathode depends on whether the cell is charging or discharging. The reason lithium-ion is used instead of lithium metal is that lithium metal is highly unstable when used in the batteries discharge and recharge cycles, making it very unsafe for conventional use. Therefore, this battery is a non-metallic battery. Lead-acid Battery: As the name suggests, this type of battery consists of two substances: Lead and an acid. There are two types of solid lead in the battery which form the two electrodes. The negative electrode (anode) is made from pure lead (Pb) while the positive electrode (cathode) is made from lead dioxide (PbO2). It is important to remember that lead has an oxidation number of 0, while lead dioxide is +4, as it is the change in these numbers due to the reaction in the cells that will cause a flow of electricity. The acid in the battery forms the electrolyte. This acid is the compound Sulfuric Acid (H2SO4), which is also mixed with water (H2O). This acid remains in the ionised form of two H+ protons and an SO42- ion. This is due to the fact that Sulfuric Acid will only lose one of its protons when it comes into contact with the water, saving the other for reaction with the lead on either electrode. When the two electrodes are placed into the electrolyte and the circuit is completed, both electrodes will begin to form a coating of lead sulfate (PbSO4) around the original compound. Therefore, we can draw up the half reactions that define the chemical process in a lead-acid battery. A typical, conventional lead-acid battery consists of a 6V pack, i.e. the battery has 6 cells in it, with each cell having a capacity of 2 Volts (emf is equal to approximately 2.041 V in each cell). The internal resistance depends on the maximum voltage that is currently flowing through the battery. In a fully charged 12.6 Volt lead-acid battery, the internal resistance is about 10 milliohms. This very low resistance results in the high maximum current that the battery can produce. However, unlike the nickel-cadmium battery, it can only produce this current for a very limited amount of time (200 to 300 cycles), after which the current will begin to diminish and internal resistance will begin to increase. The resistance is also affected by the number of cells in the battery, i.e. the more cells, the higher the joint internal resistance. The most common application of the lead-acid battery is the motorcar battery, also known as a lead-acid accumulator. This type of battery (usually 6V or 12V) uses a dynamo to recharge the battery and store energy while the car is turned off, so that it doesnt run flat. The Recycling and Disposal of Battery Components: Chelsey Moubray An electrical battery is a combination of one or more electrochemical cells, used to convert stored chemical energy into electrical energy. Where do you use batteries? Batteries form an essential part of everyday life. As consumers, we make regular use of these electrical units to perform a variety of different things. When speaking about small electronic items, batteries are the most common systems that are used to power things such as cameras, cellular phones, watches, laptops, remotes, most flashlights and many other household items. Every car is powered by an electrical car battery that enables mobility and these batteries are considered one of the most important purposes of batteries. Alkaline batteries are used to power these massive car batteries as well as radios, carbon-zinc batteries for childrens play toys and torches. Lithium is mainly used in batteries for things such as your camera, a calculator or your watch but sometimes mercury is also used for these various items. Mercury is also used for hearing aids, which are also powered by silver and zinc batteries. Batteries are a very important component in our day to day lives. To put it simply, they make everything a lot easier for us. Introducing a whole new spectrum of electronic appliances and equipment, we have easier ways to listen to music, know the time, travel faster and even listen without too much difficulty. To execute these functions we need to choose between two types of batteries that are used today; Primary Batteries and Secondary Batteries. A Primary battery is more commonly known as a disposable battery and can be used for portable devices that demand an immediate and direct current when switched on. The advantage for homes is that these batteries are easily accessed but can only be used once and must be thrown away after. The other battery is not only a better option for households but is also a healthier option for the environment*. These Secondary batteries are also know as rechargeable batteries, and must be charged before use. These batteries can be used many times, as they are rechargeable and perform the same job as a Primary battery. In conclusion, we use batteries in many different areas but mainly to power items that are a major part of everyday life. Like we are dependent on our cars and our watches for the time, we are therefore dependent on batteries. They form a large purpose in our lives and must use safely. In order to verify this safety we must learn to dispose of our batteries correctly. How do you dispose of batteries? To begin with, there are few standard procedures that should be followed when dealing with batteries. Never dispose of batteries in a fire source because it is likely that they will explode. Make sure never to place batteries in a group because if they contain even a small amount of power, when banged together they may release a charge that could result in them catching fire which can have devastating results. When it is apparent that a battery can no longer power its appliance, it must be removed immediately because it may leak. And lastly, never place a battery in a pocket because it may burst and cause another leakage. The first step to the adequate disposal of a battery is to place a powerless battery in some sort of container until you can correctly recycle it. Every battery is now considered to be hazardous waste. Because they contain very toxic metals such as Mercury, they have been classified as unsuitable to be thrown away as standard municipal solid waste. Batteries are not to be placed in communal dumps because there is a chance that these toxic metals can have a serious and perpetual effect on the surrounding environment.* Some of the batteries that are required to be accurately disposed of are batteries that can be found in; power tools, mobiles, various monitors, portable lamps, investigative electronic gear, flashlights etc. The new disposal requirement applies to all types and all sizes of batteries, including but not limited to: Alkaline, Nickel metal hydride (Ni-MH), Nickel-cadmium (Ni-Cd), Silver button (Ag), Mercury (Hg), sealed lead acid (Pb), Wet lead acid, Carbon-zinc, and Lithium Ion. There are a number of standard alkaline batteries that are not classified as harmful and can be thrown away as regular household waste but it is recommended for the batteries containing lithium, mercuric, oxide, nickel-cadmium, nickel metal hydride and silver oxide to be recycled. Most recycling areas contain a department for electrical batteries but it is best to contact your municipality to find out where most suitable to go. As the renowned Duracell battery company stated, Proven cost-effective and environmentally safe recycling processes are not yet universally available for alkaline batteries. Some communities offer recycling or collections of alkaline batteries- contact your local government for disposal practices in your area. Impact of Batteries: What is the impact of batteries on humankind? Clearly there is both an adamant negative and positive impact of batteries on humankind. The basic positive impact is that everything is a lot easier for humans. There are numerous activities that have been made possible for us through the creation of batteries. For example: Car Batteries: Car batteries have made mobility possible. Without this invention we would never be able to depend on such a reliable, easily accessible and quick form of transport. The introduction of automobiles has made a hugely positive impact on human kind. Monitors: There are various types of monitors that are used today, one of the most common being the standard hospital heart monitor. These monitors are responsible for keeping people alive. As a source of education and examination, these have formed an incredibly vital part of the medical world. Watches: Without batteries we would never have portable clocks that can be used to easily access the time. Although not a compulsory essential, watches have been said to be one of the most important concepts on a small scale. As mentioned in the previous section, there are hundreds of other manufactured electronic creations that have been made possible by the introduction of batteries. These creations have formed a vital part in humankind development over the last few decades. Without the establishment of batteries, the mechanical world would never have progressed and reached the critical level that it has reached. Enabling huge scientific breakthroughs and discoveries, batteries have formed the foundation blocks of our society and continue to enable extensive studies and research. Although batteries have facilitated a large range of discoveries and activities, they also have a negative impact on humankind. One of the most prominent negative impacts is the dependency on electronic appliances. As a embryonic world we have developed over many centuries, beginning with a very rural state and growing into a mechanical industrial world highly dependent of technology. Included in this technology is the battery. As said before, as one of the foundation blocks of society, communities have become largely dependent on batteries for necessities such as transportation and work, but also less essential activities including entertainment and leisure. As a global community we have survived in circumstances far more extreme than today without the help of batteries and futuristic technology, so it is evident that although accommodating, batteries can be considered un
Thursday, September 19, 2019
Free Glass Menagerie Essays: The Characters’ Weaknesses and Strengths :: Glass Menagerie essays
The Characters' Weaknesses and Strengths in The Glass Menagerie In an interview, Tennessee Williams once said, "I have always been more interested in creating a character that contains something crippled... They have a certain appearance of fragility, these neurotic people I write about, but they are really strong." In Tennessee Williams' The Glass Menagerie, the strengths and weaknesses of the characters is the focus of the play. There have been several critics who have raised interesting points concerning this subject. Critic Judith J. Thompson takes the stance that Amanda's "embodiment of 'The Great Mother'" is blinded by her weakness of an unrealistic world (p. 17). She states that Amanda's character is made up of "the Good Mother, the Terrible Mother, the seductive young witch, and the innocent virgin" (Thompson 17). She supports her theory with the incident in which Amanda says that she had seventeen gentlemen callers in one day. Thompson goes on to say that the "exaggeration of the number of Amanda's beaux recalls fairy tale and legends of romance in which the princess is beleaguered by suitors until the ideal knight or prince returns" (17). Here, Thompson shows that Amanda's weakness is living in a sort of dream world which overwhelms her intentions of being a "Great Mother" (Thompson 17). A second critic, Joseph K. Davis, takes the stance that Laura's weakness overpowers her ability to be sensitive. Davis divides the dramatic pattern of The Glass Menagerie into two parts. Part of the pattern is "the dramatization of men and women by a display of their fragmented, tortured psychologies" (Davis 192). He states in his analysis of The Glass Menagerie: "His [Tom's] sister Laura tries to live in the present, but her crippled body and grim prospects in the secretarial school overcame her fragile sensibilities" (194). Davis implies that, like Amanda, Laura's weakness consumes her ability to live in reality and her sensibility, her one strength. A third critic, Tom Scanlan takes the stance that Tom's weakness is overcome by his strength. Tom is easily entrapped and persuaded into situations that he may or may not want to be which weakens his character but his strength is greater than this weakness. The critic states that "the reappearance of Tom as narrator force the reader back to the present" (Scanlan 99). He shows the reader that Tom's strength is the ability to keep in touch with reality. Free Glass Menagerie Essays: The Characters’ Weaknesses and Strengths :: Glass Menagerie essays The Characters' Weaknesses and Strengths in The Glass Menagerie In an interview, Tennessee Williams once said, "I have always been more interested in creating a character that contains something crippled... They have a certain appearance of fragility, these neurotic people I write about, but they are really strong." In Tennessee Williams' The Glass Menagerie, the strengths and weaknesses of the characters is the focus of the play. There have been several critics who have raised interesting points concerning this subject. Critic Judith J. Thompson takes the stance that Amanda's "embodiment of 'The Great Mother'" is blinded by her weakness of an unrealistic world (p. 17). She states that Amanda's character is made up of "the Good Mother, the Terrible Mother, the seductive young witch, and the innocent virgin" (Thompson 17). She supports her theory with the incident in which Amanda says that she had seventeen gentlemen callers in one day. Thompson goes on to say that the "exaggeration of the number of Amanda's beaux recalls fairy tale and legends of romance in which the princess is beleaguered by suitors until the ideal knight or prince returns" (17). Here, Thompson shows that Amanda's weakness is living in a sort of dream world which overwhelms her intentions of being a "Great Mother" (Thompson 17). A second critic, Joseph K. Davis, takes the stance that Laura's weakness overpowers her ability to be sensitive. Davis divides the dramatic pattern of The Glass Menagerie into two parts. Part of the pattern is "the dramatization of men and women by a display of their fragmented, tortured psychologies" (Davis 192). He states in his analysis of The Glass Menagerie: "His [Tom's] sister Laura tries to live in the present, but her crippled body and grim prospects in the secretarial school overcame her fragile sensibilities" (194). Davis implies that, like Amanda, Laura's weakness consumes her ability to live in reality and her sensibility, her one strength. A third critic, Tom Scanlan takes the stance that Tom's weakness is overcome by his strength. Tom is easily entrapped and persuaded into situations that he may or may not want to be which weakens his character but his strength is greater than this weakness. The critic states that "the reappearance of Tom as narrator force the reader back to the present" (Scanlan 99). He shows the reader that Tom's strength is the ability to keep in touch with reality.
Wednesday, September 18, 2019
John Steinbecks Effect on Early Literature Essay -- Biography
John Steinbecks Effect on Early Literature Even though John Steinbeck grew up in a small town in California, with his great ambition and perseverance, he was soon able to become one of Americas greatest literary writers that is still remembered today. John Steinbeck may have had a difficult start in his early works, which did not gain him much popularity, he was still able to believe that he could be better and was able to write some of his greatest works such as the Gapes of Wrath which make him great to this day. his believe in his self and help from others, he was still able to become successful as a writer. John Steinbeck was born on February 27, 1902 in the small town of Salinas in California (Austro 2415). His parents John Ernst Steinbeck and Olive Hamilton both wanted John to be a lawyer as his life job, but Steinbeck thought otherwise (French 1). As John Steinbeck grew up his love for literature only grew with the help of his mother being a school teacher. She would always read him books as a child, which never helped him become a lawyer in life(Steinbeck.com John) . In his early years of school his teachers always look down on him thinking he was never a smart student, because he never was very great at school, but he always showed talent as a writer(Swisher 16). Even though his teachers never thought great of him, his English teacher always knew he would be a great writer, and because she knew this she would always use his writings as examples for the other students(French 1). Soon after grade school he knew that he would be a great writer. After High School John Steinbeck attend Stanford college to learn more in becoming a better writer(Austro 2414). He did not finish to get a degree but he learned things in this ti... ...lped him become a better writer. While working he realized hardships of the average worker which he used to write his story like the Grapes of Wrath. His stories on the average worker also helped him sell because the book were also a influence to the worker to buy, because they were able to relate to the character hardships (Bloom 13). Still to this day he is stilled compared to writers such as Harriet Beecher Stowe of Alfred Hitchcock. Even till his death he is stilled remember as a great writer (Austro 2418). Even though John Steinbeck grew up in a small town in California, with his great ambition and perseverance, he was soon able to become one of Americas greatest literary writers that is still remembered today. He shows that even a bad start and believing you can achieve greatest. He still is and will remember for his life and even after his death.
Tuesday, September 17, 2019
Comparing Quality With Quantity Of Education For Development Economics Essay
Education plays a major function in the part of economic development of any state. Education is considered to be really of import as it generates demand for high rates of labour ingestion and labour productiveness. It besides helps in deriving big economic returns through higher productiveness and incomes of the people. Education besides enhances accomplishments and cognition of the work force ( Woodward et al. , 2000 ; OECD, 1994 ; Bloom et al. , 2006 ) . The states with good developed instruction systems besides benefit by increasing the proportion of the working population and promote them to stay in the work force. A good instruction system in a state besides helps to keep competitory place in the planetary economic system and minimizes the impact of unemployment than states that have non invested in such preparation ( World Bank, 1990 ; Economic development indexs, 2007 ) . Education besides helps in accomplishing a higher criterion of life and enhances the accomplishments and cognition of people. It besides contributes and benefits the population from the scientific and technological progresss in the signifier of new merchandises and procedures which may in bend consequence in higher net incomes of people and lead to economic development ( Stevens and Weale, 2003 ) . However, it can non be denied that people need to better and update their accomplishments and cognition to vie in the progressively knowledge based economic system, as a consequence of which it becomes necessary for people to set about both qualitative and quantitative instruction and preparation ( Woodward et al. , 2000 ) . The quality and measure of instruction offered may change from state to state, but instruction is considered to be really of import as it is considered to be a major subscriber of economic growing. Even in Australia, instruction is one of the largest industries which contribute to about 6 per centum of GDP and the sum spent by the politicians and educational curates in Australia is based with the quality of end product. The authorities bursary on instruction during the 90 ‘s was about $ 17.6bn and the outgo made by persons and houses was about $ 4.7bn. Australia ‘s instruction system is besides considered to be of good quality criterion and besides attracts big pupils from different states. ( Becker and Lewis, 1993 ; Burke, 1992 cited in Marginson, 1993 ; Australian authorities, 2008 ) . However, there has been a batch of argument in the literature as to whether the quality of instruction is of import of the measure for a state ‘s economic development. ( Link and Ratledge, 1975 ; Marginson, 1993 ; Woodward et Al, 2000 ; Bloom et al. 2006 ) states that, it is of import for people to hold high quality of instruction as it encourages the population to achieve more instruction which will take to economic development of a state. This is because ; high quality of instruction helps people to develop more accomplishments and cognition and therefore, increases the productiveness of people which in bend has big impact on the net incomes and economic growing. The writers further provinces that, in order to acquire accurate estimations of returns from the quality of instruction, it is of import to mensurate quality which can be done by quantitative indexs i.e. graduation rates or achievement tonss of people. One of the states that illustrate the importance of quality of instruction is Singapore, where the per capita GDP grew at the rate of 6.7 per centum between 1970 ‘s and 1990 ‘s. The chief ground for the addition in the GDP was due to the alterations in the instruction policy. The authorities ‘s policy was focused on upgrading the quality of instruction and increasing the productiveness by bettering the accomplishments of people by using the school larning to existent universe jobs. This policy resulted in increased engagement of work force in the labour market with high cognition and accomplishments and therefore, the quality of instruction contributed into the economic system by bring forthing a cognition driven work force taking to the economic development of the state ( Kozma, 2005 ) . However, ( Cheng and Ghulam, 1997 ; Lee, 2005 ; Barro, 2001 ; Sianesi and Reenen, 2002 ; Dowrick, 2002 ) contradicts this and states that measure of instruction contributes to about 0.44 per centum growing in a state ‘s per capita GDP for every extra twelvemonth of schooling. Measure of instruction helps people attain more old ages of instruction and can gain higher rewards. Achieving more old ages of instruction is besides of import as higher degree of instruction is needed to run into the challenges of altering demands which are originating out of advanced cognition and engineerings. In developed states like Australia, more accents is being laid on the quality of instruction which leads to economic growing as at that place does non look to be much of a relationship between the degrees of instruction attained i.e. measure and economic growing. In such states more importance is given on the quality of instruction. This is because, people who do non possess plenty cognition and experience i.e. quality while go forthing or graduating from high schools and colleges find it hard to run into the demands of the labour market. These people may besides hold low productiveness and net incomes which may in bend have low impact on the economic development ( Pianalto, 2004 ; Bosworth and Collins, 2003 ; Arcaro, 1995 ; Marginson, 1993 and Barr, 2002 ) . However, ( Access Economics, 2005 ; World Bank, 1990 ) contradicts these positions and provinces that at that place seems to be a relationship between achieving higher degrees of instruction and economic growing. This is because, what a population learns may be different from what the employers may demand in the labor market. Achieving a low degree of instruction may besides gain really low returns to persons and to the economic system, while more old ages of instruction i.e. measure consequences in more skilled work force. Such skilled work force, in bend consequences in higher productiveness, higher engagement of people in the work force and higher employment in the state. The work force with more instruction brings a higher degree of accomplishment to the work topographic point. Hence, it increases the productiveness. It increases engagement of people as workers with higher accomplishments degrees are more likely to work. Hence, it increases engagement. Peoples who attain mote ins truction are more likely to be employable and bask lower unemployment rates. The writer further adds that people who do non achieve more degrees of instruction, they are likely to gain lower norm returns as compared to those people who have attained more degrees of instruction. For illustration in Australia, in 1999, people who did non complete twelvemonth 12 earned about 20 per centum less than those who completed. While people who attained university instruction earned about 40 per centum more than those who completed twelvemonth 12 and about earned 75 per centum more than the least educated. Education delivers high wage to Australians Beginning: OECD Net incomes of people by increased degree of instruction Average pay of those who finish school =100 ( Nam et al. , 1994 ; Temple, 2000 ; Muffels, 2008 ) further adds that, people with low old ages of instruction i.e. measure are more likely to acquire a impermanent occupation, peripheral occupation due to the deficiency in the accomplishments and cognition. This can ensue in lower productiveness and lower net incomes of persons. While people who attain high degrees of instruction are more likely to hold a positive consequence on labor market and acquire lasting occupations, nucleus occupations. This is because, though the procedure of instruction takes clip and involves chance cost, nevertheless, the result from the investing in the old ages of schooling can be considered to be certain in a sense that those persons who undertake who attain higher degrees of instruction will be skilled laborers in future which will increase productiveness and lead to economic growing. But ( the economic experts, 1992 ; Link and Ratledge, 1975 ) are of the position that, both quality and measure are of import for economic development as a big proportion of uneducated may ensue in unemployment and people who do non finish their schools do non hold important impact on their net incomes. The people who attain quality of instruction besides better the accomplishments of people and as there is a mismatch between the accomplishments offered by the people and the accomplishments needed by labor markets, there is a demand for people to achieve measure degrees of higher instruction. In order to increase the quality and measure of instruction it is besides of import to account that, who pays for instruction. ( Woodward et al. , 2000 ; Harrison, 1997 ) states that the authorities should bear the cost of instruction because if the authorities wages of instruction so it will better the quality and measure of instruction as more figure of people will be encouraged by the authorities to set about instruction. The sum of subsidy given by the authorities besides may impact the fees that persons pay for acquiring educated and therefore, will increase the demand for instruction. But if the authorities does non pay for instruction, it may impact the quality of instruction and besides may increase inequality in instruction. This is because ; if persons have to pay for instruction so they may see instruction as outgo and non as investing and hence, see a secondary issue which may raise poorness and unemployment in the state, which may restrict the economic growing of the state.
Monday, September 16, 2019
Nanking
The signing of the Nanking treaty proved to be an important catalyst in the eventual shift of ideas and principles concerning colonialism. Such document proved to be the instigator for the change in political ideals that affected countries in East Asia in their view of Western powers. In the end, the image of these legal codes served as an instrument in creating and paving for colonialism in East Asia. It can be argued that there has been an evolution of ideas when the Nanking Treaty was signed. This was evident not only among Western ideals but also among countries in East Asia as well (Japan). One thing that can be argued here is the creation of these legal documents to promote the exploitation of natural resources which is brought about by one factor – colonialism. Here we see the creation of colonial knowledge’s that served as an instigator to promote colonialism, particularly in East Asia. Wagoner (2003) says that colonial knowledge is â€Å"forms and bodies of knowledge that enabled European colonizers to achieve domination over their colonized subjects around the globe.†One such example is legal codes inscribed in every treaty that gives privileges to states to practice such concept. The Nanking Treaty serves as one component in legitimizing the practice of colonialism in China. There are several provisions in the treaty that exhibits such idea and creates the grounds for exploitation. Treaty of Nanking (1842) provides that â€Å"it being obviously necessary and desirable that British subjects should have some port whereat they may [maintain] and refit their ships when required, and keep stores for that purpose.†Such idea raises the question of equality of application in the mentioned treaty. Looking at it, there seems to be an evident discrepancy in the area of equality as far as the treaty is concerned. The mentioned treaty provides more benefits to the winning side (Great Britain) and penalties for the losing faction (China). Treaty of Nanking (1842) says that â€Å"His Majesty the Emperor of China cedes to Her Majesty the Queen of Great Britain, &c., the Island of Hong-Kong, to be possessed in perpetuity by Her Britannic Majesty,†This created a different perspective in the political environment especially in China. Prior to the Opium wars and signing of the Nanking Treaty, Chinese status in the realm of World Politics was regarded to be of high regard. After the defeat from the British, Chinese grasp slowly diminished as it lost control over certain privileges enjoyed by the state. It is through this, that other Western states also used such weakness for their personal gains. Bond (2007) mentions that â€Å"Sensing blood France, Russia and the United States all piled in with similar treaties granting similar access.†Such legal codes proved to be an instrument for inequalities and semi-colonial relationships. Realizing its extent, it can be argued that such event created a shift in the societal level as people and other traits begin to exhibit traits comparable to their colonizers. Wagoner (2003) says that â€Å"indigenous intellectuals in reality contributed actively to the process, and that colonial knowledge was thus produced through a complex form of collaboration between colonizers and colonized, and an attendant process of epistemic confrontation and adjustment between European and indigenous knowledge systems.†Though such treaty may promote ‘equality before the law’, realistically it showcases a different treatment among Chinese counterparts. Treaty of Nanking (1842) stipulates â€Å"Her Majesty the Queen of Great Britain, &c., will appoint Superintendents, or Consular officers, to reside at each of the above-named cities or towns, to be the medium of communication between the Chinese authorities and the said merchants, and to see that the just duties and other dues of the Chinese Government,†Lastly, such issue created a justification for other rising powers to exhibit the same ideology promoted by Western States as far as colonialism is concerned. Japan, for one, evolved from its isolationist ways and started to practice and exhibit the colonialist ideals. To conclude, the Nanking Treaty proved to be a catalyst for political and economic changes in East Asia. These legal codes provided the justification for colonialism and exploitation as it greatly affected the way other states both in East Asia and the West perceive China. Work Cited Bond, David. Silk Road or Silver Road. 2007. accessed March 14, 2008 Wagoner, Philip B. Precolonial Intellectuals and the Production of Colonial Knowledge in ‘Comparative Studies in Society and History 2003 45 (UK; Cambridge University Press) pp.783-814 ‘Treaty of Nanking’ 1842 accessed March 14, 2008 from
Sunday, September 15, 2019
Introduction Chapter
Key Terms and Concepts (1-24) 1. Denudation is the total effect of all actions (weathering, mass wasting, and erosion) that lower the surface of the continents. 2. Weathering- the physical and chemical disintegration of rock that is exposed to the atmosphere. Mass-wasting- the short-distance down slope movement of weathered rock under the direct influence of gravity; also called mass movement. Erosion- detachment, removal, and transportation of fragmented rock material. 3.Openings in the surface and near- urface bedrock are frequently microscopic, but they may also be large enough to be conspicuous and are sometimes huge. In any case, they occur in vast numbers and provide avenues along which weathering agents can attack the bedrock and break it apart. Subsurface weathering is initiated along these openings, which can be penetrated by such weathering agents such as water, air, and plant roots. As time passes, the weathering effects spread from the immediate vicinity of the openings i nto the denser rock beyond. . Joints are cracks that develop in bedrock due to tress, but in which there is no appreciable movement parallel to the walls of the joint. Faults are breaks in bedrock along which there is relative displacement of the walls of the crack. 5. Master Joints are Joints that run for great distances through a bedrock structure. Master Joints play a role in topographic development by functioning as a plane of weakness, a plane more susceptible to weathering and erosion than the rock around it. 6.Mechanical weathering is the physical disintegration of rock material without any change in its chemical composition; also alled physical weathering. Chemical weathering is the chemical decomposition of rock by the alteration of rock-forming minerals. 7. Frost wedging is the fragmentation of rock due to expansion of water that freezes into ice within rock openings. 8. Salt wedging is the rock disintegration caused by the crystallization of salts from evaporating water. 9. Exfoliation is the weathering process in which curved layers peel off bedrock in sheets.This process commonly occurs in granite and related intrusive rocks after overlying rock has been removed, allowing the body to expand slightly. An exfoliation dome is a large rock mass with a surface confguration that consists of imperfect curves punctured by several partially fractured shells of the surface layers (due to exfoliation). 10. Oxidation is the chemical union of oxygen atoms with atoms from various metallic elements to form new products, which are usually more voluminous, softer, and more easily eroded than the original compounds.When iron-bearing minerals react with oxygen (become oxidized), iron oxide is produced. This reaction, probably the most common oxidation in the lithosphere, is called rusting. 1 . Hydrolysis- a chemical union of water with another substance to produce a new compound that is nearly always softer and weaker than the original. Carbonation- a process in whi ch carbon dioxide in water reacts with carbonate rocks to produce a very soluble product (calcium bicarbonate), which can readily be removed by runoff or percolation, and which can also be deposited in crystalline from if the water is evaporated. 2. Biological weathering is rock biological weathering is lichens. Lichens are primitive organisms that consist of algae and fungi living as a single unit. Typically they live on bare rock, bare soil, or tree bark. They draw minerals from the rock by ion exchange, and this leaching can weaken the rock. 13. Differential weathering is the process whereby different rocks or parts of the same rock weather and/or erode at different rates. 14. The steepest angle that can be assumed by loose fragments on a slope without downslope movement is called the angle of repose.This angle, which varies with the nature and internal cohesion of the material, represents a fine balance between the pull of gravity and the cohesion and friction of the rock materi al. If additional material ccumulates on a debris pile lying on a slope that is near the angle of repose, the newly added material may upset the balance and may cause all of part of the material to slide downward. 15. Rockfall (fall) is the mass wasting process in which weathered rock drops to the foot ofa cliff or steep slope. 16. Talus (scree) are pieces of weathered rock, of various sizes, that fall directly downslope.Sometimes the fragments accumulate relatively uniformly along the base of the slope, in which case the resultant landform is called a talus slope or talus apron. 17. A talus cone is a sloping, cone-shaped heap of dislodged talus. This cone pattern is commonplace because most steep bedrock slopes and cliffs are seamed by vertical ravines and gullies that funnel the falling rock fragments into piles directly beneath the ravines, usually producing a series of talus cones side by side along the base of the slope or cliff. 18. A rock glacier is an accumulated talus mass that moves slowly but distinctly downslope under its own weight. 9. Landslides do not require the lubricating effects of water or clay, although the presence of water may contribute to the action; many slides are triggered by rains that add weight to already overloaded slopes. Landslides may be activated by other stimuli as well, most notably by earthquakes. 20. A slump is different from other kinds of landslides because it is a slope collapse slide with rotation along a curved sliding plane. 21. A landslide is a general term for a type of slope failure involving an instantaneous collapse of a slope and movement along a generally flat sliding plane.A mudflow is a rapid, downslope movement of a dense mixture of weathered rock and water through or within a valley. 22. Earthflow is the mass wasting process in which a portion of a water- saturated slope moves a short distance downhill. A debris flow is a stream-like flow of dense, muddy water heavily laden with sediments of various size s; a mudflow containing large boulders. 23. A soil creep is the slowest and least perceptible form of mass wasting, which consists of a very gradual downhill movement of soil and regolith.Soil creeps happen slower than a snail can move, and they usually can be prevented if falling towards a house/building. 24. Solifluction is a special form of soil creep in tundra areas; associated with summer thawing of the near-surface portion of permafrost, causing the wet, heavy surface material to sag slowly downslope. Study Questions (1-5) 1. It is possible for weathering to take place beneath the surface of bedrock because of things such as Joints within the rock. If the Joints are deep enough, the weathering will take place underneath certain parts of the rock.There are many types of a whole, not Just the surface. 2. Chemical weathering is more effective in humid climates than in arid climates because arid climates do not have water. Humid climates have higher amounts of water and higher tem peratures so chemical weathering happens faster. 3. There is a direct relationship between gravity and ass wasting. Any mass moves in the direction of the vector sum of all the forces acting on it, with acceleration numerically equal to the magnitude of the sum of the forces divided by its mass.On or near the Earth's surface, gravity is always one of the forces. 4. Clay reacts to water by expanding, and when it dries, it contracts. Some clay does it so small that it's barely noticeable, some clay does it so much that you can very easily see it happen right in front of your eyes. If these clays are in a crack between rock, or in a layer beneath rock, or basically any place that the clay is omehow packed between two hard rocks, and it gets wet, then it will expand, and put force on the two rock layers.Then it will dry, and â€Å"pull†the layer or Joint into a weaker state. If this happens over a long enough time, then it will break the rock that is in the weaker position. 5. R ainfall can expedite mass wasting because when there is more water in the objects that are falling, the objects (falling rocks) become heavier, therefore the process is speeded up. The more rainfall there is, the more water will be accumulated and the heavier the falling rocks will be.
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