Geometry and Measurement Essay Example for Free

Geometry and Measurement Essay Measurement refers to the estimation of the magnitude of some attribute of an object, such as its length or weight, relative to a unit of measurement (Measurement, 2008). It usually involves using a measuring instrument, such as a ruler or scale, which is calibrated to compare the object to some standard, such as a meter or a kilogram. In science, where accurate measurement is crucial, a measurement is understood to have three parts: first, the measurement itself, second, the margin of error, and third, the confidence level that is, the probability that the actual property of the physical object is within the margin of error. Learn more:Â  studymoose.com/friendship-speech-essay Example, we might measure the length of an object as 2. 34 meters plus or minus 0. 01 meter, with a 95% level of confidence. When one is tasked to measure a specific unit, one is expected to acquire the most accurate data possible. Be it length, area, weight, volume or time, there are different modes of measuring processes designed for each classification of measurement so that all data acquired would be correct and appicable to all. Whatever kind of measurement you are trying to get, there should be a universal standard that should be used so that it can be used and applied by everyone. This helps in the consistency of measurement and the validity of the data. The van Hiele levels of geometric reasoning is a measuring stick to determine how advanced a persons thinking is in terms of geometric figures and objects. By using these levels, one can evaluate the progress of any person in learning about geometry and the concepts behind it. In the first level, known as visualization, students can name and recognize shapes by their appearance, but cannot specifically identify properties of shapes. Although they may be able to recognize characteristics, they do not use them for recognition and sorting. The second level, called analysis, students begin to identify properties of shapes and learn to use appropriate vocabulary related to properties, but do not make connections between different shapes and their properties. Irrelevant features, such as size or orientation, become less important, as students are able to focus on all shapes within a class. And in the third level, known as informal deduction, students are now able to recognize relationships between and among properties of shapes or classes of shapes and are able to follow logical arguments using such properties (Van de Walle). When one is faced with having to deal with fellow students who have differing geometric levels, one has to understand a couple of things. First, one cannot expect other people to be at the same level as you. We all have different levels of intelligence, or perhaps have a different pace in terms of learning new concepts or ideas. When someone is less advanced than everyone else, this does not automatically mean that he is less intelligent than the others. Several factors could have played a role, such as the unfamiliarity of the person towards geometric concepts. Those who are at a lower level could easily move on to the next, provided they are guided appropriately by those who are knowledgeable of the subject. Likewise, those who are more advanced than others need not feel that they more superior than their peers. They could simply have just been more familiar with geometric figures, perhaps having encountered them already in previous occasions. In the end, it is still the progress of everyone that should be the main concern, rather than focusing on individual achievements. References Measurement (2008). Annenberg Media. Retrieved 2 June 2008 from http://www. learner. org/channel/courses/learningmath/measurement/session1/ part_d/index. html Van de Walle, John A. (2001). Geometric Thinking and Geometric Concepts. In Elementary and Middle School Mathematics: Teaching Developmentally, 4th ed. (pp. 342-349). Boston: Allyn and Bacon.

Strategies to Detect Neutrinos

Strategies to Detect Neutrinos Thomas Kayll What are Neutrinos and how do we detect them A neutrino (ÃŽ ½) is a subatomic particle from the lepton family with a lepton number of +1, a charge of 0 and a spin of  ½. There are three flavours of neutrino the Muon Neutrino, Tau Neutrino and the Electron Neutrino1. Neutrinos rarely interact with matter because they are so small and have no charge and are also not affected by the strong nuclear force. So the only way a neutrino can interact with matter is through the weak nuclear force. Neutrinos are about 100,000 times smaller than electrons but there are so many neutrinos being emitted into the universe that even with their incredibly small mass they outweigh the amount of matter in the universe9. Figure 1 Neutrinos were hypothesised in 1930 by Wolfgang Pauli8, he theorised that another particle must be emitted in beta decay other than the electron as not all the energy from the decay carried by the electron so Pauli suggested that another particle was emitted and was carrying the rest of the energy given off. It was expected that the electron would carry all the energy but this is not what was found. The law of conservation of energy states that Energy can’t be created or destroyed, but it can be changed into a different form, also that in a closed system it cannot be lost. The red line represents the energy the electron should have if none was shared from the beta decay of carbon 14 and the blue line represents the actual energy of the electrons. The first people to detect the neutrino were Reines and Cowan. They did this by using the prediction the nuclear reactors were meant to produce high amounts of neutrino fluxes. When one of the antineutrinos collides with a proton a neutron and a positron are given off6. These positrons then collide with electrons and annihilate via pair-annihilation. When this happens two gamma rays are produced as radiation in opposite direction. Figure 8 Reines and Cowan soon realized that detecting the gamma bursts wasn’t enough evidence to categorically say they had found neutrinos. So they aimed to detect the neutron given off as well. Reines and Cowan set up a new experiment where they constructed a tank of water and lined it with a scintillating material to detect the gamma radiation. A scintillating material is a material that fluoresces when hit by a photon or a charged particle. This is then picked up and amplified by photomultiplier tubes. They also put cadmium into the tank; cadmium absorbed the neutrons given off in the reaction between the antineutrino and the proton and becomes an exited form of cadmium witch give off gamma radiation1.1. Figure 9 The gamma rays form the exited cadmium were detected 5X10-6 seconds after the positron electron annihilation. This gave enough evidence to prove that neutrinos did exist. Reines and Cowan repeated the experiment in a different location with better cosmic ray shielding. Cosmic rays comprise of very high energy particles such as high energy photons, these particles can interfere with very sensitive electronics used in the experiments and can create false readings. Form this they got more reliable results1.1. In a reaction the baryon number, lepton number and the strangeness must stay the same. So in beta decay where an electron is given off an anti lepton must be released to make the lepton number 0 again. I am going to be looking at how the Super-Kamiokandeis able to detect neutrinos. The Super-Kamiokandeis a large experiment where 50,000 tonnes2 of ultra pure water is held in a stainless steel spherical tank covered in 11,146 photomultiplier tubes all of this is located in a old mine 1,000 meters underground to stop cosmic ray interference. To be detected, a neutrino would interact with a H2O molecule and would cause an Electron to be discharged and this would be travelling faster than the speed of light in water causing Cherenkov radiation to be emitted. Cherenkov radiation is emitted when a particle travels faster than the maximum velocity of a photon in that medium. This radiation produces a ring of light which is detected by the photomultiplier tubes witch amplify the signal, using this we can calculate where the neutrino interacted and what flavour of neutrino it was3. Photomultiplier tubes are needed as they are able to amplify the signal by around 100 million times. When a photon from the Cherenkov radiation hits the photocathode then a photoelectron is released vie the photoelectric effect , this is then attracted to the first dynode with a pd of approximately 100V this electron gains kinetic energy and then hits the dynode liberating more electrons (typically 3-4) then these are attracted to the next electrode with a pd of 100V and a charge of 200eV and the same happens again until there is a strong enough signal and the electrons hit the anode and then the detected signal is sent off to the computer4. For each electron liberated on the dynodes the energy is The 100eV the electron carries is enough to liberate around 4 new electrons on the next dynode. With some electrons not hitting the dynodes and some not liberating exactly 4 new electrons then the figure that the signal is amplified by 100 million times and that (3-4) electrons are liberated by on electron make are correct. From research it seems that the dynodes have a work function (ψ) of around 5eV this means that about 80eV is lost when the electron hits the surface of the material. Figure 5 This Is the Super-Kamiokande form the inside. Each dot is a photomultiplier tube, and there are two people checking them on the surface of the water in a dingy. The first recorded instance of an observation of a neutrino was in 1970 on the 13 of November. The event was observed when a neutrino collided with a proton and created a mu-meson (muon) and a pi+-meson (pion). A pi+-meson is a particle which consists of a quark and an anti-quark. A pi+-meson consists of an up quark and an anti down quark. A muon is a member of the lepton family in the standard model. This all occurred in a hydrogen bubble chamber. A bubble chamber is a vessel that holds super heated liquid (in this case hydrogen); it is used to detect charged particles that enter it. It is able to crate observations of these particles as when a charged particle passes through the chamber it causes an ionisation path which causes the surrounding liquid to vaporise and form bubbles which size are proportional to the specific particles energy loss. This is all captured by cameras which can produce a picture of the event5. Figure 6 This is the original picture of the collision This is an annotated picture showing the paths of the colliding particles. Muon (ÃŽ ¼), proton (p), neutrino (ÃŽ ½ÃŽ ¼) and the pion (Ï€+). When the neutrino and the proton collide the proton moves to the left. The neutrino is turned into a muon which keeps going forwards and the pion is created from the collision5. The annotation to the right shows what is happening at the sub atomic level with quarks. In 2011 the OPERA experiment conducted which came across the odd results that neutrinos were travelling faster than the speed of light. The results were declared as anomalous as anything going faster than the speed of light in a vacuum is considered to go against special relativity. The scientists conducting the experiment set investigations into why they got the results they did. From these investigations it was found the there were two faults in how the experiment was set up. One was that a fibre optic cable was improperly connected and that a clock oscillator was set to fast. Taking both of these errors into account meant the reading were not actually faster than the speed of light. In 2012 it was reported that the speeds of neutrinos are the same as the speed of light. This information was gathered by numerous different scientific groups including OPERA. There are many different sources of neutrinos such gamma ray bursts, supernovas, neutron stars, nuclear fission and cosmic rays. Neutrinos are defiantly not rare with potentially about 100,000 billion passing through your body every second. All of these sources are some of the most energetic/violent processes in the universe. The main source of our neutrinos that are detected by places like ice cube and Super-Kamiokande is the sun through its nuclear fission which gives off many neutrinos. Here you can so that a neutrino and a positron are emitted when two H1 atoms collide and coalesce to form a H2 atom. Ice cube is another neutrino detector in the South Pole that uses the same idea as the super-Kamiokande in that it detects the gamma rays from when a neutrino collides with a water molecule. Ice cube is a hexagon that is around 2,450 meters deep and has 86 lines of sensors with 60 sensors on each line so a total of 5,160 sensors. Conclusion From my research into what neutrinos are and how we can detect them I have found out the fundamental nature of neutrinos and how we are able to detect something that rarely interacts with matter. I have learnt that neutrinos are harder to detect than I had imagined and that there are different methods such as detecting the Cherenkov radiation from the neutrinos colliding with water molecules or by seeing their ionising path in a bubble chamber. I have also found out some of the reasons behind why neutrinos are so hard to detect in the first place, for example that neutrinos are extremely small, have very low mass, are not charged and only really interact through the weak nuclear force. Over all, neutrinos are very elusive and one of the weirder particles that we have discovered and there is still a lot we do not know about them. Bibliography Date accessed: 23/11/2014 1 URL: http://hyperphysics.phy-astr.gsu.edu/hbase/particles/lepton.html URL: http://hyperphysics.phy-astr.gsu.edu/hbase/particles/cowan.html Hyper physics is a reliable website source because it is hosted by the physics and astronomy department at Georgia state university and has professors who teach the subjects input also it should be non biased as there is no gain for it providing false information. Hyper physics states that their second experiment at Savannah River Plantwas 12 meters underground and states the cross-section of the reaction to be 6X10-44 and the same figures are stated http://en.wikipedia.org/wiki/Cowan%E2%80%93Reines_neutrino_experiment Date accessed: 23/11/2014 URL: http://physicsworld.com/cws/article/news/1998/jun/05/super-kamiokande-finds-neutrino-mass Physics world is a website that publishes the new and old physics topics and has many different topics that it has published. It is a reliable source as it is backed by some very credible companies, such as Angstrom Sciences and Moxtek Inc. It also has scientist informing and righting as well which further proves the reliability of the website. Date accessed: 21/11/2014 URL: http://www.princeton.edu/~achaney/tmve/wiki100k/docs/Super-Kamiokande.html Princeton.edu states that the page is sourced from Wikipedia URL: http://en.wikipedia.org/wiki/Super-Kamiokande. it is reliable as Princeton university would not be publishing wrong information on their site as that would be bad for them so that gives this information some credibility. Also physics world URL:http://physicsworld.com/cws/article/news/1998/jun/05/super-kamiokande-finds-neutrino-mass states that the super-Kamiokande is 1000m underground and holds 50,000 tonnes of water which is the same as on the Princeton page this back up the reliability of the data. Date accessed: 23/11/2014 URL: http://en.wikipedia.org/wiki/Photomultiplier The data that I found on Wikipedia on photomultiplier tubes was backed up from the equations I used to try and estimate the number of electrons hitting the anode, which gave similar figures to my calculations. Also the theory behind how photomultipliers work was the same as explained in http://micro.magnet.fsu.edu/primer/digitalimaging/concepts/photomultipliers.html this website also stated gains around 100 million which is my calculated and Wikipedia’s stated value. All this shows that it is a reliable source. Date accessed: 26/11/2014 URL: http://abyss.uoregon.edu/~js/ast123/lectures/lec22.html This is an educational site from the University of Oregon who should not be biased as they have no reason to put incorrect information on their website as it would have a negative effect on them and they wouldn’t gain anything. It is reliable as it is written by scientists. The date stated on the page November the 13th 1970 is the same as stated on http://commons.wikimedia.org/wiki/File:FirstNeutrinoEventAnnotated.jpg. Date accessed: 26/11/2014 URL: http://t2k-experiment.org/neutrinos/a-brief-history/ T2k is a website dedicated to neutrinos. The website is primarily about news in the field and the t2k experiment of neutrino oscillation. It is a reliable source as it is written by professionals.† the positron annihilates with an electron to create two gamma rays† this statement says the same thing as http://hyperphysics.phy-astr.gsu.edu/hbase/particles/lepton.html says on the topic. Date accessed: 30/11/2014 URL: http://icecube.wisc.edu/science/depth Ice cube is a website dedicated to the ice cube particle detector in the south-pole that is trying to detect neutrinos and more. Its primary funding source is the national science foundation, this is a US government organisation that funds and conducts many different projects. Their aim is to keep US science at the forefront of the world in discovery. The web site ice cube should be reliable as it has major government input and would not gain anything from false publication. On ice cube it states that the detector has 5,160 detectors this is the same at http://phys.org/news/2013-11-world-largest-particle-detector-icecube.html. Phys is a large physics news blog with articles written by universities and scientists so it is a reliable website as it is written by people who have extensive knowledge in what they write. â€Å"Advanced Physics†, Steve Adams, Jonathan Allday/oxford university press/November 2nd 2000, p416 Advanced physics is a book published by oxford university press. It is reliable because Oxford University is a highly regarded university that would get a negative publicity if what they published was incorrect. Oxford should not be biased as it doesn’t have any large Companies or influential people pressuring them to publish false information. â€Å"Neutrino†, Frank Close/oxford university press/ February 23rd 2012, p2 The book neutrino talks about what neutrinos are and how we detect them, their history, their discovery, their sources and many different topics related to them. The point of the book is to inform and educate people on neutrinos. Professor Frank Close the author is a professor at Oxford University this shows he knows what he is talking about and that the book is reliable as he is a regarded physicist. Oxford press is a reliable publisher as I have stated in reference 8. Figures Date accessed: 23/11/2014 URL:http://upload.wikimedia.org/wikipedia/commons/thumb/0/00/Standard_Model_of_Elementary_Particles.svg/2000px-Standard_Model_of_Elementary_Particles.svg.png Date accessed: 26/11/2014 URL: http://t2k-experiment.org/neutrinos/a-brief-history/ Date accessed: 23/11/2014 URL: http://hyperphysics.phy-astr.gsu.edu/hbase/particles/lepton.html Date accessed: 23/11/2014 URL: http://www.ocr.org.uk/Images/165501-unit-g495-advance-notice-june-2014.pdf Date accessed: 21/11/2014 URL:https://www.google.co.uk/url?sa=irct=jq=esrc=ssource=imagescd=cad=rjauact=8ved=0CAUQjhwurl=http%3A%2F%2Fpprc.qmul.ac.uk%2F~still%2Fwordpress%2F%3Fpage_id%3D138ei=iSBnVK2IG5XWaqubgfAJbvm=bv.79142246,d.d2spsig=AFQjCNH_tc4ZUVMJfiVeSgUvb3ba_uDsqA Date accessed: 26/11/2014 URL:https://www.windows2universe.org/sun/Solar_interior/Nuclear_Reactions/Neutrinos/neutrino_picture_big.gif Date accessed: 26/11/2014 URL:http://abyss.uoregon.edu/~js/ast123/lectures/lec22.html Date accessed: 23/11/2014 URL:http://hyperphysics.phy-astr.gsu.edu/hbase/particles/cowan.html Date accessed: 23/11/2014 URL:http://hyperphysics.phy-astr.gsu.edu/hbase/particles/cowan.html

Objective Purpose Of Industrial Training Education Essay

Objective Purpose Of Industrial Training Education Essay Practical Training is compulsory for all students in Pasig Catholic College which is a part of academic credit hour to have a diploma. As an Accounting Student, they must undergone practical training for 5 months with 400 hours as per requirement of Pasig Catholic College before they were qualified to receive a diploma in Accountancy. With the combination of knowledge working experience during three months training, students are required to produce a written report. Chapter II Background of the study Pasig Catholic College offers Bachelor of Science in Accountancy. This is a five year course to finish, and students are required to attend OJT with four hundred hours or five months. They are required to attend this training before they receive a diploma. On the other hand they would not be able to receive a diploma unless they finished the training. This study wants to find out the impact of Industrial training if it is useful, or needed to become a competent student. This study want to find out the importance of this training, the advantages and disadvantages, the good and bad training, and the benefits of this training to the students of Accountancy Department. To make this research possible, there should be the target respondents and these are BSA graduating students who are the major respondents and also the information from College OSA and College Guidance Office. Statement of the problem The primary objective of this research is to explore approaches to the effectiveness of industrial training conducted by institutions of Accountancy Department in Pasig Catholic College. This research is also prompted by the concern that the increase in the number of students annually seeking industrial training may burden organizations hosting them and may undermine the quality of training. Objective/ Purpose of Industrial Training The main objective of Industrial Training is to expose the students to actual working environment and enhance their knowledge and skill from what they have learned in the college. Another purpose of this program is to instill the good qualities of integrity, responsibility and self confidence. All ethical values and good working practices must be followed by student. It is also to help the students about the safety practices and regulations inside the industry and to instill the spirit of teamwork and good relationship between students and employees. Employers are increasingly looking beyond a graduates academic knowledge and whether they have what is commonly known as employability skills. According to a survey of skills needed by SME employers (Beta Technology, 1994), 58 percent of respondents viewed qualifications and experience as equally important when recruiting, with further 39 percent commenting that experience only was more important. As such a UK government has established a National Committee for Work Experience (NCWE) whose propose is to engage business and in a national effort to promote student work experience, build on current and past work and encourage the spread of good practice (Blunkett, D., 1999). The value of developing stronger links with industry in the current economic climate is being realized more and more by higher education institutions. Increase input by employers in course development, students placement and the offering of sandwich option in many degrees stem from increasing awareness that it must be mutually beneficial to bring academic and industry closing together. Industry can influence the learning of undergraduates to produce a potential workforce with the academic knowledge and flexibility they will require; students can learn first hand the type of demands which will be made on them when they enter the world of work and are hence batter prepared; academics and industrialists can work together on projects of mutual interest an can pool their expertise and experience to achieve the best results (Kemp and Foster, 1995). In United Kingdom (UK), the prepared report in 1997, endorsed the value of employer based student training by recommending that the Government, with immediate effect, work with the representative of employer and professional organizations to encourage employers to offer more work experience opportunities for students (Huntington, 1999). The University of Ulster has produced its Policy for good practice for all courses incorporating an element of work experience document (Neill Mulholand, 2003). The document defines the main objectives of industrial training being to: Enhance students familiarity with the world of work and enable them to reflect constructively in issues related to work Assist students to evaluate and understand how to work experience relates their personal or career and future professional development Develop employability skills, intellectual skilss, core of key skills, personal attributes and knowledge about how organizations work Consolidate, complement and extend the academic programme and enable the essential integration of professional practice Maintain and develop links between the university, the placement provider and the community and Develop professional skills and strengthen the application of theory to practice. Definition of terms Industrial training is viewed as important strategies expose students to real work life and to equip them with necessary skills so that they would be job ready when they graduate. Institutions tend to introduce this component irrespective of the discipline of studies with the intention of ensuring their students competency and fully prepared for job. Industrial training comes from the word industry. You have heard many times that the United States is a great industrial nation. This is true; USA does owe high standard of living and its position in the world, at least in part to its ability to mass- produce high quality products (Linbeck Lathro, 1974). Industrial training is a form of contested learning. Contested learning means ambiguity and conflict between what is espoused and what is practice in the workplace and/or the university or college classroom. Contested learning in industrial training reflects competing interest (economic,educational or personal) that are found in the actions and values of students, teaching staff or workplace supervisor. In the context of national reviews of vocational education and training, industrial also need to be re-examined in terms of policy, administration, work place and learning outcomes (Hank,1996). Industrial Training or Classroom Training? The question arises as to where training should take place. Should a course be organized and a number of employees trained in a classroom, or should employees be trained individually on the job by the supervisor? These are sometimes difficult questions to answer, but there are some guidelines that will help us. There is some misconception that must be cleared before we can go into a comparison of the two methods. We must understand that there is no perfect way to train in any specific case where training is required. No one way is without its drawbacks. There are many considerations that present themselves. There are questions of money, time, effectiveness, energy required, instructors, and so forth. One method maybe much more effective, but the cost may be prohibitive. Another may be cheap and effective but require more people or more time is practicable. So it isnt just a matter of looking at classroom versus on the on-the-job training and saying that one is obviously better than the other. Both have their good points and both have their drawbacks (Broadwell, 1986) Similarities between Industrial Training and Classroom Training We should see the similarities as well as the differences between the two methods in order to decide which should be best for a particular training program. For example good communication is essential of all learning, no matter whether an employee is learning how polish widgets, a childhood are learning fractions or a preschooler is learning how to set the table. Someone who is good communicating must show them how to do the job, or little learning will take place. Another similarity classroom training and industrial training, at least in a company program, is that the instructor is very likely to be the employees regular day-day supervisor as well. This double relationship can pose special problems on its own, and we should understand how to handle them before going on to decide where the training should take place. There are, of course, differences as well as semilarities between Industrial training and classroom training. No matter what kind of training is done, one basic requirement is good communication. Whether there is a group of students in a classroom or one supervisor with one employee, the whole point of the relationship is for the teacher or supervisor to communicate information in certain skills. Even if the employee has only the textbook and no instructor at all, there still must be good communication. The book must be written so that the employee can easily grasp what is said, and it must present the information is such a way that the employee will not only be able to absorb the material, but motivated to absorb it (Broadwell, 1986). Good communication is not an accidental thing. There are things that stand in the way of passing information to others, and there are aid the process (Broadwell, 1986). Differences between Industrial Training and Classroom Training Just are there are similarities between training done on the job and that done in the classroom, there are some rather important differences. Remember, the reason of mentioning these likenesses and dissimilarities is to show that no one means is perfect, nor is one method always the best. Each has the advantages and disadvantages. Supervisors should examine each of the methods and see what suits their needs and problems. (In this research we are emphasizing Industrial training, but not because it is the only method that should ever be used.) Communication One major difference that works to the advantage of the person doing Industrial Training is that there is only one person to code ideas for. In the classroom the instructor must worry about trying to find words that can be decoded by the entire group, although it has different background. When the supervisor is instructing one man on the job, the problems of the communications are solve if the instructor can find the level that works for this one person. Natural Environment Another advantage is that the two of them are working in a real situation under nearly actual conditions, rather than trying to simulate them in the classroom. There is rarely ever a better arrangement than to have employees training at the machines where they normally work, especially if they actually train in the natural environment of the job. Such a situation cuts down considerably on the amount of information that has to be transferred from the training back to the job. This is one major problem with classroom training. It is always difficult to simulate a real situation in the classroom, so the employees find it equally difficult to make the application of the training when they get back to the job. On the other hand, when the training is done at the work site, they do not have to carry it back. So from this standpoint, on industrial training has a decided advantage over classroom training (Broadwell, 1986). Advantages and Disadvantages of Industrial Training Lets summarize all of the advantages and disadvantages of using Industrial Training to make sure we see this type of instruction in its proper perspective. Well look the advantages first. There is the matter of time. It generally is much quicker to train one person right at the job site than to bring the person into a classroom situation. There is less travel time to and from the training; it takes less preparation of facilities at the job than the classroom, the training can be more effective when done on the actual equipment, so time is saved through efficiency in training. Next there is less interference with production because only one person is involved at a time. The supervisor can take the worker from the loom, or from the assembly line, or from whatever activity, and let the rest of the work go on. The training sessions are usually short anyway, so even if the employee is needed for production all the time, the shutdown time will be short. Working under actual conditions has already been shown to be one very good advantage of training at the job location. We mention it again to emphasize that the whole point of training is to show the employee how to perform on the job. What better way to do this than to train under actual conditions, at the same place where the work is to be done, on the same equipment that is going to be used in doing the work? Having the one person who knows the standard of a good jobthe supervisor-do the training is certainly a major advantage of Industrial training. Taking employees of to a classroom has some advantages, but if the instructor in the classroom does not know exactly what is expected of the employees back on the job, practical training will not be accomplished. Even an instructor who had considerable experience on the job being trained for may still not know what exactly is expected of this employee, on this specific job, by this specific boss. Finally there is a matter of economics. Having only one employee off the job at the time at a time is less costly than taking several at the same time. If the production is not cut off, or at least is reduce only slightly, there is saving. The time saved by not having to move employees to a training room is always worth money. There is saving, too, if it is not necessary to provide and maintain a classroom facility. We discussed some of the disadvantages earlier. Lets summarize them also. The matter of the supervisor representing authority can be a disadvantage. The employee may resent being trained by the boss, especially if the boss exerts too much of this authority. (Look, youd better learn this in a hurry and get back to your job, or Im going to dock your pay.) One hindrance to any kind of instruction is a poor trainer. On the job the supervisor may be an excellent boss, he may know the job very well, and he may be well thought of by the employees, but teaching is a skill and the supervisor may not have this particular skill. If not, then it well be a drawback to good training. Some of the characteristics that make a person a good supervisor will help make a good instructor. But one has to learn to be a good supervisor, so one must learn to be an instructor. To do otherwise will be to go on being listed as a disadvantage to Industrial Training. Distractions will interfere with successful training and are more likely to be present at the job site than elsewhere. The problem may be noise, other employees, people asking questions (of either the employee being trained or the person doing training), normal movement in the surroundings, or a number of other things. Whatever they are, distraction are problems that have to be face and solved before the training will be successful. Time is also disadvantage. While training one employee at a time is efficient for that employee, it certainly isnt the most efficient way to train large groups of people. If the supervisor is expected to carry a normal load and still spend considerable time training each employee individually, there is going to be a real time problem. Ideally, the time for training should be built into the job so that it can be taken as a regular part of the job and not sandwiched in between other assignments. In any case it should be noted that good training takes time, and since good training is the only kind that will pay for itself, time (or lack of it) may be disadvantage to doing the training on the job (Broad well, 1986). What is good or bad training? It is much easier to define the results of good training than to define the action of good training. If, after training, the students can do what he couldnt do before the training, and if training did not take too long and didnt cost too much, we conclude that the training was good. On the other hand, the bad training is, when the training is over, the students still cannot do the job for which she was trained, then the training may have bad. We say may because the good training is that training which produces the desired result (Broarwell,1986). Benefits of Industrial Training Industrial training refers to the acquisition of practical skills and firsthand knowledge about the industry concerning a profession whilst still acquiring a relevant degree or diploma. Students of tertiary and vocational institutions are presented with the opportunity to work in the field of their profession with companies and organizations relevant to that profession and as a result bridge the gap between the knowledge obtained by theory and practical working knowledge required in their professions. For many, the thought of going out in the field with very basic knowledge of how it operates is a daunting prospect as they may not know what to do or even how to go about the whole process of industrial training (IT). This is not helped by the reluctance of companies when it comes to accommodating these students with vacancies or opportunities to carry out their IT. For many companies, they do not see the direct benefits they may accrue as a result of equipping students with such pract ical knowledge without the certainty that they will not take the advantage of newly obtained skills to benefit another rival company. On the other hand, for many students, it is a matter of who they know to obtain opportunities in certain companies rather than an equal opportunity policy. Also, a lot of these students participate in this IT program as casual on lookers with the sole driving force as the prerequisite to graduate rather than the opportunity to grasp as much of the skills and knowledge relevant to their profession as possible. Therefore on that note, this article goes ahead to present the benefits of IT to all parties directly and indirectly involved with the aim of changing the negative attitudes of both the students and the business community as well as gaining a better understanding and appreciation for it (Ayarkwa, J.,Emmanuel Adinyira,E., Osei-Asibey,D., 2012) Chapter lll. Methodology Type of research This type of research is face-to-face interview and written questionnaire. The proponent conducted a survey by giving out questionnaires to the graduating students of Accountancy Department, and also by conducted interview at College OSA and College Guidance. Respondents The respondents of the research are from BSA Graduating Students which compose of 24 students and the staff of College OSA Department and College Guidance. And these students and Staff of College OSA and College Guidance department answered and make my researched succeed. Questionnaire Dear respondents, This survey questionnaire serves as basis to determine the impact of industrial training to BSA students. Please answer each item honestly. Rest assured that your answer will be confidential. Have you finished Industrial Training? _____ Yes ______No If yes, where? Name of the Company _______________________ Location __________________________________ Which of the following are considered benefits in attending Industrial Training? Acquiring skills from the IT. Learn about how industry operates and how it relates to our life. Career opportunities give you a glimpse into the future possibilities of your selecting a career wisely. Learn to apply basic information and procedures in home maintenance. As you explore industrial training you found an interesting hobby You may decide to continue your studies in one or more of these areas. You develop an interest in one of the many jobs industry offers. After the training, how do you feel for your future career? Confident Doubt Competent Presentation, Interpretation and Analysis of Data BSA 5th year Students: Finished Industrial Training Respondents Percentage Yes 20 83% No 4 17% Total 24 100% Based on the survey result, out of twenty BSA graduating students, twenty of them finished the Industrial training which eighty percent and only four students not yet finished Industrial Training. Benefits of Attending Industrial Training Choices Total respondents Percentage Acquiring skills from the I.T 10 20 50% Learn about how industry operates and how it relates to our life. 15 20 75% Career opportunities give you a glimpse into the future possibilities of your selecting a career wisely. 20 20 100% Learn to apply basic information and procedures in home maintenance. 18 20 90% As you explore industrial training you found an interesting hobby 2 20 1% You may decide to continue your studies in one or more of these areas. 16 20 80% You develop an interest in one of the many jobs industry offers. 19 20 95% All the choices above are the benefits of attending Industrial Training. We make sure and we want to know which is the most effective as benefit to the students in attending Industrial Training. To come up with this I get the frequency to know which is the most effective to the BSA graduating students. As a result, the benefits in attending Industrial Training follows: First, Career opportunities give you a glimpse into the future possibilities of your selecting a career wisely. Second, you develop an interest in one of the many jobs industry offers. Third, learn to apply basic information and procedures in home maintenance. Fourth, you may decide to continue your studies in one or more of these areas. Fifth, learn about how industry operates and how it relates to our life. Sixth, acquiring skills from the Industrial Training. Lastly, as you explore industrial training you found an interesting hobby Choices Respondents Percentage Confident 5 25% Doubt 0 0% Competent 15 75% Based on the above result, after Industrial training of students of Accountancy Department they are competent and ready for a job in the future career which seventy five percent and followed by twenty five percent who have self confident after the training. It means that Industrial Training helps students to become competent. The impact of Industrial Training is very important for the competency of students in Accountancy Department. Competency can be defined in a number of ways. It can be defined as the ability to work to apply knowledge, skills, attitudes and values to standards of perfection required in specific context (NZQA,19996). On the other hand, commercial organizations view competency as an underlying characteristic of an individual that is manifest in superior performance in the work place as evidenced by their behavior in a variety of work context (Spencer Spencer, 1993). The term competence refers to the potential capacity of an individual or a collective to successfully perform to certain formal or informal criteria, set by one self or by others, to handle certain situations or complete certain task or job. (Ellstrom,1997). Conclusion Based on the result of the study, the following are the conclusions. Industrial training is very important or necessary to the graduating Accounting Students. It is very useful or helpful to every accounting students or individuals to motivate competency. The benefits of industrial training are also needed, especially when you are applying a job. The advantage of attending industrial training is very significant to our personality. The competency of students is not only from the classroom training, but also the big part is to have industrial training. Therefore, I conclude that the impact of industrial training is very big in the part of individuals. It is very useful and helpful and most especially to our personality. Recommendations: Promote Industrial traianing to individuals and make it more and more effective training to the students in Accounting Department. The adviser must monitor the students workplace and status if he/she doing well or trained well. The students must focus the training and make sure that he/she learned effectively from the training.

Pearl Harbor - The United States Should Have Anticipated the Attack :: World War II History

Pearl Harbor - The United States Should Have Anticipated the Attack Many have compared the terrorist attack on the World Trade Center on September 11, 2001 to the attack on Pearl Harbor on December 7, 1941. They argue that both attacks were just as astonishing, unwarranted and unpredictable. The World Trade Center buildings in New York City still lie in ruin, an icy reminder of the terrorist attack. Both the U.S.S. Arizona and the U.S.S Utah remain on the floor of Pearl Harbor, each a ghostly, decaying tomb reminding all of the thousands that gave their life on that fateful day, also, they are both reminders of seemingly how easily the attack was carried out and of how America, the world's big brother and perhaps the most powerful nation in the history of the world, was caught with 'its guard down.' The attacks are also similar in that, generally, those who lived through them divide time: time before the attack and time after. After Pearl Harbor, the United States declared war on Japan, and thus Germany and Italy with the signing of the Anti-Cominter n Pact and latter the Tripartite Pact, and after was slingshot into the Cold War, and after the September 11 attack, concepts that may have been unthinkable before the attack are being considered such as torturing detainees and racial profiling and, arguably, security has been further fortified in airports and other public places. Both attacks were turning points in American history; they had and will have profound effects on life after them. The details of the September 11 attack are still buried in distant lands while the on Pearl Harbor happened over 60 years ago; therefore most of the documents and information concerning the attack have been released. When analyzing the documents and accounts of the Pearl Harbor attack, historians are not able to avoid the fact that many warning signs of the approaching attack existed. The neglect of these signs can, in most cases, be attributed to some sort of human error in dealing with those signs. Although human error played a large part in the reason that those in power did not take further advantage of those signs, it was not the only reason. Most of the signs were neither tangible nor very specific of the location, date or degree of ferocity at which Japanese would attack. Another reason is that for years before the attack, a feeling of isolation and thoughts that the United States need not interfere in European matters presided over the minds of many Americans.

An Investigation into the P.e.d, Y.e.d and X.p.e.d of The Sony Playstat

An Investigation into the P.e.d, Y.e.d and X.p.e.d of The Sony Playstation1 I have chosen the Sony Playstation1 as my product. The Playstation1 went on sale in 1995 in Britain. It quickly sold all its stock completely due to very high demand, as it was a 'new thing' at the time. It cost  £200 in the shops and stayed at this price for a whole two years however demand started to decrease rapidly after this. This could be because of new arrivals to the console world i.e. Nintendo 64. So they dropped their price to  £130 and again huge demand for the product begun and they sold out. However after a year, demand for the Playstation1 dropped, so they dropped their price again down to  £100. There was still little demand, so they dropped their price even further to just  £70 and brought it out in a new smaller design. However things never picked up as the Playstation2 was released and so no one wanted the somewhat dated Playstation1. Prices remain at  £70 today in all major shopping stores. P.e.d (Price elasticity of demand) is divined as the responsiveness of the quantity demanded of a good to changes in its own price. It is calculated by the equation :- P.e.d = % change in quantity demanded % change in price As I have found information figures when the Plastation1 went on sale and more recent figures, I have worked out the P.e.d for the Sony Plastation1. P.e.d = 0.91 ============ The result shows the Sony Playstation1 is inelastic. This means the consumers are aware of changes in the price and reflect on them to whether or not they buy the product. Because of the quite neutral result of P.e.d it shows a balance ... ...le, an increase in the price of coffee will increase the demand for tea. This, I would not expect to be true for the consoles we are talking about. Goods in joint demand however will have negative cross elasticities. For instance, an increase in the price of record players will reduce the demand for records. This I would expect to be true for the Playstation1 and Nintendo 64. The coefficient will be high for goods that are very close substitutes or complements and low when they are neither substitutes nor complements. Uses of cross elasticity of demand  · Firms can estimate the effect on their demand of a competitors price cut.  · Firms can estimate impact on demand for their product if they cut the price of a complement e.g. if they cut the price of the computer, how much will demand for software increase?

Informative Speech – best learns information

Title: Determining how each individual best learns informationSpecific Purpose: To get my audience excited about learning new information by engaging them in specific techniques based on their individual learning styles. Thesis Statement: I am going to inform my audience about the four types of learning styles there are and provide them with different techniques that may be applied to each.I. Introduction:How important is learning to each of you? I am going to assume learning is important because we all are in school for that exact purpose right!? We want to better ourselves.Well, I used to have such a hard time in school, especially when it came time for exams. It wasn’t until I understood my own personal style of learning and what this specific style actually meant that I realized I was approaching my studies all wrong. Eventually I started making better grades. Now, It could definitely be only a coincidence, that I am feeling a lot less stress in school, less anxiety, and a m feeling more confident, but I would assume that applying specific methods to study sessions that suit me as an individual, seems a bit more logical.What do you think? Anyhow, I thought it would be a neat idea to help each of you understand the types of learning styles that are out there, and to enlighten you about different techniques that can be applied to your own studies.II. BodyA. There are four different types of learning styles1. One type of learner is an active and or reflective learner.2. Another style is the sensing and intuitive learners.3. There are visual and verbal learners.4. Lastly, there are those who prefer the sequential and global style of learning.Transition: Now that we understand the four types of learners there are, I would like to enlighten you on just a few ways to access each style.B. There are many ways to maximize your academic success. I would like to share a few I’ve found helpful myself.1. I. L. S provides an indication of an individuals learn ing preference. (An online assessment)a. We can be categorized into at least one of the four typesb. Your scores reflect; where you are balanced, your moderate preference, and strong preference for learning.2. Applying pecific techniques to each type of learner may benefit in terms of retaining information.a. Audio and visual stimulants play a key role for each specific learner.3. Understand what doesn’t work for you and apply different methods.a. Examples may include, drawing diagrams, recording a lecture and playing it back, interact with others.Transition: Now that we have investigated each learning style, this should give each of you a better understanding of how you may choose to go about forming study habits that best suit your own individual needs.III. Conclusion:It is proven that all of us learn a little differently. Recognizing our strengths when it comes to retaining information should be important if we want to excel in our studies. Applying necessary habits is one way I am confident that makes retaining information possible. I encourage each of you to try to better understand your individual learning styles, and to take what you’ve heard today and apply it to your studies. You won't regret it! Work Cited Page Duman, Bilal, EducationalSciences: Theory ; Practice.The effects of brain based learning and the academic achievement of students with different learning styles† September 1, 2010. Vol. 10 Issue 4, p2077-2103, 27p R. M. Felder and J. E. Spurlin, â€Å"Applications, Reliability, and Validity of the Index of Learning Styles. † Intl. Journal of Engineering Education, 21(1), 103-112 (2005). A validation study of the Index of Learning Styles. T. A. Litzinger, S. H. Lee, J. C. Wise, and R. M. Felder, â€Å"A Psychometric Study of the Index of Learning Styles. † J. Engr. Education, 96(4), 309-319 (2007). Reliability, factor structure, and construct validity of the Index of Learning Styles.

Military: Leadership and Discipline

Discipline Leadership Responsibilities and Duties Importance to the Military Discipline: Training that corrects, molds or perfects the mental facilities or moral character; the discipline to a superior authority. [Defined by Webster]. Discipline to me means that you are capable of accepting the norms. You respect the commands given from a higher authority or the leader in charge. Training your mind to think in a routine way of life, being able to accept the responsibilities of what you do and/or don’t do.In the world of the military discipline is a major factor. It defines your future and what you do or how your career will turn out. Max Anders says, â€Å"Only the disciplined ever get really good at anything. † Everything in life requires some sort of discipline. Whether it is hitting a baseball, climbing a mountain, playing a musical instrument, making good grades or brushing your teeth it all comes down to a matter of discipline. The core of a superior soldier is sai d to be moral disciple. Morals are principles and beliefs concerning rights and wrongs of behavior). Discipline tends to be important because it is the basis of todays and yesterday’s soldiers. In the Army discipline comes in many forms and fashions: PRT, drill and ceremony, basic commands given, routine life, training the body, etc. Discipline is something you need to have to live a military life and be successful. Leadership: the position or function of a leader; a person who guides or directs a group; the ability to lead. [Defined by Webster].A leader in the military life is usually the most â€Å"squared-away† soldier. One that had the discipline to know and correct another when one needs help or is the wrong. I feel that when it comes to the military one who is a soldier has to have discipline. You can not be a leader and not have the discipline to lead a group/platoon to success. Leadership means you have the discipline to maintain yourself as well as the rest fo llowing you. Being in a leadership role means that you are capable of leading by direction and following direction at the same time.As a leader you should never have the ones you are leading do something you yourself would not do. You have to lead as being lead. â€Å"Never forget that no military leader has ever become great without audacity. If the leader is filled with high ambition and if he pursues his aims with audacity and strength of will, he will reach them in spite of all obstacles. † As quoted by Karl von Clausewitz. Leadership and discipline go hand and hand in the army. I feel that you can not have one without the other. Along with that goes the Army core values.With the right discipline noticed by the right sergeant/officer you are most-likely to be a leader of a platoon or group given. Both topics are important to the military way of life without these 2 subjects the army would have no foundation. Soldiers in the leadership position guide the platoon to a succe ssful mission. Soldiers with the right discipline tend to lead the mission to victory. Without the 2 come many consequences: loss of rank; money, leadership positions, suspension etc. Personally I feel that a great leader has discipline.Being a leader without discipline you have nothing. Being a good leader to me means that you leave your mark on the ones who follow you. When another leader comes to charge, the soldiers that you have lead will know if that leader is good or not based on the path left behind. â€Å"The final test of a leader is that he leaves behind him in other men the conviction and the will to carry on. † – Walter Lippmann, 1889-1974. A good leader will continue to lead weather they are in a leadership position or not. As said before it is a basic foundation to get the mission completed.The military’s discipline is also know and having military bearing, knowing where to act in accordance. Commissioned officers and officers would have to make s wift decisions in the battlefield that may affect the lives of their soldiers. In a world of chaos, their subordinates are relying on their leaders to make the right decision and trusting that those big decisions made is the best out of all the options given. Leaders should be able to make these big decisions with all his confidence projecting out with his military bearing.A leader should look like a leader, disciplined, confident, and has the skills and abilities to persuade and provide their subordinates with the motivation, direction and purpose so as to accomplish a mission without being easily rattled by problems that arises. One who leads has to have the proper discipline to be a great leader. With these words sergeant who lead me also feel that I’m a great leader with the proper discipline to lead. Duty: Obligatory task, conduct service or functions that arise from ones position; assigned service or business. Defined by Webster]. At each level of authority soldiers hav e certain responsibilities or duties that they must fulfill. Duty begins with everything required of you by law, regulation, and orders but it includes much more than that. A duty is a legal or moral obligation. Duties are assigned at different levels rank for set reasons. As a private or non-NCO you may not hold as many responsibilities compared to an NCO, which can hold numerous amounts of duties that all are required to be fulfilled in a timely manner.Responsibilities: The quality or state of being responsible. [Defined by Webster]. Responsibilities are set to enforce task and make sure they are carried out properly. They are set for a numerous amounts of reasons. Some responsibilities are set to see how well an individual performs under certain task, time limits. Others may be set to get a task or chore done. All of these things combined are qualities that make or break a soldier. If you lack one the possibilities are great that you may lack another. Military: Leadership and Discipline Discipline Leadership Responsibilities and Duties Importance to the Military Discipline: Training that corrects, molds or perfects the mental facilities or moral character; the discipline to a superior authority. [Defined by Webster]. Discipline to me means that you are capable of accepting the norms. You respect the commands given from a higher authority or the leader in charge. Training your mind to think in a routine way of life, being able to accept the responsibilities of what you do and/or don’t do.In the world of the military discipline is a major factor. It defines your future and what you do or how your career will turn out. Max Anders says, â€Å"Only the disciplined ever get really good at anything. † Everything in life requires some sort of discipline. Whether it is hitting a baseball, climbing a mountain, playing a musical instrument, making good grades or brushing your teeth it all comes down to a matter of discipline. The core of a superior soldier is sai d to be moral disciple. Morals are principles and beliefs concerning rights and wrongs of behavior). Discipline tends to be important because it is the basis of todays and yesterday’s soldiers. In the Army discipline comes in many forms and fashions: PRT, drill and ceremony, basic commands given, routine life, training the body, etc. Discipline is something you need to have to live a military life and be successful. Leadership: the position or function of a leader; a person who guides or directs a group; the ability to lead. [Defined by Webster].A leader in the military life is usually the most â€Å"squared-away† soldier. One that had the discipline to know and correct another when one needs help or is the wrong. I feel that when it comes to the military one who is a soldier has to have discipline. You can not be a leader and not have the discipline to lead a group/platoon to success. Leadership means you have the discipline to maintain yourself as well as the rest fo llowing you. Being in a leadership role means that you are capable of leading by direction and following direction at the same time.As a leader you should never have the ones you are leading do something you yourself would not do. You have to lead as being lead. â€Å"Never forget that no military leader has ever become great without audacity. If the leader is filled with high ambition and if he pursues his aims with audacity and strength of will, he will reach them in spite of all obstacles. † As quoted by Karl von Clausewitz. Leadership and discipline go hand and hand in the army. I feel that you can not have one without the other. Along with that goes the Army core values.With the right discipline noticed by the right sergeant/officer you are most-likely to be a leader of a platoon or group given. Both topics are important to the military way of life without these 2 subjects the army would have no foundation. Soldiers in the leadership position guide the platoon to a succe ssful mission. Soldiers with the right discipline tend to lead the mission to victory. Without the 2 come many consequences: loss of rank; money, leadership positions, suspension etc. Personally I feel that a great leader has discipline.Being a leader without discipline you have nothing. Being a good leader to me means that you leave your mark on the ones who follow you. When another leader comes to charge, the soldiers that you have lead will know if that leader is good or not based on the path left behind. â€Å"The final test of a leader is that he leaves behind him in other men the conviction and the will to carry on. † – Walter Lippmann, 1889-1974. A good leader will continue to lead weather they are in a leadership position or not. As said before it is a basic foundation to get the mission completed.The military’s discipline is also know and having military bearing, knowing where to act in accordance. Commissioned officers and officers would have to make s wift decisions in the battlefield that may affect the lives of their soldiers. In a world of chaos, their subordinates are relying on their leaders to make the right decision and trusting that those big decisions made is the best out of all the options given. Leaders should be able to make these big decisions with all his confidence projecting out with his military bearing.A leader should look like a leader, disciplined, confident, and has the skills and abilities to persuade and provide their subordinates with the motivation, direction and purpose so as to accomplish a mission without being easily rattled by problems that arises. One who leads has to have the proper discipline to be a great leader. With these words sergeant who lead me also feel that I’m a great leader with the proper discipline to lead. Duty: Obligatory task, conduct service or functions that arise from ones position; assigned service or business. Defined by Webster]. At each level of authority soldiers hav e certain responsibilities or duties that they must fulfill. Duty begins with everything required of you by law, regulation, and orders but it includes much more than that. A duty is a legal or moral obligation. Duties are assigned at different levels rank for set reasons. As a private or non-NCO you may not hold as many responsibilities compared to an NCO, which can hold numerous amounts of duties that all are required to be fulfilled in a timely manner.Responsibilities: The quality or state of being responsible. [Defined by Webster]. Responsibilities are set to enforce task and make sure they are carried out properly. They are set for a numerous amounts of reasons. Some responsibilities are set to see how well an individual performs under certain task, time limits. Others may be set to get a task or chore done. All of these things combined are qualities that make or break a soldier. If you lack one the possibilities are great that you may lack another.