Wednesday, October 9, 2019
Reflection and Refraction of Light Essay
Objective The purpose of this experiment is to prove the laws of reflection and refraction, and to determine the angle of the total internal reflection and the index of refraction in the experiment. Theory The theory being experimented in this procedure is that of Willebrord Snell. From his theory we understand that the incident ray, the normal line and the refracted ray all lie on the same plane. We also understand that the relationship is defined in a ratio with the following equation; Which means that the ratio of the sine of the angle of incidence to the sine of the angle of refraction, I equal to the ratio of the speed of light in the original medium and the speed of light in the refracting medium. Procedure We set up the optics track, light source and the ray table. We then aligned the flat side of the mirror with the ray of light from the light source. We rotated the ray table in increments of 10 ÌŠ. The first set were done going clockwise. Once done we then did the same thing but going counterclockwise. This gave us the Angles of Reflection. FromThe two Angles of Reflection we were able to calculate the average Angles of Reflection, listed in Table 1. For the Law of Refraction, we replaced the mirror with a Acrylic cylindrical lens. We rotated the ray table clockwise by increments of 10ÌŠagain. We repeated the same measurements but instead with counterclockwise angles. From the two angles of refraction we were able to calculate the average angles of refraction. Finally, we aligned the flat side of the lens so that incoming light ray struck the cylindrical surface. We rotated the ray table until the refracted ray disappeared completely and only the reflected ray was visible. This is the angle of incidence. This gave us our angle of incidence theoretical value. From this we were also able to calculate the angle of refraction.
Power and Politics Coursework Example | Topics and Well Written Essays - 250 words
Power and Politics - Coursework Example Some of these categories of power are applicable to President Obama. To start with is the legitimate power. The American people accept the fact that their president can make demands and those demands be met in accordance with the applicable law. Compliance by both Americans and non-Americas is expected when such demands are made. Obedience and law observance characterize this base of power. Obama’s leadership is highly regarded a superior skill, characterized by superior knowledge (Stewart & Haugaard, 2012, p.703). This grants Obama power based on his expertise. His respect by the American people has constituted to the President’s power in governance and leadership, especially due to his efforts to reform the U.S healthcare system. President Obama’s capacity to punish for noncompliance gives him coercive power. The president can impose punishments or bans to an observed scenario or phenomenon that jeopardizes his governance and
Monday, October 7, 2019
Contract Remoteness of Damages Essay Example | Topics and Well Written Essays - 1250 words
Contract Remoteness of Damages - Essay Example Sometimes, breach are treated immaterially when the aggrieved party may not have actually suffered actual damage from the breach or may have and at other times, the other party is compelled to indemnify and perform accordingly to the agreed terms or pay minimal damages resulting to such breach. Other fundamental breach of contract treated as a grave offense against the agreement itself results to the termination of the performance of the contract thereby entitling the party to sue for damages. In anticipation of a probable breach, a party may sue for the termination of the contract and file for damages without the actual breach taking place. Consequently, the laws that provides a remedy for any breach of contract is commonly known by lawyers as the "rule of remoteness" that is determined by the contractual agreement, even when it is not covered in its express terms. Further the law has delegated and simplified the classification under non-pecuniary and pecuniary losses with the former commonly sought as a supportive argument in respect for personal injuries and deaths. Such differences are identified in a contract to measure the nature of breach of duty which the damage meant to undo and award is reflective in the underlying obligation. Sometimes, rather than argue for the actual obligation to take particular effect, the aggrieved party is keener on pressing charges with the pure knowledge of the allocation which the law has recognized. This has concurrently resulted and thereby pushed the limit to the losses for which the other party is actually responsible within at the time of conclusion of the agreement. This will i n fact result to people placing more emphasis in contract making which has been treated on the possible losses arising from its breach than the advantages gained from its performance. Law and jurisprudence dictates that in losses arising from the breach of contract, the remoteness of damages is governed by certain doctrines that treat the losses as fair and reasonable which in Hadley v. Baxendale [1854] is justified as, "according to the usual course of things" (non-pecuniary) and "supposed to be in contemplation of both parties at the time the contract was made" (pecuniary). Non-pecuniary damages are measured by the loss of bargain, wasted expenditures; and total failure of consideration under the Civil Liability (Contribution) Act 1978. A requirement common to both, of course, is that an injury must have been sustained by the claimant himself nonetheless, differs for while it is pecuniary in actual or compensatory damages, it is, upon the other hand, non-pecuniary in the case of actual damages. The actual loss under judicial discretion is a manifestation yet an assumption to be assessed under no accepted principle but upon which answers may be based. Under the question of significance, whatever reasonably appears to have been significant to the promisor in assuming the risk(Smith, 1997), setting the price and deciding in how much effort to expend in order to perform may be up to the value of an ordinary loss that was contemplated if in fact it did not occur. Guided by the principles of "quantum meruit", express agreements and fixed in a contract shall entitle the aggrieved to claim for what is agreed in
Sunday, October 6, 2019
Second Language Acquisition Essay Example | Topics and Well Written Essays - 250 words
Second Language Acquisition - Essay Example Children respond according to their imagination. This way they are able to make a link between the country and the food. The teacher also speaks the adjectives and nouns loudly, for example, emphasizing on the word delicious. This makes the students grasp words and makes them learn how to use them in sentences. The teacher does not point out their mistakes; instead, she encourages them and repeats what every one of them speaks. She knows how to be lenient with non-native speakers. She involves all the children in the lesson and aims at making them participate actively so that they are able to think on their own and to recognize things and assign names to them. In short, the teacher uses interesting strategies to address the needs of non-native speaking English students by making use of the most modern technological tools like multimedia and by making the whole class participate in the learning process.
Saturday, October 5, 2019
Time Management Matrix-Leadership Essay Example | Topics and Well Written Essays - 500 words
Time Management Matrix-Leadership - Essay Example As such, the time management matrix may arguably be considered an effective time management resource thereby invoking the importance of its analysis. The first quadrant comprises of urgent and important items such as a crying baby and some calls. This implies that items in the first quadrant require immediate attention and cannot be postponed. The second quadrant is a composition of not urgent but important items such as exercise and vacation. Items in the second quadrant may be regarded long term due to their lack of urgency but should not be neglected. According to Covey, items in the second quadrant are somewhat neglected, perhaps, because they are not urgent. Nonetheless, it important to note that efficacy is achieved by working both strategically and tactically and items in quadrant two ensure this. For example, exercising is not urgent but it is an important aspect of healthy living. The third quadrant entails items that are urgent but may be regarded as not important such as other calls. This implies that quadrant three items could be eliminated but people feel the need to hold on to them. As such, these items consume the largest portion of people’s time thereby corrupting effective time management. Finally, the fourth quadrant is a composition of items that are neither important nor urgent such as trivia. Quadrant four items are generally those that people take as breaks from important activities hence they can be considered to add relatively little value. Therefore, quadrant four items may be eliminated in an effort to avoid wasting time. The time management matrix arguably provides a proper strategy of managing time effectively hence can be useful tool in leadership. After analyzing and comprehending the application of time management matrix, leaders should take time to categorize their different commitments into respective quadrants. Additionally, after categorizing commitments, calculations of percentage of
Friday, October 4, 2019
Innovation exploitation report Essay Example | Topics and Well Written Essays - 2500 words
Innovation exploitation report - Essay Example The heat exchangers were mainly designed to extract heat energy from industrial waste but the grey water concept is to apply the same method to the waste water of the households. The company is looking forward to establish three modes of heat exchangers. The company needs to develop the heat exchanger, the connections, the sensors and the control system. Within a time span of three months - from June till the end of August - the company will develop and test heat exchangers and make them efficient enough to become a part of its main operations. The efficient system is crucial for acquiring significant market share. Adding the PVC coating gives additional efficiency plus it prevents contamination of clean water. With the help of a Gantt chart is scheduled for developing and testing the materials is included. The exact design that the company will manufacture will be protected by copyright laws and patents. The overall goal is to achieve efficiency by serving the customers’ need s and help contribute towards sustainable renewable energy systems. Waste heat from exhaust air, wastewater and refrigeration machinery can be used for space heating and hot water. Substantial amount of energy can be saved through this judicious use of heat exchangers (Harvey, 2006). The system has been in use successfully in various countries. For instance Herrera at al. (2003) showed with the use of just four heat exchangers in a complex in Mexico -a hospital, laundry, Sports Center with a swimming pool and a family healthcare unit – could save about 38% of thermal energy. A two-year independent study of heat exchanger systems installed in Britain’s houses observed a savings of 380 kWh and 500 kWh per person annually (AIMC4, 2014). The heat exchanger technology is being provided by LEED in the United States (Moore, 2013). The type of heat exchanger that the company is developing is very
Thursday, October 3, 2019
The Sense in Organisational Learning, Knowing and Sense making Essay Example for Free
The Sense in Organisational Learning, Knowing and Sense making Essay Experience in Learning            Learning is the acquisition of knowledge, ideas, concepts, experience and any other kind of element that can be acquired. Learning is the retention of knowledge. It is also a skill such as using tools, creating crafts or simply driving a car. Learning involves practice. Practice is a way of retaining learning. But most of all, learning is a change in behaviour.            As far as I could remember, I learned to walk, speak and do many types of activities in the house by the acquisition of these knowledge and experiences. Either I would learn by following and mimicking gestures that the elder people would show me or I would engage into the experience of the concept. For example, I learned not to run fast down the stairs because one time that I did, I fell three flights and bumped my head. I learned how to remember the names of many relatives by repeatedly seeing them in family gatherings. Conversing with these people required me to utter their names and so that helped me remember their names and how I was related to them.            As I entered formal learning, other tools where available for me to increase knowledge and experience. Reading books was a way to learn how to know things. Before operating machines such as household appliances or laboratory machines, it is imperative to read instruction manuals so that I could transform myself into someone who did not know how to operate the machine into someone who knew how. And therefore there was a definite change in behaviour because of this. Learning things on your own is different when learning inside an organization. Experience in Participating in an Organization            There are two general kinds of participants in an organization or in a group endeavour. One can either be an active or a passive participant. Active participation involves doing different roles at different times depending on the need of the organization. In group discussions for example, one can be an initiator, regulator, informer, supporter or an evaluator. All these roles must be found in the whole group embodied by its participants in order for the group to develop and evolve its visions.            Another insight I gathered from participating in organizations is that one can learn fully if one keeps an open mind and heart. Each participant has his unique person moulded from a definitive history. Each person has his own ideas and learning style. If participants do not cooperate in the organizations, it will be harder to achieve objectives. Sometimes, participating in an organization requires one to compromise some comfort zones. There will be moments when a co-participants’ idea does not match your own. Sometimes, this will be cause of conflict. However, after the exchange and debate on the idea, conflict is soon resolved. Even at times when breakdown of the organization occurs, this will also signify that the conflict was resolved.            I cannot be half part of an organization. Participation in an organization must be whole for it to be worthwhile. Being a part of an organization means adhering to its vision, mission and goals. If a person cannot embrace the organization’s objectives, then his participation will be futile. From what I observed, when organizations have members that are half believers of the organization’s goals, their participation in the organization are half done as well. Their motivations to act on the organization’s needs are also superficial and the tendency to protect one’s self interest over the group’s interest is stronger. Four Learning Theories            Learning whether it involves an individual or a group is possible. Four theories of learning guide many teachers, managers and leaders into helping their constituents acquire knowledge and experience. The behaviourists, cognitive, humanist and situational orientation of learning are four theories that have been developed in the field of learning. The Behaviourist theory developed by practitioners of psychology believes that a person learns according to how the environment gives it instructions. Experimental procedures have been used to study behaviour in this discourse.            The Cognitive orientation does not believe so. Scholars of the cognitive theory believe that the individual learns due to its mental abilities. The process of knowing or â€Å"cognition†was the one leading the act of learning therefore learning relied much on an individual’s thinking capacity. The Humanist approach followed a certain process of growth patterned from human growth. Learning for these theorists involves a person’s evolution of needs that Maslow and Rogers have defined. The Situational orientation in learning relies on the involvement of a person to different community events and practices. Through individual’s participation to these frameworks, learning is experienced and thereby achieved. The Organization’s capability of learning, sensing and knowing            The individuals that constitute the organization bring all their learning abilities into the organization thereby helping the organization achieve goals. When organizations are able to achieve their goals, learning, sense making and knowledge achieved is not only claimed by each participant in the organization but the organization as a single entity as well.            Organizational knowing creates three kinds of knowledge. Tacit knowledge is found the experience and expertise of participants. Explicit knowledge is visualized as rules and routines that participants undergo. Cultural knowledge can be found in the organization’s assumptions, beliefs and values. The ‘corporate culture’ idiom has been coined due to the effort to package cultural knowledge of the organization so that it can be taught to employees. New knowledge is achieved by sharing and integrating these three types of knowledge. With new knowledge, the organization has the capacity to act on decisions that help the organization transform their potentials. Although new alternatives are achieved, new uncertainties are also acquired but essential to the organization’s ability to form new knowledge is the capacity of the organization to evolve facing challenges of its industry and ever changing environment. â€Å"The central argument is that any organization is the way it runs through the processes of organizing This means that we must define organization in terms of organizing. Organizing consists of the resolving of equivocality in an enacted environment by means of interlocked behaviors embedded in conditionally related processes. To summarize these components in a less terse manner, organizing is directed toward information processing in general, and more specifically, toward removing equivocality from informational inputs.†(Weick 1979:90-91)            Besides knowledge making, the organization also goes through the process of sense making. If decision making leads to decisions, sense making leads to the sense of the organizations’ existence of its decisions thereby breaking all kinds of elements that leads to ambiguity and confusion in the organizations’ processes. Sense making is essentially answering Weick’s question, â€Å"How can I know what I think until I see what I say?†. â€Å"In dealing with organizational issues, sense making requires us to look for explanations and answers in terms of how people see things rather than rather than structures or systems. Sense making suggests that organizational issues strategies, breakdowns, change, goals, plans, tasks, teams, and so on are not things that one can find out in the world or that exist in the organization. Rather, their source is peoples way of thinking.†(Universiteit Twente, 2004)            Sense making is a better tool in arriving at information for use in the workplace. Studies have proved that sense making has been successful in understanding deaf culture, in reflective thinking in the nursing practice, has been experienced in media education in classrooms with students, and proven beneficial for hard discourses such as sexism, racism and the like.            While Weick emphasize sense making in the retroactive context, Gioia and Mehra deemed the importance of prospective sense making as well. These two approaches further cement the invaluability of sense making in organizations. Each time that participants work towards a common goal, they are compelled to gather past knowledge, experience and facts, make sense out of it collaboratively to learn a new tool that will help the organization achieve their prospects that they envision in the future. Conceptualization of the future in organizations therefore is facilitated by sense making.            In this light, sense making further becomes a strategic tool that helps organizations articulate their common visions which can be called prospective ‘sense-giving’ while the tools that helps organizations decipher differences in actions so the that their selection may work well for their group can be termed as retrospective â€Å"sense-discovering†. Furthermore, the notion of sense making being partly deliberate and part emergent makes it a powerful tool for organization management, leadership and organizational learning. At best, sense making is an on-going process much like what learning is. There is no limit to learning. The fact that man has yet to use 97% of his brain capacity, that there is much need for compassion in the world tells many scholars that there is much sense in the notion of sense-making. Summary            Learning is the ability that sets man apart from the rest of the animal kingdom. Although there is learning in other animal species, organizational learning has captured man’s ability to prove himself as an intelligent animal in the social context. When a person enters and organization, he sets himself as a member of a whole. As a participant of the whole, the individual synergizes his learning capacities, styles and objectives with other members of the whole. Learning of the individual found in the whole is made possible only if the organization is able to learn first.            With the learning tools of sense making, the organization is able to form new knowledge. The knowledge formed has characteristics not found in individual learning. The knowledge formed from sense making in organizations hold both retrospective and prospective senses of the organization as a whole. Elements that form this knowledge is derived from the collective behaviour, cognition, experience and growth patterns of each individual making the collective acquire its own behaviour, experience, growth pattern and intelligence.            Reflecting on my own learning capacities including development of my own senses, I can prepare myself as I become a part of an organization. Many people enter organizations thinking that they are social institutions fully inorganic. With further understanding of sense making, I have become fully aware that organizations are alive because not only do they reproduce (forming other sub organizations, become global organizations and multinationals), react to stimulus (such as currency fluctuations, technological breakthroughs), grows (such as increase in revenue, increase in employees), they also essentially learn, produce knowledge and ultimately try to make sense in this world. References: Argyris, C. and Schon, D. 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(2003) Organizational Learning and Development Reader, Mc Graw-Hill, North Ryde. Fineman, S., Sims D.and Gabriel, Y. (2006) Organizing and Organizations, SAGE Pub., London. Flood, R.L. (1999) Rethinking the fifth discipline: Learning with the unknowable. Routledge, New York. Foley, G. (Ed) (1995) Understanding adult education and training, Allen Unwin, St Leonards, NSW Glassop, L. and Waddell, D. (2005) Managing the Family Business, Heidelberg Press, Heidelberg, Victoria. Harvard Business Review (2001) Organizational Learning. McGraw-Hill, New York. Lassey, P. (1998) Developing a Learning Organization, Kogan Page, London. Nonaka, I. (1991) The Knowledge Creating Company, Harvard Business School Press, Boston. Pearn, M., Roderick, C., Mulrooney, C. (1995) Learning organizations in practice. McGraw-Hill, London. Polanyi, M. (1962) Personal Knowing; Towards a Post-Critical Philosophy, University of Chicago Press, Chicago. Senge, P. (1992) Fifth Discipline: The art and practice of the learning organization, Random House, Milsons Point. Senge, P., Kleiner, A., Roberts, C., Ross, R., Smith, B. (1994). The fifth discipline fieldbook: Strategies and tools for building a learning organization, Double Bay Dell Publishing, New York. Senge, P. (1999) The dance of change: the challenges of sustaining momentum in learning organizations, Random House, Milsons Point. Shaw, P. (2002) Changing the Conversations in Organizations London: Routledge. Stacey, R., Griffin, D. and Shaw, P. (2000) Complexity and Management, London: Routledge. Stacey, R. (1996) Complexity and Creativity in Organizations, San Francisco: Berret-Koehler. Summers, J. and Smith, B. (2004) Communication Skills Handbook, Wiley and Sons, Milton, Qld. Wenger, E. (1998) Communities of Practice; Learning, Meaning and Identity, Cambridge University Press, N.Y. Weick, Karl E. 1979. The Social Psychology of Organizing. 2nd ed. Random House: New York. Weick, K. L. (1995) Sensemaking in Organizations, SAGE Pub., London Universiteit Twente. 2004. Sense Making. [http://www.tcw.utwente.nl/theorieenoverzicht/Theory%20clusters/Organizational%20Communication/Sensemaking.doc/]
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