Florence Nightingale’s Nursing Philosophy

The nursing profession today is being recognized all over the world due to the recent increase in demand for nursing professionals and caregivers. Today, more and more students are encouraged to take and pursue a nursing degree in college due to the opportunities awaiting them in the medical field—an opportunity which was sparked and started long ago by a caregiver and health care provider by the name of Florence Nightingale. Since Nightingale’s establishment of a concrete nursing philosophy, the nursing practice was never the same. Nightingale’s view on health care was simplistic yet holistic. She believed that nurses are born with a given responsibility on their shoulders to provide humane and sensitive aid selflessly to the sick, to do anything within their power to alleviate the pains and illness of the patients, and to support the professional doctors to the best of their abilities (Kleiman). During Nightingale’s time, the women were experiencing extreme discrimination under the government of Great Britain. The government suppressed the women and prohibited them to contribute in any way to the affairs of the state. Thus, this pushed Nightingale to fight for her point of view as a health care provider and prove the women nurse’s worth (Bruner). She was very strong and firm on her principle which involves providing health care selflessly regardless of gender, with sensitive consideration to the ill and the needy. This humanistic philosophy is what guided Florence Nightingale to push through the now established philosophy of nursing and care giving which has been eternally symbolized by her, holding a lighted lamp which kindles the hopes of the ill. Thus, Nightingale’s philosophy is truly an inspiration. It stands as a reminder for me to stay humble and focused on my future responsibilities as a nurse. It also reminds me of the importance of providing health care without biases and reservation—anyone who seeks medical help is a patient that doctors and nurses should attend to.

Meralco’s Pricing: an Assessment

I. Introduction Meralco is a natural monopoly. Natural monopoly exists when a firm is able to supply the total market demand more efficiently because of economies of scale that allow the firm to lower its cost as it expands capacity. However, like any firm in a market situation where there is imperfect competition or in a less-than-competitive market, a natural-monopoly firm, when left to its own, tends to limit its output to a point where its marginal cost equals its marginal revenue but charge a much higher price than what would have prevailed when there is a highly-competitive market.In a highly-competitive market, the output tends to settle at a point where marginal cost equals marginal revenue, which also equals its price and where the unit cost of production is the lowest possible because of competition. When the price is greater than unit cost and profits are high, more firms will come to compete in the market and drive down the price back to where it is just equal to unit cos t. When the price is below unit cost, the resulting losses will drive out some of the firm from the market, thus raising the price back again to where it is just equal to the unit cost of producing the product concerned.Because a natural monopoly, like any firm in an imperfect market, charges a price way above the equality of marginal cost and marginal revenue, it also produces at a certain level of output that is less than what would have prevailed when the market is highly competitive. These twin evils (higher price than necessary and lower output than possible), which arise from the presence of a monopoly, make for a very strong case for government intervention. In line with this, the researchers ought to know if Meralco has really an absolute control over the output produced and therefore charge the highest price to increase their profit.They also want to know the basis of pricing per kilowatt hour (kWh) and how do they implemented this to their consumer. II. Methodology The des criptive research method was used in this research, as it points out conditions and relationships that exist or do not exist. Furthermore, this method emphasizes more on descriptions rather than on judgments or interpretations. Descriptive research is thus a type of research that is primarily concerned with describing the nature or conditions and degree in detail of the present situation. (Landman, 1998:59)Descriptive data for research are collected by using different methods. It may be presented qualitatively or in verbal forms or symbols, or quantitatively in mathematical symbols, depending upon the nature of the material and the purposes for which one is doing research. III. Respondents of the study The respondents of this study consisted of Meralco consumers and some people from the Department of Energy (DOE). The above-mentioned respondents qualified to the most needed criteria of the researchers, who were currently situated at the survey site. IV.Discussion A. Overview of Mono poly A. 1 Definition of monopoly Pure monopoly exists when a single firm is the sole producer of a product for which there are no close substitutes. A. 2 Characteristics of Monopoly Here are the main characteristics of pure monopoly: a. Single seller. A pure, or absolute, monopoly is an industryin which a single firm is the sole producer of aspecific good or the sole supplier of a service; thefirm and the industry are synonymous. b. No close substitutes. A pure monopoly’s product isunique in that there are no close substitutes.Theconsumer who chooses not to buy the monopolized product must do without it. c. Price maker. The pure monopolist controls the totalquantity supplied and thus has considerable controlover price; it is a price maker (unlike a pure competitor,which has no such control and therefore is a pricetaker). The pure monopolist confronts the usualdownward-sloping product demand curve. It canchange its product price by changing the quantity ofthe product it produc es. The monopolist will use thispower whenever it is advantageous to do so. d. Blocked entry.A pure monopolist has no immediatecompetitors because certain barriers keep potentialcompetitors from entering the industry. Those barriers may be economic, technological, legal, or ofsome other type. But entry is totally blocked in puremonopoly. e. Nonprice competition. The product produced by a puremonopolist may be either standardized (as with naturalgas and electricity)or differentiated (aswith Windows orFrisbees). Monopolists that have standardized products engage mainly in public relationsadvertising, whereas those with differentiated productssometimes advertise their products’ attributes.B. Meralco and Pricing The  Manila Electric Company  ,also known as  MERALCO  , is the Philippines' largest distributor of electrical power. The word MERALCO, is an  acronym  for  Manila  Electric  Railroad  And  Light  Company, which was the company's original name from 1903 to 1919. MERALCO is the  Metro Manila's only electric power distributor and holds the power distribution franchise for some 22 cities and 89 municipalities, including the whole of  Metro Manila  and  Mega Manila  region. B. 1 Retail price compositionIEC confirmed that the main component or 65 percent of the average of Meralco’s retail pricing is the generation charge. Charges by independent power producers comprised 44 percent, National Power Corp. ’s transmission billing was 35 percent, spot market pricing was 13 percent, and the ancillary service charge was 8 percent. The table below shows the composition of the total of retail price charged to consumers: IEC also estimated that the embedded fuel costs comprised approximately 50 percent of the total generation charge, while the transmission charge comprised 9 percent of the average tariff.VAT and other taxes and statutory charges comprised 10 percent. Lastly, the distribution charge, which is the only part of electricity billing that goes to Meralco, comprised 16 percent of the average tariff. All other charges were thus collected by Meralco on behalf of third parties. B. 2 Price as Compared to other Countries IEC conducted a detailed survey and analysis of retail electricity tariffs and costs in 13 countries and two U. S. states, as well as a supplementary, less comprehensive â€Å"meta-analysis â€Å" of 27 countries in the Euro area and the 50 remaining U. S. states.The 15 core markets in the survey included Malaysia, Thailand, Indonesia, South Korea, Taiwan, Japan (Kansai), Hong Kong, Singapore, Australia (WA), Sri Lanka, NZ, California (PG;E), Hawaii, Canada (Ontario) and South Africa. For each of the core markets, retail tariffs were calculated for residential, commercial and industrial customers. IEC enumerated seven factors behind Meralco’s pricing as compared to other countries: subsidies, high intrinsic cost of supply, import-parity fuel, grid size/plant mix, higher financing cost, geographical challenges and cross-subsidy in transmission rates.Surprisingly, a number of countries in the study like Korea and Taiwan have electricity prices that are lower than Meralco’s because of government policies that provide subsidies of up to 50 percent. The subsidies come in the varied form of frozen tariffs, sale of fuel to utilities at below market rates, and utility losses shouldered by the government. IEC noted that Meralco’s estimated cost of supply was in the top quintile (9th highest and 19 percent above the average) among the 44 markets surveyed.The cost of producing and delivering electricity in Luzon (and in the Philippines, more generally), it seems, was intrinsically high largely because of the high price of imported fossil fuel. Interestingly, IEC also pointed to the relatively small grid size, geographic challenges of transmission and higher cost of financing costs as reasons for high intrinsic cost of electricity that Mer alco sells. If fact, IEC noted that eight of the 10 highest cost markets in the survey are island nation/states, and this factor may be a fundamental cost multiplier.Because 80 percent of power generation in Luzon was fuelled with imported fuels, electricity prices are expected to remain high. This is the reality of a country that is dependent on imported fuels. Also, the Luzon grid size is smaller and therefore had a high dependence on hydro which requires a higher reserve margin requirement. The weighted average cost of capital in the Philippine power sector is higher than most countries in the region. Debt cost is relatively high and loan tenors are shorter. Transmission costs are also inherently high as power has to be transmitted across several islands.Lastly, the higher cost of transmission to consumers in the Visayas is subsidized by consumers in the Luzon grid. A study conducted by the company and commissioned by Meralco found that at the beginning of 2012 the Philippines ha d the 2nd highest electricity rates in the region and the 9th highest out of 44 international markets. In the study, which was standardized for type of customer, time period, currency price and resource rates, he came to a number of conclusions about why consumer electricity rates in the Philippines are relatively high for the region and internationally.Several of the issues don't seem to have a near term solution in sight. 1. The government doesn't subsidize energy. The main reason prices are likely to stay high is the Philippines can't afford to subsidize its electricity as other countries in the region do,3/4 of the reason energy costs are high is because the government doesn't apply subsidies to keep tariffs artificially low. Several neighboring countries — Thailand, Indonesia, Malaysia, Korea and Taiwan — all have lower tariffs because of government subsidies.He said up to and sometimes over 50% of costs in these countries are subsidized since government policies freeze tariffs, sell fuel at below market rates and make government shoulder business losses. 2. It's expensive to produce energy in the Philippines. Philippine power generation relies largely on imported fuel pegged to high international fuel prices, The country is making efforts to explore more of its own natural gas resources, but finding deposits and setting up production facilities will take years. In the meantime, the country is reliant on high cost international fuel. 3. Challenging geography.Because the Philippines is made up of thousands of islands, it does not have a unified electricity grid and there are several providers. â€Å"In principle,† said Morris, â€Å"the bigger the grid the cheaper the cost† which can be spread out among more customers. However he thought that creating a unified grid in the Philippines would be problematic given the terrain. He noted that transmission costs are more expensive because power has to be sent across several islands. I EC found that 8 of the 10 highest cost markets in the survey were island nations or states, which could be a â€Å"fundamental cost multiplier. He said, â€Å"It is expensive to make electricity, transmit it and distribute it in this country†¦ I can't see that problem changing in the next 20 years. † 4. Ineffective plants. He pointed out that when some plants don't work well, it is necessary to have a reserve plant, which means additional costs. â€Å"The higher your reserve margin the higher the total cost of supply,† he said. He added that the reserve margin of the Philippines was probably around 20% but should actually be between 33% to 35% since the country has had brownouts in the last year, which he said â€Å"means you don't have enough capacity to meet reliable demand.C. Government’s Intervention to Pricing Natural monopolies traditionally have been subject to rate regulation (price regulation), although the recent trend has been to deregulate whe rever competition seems possible. For example, long-distance telephone calls, natural gas distribution, wireless communications, cable television, and long-distance electricity transmission have been, to one degree or another, deregulated over the past several decades. And regulators in some states are beginning to allow new entrants to compete with existing local telephone and electricity providers.Nevertheless, state and local regulatory commissions still regulate the prices that most local natural gas distributors, regional telephone companies, and local electricity suppliers can charge. These locally regulated monopolies are commonly called â€Å"public utilities. † Meralco as Regulated Monopoly Meralco is a publicly owned and listed company, meaning that anyone can share in the potential price appreciation of its shares and can receive a portion of company profits when dividends are declared. This company is a public utility, which means it has a monopoly in the delivery of service to the public.In return for the benefits of not having any competition, the government regulates how much profit the company can make. Normally, the regulated price that it sells its services to the public depends on the rate of return or profit the company will make and that is controlled by the government. In theory, without government regulation, Meralco could charge whatever price it wanted and the public would have no choice but to pay or not have electric service. But Meralco prices are under government control.Therefore, the government has an obligation to keep the price charged as low as possible to serve the best public interests while, at the same time, allow enough return to keep the company financially sound, able to expand and enhance company business interests and allow the shareholders to make money on their investment. V. Conclusion A public utility must serve both the public interest and the interest of its investors. However, because of the government c ontrol of pricing, it is the absolute obligation of government regulators to protect and serve the public interest.It is not the job of the Meralco management to protect the public. That is the government’s job. It is not the job of government to protect the Meralco shareholders. That is the management’s job. Then, after the regulations are set, it is management’s responsibility to protect shareholder interests within the boundaries that the regulators establish. If we were the shareholder of Meralco, we want the company to charge P50 per kilowatt-hour so my company can make a lot of profit. As a consumer, we want the government to keep electricity prices as low as possible while insuring reliable service.Any reasonable person can see that there can be an inherent conflict of interest in those two positions. That is why public utilities function best when privately owned and operated and regulated by the government. VI. References 1. http://rp1. abs-cbnnews. com /views-and-analysis/05/29/08/meralco-what-issue-really-john-mangun 2. http://www. rappler. com/business/10737-electricity-prices-in-ph-likely-to-stay-high-in-the-short-term 3. http://en. wikipedia. org/wiki/Meralco 4. http://www. bizlinksphilippines. net/102312. htmlPolytechnic University of the Philippines College of Accountancy Sta. Mesa, Manila Meralco’s Pricing: An Assessment ECON 2023 Submitted to: Submitted By: Janine Simbulan Christian Derrick Villafranca Ma. Margarita Matawaran Jemilyn Milan Table of Contents I. Introduction II. Methodology III. Discussion A. Overview of the Monopoly a. 1 Definition of the Monopoly a. 2 Characteristics of Monopoly B. Meralco and Pricing b. 1 Retail price composition b. 2 Price as compared to other countries D. Government’s intervention to Pricing IV. Refenrences

Curriculum Guide Essay

The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and | |those of other countries. | |GRADE LEVEL STANDARD: The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of Afro-Asian Literature and other texts types for a deeper appreciation of Afro-Asian | |Culture and those of other countries. | |DOMAINS OF LITERACY |CONTENT STANDARD |PERFORMANCE STANDARD |LEARNING COMPETENCIES | |Listening Comprehension |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of the |The learner accurately produces a |Recognize prosodic features: stress, intonation and pauses serving as carriers of meaning that | | |prosodic features and non-verbal cues that |schematic diagram to note and give |may aid or interfere in the delivery of the message in stories and informative texts | | |serve as carriers o f meaning when listening to|an account of the important details |Note prosodic features (stress, intonation, pauses) and rate of speech as carriers of meaning | | |informative texts and longer narratives to |in long narratives or descriptions | | | |note significant details. |listened to. |Recognize changes in meaning signaled by stress, intonation and pauses | | | | | | | | | |Listen to points the speaker emphasizes as signaled by contrastive sentence stress determine how | | | | |stress, intonation, phrasing, pacing, tone and non-verbal cues serve as carriers of meaning that| | | | |may aid or interfere in the message of the text listened to | | | | | | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding on how | The learner creates an audio – video|Employ appropriate listening skills when listening to descriptive and long narrative texts | | |employing projective listening strategies to |presentation highlighting the core |(e. g. making predictions, noting the dramatic effect of sudden twists, etc.) | | |descriptive and longer narrative audio texts, |message of a text listened to. | | | |helps him/her to validate information, | |Employ projective listening strategies with longer stories | | |opinion, or assumption to participate well in | | | | |specific communicative context . | |Listen to determine conflicting information aired over the radio and television | | | | | | | |The learner demonstrates understanding of | |Listen for clues to determine pictorial representations of what is talked about in a listening | | |adjusting listening strategies (marginal, | |text | | |selective, attentive, critical) in relation to| | | | |the main purpose of listening, one’s | | | | |familiarity with the topic and difficulty of | | | | |the text describing a process and narrating | | | | |longer stories to suit the listening text and | | | | |task. | | | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding in |The learner proficiently writes an |Determine the persons being addressed in an informative talk, the objective/s of the speaker and| | |validating information, opinions, or |editorial article concerning an |his/her attitude on the issues | | |assumptions made by a speaker to arrive at |issue raised by the speaker in a |Use attentive listening strategies with informative texts | | |sound decisions on critical issues. |text liste ned to. | | | | | |Note clues and links to show the speaker’s stand and assumptions | | | | |Listen for clues and links to show the speaker’s train of thoughts | | | | |Determine the stand of the speaker on a given issue | | | | |Listen to get the different sides of social, moral, and economic issues affecting a community | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner creatively renders a |Process speech delivered at different rates by making inferences from what was listened to | | |the orchestration of harmony, unison, rhythm |choric interpretation of a text | | | |and the structure of narratives and other |listened to |Use syntactic and lexical clues to supply items not listened to | | |text types enable him or her to appreciate | | | | |their richness. | |Anticipate what is to follow in a text listened to considering the function/s of the statements | | | | |made | | | | | | | | | | | | || | Express appreciation for texts orally interpreted noting harmony, unison, and rhythm. | | | | | | | | | |Listen to appreciate the tune and the narrative structure of ballads | | | | | | | | | |Listen to appreciate harmony, unison, and rhythm in choric interpretations. | |Oral Language and Fluency |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of how |The learner actively participates in|Use appropriate registers to suit the intended audience, and variation in intonation and stress | | |to speak in clear, correct English appropriate|a conversational dialogue about |for emphasis and contrast | | |for a certain situation, purpose and audience.|school/environmental issues or any |Express feelings and attitudes by utilizing contrastive stress and variations of tone and tempo | | | |current social concerns. | | | | | |Use stress, intonation, and juncture to signal changes in meaning | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner joins actively in a |Ask for and give information, and express needs, opinions, feelings, and attitudes explicitly | | |various means on how figurative and academic |panel discussion on a current issue |and implicitly in an informative talk | | |language can be used in various communication |or concern. |Formulate responses to questions noting the types of questions raised (yes-no, wh-questions, | | |settings. | |alternative, modals, embedded) | | | | | | | | | |Make inquiries | | | | | | | | | |Give information obtained from mass media: newspapers, radio, television | | | | | | | | | |Highlight important points in an informative talk using multi-media resources | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of |The learner proficiently conducts a |Use appropriate turn-taking strategies (topic nomination, topic development, topic shift, | | |using turn-taking strategies in ext ended |formal, structured interview of a |turn-getting, etc.) in extended conversations | | |conversations to effectively convey |specific subject. |Interview persons to get opinions about certain issues | | |information. | |Respond orally to ideas and needs expressed in face-to-face interviews in accordance with the | | | | |intended meaning of the speaker | | | | |Use communication strategies (e.g. paraphrase, translations, and circumlocution) to repair | | | | |breakdown in communication | | | | | | | |Quarter 4 |Quarter 4 |Quarter 4 | | | | |Arrive at a consensus on community issues by assessing statements made | | |The learner demonstrates understanding of |The learner competently delivers an | | | |speech functions and forms as indicators of |informative speech using multi-media|React to information obtained from talks | | |meaning. |resources to highlight important | | | | |points. | Interview persons to get their opinions about social issues affecting the community | | | | | | | | | |Agree/Disagree with statements, observations and responses made when issues affecting the | | | | |community | | | | | | | | | |Infer the function/s of utterances and respond accordingly taking into account the context of the| | | | |situation and the tone used | | | | | | |Vocabulary Enhancement |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of the |The learner creatively produces an |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | |(Subsumed in all domains) |strategies for coping with the unknown words |e-portfolio of vocabulary | | | |and ambiguous sentence structures and |illustrating the use of varied |Differentiate between shades of meaning by arranging words in a cline | | |discourse to arrive at meaning. |strategies. | | | | | |Guess the meaning of idiomatic expressions by noting keywords in expressions, context clues, | | | | |collocations, clusters, etc. | | | | | | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by deleting expansions to | | | | |come up with kernel sentences | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner creatively prepares a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |comparative log of academic and | | | |and ambiguous sentence structures and |figurative language reflected in |Identify the derivation of words | | |discourse to arrive at meaning. |documents with the same themes. | | | | | |Define words from context and through word analysis (prefix, roots, suffixes) | | | | | | | | | |Use collocations of difficult words as aids in unlocking vocabulary | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions | | | | | | | | | | | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner creatively produces a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |frequency word list. |Identify the derivation of words | | |and ambiguous sentence structures and | | | | |discourse to arrive at meaning. | |Define words from context and through word analysis (prefix, roots, suffixes | | | | | | | | | |Use collocations of difficult words as aids in unlocking vocabulary | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions. | | |Quarter 4 |Quarter 4 |Quarter 4 | | | The learner demonstrates understanding of the |The learner proficiently produces a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |glossary of words related to | | | |and ambiguous sentence structures and |specific disciplines. |Identify the derivation of words | | |discourse to arrive at meaning. | | | | | | |Define words from context and through word analysis (prefix, roots, suffixes) | | | | | | | | | |Use collocations of difficult words as aids in unlocking vocabulary | | | | | | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions | |Reading and |Quarter 1 |Quarter 1 |Quarter 1 | |Comprehension |The learner demonstrates understanding of the |The learner produces a Reading Log |Adjust reading speed based on one’s purpose for reading and the type of materials read | | |different reading styles to suit the text and |showing various entries like the |Use different reading styles to suit the text and one’s purpose for reading | | |one’s purpose for reading. |choice of reading materials, the |Scan rapidly for sequence signals or connectors as basis for determining the rhetorical | | | |type of reading employed, etc. |organization of texts | | | | |Skim to determine the author’s key ideas and purpose by answering questions raised after | | | | |surveying the text | | | | |Read closely to select appropriate details from a selectio n for specific purposes | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of |The learner proficiently uses |Evaluate content, elements, features, and properties of a reading or viewing selection using a | | |textual relationships using non-linear forms |advanced organizers/ illustrations |set of criteria developed in consultation (with peers and the teacher) | | |and graphics to obtain information from linear|showing textual relationships. | | | |and non-linear texts. | |Explain visual-verbal relationships illustrated in tables, graphs, information maps commonly used| | | | |in content area texts | | | | | | | | | |Transcode information from linear to non-linear texts and vice-versa | | | | | | | | | |Explain illustrations from linear to non-linear texts and vice versa | | | | | | | | | | | | | | |Organize information illustrated in tables, graphs and maps | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of |The learner creatively produces a |Utilize varied reading strategies to process information in a text | | |varied reading approaches to make sense and |digital chart of various text types |Recognize the propaganda strategies used in advertisements and consider these in formulating | | |develop appreciation for the different text |with clickable features. |hypotheses | | |types. | |Distinguish between facts from opinions | | | | |Use expressions that signal opinions (e.g. seems, as I see it) | | | | |Note the function of statements made as the text unfolds and use it as a basis for predicting | | | | |what is to follow | | | | |Express emotional reactions to what was asserted or expressed in a text | | | | |Employ approaches best suited to a text | | | | | | | | | |Note the functions of statements as they unfold and consider the data that might | | | | |confirm/disconfirm hypothesis | | | | | | || | |Examine for bias | | | | | | | | | | Determine the validity and adequacy of proof statements to support assertions | | | | | | | | | |React critically to the devices employed by a writer to achieve his/her purpose | | | | | | | | | | | | | | | | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner prepares an abstract of |Utilize knowledge of the differences among text types (instructional, explanatory, recount, | | |to abstract information presented in |a text read. |persuasive, informational and literary) as an aid in processing information in the selection read| | |different text types and to note explicit and | |or viewed | | |implicit signals used by the writer. | | | | | | |Assess the content and function of each statement in a text with a view of determining the | | | | |information structure of the text | | | | |Abstract information from the different text types by noting explicit and implicit signals used | | | | |by the writer | | | | |Interpret instructions, directions, notices, rules and regulations | | | | | | | | | |Locate and synthesize essential information found in any text | | | | | | | | | |Distinguish the statement of facts from beliefs. | | | | |Evaluate the accuracy of the information. | | | | |Draw conclusions from the set of details. | | | | |Point out relationships between statements. | | | | |Distinguish between general and specific statements. | |Literature |Quarter 1 |Quarter 1 |Discover literature as a means of understanding the human being and the forces he/she to contend| | |The learner demonstrates understanding of the |The learner creatively and |with | | |different genres through the types contributed|proficiently performs in a choral |Discover through literature the symbiotic relationship between man and his environment and the | | |by Afro-Asian countries to express |reading of a chosen Afro-Asian poem.|need of the former to protect the latter | | |appreciation for Afro-Asian heritage. | | | | | | |Demonstrate a heightened sensitivity to the needs of others for a better understanding of man | | | | | | | | | |Discover through literature the links between one’s life and the lives of people throughout the | | | | |world | | | | | | | | | |Highlight the need for a more just and equitable distribution of resources | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of how |The learner creatively compiles |Show understanding and appreciation for the different genres with emphasis on types contributed | | |significant human experiences are best |Afro-Asian literary pieces as |by Asian countries (i.e. Haiku, Tanka, etc.) | | |captured in various literary forms that |accounts of experiential learning. | | | |inspire humans to bring out the best in them. | |Point out the elements of plays and playlets | | | | | | | | | |Determine the macro discourse patterns of essays and the macro discourse signals used to | | | | |establish meaning relationships in the essay | | | | |Determine the author’s tone and purpose for writing the essay | | | | |Point out how the choice of title, space allotment, imagery, choice of words, figurative | | | | |language, etc. contribute to the theme | | | | | | | | | |Explain figurative language used | | | | |Express appreciation for sensory images in literary forms | | | | |Show understanding of the text by paraphrasing passages | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner produces a critical |Discover Philippine and Afro Asian literature as a means of expanding experiences and outlook and| | |different genres to heighten literary |review of articles with the same |enhancing worthwhile universal human values | | |competence. |themes but different genres. |Express appreciation for worthwhile Asian traditions and the values they represent | | | | | | | | | |Assess the Asian identity as presented in Asian literature and oneself in the light of what makes| | | | |one an Asian | | | | | | | | | |Identify oneself with other people through literature taking note of cultural differences so as | | | | |to get to the heart of problems arising from them | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner produces an e-literary |Point out the role of li terature in enabling one to grow in personhood | | |literature mirrors the realities of life and |folio which captures significant |Discriminate between what is worthwhile and what is not through literature | | |depicts human aspirations. |human experiences. |Distinguish as positive values humility, resourcefulness, self-reliance and the ability to look | | | | |into oneself, and accept one’s strengths and weaknessess | |Viewing Comprehension |Quarter 1 |Quarter 1 |Organize information extracted from a program viewed | | |The learner demonstrates understanding of the |The learner produces program | | | |different text types and genres of programs |portfolio that monitors his/her |Compare and contrast basic genres of programs viewed | | |viewed to effectively derive information and |progress as a viewer (in terms of | | | |find meaning in them |interest, preference, and |Narrate events logically | | | |reflections on individual viewing | | | | |behaviors). |Validate mental ima ges of the information conveyed by a program viewed | | | | | | | | | |Respond to questions raised in a program viewed | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner effectively writes |Discern positive and negative messages conveyed by a program viewed | | |different text types and genres of programs |reactions to movies viewed. (movie | | | |viewed to effectively derive information and |review) |React appropriately and provide suggestions based on an established fact | | |find meaning in them. | | | | | |The learner presents a review of a |Decode the meaning of unfamiliar words using structural analysis | | | |program viewed. | | | | | |Follow task- based directions shown after viewing | | | | | | | | | |Interpret the big ideas/key concepts implied by the facial expressions of interlocutors | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner produces a reaction |Analyze the elements that make up reality and fantasy from a program viewed | | |various analytical and evaluative techniques |paper to a program viewed. | | | |employed in c ritical viewing. | |Compare and contrast one’s own television-viewing behavior with other viewers’ viewing behavior | | | | | | | | | |Organize an independent and systematic approach in critiquing various reading or viewing | | | | |selection | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner puts up a model |Recognize the principles of lay outing in viewing a material | | |viewing conventions affect the way viewers |television production incorporating | | | |grasp, interpret, and evaluate the meaning of |viewing conventions. |Explore how colors appeal to viewer’s emotions | | |a program viewed. | | | | | | |Identify basic camera angles | | | | | | | | | |Ascertain how balance created by symmetry affects visual response to a program viewed | | | | | | | | | |Differentiate between vantage points and viewing | | | | | | |Writing |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of |The learner proficiently prepares a |Accomplish forms and prepare notices | | |giving valuable personal information and |brochure on the dangers of | | | |information on social events and issues by |smoking/drugs and other social |Write the information asked for in the following forms: | | |accomplishing different forms to effectively |issues and concerns. |School forms | | |function in school and in community. . | |Bank forms | | | | The learner writes a personal |Order slips | | | |narratives. |Evaluation forms | | | | |Survey forms | | | |The learner creates a blog on the |Bills, telecom, etc. | | | |internet commenting on | | | | |social/economic issues and concerns.|Write notices (e.g. posters, slogans, advertisements that relate to social events | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner conducts an opinion |Use non-linear texts and outlines to show relationships between ideas | | |power of language structures and forms in |poll, interprets, and presents the | | | |shaping people’s reactions, perceptions, |findings having a local-based or |Transcode ideas from texts to concept maps | | |points of view, and beliefs in local, national|national issue as reference. | | | |and global communities. | |Make a write-up of ideas presented in concept maps | | | | | | | | | |Use three-step words, phrasal and sentence outlines to organize ideas | | | | | | | | | |Transcode information from linear to non-linear texts and vice versa | | | | |Employ concept mapping (circle, bubble, linear, etc.) as aids in taking down notes and organizing| | | | |ideas | | | | | | | | | |Use outlines to sum up ideas taken from texts | | | | | | | | | |Use non-linear text outlines and notes as aids in the preparation of a research paper | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how |The learner produces an e-journal of|Use specific cohesive and literary devices to construct integrative literary and expository | | |to have a good command and facility of the |poetry & prose entries with emphasis|reviews, critiques, research reports, and scripts for broadcast communication texts, including | | |English Language necessary to produce writing |on content and writing style. |screenplays | | |in different genres and modes. | | | | | | |Produce different text types and sub-types | | | | | | | | | | Expand ideas in well-constructed paragraphs observing cohesion, coherence and appropriate modes | | | | |of paragraph development | | | | | | | | | |Give and respond to feedback on one’s paper in the revision process | | | | |Use grammatical structure and vocabulary needed to effectively emphasize particular points | | | | | | | | | | | | | | |Use appropriate modes of paragraph development to express one’s ideas, needs, feelings and | | | | |attitudes | | | | | | | | | |Use a variety of cohesive devices to make the flow of thoughts from one sentence to another | | | | |smoothly and effortlessly | | | | | | | | | |Write short personal narratives to support an assertion | | | | | | | | | |Organize information gathered from primary and secondary sources using a graphic organizer and a | | | | |simple topic outline | | | | | | | | | |Do self and peer editing using a set of criteria | | | | | | | | | |Revise a piece of short personal writing in terms of content, style, and mechanics | | | | |collaboratively and independently. | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner makes a write-up of an |Organize one’s thoughts and adopt the appropriate writing style in letters, resumes, critiques, | | |to have a good command and facility of the |interview. |etc. using appropriate styles (formal and formal)and audience in mind | | |English Language necessary to produce writing | | | | |in different genres and modes. | |Employ interactional functions of language in different genres and modes of writing (pen-pal | | | | |letters, letters of invitation, a â€Å"yes† and â€Å"no† letters, book reviews, interview write-ups, | | | | |journal entries, etc.) | | | | | | | | | |Write reflections on learning experiences in diary and journal entries | | | | | | | | | |Write summaries of books read | | | | | | | | | |Employ varied strategies (condensing, deleting, combining, embedding) when summarizing materials | | | | |read | | | | | | | | | |Write reactions to books read | | | | | | | | | |Show respect for intellectual property rights by acknowledging citations made | | | | | | | | | |Acknowledge citations by indicating in a bibliography sources used | | | | | | | | | |Use writing conventions to indicate acknowledgement of resources | | | | | | | | | |Use quotation marks or hanging indentations for direct quotes | | | | | | | | | |Use in-text citation | | | | | | | | | |Arrange bibliographic entries of text cited from books and periodicals | | | | | | | | | | | |Grammar |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of |The learner effectively writes a |Uses: | | |well-constructed paragraphs using appropriate |personal narrative or informative |varied adjective complementation | | |modes of development and language structures |text. |appropriate idioms, collocations, and fixed expression | | |to express one’s ideas, needs, feelings and | |coordinators | | |attitudes |The learner proficiently writes a |subordinators | | | |description of a process. |other appropriate devices for emphasis | | |The learner demonstrates understanding of how | |Formulates: | | |language is instrumental in communicating | |correct complex and compound-complex sentences | | |thoughts, and feelings. | |correct conditional statements | | | | |appropriate parenthetical expressions | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of how |The learner composes a meaningful |Uses: | | |grammatically correct sentences ensure an |and grammatically correct |varied adjective complementation | | |effective discourse. |composition. |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | |The learner demonstrates understanding of how |The learner writes a progress/ |subordinators | | |the knowledge of grammar enables one to |interim report of a program or | | | |successfully deliver information. |advocacy |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expression | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how | |Uses: | | |the use of Standard English conventions |The learner creatively produces a |varied adjective complementation | | |facilitates interaction and transaction. |tourist guide brochure |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | | | |subordinators | | | | | | | | | |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expressions | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of the |The learner innovatively presents an|Uses: | | |set of structural rules that govern various |Ad promoting a government bill or a |varied adjective complementation | | |communication situations. |city ordinance. |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | | | |subordinators | | | | | | | | | |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expressions | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | |Attitude towards language, |Quarter 1 | | | |literacy and literature |Ask sensible questions on his/her initiative | | | |(Subsumed in all domains) | | | | | |Quarter 2 | | | | |Express a different opinion without being | | | | |difficult | | | | |Quarter 3 | | | | |Give credence to well-though out ideas | | | | |Quarter 4 | | | | |Set new goals for learning on the basis of | | | | |self- assessment made | | | |Study Strategies |Quarter 1 |Quarter 1 |Quarter 1 | |(Subsumed in Reading, |The learner demonstrates understanding of how |The learner creatively writes an |Gather data using library and electronic resources consisting of general references: atlas, | |Literature, and Writing) |to gather data using library and electronic |interesting Cultural Report. |periodical index, periodicals and internet sources/ other websites to locate information | | |resources to locate information that bring | |Use periodical index to locate information in periodicals | | |about diversity and/or harmony among Afro – | |Gather data using the general references: encyclopedia, dictionary | | |Asians through the study of their traditions | |Get and assess current information from newspaper and other print and non-print media | | |and beliefs. | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of how | The learner produces research |Acknowledge citations by preparing the bibliography of the various sources used | | |proper citations of references and materials |appendices following the correct |Observe correct format in bibliographical entries | | |used establish the credibility of a report or |citation entries and format |Use writing conventions to indicate acknowledgement of sources | | |a research paper. | | | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how|The learner produces a clip report |Derive information from various text types and sources using the card catalog, vertical file, | | |information gathering skills and data |on the various sources of data |index, microfiche (microfilm) CD ROM, internet etc. | | |collection strategies ensure quality research|collected |Use locational skills to gather and synthesize information from general and first-hand sources | | | | |of information | | | | |Get vital information from various websites | | | | |Extract accurately the required information from sources read and viewed to reject irrelevant | | | | |details | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how|The learner produces a research |Use multi step word and phrasal outlines to organize ideas | | |the employment of study strategies coupled |paper based on school/ community |Engage in systematic conduct of a research by going through series of pr ocesses | | |with research skills lead to a well-written |problem. |Organize logically information gathered | | |paper | |Apply the correct treatment of data and the soundness of research conclusion.

Natural Resources and Energy on The Forest Essay

Natural Resources and Energy on The Forest - Essay Example Simultaneously weather change is posing an added significant menace to the healthiness of ecologies and hence their capability to offer bionetwork services, at the same time as human populace upsurge and resource usage for each person is growing. Such a blend of ecological, climatic and monetary burdens causing to food, water and energy scarcities has a potential risk. Therefore an ecology-based set of resolutions that human social order can use to evade possible impending difficulties, in addition to manage with and adjusting to vicissitudes are even now undergoing and is expected to endure. Central to attaining this goal is to manage the technique bionetwork welfares are adopted into conservative judgment creating tools. For instance the technique ecology services are appreciated and accounted for in the current financial model and pointers like gross national products (GDP). At present, the international financial model and countrywide accounting does not count for all the importa nt welfares that nature offers to populaces, particularly in the long period leading to the misuse or mistreatment of natural assets before their supportable and effective usage. Devoid of complete evaluation of less-tangible natural profits as of ecologies, usage will continue untenable and dreadful conditions unavoidable causing to the possible breakdown of significant ecology roles and facilities. It is obvious that there is a necessity to improve a fiscal model that precisely mirrors profits to populaces as of the environs and the expenses linked with ecology collapse. Making this correct will help to advance in the direction of sustainability. Effects of Growing Human Population The endurance of ecosystem is less anywhere populace mass is maximum. The Asia/Pacific region has lost considerable portion of its genuine forest cover, typically to agricultural expansion however correspondingly to urbanization and mineral exploitation. Damages in Europe estimated to be average 75 % in Russia 24%, in Africa 68%, and in the Americas 35%, however with much higher rates in more thickly occupied regions for example the seaside areas and Central America. The major territories of wilderness endure only in a lesser amount of populous zones of the globe, which for numerous facts have demonstrated difficult for human being to settle in a few numbers. These comprise the rainforests of the Amazon basin and Central Africa; the ice-covered taiga areas of Siberia and isolated areas of North America; and certain desert, mountain and swamp areas. Examples of the latter types comprise the African Sahara; the huge Himalayan regions. Increasing affluence and financial activity amid humanoid strengthen their influence on local bionetworks by swelling request for natural assets and causing contamination as of manufacturing and energy production. Affluence can offer the assets for a clean-up of contamination, as happened with some European tributaries in modern time. Similarly, severa l European nations are substituting agricultural land and old manufacturing industries with quasi-natural forests. This is likely for the reason that they have the affluence to purchase food from somewhere else or to participate in intensive farming to produce additional foodstuff from less acreage, and have the craving to reinstate olden environments. For example, the

Consent of the govern Essay Example | Topics and Well Written Essays - 250 words

Consent of the govern - Essay Example However, consent should be adequate in order that individuals will honor their obligations. What then is an adequate form of consent? An adequate form of consent should be one that was given voluntarily by a person. It must not be given out of coercion. It should be stated explicitly and expressly. In order for consent to be adequate, the person giving it should have complete knowledge of the consequences of his decision. The state of mind and the maturity of the person must be considered (Mclean, 112). As an example, contracts entered into under duress do not constitute an adequate form of consent simply because it was not given freely and would not have been given had there been no pressure applied on the person. In fact, the contract could be considered voidable in those cases. Further the practice of giving consent should be legitimate in itself, that is, it should be acceptable to the existing political authority (Mclean, 112). Work Cited Dunn, John. â€Å"Consent in the Politi cal Theory of John Locke†. The Historical Journal, Vol. 10, No. 2, 153-182. 1967. Web. 22 March 2011.

Death Penalty Essay Example | Topics and Well Written Essays - 1500 words - 1

Death Penalty - Essay Example Proponents believe it to be neither cruel nor unusual, on the contrary, they think it just and fair. The purpose of this study is to discuss the legal and moral issues that literally are of life and death importance and to demonstrate the Supreme Court’s repeated decisions that allow capital punishment is not only just but necessary to maintain justice and a free society. By definition, capital punishment is not unusual, legally speaking, unless one considers and acknowledges the racial bias that exists in the justice system. Whether or not it is cruel is not definable by law. It can only be defined by the collective social conscious of a culture. The legal interpretation of ‘cruel and unusual’ is somewhat open to debate but in general, the term ‘cruel’ refers to brutal punishments that cause excessive pain. Most legal experts agree that punishments including bodily dismemberment or torture are undoubtedly classified as cruel. Again, terminologies are open to interpretation as evidenced by the current debate at the highest level of government involving the definition of torture. The term ‘unusual’ is commonly understood to define the equitable application of punishment for a particular offense. For example, if ten people were cited for speeding and nine of them were fined $100 but one was fined $1000, this penal ty would be considered ‘unusual.’ Taken together, both ‘cruel’ and ‘unusual’ indicate that the punishment should be exacted in proportion to the offense committed. A life term in prison is an acceptable form of punishment but if it were imposed for jaywalking, this would be an unacceptable sentence because it would be considered excessive given the severity of the offense. Excessive is also open to wide interpretation in both the public and legal realm. Some would argue, for example, that imprisonment of any amount of time for ‘crimes’ such as gambling, prostitution and the

Why is it important for educators to understand how to interpret test Assignment

Why is it important for educators to understand how to interpret test scores - Assignment Example Through this objective and measurable assessment, educators can then device effective methods for intervention to improve the student’s performance and then retested again to see if the intervention was effective. Interpreting test scores will also give educator’s the unique insight and ability to assess the efficacy of their own teaching method whether it has achieved its goal by comparing the actual scores of its intended audience to the their objective. It will also allow them to evaluate if the tools they use for teaching serve its purpose. This insight which test score interpretation provides enable educator’s to address any identified any weakness both in their teaching method and curricula and provides them the opportunity to improve. Thus, it is it important for educators to understand how to interpret test scores not only to rank or grade students, but more importantly, determine if their methods, tools and their selves are effective as educators and that their tools and methods serve the purpose of educating their

Michelangelo Essay Example | Topics and Well Written Essays - 750 words

Michelangelo - Essay Example Michelangelo spent a year with Ghirlandaio, and then his apprenticeship was broken off. He got access to the collection of ancient Roman sculpture of the ruler of Florence, Lorenzo de’Medici. Michelangelo lived with Lorenzo’s family and became like a son to him. The death of Lorenzo in 1492 was a very painful moment in the artist’s life. Soon after Lorenzo died the Medici family lost power and Michelangelo had to flee to Bologna. About the same time Michelangelo studied anatomy at the hospital Santo-Spirito, which helped him a lot in becoming a great sculptor as we know him. Michelangelo created his fist sculpture at the age of 17. That was the Battle of the Centaurs. In 1496 Michelangelo moved to Rome and spent five years there. We do not know much of his life and work at that period of time. There he carved a statue of Bacchus for a bankers garden of ancient sculpture. â€Å"This is Michelangelos earliest surviving large-scale work, and his only sculpture meant to be viewed from all sides.†(Michelangelo Biography, para.5) In 1498 he carved Pieta (pieta is a type of image in which Mary supports the dead body of Christ across her knees), which is now in St. Peter’s Cathedral. When Michelangelo returned to his hometown – Florence - in 1501, he was recognized as the most talented sculptor of the central Italy. He started carving the statue of David for Florence cathedral. â€Å"In the David Michelangelo first displayed that quality of _terribilità  _, of spirit-quailing, awe-inspiring force, for which he afterwards became so famous†¦ He was, however, far from having yet adopted those systematic proportions for the human body which later on gave an air of monotonous impressiveness to all his figures. On the contrary, this young giant strongly recalls the model; still more strongly indeed than the Bacchus did. Wishing perhaps to adhere strictly to the Biblical story, Michelangelo studied a lad whose frame was not developed."(Symonds,

When You Are Old Essay Example | Topics and Well Written Essays - 500 words

When You Are Old - Essay Example But famous Irish poet, William Butler Yeats (1865 – 1935) in his poem â€Å"When You are Old† remind us about a person who loved our soul and sorrows. Yeats succeeded in describing the pathetic conditions when somebody becomes old. He says that the dark hairs will be grayed; the youthful active energy will give way for tiredness or sleeping. He says that when you became old, your eyes will not work properly and hence you will not be able to read properly. He reminds us that the old age is all about our youthful and childhood sweet memories. He says that all the sweet memories at the childhood or youth period may be due to the physical attractiveness. Everybody cared or loved you because of your physical specialties Human being is considered to be made of body, mind and spirit. Body and mind believed to be finished by the death of a person while the soul is believed to be alive still. So the love and affection demonstrated towards body and mind will not last long. Most of the people love the happy side of one’s life. The happy side of life will mostly started to diminish once a person getting older and older and hence the love offered by others may also started to diminish. Such love can be termed as temporary. It is under these circumstances, the old person may have to think about a person who loved his soul and sorrows. The love demonstrated towards the soul is the everlasting one since the soul believed to be last forever and hence only that love can be termed as the real or true love. disappear. On the other hand a love shown towards the soul can be considered as the everlasting one since the soul believed to be exists for ever. The poet though his poem â€Å"When You Are Old† mentioned below compares two types of love; physical love and spiritual

Adoloscence and substance abuse Essay Example for Free

Adoloscence and substance abuse Essay Adolescence is a critical period in human development. It is the period during which individuals undergo biological, psychological and social transformations, as they become adults. These transformations occur simultaneously and without conscious awareness by youth going through these changes. Any transformation an adolescent goes through may have an impact on the introduction and progression of teenage substance use. Substance abuse is drug abuse. Most substance abusers globally are the adolescents. This is because their developmental stage is vulnerable to anything. The brain development of an adolescent is not fully developed. A teenager may physically resemble an adult but still lack the brain maturation to think like one. To expect adolescents to make adult like decisions in regard to substance use is an unlikely expectation for most teenagers. Adolescence is defined as those behavioral changes that take place between childhood and maturity or adulthood. It is the changing period from childhood to adulthood. Adolescence is viewed as a time where biological, psychological and social transitions take place. It is the most critical stage of human development. During adolescence, different behavior patterns become more frequent (Cobb, 2006). These behavioral trends include risk- taking behaviors, conflicts between the adolescence peers and parents and greater social development. Every individual adapts to their behavior depending on how they were brought up, their social interactions and adult influences. The physical development of adolescence is known as puberty. It is the stage a person is able to reproduce (Cobb, 2006). Adolescence Physical development is all about the body changes. It involves genital growth, changes in body odor. Voice changes, growth of pubic hair, breast development and menstruation in female. The psychosocial development of adolescence is complicated. It involves hormones, love interests and intellectual pursuits. All this complicates adolescence development. In this development, stress, depression, lack of sleep, and anxiety are common among teenagers (Johnston et al, 2006). It is during this psychosocial development that adolescent teenagers are at risk of bad behavior. This development mostly involves intellectual pursuits and social interactions. Adolescents’ brains are usually not fully developed. This plays a major role in immature emotional and cognitive development. It is during adolescence that teenagers adapt easily to different behaviors. How bad and well the behavior is depended on how an individual was brought up and the social interactions. Many risky behaviors such as substance abuse start at the adolescent stage of human development. Adolescence is also a time when young individuals take risks that can have a long time effects on their health and well being. Substance abuse is the misuse of drugs. Most adolescents are prone to drugs and substance abuse. This is because the adolescent brains are not fully developed, and this plays a role in the decisions they make. Immature brain sections may place teenagers at prominent risk to the effects of drugs. Misuse of drugs or substance abuse is mostly associated with the adolescents. Globally, it is estimated through research that five billion people who abuse or use substances are the adolescent (Johnston et al, 2006). Adolescence is a period of significant personal development. It is in this adolescent stage that teenagers are let to make their own decisions. They choose their friends and how they want to live their life. It is during this stage that they can adapt easily to certain behaviors due to influences. It is said that adolescence is the time of testing and novelty seeking. Curiosity on drugs is one way that makes young people abuse substances. Millions of young people try an illicit drug at least once during their adolescent years. The most common substance abuse among adolescents is alcohol and tobacco. Most of the teenagers will have tried either of the two or both. It is estimated that twelve years is the average age of children to take their first alcoholic drink. Nearly 20 percent of twelve to twenty year old is considered to be binge drinkers (Cobb, 2006). Tobacco smoking is also prone to adolescents. Most smokers globally start at their teenage years hence become addicted. It is said that teens are more vulnerable to addiction and receptive to nicotine than are those who start to smoke as adults. Causes of adolescence substance use vary. Peer selection processes, peer influences and cognitive biases play a major role in adolescents substance use. Parental influences also play a role in adolescence substance use. How the adolescent is raised and how the parents behave with them is important to their development. The parent teenage relationship plays major roles in adolescent substance use. Substance abuse has its effects to an individual. Adolescents who use substances frequently are at risk for healthy problems. Alcohol, tobacco and other drugs have certain effects that can cause mental and heath problems. Substance abuse adolescents are at a high risk for various issues that may disrupt with their development. The physical, psychological and social effects of adolescent substance or drug abuse can have lasting consequences for the individual. This may interfere with a successful transition from adolescence to adulthood. On-going adolescent substance abuse can make an individual be at a greater risk for addiction in adulthood (Cobb, 2006). The physical consequences of adolescent substance abuse affect an individual physical development. Physical injuries and illnesses occur as a result of drug related accidents and overdoses. The psychological consequences of adolescent substance abuse affect an individual psychological development. Psychological development is all about the brain. The Misuse and overdose of substances leads to mental health problems. Alcohol is one substance that affects an individual psychological development (Cobb, 2006). Tobacco misuse can lead to illnesses such as lung cancer. Other problems may also arise due to tobacco smoking. These illnesses caused by substance abuse can also lead to death. Prolonged substance abuse can cause depression an anxiety, which can disrupt an adolescent ability to function and develop in a productive manner. There are also social consequences due to adolescent substance abuse. Adolescents who frequently abuse substances are more likely to have issues with their social development. Most of them tend to isolate themselves from family and friends. They are also more likely to have troubles with the law and law enforcers. Due to this, the adolescent substance abuser can bring problems within the family. Adolescence is a critical stage. Parents, teachers and any other adult should be role models for healthy behaviors. This is because adolescents adapt certain behavior from their peers and adults. Substance abuse affects adolescents mostly, and this can be avoided if the child to adolescent development is proper. Substance abuse causes major risks to adolescence development. Due to this, it is important for adolescents to be taught good behavior and be corrected when they wrong. Parents, teachers or other adults are people who should play major roles in teenagers’ life. They are a great influence in adolescents hence should be well role models. References Cobb, N. (2006). Adolescence. New York: McGraw-Hill. Johnston, L. D. , O’Malley, P. M. , Bachman, J. G. (2006). Monitoring the Future National Survey Results on Drug Use. New York: National Institute on Drug Abuse.

Concepts of Green IT and Green Computing

Concepts of Green IT and Green Computing 1. Introduction Environmental responsibility is emerging as an important topic for corporate IT organizations and their technology suppliers. With increasing market pressure to â€Å"go green† and because of its central role to the enterprise, IT is often given the role of facilitator to bring together all departments with a unified sustainability plan. Senior management may ask IT to launch innovative technologies to facilitate changes in organizational behaviour. The document describes. Green IT, the emerging new trend in the Global IT sector that can help an organization get started in an environmentally responsible manner, both to fulfil their legal and moral obligations, but also to enhance the brand and to improve corporate image. 2. What is Green IT? There are many definitions for Green IT. Some of them listed below. Green computing or Green IT is â€Å"the study and practice of designing, manufacturing, using, and disposing of computers, servers, and associated subsystems—such as monitors, printers, storage devices, and networking and communications systems—efficiently and effectively with minimal or no impact on the environment. It includes the dimensions of environmental sustainability, the economics of energy efficiency, and the total cost of ownership, which includes the cost of disposal and recycling.† Another definition for Green IT says, it is the â€Å"optimal use of information and communication technology (ICT) for managing the environmental sustainability of enterprise operations and the supply chain, as well as that of its products, services, and resources, throughout their life cycles.†(The Gartner report, Green IT: The New Industry Shock Wave, by analyst Simon Mingay) â€Å"Green Computing† is defined as the study and practice of using computing resources efficiently through a methodology that combines reducing hazardous materials, maximizing energy efficiency during the products lifetime, and recycling older technologies and defunct products. (San Murugesan, August 2007) In short Green Computing enables companies to meet business demands for cost-effective, energy-efficient, flexible, secure stable solutions while being environmentally responsible. 3. Why Green IT Matters IT systems are not only a large source of emissions that need to be carefully managed, but they are also the most important part of an organisations compliance. IT is the measuring tool and the data repository. ICT typically accounts for more than 20% of the energy used in an office building, with some offices registering up to 70% attributed to ICT. Although energy costs typically comprise less than 10% of an overall IT budget. A recent report states that this could rise to more than 50% over the next few years (Gartner Research). Green IT is about ITs contribution to reducing the whole organisations carbon footprint, and to facilitating mandatory reporting on carbon emissions and the subsequent emissions trading system. Green IT is part of a fundamental change in the economy and society (see Figure 1). It is a subset of the larger green (or sustainable) business trend, which reconciles sustainable business practices with profitable business operations. In the IT industry, both suppliers and buyers are coming to realize that they should incorporate green principles into the design, manufacturing, operation, and disposal of IT assets. The momentum for this change comes from a variety of sources which is listed below: Government mandates Energy efficiency Product and Company differentiation and CSR Companies efforts to improve their IT efficiency and governance have direct green benefits as well. This is just the beginning of a long-term shift in the behaviour of corporate IT organizations and businesses generally. The companies are expected to adopt a combination of â€Å"quick win† activities and longer-term planning that will result in a significantly greener IT industry. 4. What Companies are doing with Green Computing Green Computing is making significant progress in businesses and organizations, according to the More Green Progress in Enterprise IT study from Forrester Research. The report shows that companies are increasingly taking the environmental impact of technology needs into consideration as part of their regular operations. For this report, Forrester surveyed 738 companies, almost three quarters of which employ more than 1,000 people. Over 40% responded that environmental concerns were â€Å"very important† to their companies; 45% of those companies are either implementing or creating a green-IT strategy to guide future purchasing or end-of-life technology product considerations. The survey also found that half of the companies already incorporate environmental criteria into purchasing decisions and almost 80% recycle hardware at end-of-life, either through OEMs or third parties. Globally, the top three reasons listed for making greener IT choices include reducing energy-related expenses; doing â€Å"the right thing† for the environment; and bringing IT in-line with larger corporate initiatives. IBM has been singled out by leading technology media for its emphasis on energy-efficient technology and services internally and for clients. IDGs Computerworld, the leading source of technology information worldwide, has named IBM the top Green IT Company for 2008. A Computerworld executive noted that â€Å"IBM†¦has taken a serious look at how they impact the environment and how they can address those challenges with good business sense, through their Project Big Green initiative and a company-wide focus on energy-efficient technology services.† (Segan, Sascha (2007)) 5. IBM Project Big Green IBM is among the first of the Corporate IT giants which looked at going green. In order to be a leader in this IBM came up with an Initiative in May 2007. Project Big Green is IBMs billion-dollar initiative to dramatically reduce energy use by IBM and its customers. The initiative includes new energy-efficient IBM products and services, and a five-step approach to energy efficiency in the data centre. If the approach is followed, IBM believes it can sharply reduce data centre energy consumption, transform technology infrastructure into green operations and provide up to 42% in energy savings for the average data centre. The initiative also includes a new global â€Å"green team† of more than 850 energy efficiency architects throughout IBM. IBM expects to double the computing capacity of its own data centres over the next three years, without increasing power consumption or its carbon footprint. Based on greenhouse gas production, the size of a carbon footprint is determined by the amount of carbon dioxide that comes from human activities. Compared to building new space to double the size of its own data centres, IBM expects to help save more than five billion kilowatt hours of energy per year. As a result of these initiatives, IBM was named the â€Å"Top Green IT Company for 2008† by IDGs Computerworld. (Jon Brodkin, 2009) IBM combined with Mainline developed a range of Products and Processes that combine Information Technology, energy efficiency and environmental responsibility, as well as address the following challenges in a company: Continued rise of overall energy costs and demand Cost of air conditioning to cool data centres and/or computer rooms Concern over power surges and energy shortages affecting business Government-imposed levies on carbon production and regulations on power consumption and waste Increased drive toward centralized data centres Too many servers that are partially used or not used to capacity Need for an environmentally safe way to dispose of old software or hardware IBM and Mainliners energy-efficient IT solutions deliver an immediate and tangible return on investment for its customers by proven technologies and practices. (Jon Brodkin, 2009) 6. Benefits of Green IT Green IT solutions benefit the environment, as well as the bottom-line. By focusing on Green Computing, an IT organization can: Lower overall energy expenses including general energy consumption, as well as power and cooling costs. Optimize server capacities and performance. Reduce data centre footprint, reclaiming valuable floor space through consolidation and/or virtualization. Provide required, rapid and secure access to data. Increase ease of systems and solutions management. Recycle end-of-life equipment. Recapture resiliency. Free-up budget components In short, Green Computing enables companies to meet business demands for cost-effective, energy-efficient, flexible, secure and stable solutions while being environmentally responsible (Jon Brodkin, 2009) 7. Five Steps to a Successful Green Computing Solution Green Computing involves a range of services and technologies based on best practices for reducing energy usage. As noted above, IBM recommends a comprehensive five-step plan in developing energy-efficient, cost-effective, environmentally responsible information technology operations. Analyses of the five steps follow. Diagnose It is difficult to manage what cannot be measured, particularly when it comes to energy efficiency. It is important for a company to collect accurate, detailed information on its energy efficiency as a first step in pinpointing areas for potential improvement and to identify existing systems ready for retirement. Mainline and IBM provides Energy Efficiency Assessments, which are proven tools for diagnosing the energy demands of physical infrastructure and IT equipment. Build After identifying needs and solution requirements, and reviewing Energy Efficiency Assessments, the second step includes planning and designing the new solution including building or preparing facilities for replacements, migrations or upgrades. Implementing best practices, innovative technologies and solution expertise will result in improved operations while reducing costs. Virtualize Virtualization can produce the fastest and greatest impact on energy efficiency in an information technology centre. Consolidating an IT infrastructure can increase utilization and lower annual power costs. Reducing the number of servers and storage devices through virtualization strategies can create a leaner data centre without sacrificing performance. Less complexity, reduced cost, better utilization and improved management are all benefits of server, storage and desktop virtualization, and helps achieve Green Computing. Manage Data centre energy consumption is managed through provisioning and virtualization management software, providing important power alerts, as well as trending, capping and heat measurements. Such software can reduce power consumption by 80% annually. Cool Excessive heat threatens equipment performance and operating stability. Innovative IBM cooling solutions for inside and outside the data centre minimize hotspots and reduce energy consumption. IBMs patented Rear Door Heat exchanger cooling doors are now available across most IBM Systems offerings. While requiring no additional fans or electricity, they reduce server heat output in data centres up to 60% by utilizing chilled water to dissipate heat generated by computer systems. 8. Conclusion Most IT Corporate, with little knowledge of how IT can help them measure and maintain their Carbon Reporting requirements are under prepared in the competition to go green. There are over 50 carbon reporting tools available but fewer than 10% of organisations are using one. One half of all CIOs and IT managers take the environmental credentials of the vendor into account when buying products. One third of all user organisations have appointed someone in charge of Green IT, and another one third will do so this year (Excom 2008). These are main reasons why Green IT has to be on top of the list in the companys annual budget. Corporations, governments, and individuals alike can slash greenhouse emissions 50% from projected levels in 2030 by using technologies that already exist—as well as those in the pipeline.(Mckinsey Report, Green IT: Corporate Strategies). The report also says 40% of the recommended practices would save companies and organizations money too. In other words, going green can mean dollars saved—clearly a motivating factor for the tech companies already pushing for more earth-saving IT policies, not to mention for those corporations outside the realm of tech that look at such reports to gauge how policies are evolving—and how to emulate them. 9. References San Murugesan,Going Green with IT: Your Responsibility Toward Environmental Sustainability. Cutter Consortium Business-IT Strategies Executive Report, Vol. 10, No. 8, August 2007. Jon Brodkin, 2009 â€Å"IBM claims top four greenest supercomputers and 18 of top 19† Network World. http://www.greenit.net/whygreenit.html retrieved on 3/09/2009 Gardiner, Bryan January-February 2008 â€Å"Harnessing Green IT: Principles and Practices,† IEEEIT Professional, pp 24-33. Segan, Sascha (2007-10-02). Green Tech: Reduce, Reuse, Thats It.PC Magazine 26(19): 56. Retrieved 2009-09-03. November 26, 2007, ‘Topic Overview: Green IT by Christopher Mines and Euan Davis for IT Infrastructure Operations Professionals.

Phases of Liquid Crystals

Phases of Liquid Crystals Introduction to Liquid Crystals A liquid crystal is a thermodynamic stable phase characterized by anisotropy of properties Without the existence of a three-dimensional crystal lattice, generally lying in the temperature Range between the solid and isotropic liquid phase, hence the term mesophase. Liquid crystal materials are unique in their properties and uses. As research into this field Continues and as new applications are developed, liquid crystals will play an important role in Modern technology. This tutorial provides an introduction to the science and applications of these materials. The term liquid crystal signifies a state of aggregation that is intermediate between the crystalline solid and the amorphous liquid. As a rule a substance in this state is strongly anisotropic some of its properties and yet exhibits a certain degree of fluidity, which in some case may be comparable to that of an ordinary liquid. The first observations of liquid crystalline or mesomorphic behaviour were made towards the end of the last century by reinitzer and lehmann. What are Liquid Crystals? Liquid crystal materials generally have several common characteristics. Among these are a rodlike molecular structure, rigidness of the long axis, and strong dipole and/or easily polarizable substituents. A dipole is present when we have two equal electric or magnetic charges of opposite sign, separated by a small distance. In the electric case, the dipole moment is given by the product of one charge and the distance of separation. Applies to charge and current distributions as well. In the electric case, a displacement of charge distribution produces a dipole moment, as in a molecule. The distinguishing characteristic of the liquid crystalline state is the tendency of the molecules (mesogens) to point along a common axis, called the director (the molecular direction of preferred orientation in liquid crystalline mesophases). This is in contrast to molecules in the liquid phase, which have no intrinsic order. In the solid state, molecules are highly ordered and have little translational freedom. The characteristic orientational order of the liquid crystal state is between the traditional solid and liquid phases and this is the origin of the term mesogenic state, used synonymously with liquid crystal state. Note the average alignment of the molecules for each phase in the following diagram. A mesogen is rigid rodlike or disclike molecules which are components of liquid crystalline materials. It is sometimes difficult to determine whether a material is in a crystal or liquid crystal state. Crystalline materials demonstrate long range periodic order in three dimensions. By definition, an isotropic (Having properties that are the same regardless of the direction of measurement. In the isotropic state, all directions are indistinguishable from each other)liquid has no orientational order. Substances that arent as ordered as a solid, yet have some degree of alignment are properly called liquid crystals. Liquid Crystal Phases Liquid crystal phases are formed by a wide variety of molecules. They can be divided into two classes, thermo tropic and allotropic. Transitions to thermotropic phases are initiated by changes in temperature, while those to lyotropic phases can also be initiated by changes in concentration. Thermotropic Phases Thermotropic liquid crystals can generally be formed by prolate (calamitic) molecules or oblate (discotic) molecules. Liquid crystal phases formed by calamitic molecules fall into three different categories: nematic, chiral nematic, and smectic. Nematic Liquid Crystal Phase The simplest liquid crystal phase is called the nematic phase (N). It is characterized by a high degree of long range orientational order but no translational order. Molecules in a nematic phase spontaneously order with their (for calamitic molecules) long axes roughly parallel. Schematic diagram of a nematic liquid crystal A uniformly aligned nematic has a preferred direction, often described in terms of a unit vector called the director. More generally a bulk nematic will contain domains. The orientation of the director is constant in each domain but is different in different domains. Viewed under a polarizing microscope the defect regions linking these domains appear as dark threads Chiral Nematic Liquid Crystal Phase Chiral molecules can also form nematic phases called chiral nematic (or cholesteric) phases (N*). This phase shows nematic ordering but the preferred direction rotates throughout the sample. The axis of this rotation is normal to the director. An example of this is shown in Fig (b). The distance over which the director rotates by 360 is called the chiral pitch and is generally of the order of hundreds of nanometres, the wavelength of visible light. A non-chiral nematic phase can be thought of as a chiral nematic with an infinite pitch. Fig (b). Smectic Liquid Crystal Phases Smectic phases have further degrees of order compared to the nematic phase. In the simplest smectic phase, the smectic-A (SmA) phase, the molecules order into layers, with the layer normal parallel to the director. Within the layers, liquid like structure remains, as shown in Fig. 1.3. Closely related to the SmA phase is the smectic-C (SmC) phase. Here the molecules form a layer structure but the long axes of the molecules, and hence the director, lies at an angle to the layer normal, as shown in Fig. 1.4. There are many other smectic phases which have long range order within the layers Smectic phases can also be formed by chiral molecules, leading to chiral smectic phases. Discotic Liquid Crystal Phases Liquid crystal phases formed by discotic molecules fall into three different categories: discotic nematic, discotic chiral nematic, and columnar. The discotic nematic is similar in structure to the calamitic nematic, although in this case the short axes of the molecules tend to lie parallel. The same holds for the discotic chiral nematic phases. Columnar phases are the discotic equivalent of the smectic phase. Here the molecules form columns. In the simplest case the short axes of the molecules lie parallel to the axis of the column and the columns are randomly distributed in space. More complicated discotic phases exist, where the short molecular axes lie at an angle to the column and translational order exists between the columns, analogous to the more complicated smectic phases. Other Thermotropic Phases Most of the phases exhibited by low molecular mass liquid crystals are described above. Recently however there has been much interest in the so-called `banana phases formed by bent-core molecules Some of these phases are chiral although the molecules forming them are achiral. Some high molecular mass polymers, liquid crystalline polymers (LCP), can also form liquid crystal phases. These fall into two categories depending on where the mesogenic part of the molecule is located. If the mesogenic unit is contained within the main polymer chain then it is termed a main chain liquid crystal polymer (MCLCP). These fall into two categories depending on where the mesogenic part of the molecule is located. If the mesogenic unit is contained within the main polymer chain then it is termed a main chain liquid crystal polymer (MCLCP). Lyotropic Liquid Crystal Phases Lyotropic liquid crystal phases are formed by amphiphilic molecules. These often consist of a polar head group attached to one or more non-polar chains and are often known as surfactants (surface active agents). A schematic is shown in Fig. 1.5. When these are dissolved in an appropriate solvent they self-assemble so the polar (hydrophilic) heads protect the non-polar (hydrophobic) tails. These structures are known as micelles. At low surfactant concentrations these are roughly spherical, as shown in Fig. 1.6. As the surfactant Concentration increases then other phases are formed. These include the hexagonal phase where the amphiphiles form cylinders that pack in a hexagonal array and the lamellar phase where the amphiphiles form a bilayer structure. Structure-Property Relationships in Liquid Crystals Despite this there exists only a poor understanding of how changes in molecular structure affect material properties. For liquid crystals this is complicated by several factors. Firstly, liquid crystal phases are formed by materials from the whole spectrum of chemical classes: organic, organometallic, and biological molecules can all form liquid crystal phases. Secondly, mesogenic molecules are generally quite large. A typical low mass mesogen will have from about 40-100 atoms. For liquid crystalline polymers and dendrimers this can be closer to a few thousand atoms. Liquid crystals tend to be flexible. This inhibits crystallization, preventing the direct transition from an isotropic liquid to a crystalline solid. It also leads to a large degree of conformational freedom, so properties are generally determined by more than just the equilibrium structure. Finally liquid crystal molecules often contain disparate parts (such as alkyl and perfluoroalkyl chains) that can have a large effect on the phase behaviour. Investigation of these factors by experimental or theoretical means should hopefully lead to a better understanding of structure-property relationships in liquid crystals. In principle the relationship between molecular structure and macroscopic properties can be investigated through the synthesis of series of similar mesogenic compounds. This however can be time consuming and may involve many difficult and expensive syntheses. Thus, the ability to determine the properties of a molecular structure before synthesis would be desirable. It is here that simulations can play an important role. Simulations on general molecular models can be used to find features that can lead to a particular property or phase. Atomistic simulations can be used to determine material properties of a particular molecular structure. Chemical Properties of Liquid Crystals Liquid crystals can be classified into two main categories: thermotropic liquid crystals, And lyotropic liquid crystals. These two types of liquid crystals are distinguished by the mechanisms that drive their self-organization, but they are also similar in many ways. Thermotropic transactions occur in most liquid crystals, and they are defined by the fact that the transitions to the liquid crystalline state are induced thermally. That is, one can arrive at the Liquid crystalline state by raising the temperature of a solid and/or lowering the temperature of a Liquid. Thermotropic liquid crystals can be classified into two types: enantiotropic liquid crystals, Which can be changed into the liquid crystal state from either lowering the temperature of a Liquid or raising of the temperature of a solid, and monotropic liquid crystals, which can only be Changed into the liquid crystal state from either an increase in the temperature of a solid or a Decrease in the temperature of a liquid, but not both. In general, thermotropic mesophases occur Because of anisotropic dispersion forces between the molecules and because of packing Interactions. In contrast to thermotropic mesophases, lyotropic liquid crystal transitions occur with the Influence of solvents, not by a change in temperature. Lyotropic mesophases occur as a result of Solvent-induced aggregation of the constituent mesogens into micellar structures. Lyotropic mesogens are typically amphiphilic, meaning that they are composed of both lyophilic (solventattracting) And lyophobic (solvent-repelling) parts. This causes them to form into micellar structures in the presence of a solvent, since the lyophobic ends will stay together as the lyophilic ends extend outward toward the solution. As the concentration of the solution is increased and The solution is cooled, the micelles increase in size and eventually coalesce. This separates the newly formed liquid crystalline state from the solvent. A very large number of chemical compounds are known to exhibit one or several liquid crystalline phases. Despite significant differences in chemical composition, these molecules have some common features in chemical and physical properties. There are two types of thermotropic liquid crystals: discotics and rod-shaped molecules. Discotics are flat disc-like molecules consisting of a core of adjacent aromatic rings. This allows for two dimensional columnar ordering. Rod-shaped molecules have an elongated, anisotropic geometry which allows for preferential alignment along one spatial direction. The rod-like low molar mass (LMM) liquid crystals, such as 5CB shown in the following Diagram: require an extended conformation of the molecule which must be maintained through the rigidityand linearity of its constituents. That is, in order for a molecule to display the characteristics of a liquid crystal, it must be rigid and rod-shaped. This is accomplished by the interconnection of two rigid cyclic units. The interconnecting group should cause the resulting compound to have a linear planar conformation. Linking units containing multiple bonds such as -(CH=N)-, -N=N-, -(CH=CH)n-, -CH=N-N=CH-, etc. are used since they restrict the freedom of rotation. These groups can conjugate with phenylene rings, enhancing the anisotropic polarizability. This increases the molecular length and maintains the rigidity. Applications of Liquid Crystals Liquid crystal technology has had a major effect many areas of science and engineering, as well as device technology. Applications for this special kind of material are still being discovered and continue to provide effective solutions to many different problems. Liquid Crystal Displays The most common application of liquid crystal technology is liquid crystal displays (LCDs.) This Field has grown into a multi-billion dollar industry, and many significant scientific and Engineering discoveries have been made. Liquid Crystal Thermometers As demonstrated earlier, chiral nematic (cholesteric) liquid crystals reflect light with a wavelength equal to the pitch. Because the pitch is dependent upon temperature, the color reflected also is dependent upon temperature. Liquid crystals make it possible to accurately gauge temperature just by looking at the color of the thermometer. By mixing different compounds, a device for practically any temperature range can be built. The mood ring, a popular novelty a few years ago, took advantage of the unique ability of the chiral nematic liquid crystal. More important and practical applications have been developed in such diverse areas as medicine and electronics. Special liquid crystal devices can be attached to the skin to show a map of temperatures. This is useful because often physical problems, such as tumors, have a different temperature than the surrounding tissue. Liquid crystal temperature sensors can also be used to find bad connections on a circuit board by detecting the cha racteristic higher temperature Optical Imaging An application of liquid crystals that is only now being explored is optical imaging and recording. In this technology, a liquid crystal cell is placed between two layers of photo conductor. Light is applied to the photoconductor, which increases the materials conductivity. This causes an electric field to develop in the liquid crystal corresponding to the Intensity of the light. The electric pattern can be transmitted by an electrode, which enables the Image to be recorded. This technology is still being developed and is one of the most promising Areas of liquid crystal research. Other Liquid Crystal Applications Liquid crystals have a multitude of other uses. They are used for nondestructive mechanical Testing of materials under stress. This technique is also used for the visualization of RF (radio frequency) waves in waveguides. They are used in medical applications where, for example, transient pressure transmitted by a walking foot on the ground is measured. Low molar mass (LMM) liquid crystals have applications including erasable optical disks, full color electronic slides for computer-aided drawing (CAD), and light modulators for color electronic imaging. As new properties and types of liquid crystals are investigated and researched, these materials are sure to gain increasing importance in industrial and scientific applications.

The Civil Rights Movement Essay -- Black Civil Rights in America

"Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that." - - Martin Luther King, Jr. The Civil rights Movement helped people realize how powerful their voice can be, which changed America completely. One of those people who had a powerful voice was Martin Luther King, Jr. He was an inspiring and influential leader of the Civil Rights Movement. The quote above is just one of many inspirational comments made by Martin Luther King. The peaceful protests against racism, which this African-American man directed, often got responses of violent threats, beatings, and arrests. King stressed how significant it was that the black community would not stoop down to the level of the people that they were fighting against. He had an attitude of This way of thinking was extremely successful and gave the Civil Rights Movement a motivating honorable influence and cleverness. Although Rosa Parks did not exactly have a powerful voice, she had a powerful attitude. Rosa Parks, known as "the mother of the Civil Rights Movement,† rode the bus home from her work in Montgomery, Alabama on December 1, 1955. This was the day that she was also arrested for refusing to stand and let a white passenger take her seat. With the help of Martin Luther King, Jr., who launched a boycott of Montgomery buses, the Supreme Court declared that it was unconstitutional for segregation to occur on buses. Another person that played a big role in the Civil Rights Movement was the brave civil rights lawyer, Thurgood Marshall. Marshall’s plan of changing racism in the United States was using the legal system. Before Thurgood Marshall took charge of this situation, white and black schools ... ... Transitional//EN""http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd"Welcome to the United States Department of Justice. Web. 14 Mar. 2015. . Infoplease: Encyclopedia, Almanac, Atlas, Biographies, Dictionary, Thesaurus. Free Online Reference, Research & Homework Help. Infoplease.com. Web. 14 Mar. 2015. . "The Importance of the Civil Rights Movement." EzineArticles Submission - Submit Your Best Quality Original Articles For Massive Exposure, Ezine Publishers Get 25 Free Article Reprints. Web. 14 Mar. 2015. . "Veterans of the Civil Rights Movement -- Impact Of?" Civil Rights Movement Veterans - CORE, NAACP, SCLC, SNCC. Web. 14 Mar. 2015. .