Resume and LinkedIn Trends - Brenda Bernstein Radio Blog!

Resume and LinkedIn Trends - Brenda Bernstein Radio Blog! In part due to my hiring a publicist a couple of months ago, I have been appearing frequently on radio programs around Wisconsin and Chicago. I was also interviewed by a program out in Massachusetts. I thought that rather than write an article this week, I would offer you the opportunity to listen in on some of my interviews. They cover topics ranging from resumes to LinkedIn profiles to college essays. Enjoy! And dont forget I will be interviewed for a full hour on December 10 on Wisconsin Public Radio! The Digital Insider (Topic: LinkedIn) document.createElement('audio'); https://theessayexpert.com/media/the_digital_insider.mp3 WGN (Chicago) Bill Leff Show (Topic: Resume Trends) I really like this one! https://media.wgnradio.com/media/mp3file/2012-10/wgnam-leff-tips-to-make-your-resume-and-cover-letter-stand-out-theessayexpert-222230740-02031552.mp3 Milwaukee Public Radio Lake Effect (Topics: Resumes, Cover Letters, LinkedIn and More!) https://www.wuwm.com/media/lake_effect/le_110212170354_1.mp3 Outside the Box with Mitch Henck (Topic: LinkedIn) (Starts at 2:34.)

Marketing Workflow Management How to Prevent Last-Minute Fire Drills

Marketing Workflow Management How to Prevent Last-Minute Fire Drills How many times have you been disrupted by a last-minute project? If you’re like most marketers, probably more times than you can count. Someone from another department has something they need done, and they havent given you enough time. Their poor planning becomes your late night at the office, and no one goes home happy. There has to be a better way, right? The key is to stop last-minute emergencies before they start with an effective marketing workflow management process. By developing a clear list of marketing services your team can provide, along with detailed timelines, you can set ground rules for how others request your team’s time. Implemented successfully, this type of process will: Eliminate last-minute headaches. Stop letting other people’s lack of foresight derail  your own teams priorities. Enable your team to work more efficiently. When team members know exactly what they’ll do each day, they can prepare more effectively. That leads to more work getting done on time with less stress. Let you go home on time. Your family misses you. Make this dream a reality and follow us through this post. DID YOU KNOW: is the only Marketing Suite that solves all a marketers problems. From scheduling and publishing social media, to fielding project requests, to producing and managing content, its a marketers dream software. Start By Developing a Marketing Services Catalog Did you ever get the Toys R Us catalog when you were a kid? If you were like me, you probably spent hours circling things you were hoping to get for the holiday season. Your marketing services catalog is similar, except instead of gadgets and gizmos, it lists all the services other departments in your company can request from you. By presenting your services this way, you can make it clear to others what you can (and cannot) do. It also helps to set realistic expectations for when you can complete the work. Your catalog should include the following: Your available services. These are the things you can do. For example, if your sales team needs sales collateral, they could choose â€Å"Presentation Slidedeck† or â€Å"One-Page Sales Sheet†. Time estimates. This is how long each type of project typically takes to complete. Point of contact. Who should people direct their requests to? Download the free Marketing Services Catalog template we’ve included in the bundle below, and we’ll show you how to complete it. By the time you’re done, you’ll have an entire service catalog ready to go.Marketing Workflow Management: How to Prevent Last-Minute EmergenciesList Your Available Services Odds are your team can create a wide array of content assets. However, you probably have limits, too. Help the rest of your organization understand what you can (and can’t) do for them by listing out all your available services. Begin by figuring out: Which types of content do you create most often? These are your bread and butter projects. Which types of content might your organization need?  It might help to discuss this with stakeholders in your organization. Who is responsible for creating each type of content or executing each type of marketing project? This will be important information to have documented later on. Determine Time Estimates For Each Service When someone asks you to do something, you should be clear about how long it will take. Instead of relying on guesswork, develop a simple process for delivering accurate estimates. This will help you set clear expectations for every project. So, how exactly can you tell how long something will take before you even get started? The answer is by tracking time on past projects and using that data to make an estimated projection. Real-world completion times might vary, but this will help you get close. Start by building a simple spreadsheet (or use the free downloadable one included in this post’s template bundle). It should look something like this: Number each project, enter its name, and the team member it’s assigned to. Then, note the days it was started and completed. Finally, track the total hours spent on each one. Make sure each project listed is the same type (ex: a blog post, sales sheet, social campaign, brochure, or anything else you’re responsible for). Have each member on your team follow this process, too. To time each project, you can use any clock, or timer app. Here are a few options: Timer Tab: free web-based timer and stop-watch. Stopwatch and Timer: Android timer app. Timer+: iOS timer app. Toggl: A robust time-tracking app for every platform imaginable. There’s nothing complicated about this. You just need to develop a decent sample size of projects. Then, calculate the average time it takes to complete. Repeat this process for different types of projects, and you’ll quickly develop a baseline for how long work should take. Tip: To keep time tracking neat and orderly, round minutes to the nearest quarter-hour. Ex: 2.25, 5.75, 3.5, etc. Build Repeatable Workflow Checklists for Every Project and Task If you have recurring projects you complete on a routine basis, build a checklist for each one. It’s a lot easier to get the work done thoroughly and consistently when you develop habits to tackle them quickly. With well-written checklists, you’ll eventually be able to work through tasks faster, without missing any important details. There are a few steps involved in doing this the right way. Let’s walk through them. Map Out Project Workflows and Timelines Now that you’ve determined how long projects take for each team member, it’s time to bring that together and determine how long projects take in total. Begin by listing out each step involved in completing a given task, and who is responsible for each task: Then, determine how many days to leave for project handoffs (periods where one team member is done with their steps and passing it along to the next person). This should be based on the average number of hours it takes to complete each step (on average). This should give you an accurate picture of how long it takes your team to get something done. Be sure to include enough breathing room for any roadblocks or plan changes you might encounter. Ideally, you’ll be able to work ahead, so you’re not always working directly against a deadline. Create Marketing Project Checklists List the steps for each project included in your service catalog. Include the name of the team member responsible for each step, and note how many days each person has to complete their work. This helps remove ambiguity around who is doing what, and when they’re supposed to finish it. To make this easier, you can use the free checklist template we’ve included in your free template bundle. Here’s what it looks like: Again, this is an extremely simple template. However, laying out each step for every project (and doing each one in the most efficient order) can be powerful for building productive habits. Here’s a quick interview between Atul Gawande (author of The Checklist Manifesto) and WYNC covers the psychology behind this. He applies this principle to medicine, but it works for marketing, too: To use the checklist above, name it for a specific project. Then, fill in each field accordingly. Here’s an example of what it might look like once complete: Alternately, we’ve also included a printable checklist template you can use. Here’s what it looks like: Use the one you prefer most. customers can also build reusable checklists using Task Templates. They make it easy to create checklists, keeping track of your progress percentage toward goal each time you check off a completed task. Build Your Marketing Services Catalog Once you’ve built a full list of project types and time estimates, you’re ready to build your catalog. Use the free downloadable Marketing Service Catalog template included in this post to complete this next step. Find the following section in your template. Then, fill in the appropriate fields: Fill in the first line with the project category. Then, on the second line, add the specific project type. Below that, add in the amount of time that work should take to complete. If there is someone specific in your organization that should be contacted for that request, include their contact information, too. Next, copy and paste this block of text as many times as you need to fill out all your available service categories and project types. Here's what it might start to look like once it's filled in: Once you've added all your available services, scroll up to the Table of Contents page (the second page in the template). Then, click Insert on the top tool bar, and drill into Index and Tables. Select your style format of choice, and click OK. This will auto-populate a clickable table of contents: Next, we'll outline a process your organization can use to request projects and "bill" your time. Store your catalog on an intranet, distribute copies via email, or get it in your organization's hands the best way possible. That way, they'll have it on hand when they need your team's time. Recommended Reading: How to Boost a Marketing Workflow Process That Will Reduce Work By 30-50% Develop A Time-Billing Process Agency folks understand how billing time works. You track time for each team member on each project and bill your client accordingly per your hourly rates. In-house marketers creating collateral for other internal teams can apply a similar framework, too. Do this by giving other teams an hourly budget for your team members time. Each time they request a project, you can give them an hourly â€Å"cost,† and a timeline for completion. This can help you manage your time effectively and reduce pressure from last-minute requests. This process can help you manage your time effectively and reduce pressure from last-minute...To do this, start by answering these two questions: How much time per week can each team member apply to projects outside our own marketing department’s goals?  Now that you’ve calculated how much time it takes for each person to complete different tasks, you can easily figure this out. How often do we receive outside requests?  For example, if you know your sales team will need collateral from you every two weeks, and you know how long those pieces take to create, you can set aside an acceptable amount of time. Set Up a Project Request Form Next, you’ll need to set up a project request form for other teams to use. This is how they’ll ask for your team’s time to work on projects they need. Google Forms makes this easy. Follow along to build out the fields you’ll need. Step 1:  Visit Google Forms and select Blank: Step 2:  In the Title field, enter Marketing Project List. Then, under Description, enter â€Å"Complete this form to request a project from our marketing team.† Feel free to edit either of these as you like. Step 3:  List each type of marketing project someone can request. Keep adding more until you’ve listed everything available. Step 4:  Click the slider to make this field required: Step 5:  Click the plus sign to add another question. Step 6:  From the drop-down menu, select Short Answer. Step 7:  Fill in the question text. Something to the effect of â€Å"When does this need to be done?† will work. Step 8:  Keep adding more questions as necessary. You might also want to include project notes, contact information, or anything else that might help in your specific situation. As you proceed, drag the questions into the correct order by clicking and dragging on the six dots you see pictured: Step 9:  Add one more short answer question for name and department. Step 10:  Next, click the Settings gear icon in the upper right, and restrict the form to people within your company (if you’re using G Suites). Step 11:  Decide who will be responsible for managing the flow of incoming project requests. This should be a project manager, department head, or other senior-level staffers. Step 12:  Click Send. Then, click the link icon. Copy and paste that link into your browser. Step 13:  You’ll now see your form live. Look it over and make sure it’s good to go. Step 14:  Make the link to your form available to your organization. Here are a couple of options: Send the link to everyone in the company and ask them to bookmark it. Include a link in any centralized project management, communication tool, or intranet you might use. You can embed forms too by clicking Send, then clicking : DID YOU KNOW: Managing complex campaigns and projects is easy using ? See how our marketing calendar software makes project management easy. Step 15:  Now, when people respond, you’ll see them under the Responses tab. Here’s what they look like. To see more detail, click over to the Individual tab: Now, you can see exactly what is being requested. Step 16:  Go back to the Responses page, and click Make Spreadsheet. This will create a Google Sheet that includes all your responses: Step 17:  Finally, go back to form, and click the three vertical dots. Now, choose â€Å"Get email notifications for new responses.† This will send an email to the email address associated with the creator of the form, letting you know every time someone has a project request. There you go! You now have a simple and reliable framework for accepting work requests from your organization. Here's how to build a simple and reliable framework for accepting work requests from your...Managing Your Team's Time Each member of your team has a finite number of hours per week. They also have multiple demands competing for their time and attention. That means managers need to do two things: Ensure their teams aren't overloaded. If you allow them to take on too many tasks,  it defeats the purpose of this workflow management process. Ensure their team members are accountable for hitting deadlines. Make sure they're making the most of their time and getting the work done. Earlier, we mapped out project workflows and timelines. Now, we'll show you how to make sure those  processes are realistic and workable. Have each member of your team track their time using the Employee Time Sheet Template included in this post. Here's what it looks like: Each person should fill out the name of each project they work on, and how many hours they spend on them. Then, at the end of the week or month, they can submit their time sheet to a supervisor or project manager. This way, you can easily keep track of how well your workflows are, well, working. Recommended Reading: The Complete 16-Step Marketing Project Management Process That Will Get You Organized Plan Everything on One Marketing Calendar Once you have multiple marketing projects in progress, you'll want one centralized place to see everything. This is where you need a marketing calendar. Consider using the Marketing Scheduling Calendar Template included in your template bundle: This template is built in Excel and makes it easy to map out projects month to month.  Paste it into Google Sheets or the cloud-based version of Excel, and your entire team will be able to see every project in progress, all in one place. Or, if you're ready to move up to marketing tool, try . Field Marketing Requests with Zapier and Rather than sifting through that project request spreadsheet, you can set up to automatically create projects on your calendar when a request comes through. Here's how it works: Go through the process of creating the Google form like discussed above. When your Google Form is created, connect your account to the Google Form using Zapier. When you finish connecting the Google Form to Zapier, begin to connect the form's fields to 's Project in Zapier. Here's how: Choose Title: projectname and  Description: description Next,  add more labels to project requests, choose a project type or color label. Finally, choose a Project Owner, Status, and whether or not you want the request to go to the Idea Board. Choosing an owner for all requests will notify a specific individual any time a new request is created. If you don't want a marketing request to be automatically scheduled on your live calendar, you can send the requests directly to your Idea Board to manually schedule later based on team bandwidth. If you choose to have your marketing request go straight to the Idea Board, here's what it will look like. You can then drag and drop each request on to your calendar to schedule them based on your team's workload and content plan. Conflict Resolution: How to Say No and Defend Your Team’s Time The goal behind creating a marketing workflow management system is to protect your time against unreasonable last-minute requests. It forces your organization to respect your team’s time, while clearly communicating how long work will take. This sets up realistic expectations for everyone and cuts down on internal conflict. However, how do you handle disagreements if they do come up? Maybe HR doesn’t understand why you can’t create a recruiting brochure in two days. Or, perhaps your PR team is flustered because they need collateral for an event in a week, and need you to deliver it right now. You can always pass responsibility back where it belongs: with the team that didn’t plan ahead effectively. You’ll want to handle those conversations with care, though, and you don’t want to look like you’re unfriendly or process-driven to a fault, either. There are going to be times where changes in plans require some quick hustling, and you should be prepared to help (sometimes). Recommended Reading: The Top 101 Marketing Time Management Strategies You Need to Succeed Saying No Professionally and Politely A lot of us hate saying no to projects. Unless you like constantly derailing your own priorities, though, it’s an essential skill to have. Understand the need to protect your own time.  We naturally want to help when we’re asked to do something. If diverting your attention away is going to result in your own work suffering, though, it might not always be worth it. Understand that you don’t have to get into the weeds explaining yourself.  The person requesting your time probably doesn’t care exactly why you can’t help them right away. As long as you can explain you have important projects to complete, that should be enough (and will save time for both of you). If you can’t help, try to find someone who can.  If there’s someone else in your organization who can help, refer the requester to the next best possible contact. They’ll appreciate your thoughtfulness and everyone will get more done. For more on saying no, we recommend this excellent guide from Lifehacker.

Stem Cell Therapy Essay Example | Topics and Well Written Essays - 1000 words

Stem Cell Therapy - Essay Example Stem cells are capable of self regeneration and replicating itself, therefore giving birth to new generations with varying traits. The replication capabilities of these cells have the potential to replace the degraded areas of the body where diseases and injuries are located. The method of this new treatment is foreseen to be very effective due to the body’s tendencies to reject and experience side effects. One of the many forms of stem cell treatment is the Allogeneic Hematopietic Stem Cell Transplantation used as the main therapy practiced in hematologic malignancies. One of the more specific forms is the Myeloablative Hematopietic Stem Cell Transplantation found to be cure children with sickle cell disease. However, the same method proves to be disproportionately toxic to adults. (Naganska, 2009)2 Stem cell therapies are also used to treat myotrophic lateral sclerosis, which is a neurodegenerative disease. The characteristics of this disease is the loss of motor neurons fou nd in the spinal column, motor cortex as well as the brain stem which results to the dramatic reduction of a patient’s life span. It usually leads to the death of the patient, caused ultimately by respiratory failure that can happen between two to five years into the disease. This is one of the major challenges in the field of medicine, despite the vast researches in neurobiological sciences, as well as molecular and genetic researches. The introduction of stem cell therapy was accepted with optimism to regenerate the cells of patients in order to not only prolong the lives of the patients, but also to cure the disease altogether. One of the most common diseases known to us as a leading cause of death all over the world is heart failure. Though medicinal methods have been able to sustain and prolong the lives of the patients, no actual cure has been introduced to totally remove the cause of the problem. Researchers are optimistic with the results of some laboratory experiment s together with some clinical tests that cellular intervention can possibly improve the cardiac functions, by regenerating the cardiac itself. (NIH, 2009)3 It has been found that progenitor cells derived from the bone marrow as well as other similar progenitor cells that may be found in various parts of the body can make the distinction into vascular types of cells that would result to restoration of the blood flows. Recent findings proved that local cardiac stem cells exhibited differentiation, transforming into multiple cell types that are found in the heart. This recent finding is indicative that the heart is not that different. Stems cells are unique from the other cell found in the body. They have three common characteristics, and the source as to where the stem cells were harvested will not affect thes characteristics. Stems cells are capable of self renewal and dividing for over long periods of time. Secondly, stem cells are not specialized and lastly, they are capable of yie lding specialized cells types. (Naganska, 2009)4 Initially, when researchers conceptualized the experiments, they tried it with an adult mouse by injecting stems cells into the muscle of the left ventricular wall of the mouse’ heart. They also tried injecting a human adult’s bone marrow stem cells into the tail vasculature of the mouse. They discovered that stem cells aid in the

When writing and reading Children's literature, can it be just for Essay

When writing and reading Children's literature, can it be just for pleasure or does the text have to have a teaching element - Essay Example Yet a good piece of literature will have universal themes that will appeal to children and adults, and will teach more than just developmental skills. Harry Potter and the Philosopher's Stone is a premier example of this principle. It is a piece of literature that is children's literature in that it is accessible to young children but not in the sense that it is exclusively for young children, it teaches not only vocabulary but also mythology and ethics, and it is excellently written. Jon Sciezska, author of stories like The True Story of the 3 Little Pigs, argues that many of the approaches of educators in the West has been misleading or wrong (Zastrow, 2008). â€Å"I would say just to let kids play around, and let them play around with reading† (Zastrow, 2008). Everything that a child interacts with is educational: Every experience, every tree, every song, every book, will have indelible impacts that may resonate for their whole lives in ways no adult can predict. â€Å"Edu cational† children's literature, then, isn't different because it teaches something; rather, it's different because it teaches particular things and sets out to teach those things, like civics, morals, values, good social behavior, math, grammar, colors, shapes, etc. There is nothing wrong with this kind of literature. But it's not the only kind of literature children should read, any more than adults should only read newspapers and journal articles. Sciezska recommends that â€Å"Reading shouldn't be a bitter pill† and that children should have choices in what they read (Zastrow, 2008). There are few choices more apt for children than Harry Potter and the Philosopher's Stone. The book is not an educational book: It is magical fantasy, pure and simple. It begins with a Cinderella dream: Child growing up among cruel step-parents with arbitrary step-siblings is revealed to have a special destiny. But the book actually is filled with all sorts of educational elements nonet heless. By not being specifically â€Å"educational†, it is actually able to have fully-fledged themes and elements that lead children away from the simple grammar school progression and towards advanced life skills that will pay off for the months, years and decades to come. The composition of Rowling's work is itself highly educational. Children learn all sorts of vocabulary from the book, and not just vocabulary of magical phenomena but of a far broader nature. But it's not just vocabulary: Children pick that up constantly, from the telly to conversations to the schoolyard. What the book teaches is how to write. Children reading Harry Potter learn accessible techniques of description, sentence construction, suspense, comparing and contrasting, etc. It is true that children could also learn how to write from Mark Twain or Plato, but Harry Potter uses modern elements, modern themes and appeals to modern needs. It uses contemporary language that British, Scottish, Welsh, Iris h and Yank children can understand. This paper focuses on Harry Potter and the Philosopher's Stone because, being the first book, it has the least adult themes, is the least likely to scare children (though the image of Voldemort growing out of the back of Quirrel is fairly grotesque) and has the simplest plot and language, but all the books are quite valuable for young readers. In particular, Harry Potter and the Philosopher's Stone as well as the other books in the series teach good narrative structure. The books have an element of the mystery novel to them: The reader is told clues that allow them to piece things together. In fact, fans accurately guessed

Competence in Counseling Essay Example for Free

Competence in Counseling Essay Counseling is the professional guidance in resolving personal conflicts and emotional problems. It is advice, opinion, or instruction given in direction the judgment or conduct of another. Knowing how to posses personal qualities such as maturity, empathy, warmth, understanding, and knowledge. From a legal stand point ethics, morality, and law must be strongly conformed. It is accurate decision-making, knowing appropriate words to use, and knowledge of the governing standards that is required. Also knowing accurate information about culture and ethnicity of the present society. Aspects of Counseling Counseling has been misrepresented over the past years for different types of endorsements of products. In todays time the profession as far as counseling goes is now corresponded within its practice. The focus is on growth and wellness as well as clarification of mental disorders. In order to relate to the counseling field an understanding of guidance and psychotherapy must be understood along with having history of the profession. Guidance is leadership, instruction, or direction by helping others make important choices that affect their future in maintaining a productive and healthy lifestyle. An individual being taught guidance must learn to choose what values them the most in order to produce change within their life. This will give that particular individual a sense of direction by following instructions to becoming a leader. The goal in guidance is to promote resourceful and happy lives of individuals by helping them adjust to social actualities. Psychotherapy is a process focused on helping heal and learn more beneficial ays to deal with problems or issues within an individuals life. It is also a supportive process when going through a difficult time period or either under increased stress. It traditionally focused on serious problems associated with internal issues, personal issues, and conflicts. Normally psychotherapy is recommended when a person is struggling with a life, relationship, work issue, or a specific health concern causing the individual a great deal of pain or upset for longer than a few days. Counselors hold an important position that affect many lives throughout the course of a career. A counselor serves as an advice-giving role in a wide number of areas. There are many types of counselors, including school guidance counselors, psychological counselors, counselors for victims, youth camp counselors and more. Aspects of Counseling The vast majority of counselors are extremely caring people who are dedicated to their work and enjoy helping to make others lives better. There is a wide range of ideal personality traits that are associated with being a top counselor. One of the most important personality traits, if not the most important, is a keen ability to listen. In order to help people and find solutions to problems, the counselor must be a keen listener in order to best help the person seeking counsel. Counselors should also have an understanding of human psychology and possess a strong sense of sensitivity. Another ideal character trait for a counselor is having a strong sense of direction in order to find the best path to success for the people whom they counsel. Having a strong sense of direction usually solves problems more quickly and efficiently. Ideal counselor personality traits are a commitment to the profession, humanity and the client. The ideal counselor serves the assistance of the clients. The counselor will develop meaningful and trusting relationships with their clients and insure that this trust is not shaken or broken. An ideal counselors personality has a consumer first attitude and should represent a supporter and guidance role with nurturing characteristics to assist in the creation of a reliable bond between the client and the counselor. Other quality traits include their knowledge of the profession and its standards of practice, along with some background in psychology. A good organizational personality trait of a counselor is their willingness to promote efficient case management techniques. Aspects of Counseling As an effective counselor one of the main qualities needed is patience. Go to the next step of explanation only when the patient has clearly understood the content of the information you have provided. Therefore the counselor needs to have enough sufficient time for the patient, and should also be a good listener. Let the patient express everything he/she has to say, and give your inputs once when the patient has finished talking. A counselor should be very observant and able to interpret non-verbal communication for example if the patient looks angry, and then find out the cause of his/her anger first. An effective counselor should provide non-possessive warmth in a counseling environment. Smile and show concern and acceptance by showing comfort, empathy, and understanding to the patient. Counselors should have good knowledge on the topic /problem like compliance to medication. Some people do not take medication for the same reasons, while others demand medication. Understanding the factors why people may not do certain activities at specific time will help you to assist them better. Try to understand the feelings the patient is having in the counseling process. In other words put yourself in his/her position. Give the patient the opportunity to make his/her own decision from your message. Lastly be sure to make it aware to the patient that you as their counselor maintain confidentiality on what the patient tells you. This means that counseling must be done individually and privately. Letting the patient know that you maintain a high degree of personal reliability, trustworthiness and mutual trust as an effective counselor. Aspects of Counseling As there are three different levels of counseling relationships to be aware of nonprofessional, paraprofessional, and professional. Nonprofessionals would be considered as family, friends, colleagues, untrained volunteers, or supervisors who try in assisting those who are in need. Secondly, paraprofessionals are individuals who have received some sort of training in human relations. Lastly professionals are those who are educated with the nowledge to provide assistance on a protective and corrective level. While being the ideal, effective, and professional counselor you must also keep in mind that you must follow the ethical and legal aspects of counseling also. Ethics is defined as a philosophical discipline that is concerned with human conduct and moral decision-making. You should also familiarize yourself with morality, which involves judgment or evaluation of action, and another major definition to know is law, which is the precise organization of governing standards that are established to ensure legal and moral justice. The law does not dictate what is considered to be ethical but what is considered to be legal. Ethical codes are there to protect the profession from government. They allow the professions to control itself and functions independently instead of being controlled by legislation. In making ethical decisions counselors familiarize themselves with casebooks, professional colleagues, and principles. It is very crucial that counselors become well knowledgeable with ethics for the sake of their own well-being and of their patients as well. Multicultural psychology focuses on the cultural differences in thought processes and acceptable vs. nacceptable behaviors. It relates to normal lives such as home, education, work and relationships but also to what is considered abnormal or normal. Aspects of Counseling Knowing your patient plays a huge factor in counseling sessions as well. To know the cultural background of your patient can help you better relate to them as an individual. Many cultural ethnic groups live in the United States. A culture is behaviors, thoughts, perceptions, values, goals, and cognitive processes. An issue in multicultural counseling is the dominance of theories based on cultural values. A second issue is sensitivity to cultures in general, believes that are essential to counselors is knowledge of culturally different patients. Knowing that everyone is their own unique person, and have their own views on different things in today’s society. The counselor must also have the skills to work with patients of different cultures. Counselors must work in order to know their patients and their problems. European Americans when taken into consideration is a larger diverse population they are very common to the people of the United States. When counseling African Americans a counselor must understand the history, and coping mechanisms. Hispanics/Latinos a very diverse group as well, and regardless to their background they are very bicultural. Asian and Pacific Islanders are considered as hard working, successful, and not prone to mental or emotional distress. When dealing with many diverse groups like this a common theme is that counselors who work with a variety of culturally different patients must be knowledgeable about them collectively.

Construction of Desire in Sapphic Poetry Essay -- Sappho Poem Poet Ess

Construction of Desire in Sapphic Poetry Many scholars in the past, looking at Sappho through the eyes of male experience, have heaped lukewarm praise on Sappho’s "chaste" poems, have translated them with an unyielding heterosexual bent. However, when read through a woman's experience, when read through people who do not wish to hide Sappho's desire for other women or hetero-sexualize it, Sappho's writing takes on a new light, and we can begin to piece together her desire and its contexts. In the work of Sappho, the goddess Aphrodite is frequently given homage, making her a kind of patron (a matron perhaps?) of lesbian desire. Sappho constructs her desire with three distinct components: a visual component, a physical component, and a repetition and renewal component. She also modified traditional mythological viewpoints to enhance the image of her view of desire. Through this woman-centered interpretation of Sappho, I want to place emphasis on Sappho's lesbian identity and reconstruct the desire that she felt towards other women. Sappho frequently gives poetical space to Aphrodite, the goddess of Love and Desire. In fragment 2, Sappho creates this space by inviting Aphrodite in. "... to this sacred/temple, where you have a pretty grove/of apple trees, and alters smoking with incense/here icy water echoes through the apple/boughs, shadows of roses cover/the ground, from shimmering leaves/a heavy sleep descends." Author Jane Snyder, in her own translation of Sappho's works, remarks that "lesbian desire, as Sappho envisions it, blossoms in a nurturing space under the benevolent patronage of the Cyprian goddess [Aphrodite] herself." Snyder also states that "Sappho fragment 2 creates a private 'female' space in the descripti... ...helming force that resembles a wind with the force of a tornado, which completely overpowers the body. Sappho's view of lesbian is very unique and unmatched, for indeed we have very little else that gives us the language of desire between two women in the ancient world. Under Aphrodite's homage, with components of visual, physical, and repetitious components, and with her unique view on traditional narratives, Sappho gives us her view of desire between two women. I hope that my woman-centered reading of Sappho helped reconstruct her lesbian identity and conceptualize her desire and passion for other women. Works Cited Bing, Peter and Rip Cohen. Games of Venus: An Anthology of Greek and Roman Erotic Verse from Sappho to Ovid. London: Routledge, 1991. Snyder, Jane McIntosh. Lesbian Desire in the Lyrics of Sappho. New York: Columbia University Press, 1997.

J. Galsworthy. the Broken Boot A Sample of Complex Stylistic Analysis Essay

John Ronald Reuel Tolkien (1892-1973) was a major scholar of the English language, specialising in Old and Middle English. Twice Professor of Anglo-Saxon (Old English) at the University of Oxford, he also wrote a number of stories, including most famously The Hobbit (1937) and The Lord of the Rings (1954-1955). The name â€Å"Tolkien† (pron.: Tol-keen; equal stress on both syllables) is believed to be of German origin; Toll-kà ¼hn: foolishly brave, or stupidly clever – hence the pseudonym â€Å"Oxymore† which he occasionally used. His father, Arthur Reuel Tolkien, was a bank clerk. Mabel Tolkien was diagnosed as having diabetes, usually fatal in those pre-insulin days. She died on 14 November By this time Ronald was already showing remarkable linguistic gifts. He had mastered the Latin and Greek which was the staple fare of an arts education at that time, and was becoming more than competent in a number of other languages, both modern and ancient, notably Gothic, and later Finnish. He was already busy making up his own languages, purely for fun. He went up to Exeter College, Oxford in 1911, where he stayed, immersing himself in the Classics, Old English, the Germanic languages (especially Gothic), Welsh and Finnish, until 1913. As a result of this he changed his school from Classics to the more congenial English Language and Literature. Unlike so many of his contemporaries, Tolkien did not rush to join up immediately on the outbreak of war, but returned to Oxford, where he worked hard and finally achieved a first-class degree in June 1915. At this time he was also working on various poetic attempts, and on his invented languages, especially one that he came to call Qenya [sic], which was heavily influenced by Finnish – but he still felt the lack of a connecting thread to bring his vivid but disparate imaginings together. He and Edith married in Warwick on 22 March 1916.Their first son, John Francis Reuel (later Father John Tolkien) had already been born on 16 November 1917. When the Armistice was signed on 11 November 1918, Tolkien had already been  putting out feelers to obtain academic employment, and by the time he was demobilised he had been appointed Assistant Lexicographer on the New English Dictionary (the â€Å"Oxford English Dictionary†), then in preparation. While doing the serious philological work involved in this, he also gave one of his Lost Tales its first public airing – he read The Fall of Gondolin to the Exeter College Essay Club, where it was well received by an audience which included Neville Coghill and Hugo Dyson, two future â€Å"Inklings†. However, Tolkien did not stay in this job for long. In the summer of 1920 he applied for the quite senior post of Reader (approximately, Associate Professor) in English Language at the University of Leeds, and to his surprise was appointed. His family life was equally straightforward. Edith bore their last child and only daughter, Priscilla, in 1929. Tolkien got into the habit of writing the children annual illustrated letters as if from Santa Claus, and a selection of these was published in 1976 as The Father Christmas Letters. He also told them numerous bedtime stories, of which more anon. In adulthood John entered the priesthood, Michael and Christopher both saw war service in the Royal Air Force. Afterwards Michael became a schoolmaster and Christopher a university lecturer, and Priscilla became a social worker. They lived quietly in North Oxford, and later Ronald and Edith lived in the suburb of Headington. Meanwhile Tolkien continued developing his mythology and languages. She asked Tolkien to finish it, and presented the complete story to Stanley Unwin, the then Chairman of the firm. He tried it out on his 10-year old son Rayner, who wrote an approving report, and it was published as The Hobbit in 1937. It immediately scored a success, and has not been out of children’s recommended reading lists ever since. It was so successful that Stanley Unwin asked if he had any more similar material available for publication. By this time Tolkien had begun to make his Legendarium into what he believed to be a more presentable state, and as he later noted, hints of it had already made their way into The Hobbit. He was now calling the full account Quenta Silmarillion, or Silmarillion for short. He presented some of his â€Å"completed† tales to Unwin, who sent them to his reader. The reader’s reaction was mixed: dislike of the poetry and praise for the prose (the material was the story of Beren and Là ºthien) but the overall decision at the time was that these were not commercially publishable. Unwin tactfully relayed this message to Tolkien, but asked him again if he was willing to write a sequel to The Hobbit. Tolkien was disappointed at the apparent failure of The Silmarillion, but agreed to take up the challenge of â€Å"The New Hobbit†. Despite all the fuss over The Lord of the Rings, between 1925 and his death Tolkien did write and publish a number of other articles, including a range of scholarly essays, many reprinted in The Monsters and the Critics and Other Essays (see above); one Middle-earth related work, The Adventures of Tom Bombadil; editions and translations of Middle English works such as the Ancrene Wisse, Sir Gawain, Sir Orfeo and The Pearl, and some stories independent of the Legendarium, such as the Imram, The Homecoming of Beorhtnoth Beorhthelm’s Son, The Lay of Aotrou and Itroun – and, especially, Farmer Giles of Ham, Leaf by Niggle, and Smith of Wootton Major. After his retirement in 1959 Edith and Ronald moved to Bournemouth. On 22 November 1971 Edith died, and Ronald soon returned to Oxford, to rooms provided by Merton College. Ronald died on 2 September 1973. He and Edith are buried together in a single grave in the Catholic section of Wolvercote cemetery in the northern suburbs of Oxford. (The grave is well signposted from the entrance.) The legend on the headstone reads:

Applied Electricity Lecture Notes

Module 4 Single-phase AC Circuits Version 2 EE IIT, Kharagpur Lesson 13 Representation of Sinusoidal Signal by a Phasor and Solution of Current in R-L-C Series Circuits Version 2 EE IIT, Kharagpur In the last lesson, two points were described: 1. How a sinusoidal voltage waveform (ac) is generated? 2. How the average and rms values of the periodic voltage or current waveforms, are computed? Some examples are also described there. In this lesson, the representation of sinusoidal (ac) voltage/current signals by a phasor is first explained. The polar/Cartesian (rectangular) form of phasor, as complex quantity, is described.Lastly, the algebra, involving the phasors (voltage/current), is presented. Different mathematical operations – addition/subtraction and multiplication/division, on two or more phasors, are discussed. Keywords: Phasor, Sinusoidal signals, phasor algebra After going through this lesson, the students will be able to answer the following questions; 1. What is mean t by the term, ‘phasor’ in respect of a sinusoidal signal? 2. How to represent the sinusoidal voltage or current waveform by phasor? 3. How to write a phasor quantity (complex) in polar/Cartesian (rectangular) form? 4.How to perform the operations, like addition/subtraction and multiplication/division on two or more phasors, to obtain a phasor? This lesson forms the background of the following lessons in the complete module of single ac circuits, starting with the next lesson on the solution of the current in the steady state, in R-L-C series circuits. Symbols i or i(t) Instantaneous value of the current (sinusoidal form) I Im ? Current (rms value) Maximum value of the current Phasor representation of the current Phase angle, say of the current phasor, with respect to the reference phasor I Same symbols are used for voltage or any other phasor. Representation of Sinusoidal Signal by a Phasor A sinusoidal quantity, i. e. current, i (t ) = I m sin ? t , is taken up as an example. In Fig. 13. 1a, the length, OP, along the x-axis, represents the maximum value of the current I m , on a certain scale. It is being rotated in the anti-clockwise direction at an angular speed, ? , and takes up a position, OA after a time t (or angle, ? = ? t , with the x-axis). The vertical projection of OA is plotted in the right hand side of the above figure with respect to the angle ? It will generate a sine wave (Fig. 13. 1b), as OA is at an angle, ? with the x-axis, as stated earlier. The vertical projection of OA along y-axis is OC = AB = Version 2 EE IIT, Kharagpur i (? ) = I m sin ? , which is the instantaneous value of the current at any time t or angle ? . The angle ? is in rad. , i. e. ? = ? t . The angular speed, ? is in rad/s, i. e. ? = 2 ? f , where f is the frequency in Hz or cycles/sec. Thus, i = I m sin ? = I m sin ? t = I m sin 2? ft So, OP represents the phasor with respect to the above current, i.The line, OP can be taken as the rms value, I = I m / 2 , instead of maximum value, Im . Then the vertical projection of OA, in magnitude equal to OP, does not represent exactly the instantaneous value of I, but represents it with the scale factor of 1 / 2 = 0. 707 . The reason for this choice of phasor as given above, will be given in another lesson later in this module. Version 2 EE IIT, Kharagpur Generalized case The current can be of the form, i (t ) = I m sin (? t ? ? ) as shown in Fig. 13. 1d. The phasor representation of this current is the line, OQ, at an angle, ? may be taken as negative), with the line, OP along x-axis (Fig. 13. 1c). One has to move in clockwise direction to go to OQ from OP (reference line), though the phasor, OQ is assumed to move in anti-clockwise direction as given earlier. After a time t, OD will be at an angle ? with OQ, which is at an angle ( ? ? ? = ? t ? ? ), with the line, OP along x-axis. The vertical projection of OD along y-axis gives the instantaneous value of the current, i = 2 I sin (? t ? ? ) = I m sin (? t ? ? ) . Phasor representation of Voltage and Current The voltage and current waveforms are given as, v = 2 V sin ? and i = 2 I sin (? + ? ) It can be seen from the waveforms (Fig. 13. 2b) of the two sinusoidal quantities – voltage and current, that the voltage, V lags the current I, which means that the positive maximum value of the voltage is reached earlier by an angle, ? , as compared to the positive maximum value of the current. In phasor notation as described earlier, the voltage and current are represented by OP and OQ (Fig. 13. 2a) respectively, the length of which are proportional to voltage, V and current, I in different scales as applicable to each one.The voltage phasor, OP (V) lags the current phasor, OQ (I) by the angle ? , as two phasors rotate in the anticlockwise direction as stated earlier, whereas the angle ? is also measured in the anticlockwise direction. In other words, the current phasor (I) leads the voltage phasor (V). Version 2 EE IIT, Kha ragpur Mathematically, the two phasors can be represented in polar form, with the voltage phasor ( V ) taken as reference, such as V = V ? 0 0 , and I = I . In Cartesian or rectangular form, these are, V = V ? 0 0 = V + j 0 , and I = I = I cos ? + j I sin ? , where, the symbol, j is given by j = ? . Of the two terms in each phasor, the first one is termed as real or its component in x-axis, while the second one is imaginary or its component in y-axis, as shown in Fig. 13. 3a. The angle, ? is in degree or rad. ? ? ? ? ? Phasor Algebra Before discussing the mathematical operations, like addition/subtraction and multiplication/division, involving phasors and also complex quantities, let us take a look at the two forms – polar and rectangular, by which a phasor or complex quantity is represented. It may be observed here that phasors are also taken as complex, as given above.Representation of a phasor and Transformation A phasor or a complex quantity in rectangular form (Fig. 13 . 3) is, A = ax + j a y Version 2 EE IIT, Kharagpur ? where a x and a y are real and imaginary parts, of the phasor respectively. In polar form, it is expressed as A = A a = A cos ? a + j A sin ? a ? where A and ? a are magnitude and phase angle of the phasor. From the two equations or expressions, the procedure or rule of transformation from polar to rectangular form is a x = A cos ? a and a y = A sin ? a From the above, the rule for transformation from rectangular to polar form is 2 2 A = a x + a y and ? = tan ? 1 (a y / a x ) The examples using numerical values are given at the end of this lesson. Addition/Subtraction of Phasors Before describing the rules of addition/subtraction of phasors or complex quantities, everyone should recall the rule of addition/subtraction of scalar quantities, which may be positive or signed (decimal/fraction or fraction with integer). It may be stated that, for the two operations, the quantities must be either phasors, or complex. The example of ph asor is voltage/current, and that of complex quantity is impedance/admittance, which will be explained in the next lesson.But one phasor and another complex quantity should not be used for addition/subtraction operation. For the operations, the two phasors or complex quantities must be expressed in rectangular form as A = a x + j a y ; B = bx + j b y If they are in polar form as A = A a ; B = B b In this case, two phasors are to be transformed to rectangular form by the procedure or rule given earlier. The rule of addition/subtraction operation is that both the real and imaginary parts have to be separately treated as ? ? ? ? where c x = (a x  ± b x ) ; c y = (a y  ± b y ) Say, for addition, real parts must be added, so also for imaginary parts.Same rule follows for subtraction. After the result is obtained in rectangular form, it can be transformed to polar one. It may be observed that the six values of a' s , b' s and c' s – parts of the two phasors and the resultant one, are all signed scalar quantities, though in the example, a' s and b' s are taken as positive, resulting in positive values of c' s . Also the phase angle ? ‘ s may lie in any of the four quadrants, though here the angles are in the first quadrant only. This rule for addition can be extended to three or more quantities, as will be illustrated through example, which is given at the end of this lesson.C = A  ± B = (a x  ± bx ) + j (a y  ± b y ) = c x + j c y ? ? ? Version 2 EE IIT, Kharagpur The addition/subtraction operations can also be performed using the quantities as ? ? ? phasors in polar form (Fig. 13. 4). The two phasors are A (OA) and B (OB) . The find the sum C (OC ) , a line AC is drawn equal and parallel to OB. The line BC is equal and parallel to OA. Thus, C = OC = OA + AC = OA + OB = A + B . Also, OC = OB + BC = OB + OA ? ? ? ? To obtain the difference D (OD) , a line AD is drawn equal and parallel to OB, but in opposite direction to AC or OB.A line OE is also drawn equal to OB, but in opposite direction to OB. Both AD and OE represent the phasor ( ? B ). The line, ED is equal to OA. Thus, D = OD = OA + AD = OA ? OB = A ? B . Also OD = OE + ED = ? OB + OA . The examples using numerical values are given at the end of this lesson. ? ? ? ? Multiplication/Division of Phasors Firstly, the procedure for multiplication is taken up. In this case no reference is being made to the rule involving scalar quantities, as everyone is familiar with them. Assuming that the two phasors are available in polar from as A = A a and B = B b .Otherwise, they are to be transformed from rectangular to polar form. This is also valid for the procedure of division. Please note that a phasor is to be multiplied by a complex quantity only, to obtain the resultant phasor. A phasor is not normally multiplied by another phasor, except in special case. Same is for division. A phasor is to be divided by a complex quantity only, to obtain the resultant phasor. A phas or is not normally divided by another phasor. ? ? ? To find the magnitude of the product C , the two magnitudes of the phasors are to be multiplied, whereas for phase angle, the phase angles are to added.Thus, Version 2 EE IIT, Kharagpur C = C c = A? B = A A ? B B = ( A ? B ) ? (? a + ? b ) ? ? ? where C = A ? B and ? c = ? a + ? b ? Please note that the same symbol, C is used for the product in this case. ? ? ? To divide A . by B to obtain the result D . , the magnitude is obtained by division of the magnitudes, and the phase is difference of the two phase angles. Thus, D = D d = ? ? A ? = B where D = A / B and ? d = ? a ? ? b ? ? A a ? A ? = ? ? ? (? a ? ? b ) B b ? B ? If the phasors are expressed in rectangular form as A = a x + j a y and B = bx + j by here A = (a 2 x ? 2 + a y ; ? a = tan ? 1 (a y / a x ) ) The values of B are not given as they can be obtained by substituting b' s for a' s . To find the product, C = C c = A ? B = (a x + j a y ) ? (bx + j b y ) = (a x bx ? a y b y ) + j (a x b y + a y bx ) ? ? ? Please note that j 2 = ? 1 . The magnitude and phase angle of the result (phasor) are, C = (a x bx ? a y b y ) + (a x b y + a y bx ) 2 [ 1 2 2 ] = (a 2 x 2 + ay ? ) (b 2 x 2 + b y = A ? B , and ) ? c = tan ? 1 ? ? ? a x b y + a y bx ? ? a x bx ? a y b y ? ? ? The phase angle, ? c = ? a + ? b = tan ? 1 ? ? a x b y + a y bx = tan ? 1 ? ?a b ? a b y y ? x x ? ? ? ? ay ? ax ? ? ? ? ? ? b ? + tan ? 1 ? y ? ?b ? ? x ? (a / a ) + (b y / bx ) ? ? ? = tan ? 1 ? y x ? ? ? 1 ? (a y / a x ) ? (b y / bx )? ? ? ? The above results are obtained by simplification. ? To divide A by B to obtain D as D = dx + j dy = ? ? A ? = ax + j a y bx + j by ? B To simplify D , i. e. to obtain real and imaginary parts, both numerator and denominator, are to be multiplied by the complex conjugate of B , so as to convert the ? denominator into real value only. The complex conjugate of B is Version 2 EE IIT, KharagpurB * = bx + j b y = B ? ? ? b In the complex conjugate, the sign of the imaginary part is negative, and also the phase angle is negative. ? (a x + j a y )? (bx ? j by ) = ? a x bx + a y by ? + j ? a y bx ? a x by ? ? ? ? ? D = dx + j dy = (bx + j by )? (bx ? j by ) ? bx2 + by2 ? ? bx2 + by2 ? ? ? ? ? The magnitude and phase angle of the result (phasor) are, [(a b D= x x + a y b y ) + (a y bx ? a x b y ) 2 1 2 2 (b 2 x +b 2 y ) ] = (a (b 2 x 2 x 2 + ay 2 + by ) A = , and ) B ? a y bx ? a x b y ? ? ? d = tan ? 1 ? ?a b +a b ? y y ? ? x x The phase angle, ? ay ? ax ? ? ? ? tan ? 1 ? y ? b ? ? x ? ? a b ? a xby ? ? = tan ? 1 ? y x ? ?a b +a b y y ? ? x x ? ? ? ? ? d = ? a ? ? b = tan ? 1 ? ? The steps are shown here in brief, as detailed steps have been given earlier. Example ? The phasor, A in the rectangular form (Fig. 13. 5) is, A = A a = A cos ? a + j A sin ? a = a x + j a y = ? 2 + j 4 where the real and imaginary parts are a x = ? 2 ; ? ? ay = 4 To transform the phasor, A into the polar form, the magnitude and phase angle are Version 2 E E IIT, Kharagpur 2 2 A = a x + a y = (? 2) 2 + 4 2 = 4. 472 ? 4 ? ? = tan ? 1 ? ? ? 116. 565 ° = 2. 034 rad ? ? ? 2? ? Please note that ? a is in the second quadrant, as real part is negative and imaginary part is positive. ? a = tan ? 1 ? ? ? ay ? ax ? Transforming the phasor, A into rectangular form, the real and imaginary parts are a x = A cos? a = 4. 472 ? cos116. 565 ° = ? 2. 0 a y = A sin ? a = 4. 472 ? sin 116. 565 ° = 4. 0 Phasor Algebra ? ? ? Another phasor, B in rectangular form is introduced in addition to the earlier one, A B = 6 + j 6 = 8. 485 ? 45 ° Firstly, let us take the addition and subtraction of the above two phasors. The sum and ? difference are given by the phasors, C and D respectively (Fig. 13. 6). C = A+ B = (? 2 + j 4) +(6 + j 6) = (? 2 + 6) + j (4 + 6) = 4 + j 10 = 10. 77 ? 68. 2 ° D = A? B = (? 2 + j 4) ? (6 + j 6) = (? 2 ? 6) + j (4 ? 6) = ? 8 ? j 2 = 8. 246 ? ? 166. 0 ° It may be noted that for the addition and subtraction operations involvi ng phasors, they should be represented in rectangular form as given above. If any one of the phasors Version 2 EE IIT, Kharagpur ? ? ? ? ? ? is in polar form, it should be transformed into rectangular form, for calculating the results as shown.If the two phasors are both in polar form, the phasor diagram (the diagram must be drawn to scale), or the geometrical method can be used as shown in Fig 13. 6. The result obtained using the diagram, as shown are the same as obtained earlier. [ C (OC) = 10. 77, ? COX = 68. 2 ° ; and D ( OD) = 8. 246, ? DOX = 166. 0 ° ] Now, the multiplication and division operations are performed, using the above two phasors represented in polar form. If any one of the phasors is in rectangular form, it may be transformed into polar form. Also note that the same symbols for the phasors are used here, as was used earlier.Later, the method of both multiplication and division using rectangular form of the phasor representation will be explained. ? ? ? The res ultant phasor C , i. e. the product of the two phasors is C = A? B = 4. 472 ? 116. 565 ° ? 8. 485 ? 45 ° = (4. 472 ? 8. 485) ? (116. 565 ° + 45 °) = 37. 945 ? 161. 565 ° = ? 36 + j 12 The product of the two phasors in rectangular form can be found as C = (? 2 + j 4) ? (6 + j 6) = (? 12 ? 24) + j (24 ? 12) = ? 36 + j 12 ? ? ? ? ? ? ? The result ( D ) obtained by the division of A by B is D= ? ? A ? = B = 0. 167 + j 0. The above result can be calculated by the procedure described earlier, using the rectangular form of the two phasors as D= ? ? 4. 472 ? 116. 565 ° ? 4. 472 ? =? ? ? (116. 565 ° ? 45 °) = 0. 527 ? 71. 565 ° 8. 485 ? 45 ° ? 8. 485 ? A ? = B 12 + j 36 = = 0. 167 + j 0. 5 72 ? 2 + j 4 ( ? 2 + j 4) ? (6 ? j 6) (? 12 + 24) + j (24 + 12) = = 6+ j6 ( 6 + j 6) ? ( 6 ? j 6) 62 + 62 The procedure for the elementary operations using two phasors only, in both forms of representation is shown. It can be easily extended, for say, addition/multiplication, using thre e or more phasors.The simplification procedure with the scalar quantities, using the different elementary operations, which is well known, can be extended to the phasor quantities. This will be used in the study of ac circuits to be discussed in the following lessons. The background required, i. e. phasor representation of sinusoidal quantities (voltage/current), and algebra – mathematical operations, such as addition/subtraction and multiplication/division of phasors or complex quantities, including transformation of phasor from rectangular to polar form, and vice versa, has been discussed here.The study of ac circuits, starting from series ones, will be described in the next few lessons. Version 2 EE IIT, Kharagpur Problems 13. 1 Use plasor technique to evaluate the expression and then find the numerical value at t = 10 ms. i ( t ) = 150 cos (100t – 450 ) + 500 sin (100t ) + d ? cos 100t – 30 0 ) ? ? dt ? ( 13. 2 Find the result in both rectangular and polar f orms, for the following, using complex quantities: 5 – j12 15 ? 53. 1 ° b) ( 5 – j12 ) +15 ? – 53. 1 ° a) 2 ? 30 ° – 4 ? 210 ° 5 ? 450 ° 1 ? ? d) ? 5 ? 0 ° + ? . 2 ? 210 ° 3 2 ? – 45 ° ? ? c)Version 2 EE IIT, Kharagpur List of Figures Fig. 13. 1 (a) Phasor representation of a sinusoidal voltage, and (b) Waveform Fig. 13. 2 (a) Phasor representation of voltage and current, and (b) Waveforms Fig. 13. 3 Representation of a phasor, both in rectangular and polar forms Fig. 13. 4 Addition and subtraction of two phasors, both represented in polar form Fig. 13. 5 Representation of phasor as an example, both in rectangular and polar forms Fig. 13. 6 Addition and subtraction of two phasors represented in polar form, as an example Version 2 EE IIT, Kharagpur

And Then There Were None Chapt. 13 On Essays - Free Essays

And Then There Were None Chapt. 13 On Essays - Free Essays And Then There Were None Chapt. 13 On By chapter 13 of And Then There Were None, by Agatha Christie, half of the ten guests that ventured out to Indian Island are killed. These incidents cause the remaining guests to react in bizarre ways. These reactions are common to most people that are placed in this situation. They protect themselves and react differently around each other. There are also accusations that are made about who may have done the killing of the first five guests, and there are alliances that are made to help find out who the murdered really is. Out of ten guests plus the boat handler, who brought them over to the island, one of them is the murderer. Who is it, and what do the guests do to find out who he or she is? First of all some of the precautions that the guests take is to lock and place furniture in front of all there doors. There were sounds of bolts and locks, and of moving furniture. (pg 155) After the death of Miss Brent, Justice Wargrave advised that all items that may cause danger be place in a safely locked place and that the keys be given to two people so that the stuff will be safe. By the judge's direction, the various drugs were placed in the box and it was locked. The judge then gave the key of the chest to Philip Lombard and the key of the cupboard to Blore. (pg 141) The final way that the guests protected themselves was to keep close together as much as possible. By all means. But in doing so let us be careful to keep together, if we separate, the murderer gets his chance. (pg 142) I think, my dear young lady, we would all prefer to come and watch you make it. (pg 146) The next thing that happened to the guests was the way they started to act around each other. One of the first act was to become testy and aggressive with each other. Each person, with there nerves running on high octane, all reacted in the same manner. They hated each other. You damned pig-headed fool! I tell you it's been stolen from me! (pg 141) He said stiffly, just as you please Miss Brent.' (pg 134) Lombard threw his head back. His teeth showed in what was almost a snarl. (pg 139) The next reaction after testiness was inquisitiveness. The guests all had there worries, so they started to asks questions and started to become suspicious. Four pairs of eyes fastened on him. He braced himself against the deep hostile suspicion of those eyes. (pg 138) That's all very well , but who's to have the key? You, I suppose? (pg 140) Some of the remaining guests even started to become untrusting to one another. There was an unpleasant tone in his voice, the two men eyed each other. (pg 153) I didn't put anything in it. That's what you are getting at, I suppose. (pg 149) Another reaction that occurs naturally in this situation is the tendency to accuse people before they can be proven innocent. Each remaining guest has a different suspicion of who the killer is. William Blore had many suspicions on who did it. One of his suspicions was that Miss Brent did it. We needn't look farther for the author of these deaths than the dining-room at this minute. (pg 135) After the death of Miss Brent he then believed it was Dr Armstrong. Armstrong- eh? So he's our pigeon! (pg 161) Philip Lombard also thought that the culprit was Dr Armstrong. Expected you to pass out through fright! Some people would have, wouldn't they, doctor? (pg 150) Vera Claythorne, along with Blore and Lombard, also thought it was Dr Armstrong. It's Armstrong..........He's a lunatic, escaped from some doctor's house- pretending to be a doctor. (pg 145) Dr Edward Armstrong, on the other hand, thought that the killer was Blore. He said dubiously: H'm tastes alright. (pg 150) Justice Wargrave was the only one who really didn't make any real assumptions on who may have pulled off this amazing murder mystery. He was very quiet and to himself

Addressing Envelopes

Addressing Envelopes Addressing Envelopes Addressing Envelopes By Maeve Maddox Heres a question from Alfonso Rodriguez from Lima, Peru: Would you be so kind as to tell me what is the correct way to write down an address when the building has no number, I think there is an abbreviation form. If any of you readers outside the U.S. know of an abbreviation that designates a building without a street number, please tell us in the comments. In the United States, new construction requires the existence of a street number before a building is built. As for older buildings, according to the person I talked to at the USPS 800 number, all buildings in towns have street numbers. Rural addresses may make use of the abbreviation RR: D.Q. Jones RR 5 Box 19 Molesville TX 77293 Many buildings have both names and street addresses. If a building is well-known in the town where it is, the name can serve in lieu of a numbered address, as long as the town and state are included. For example, an envelope addressed to someone at the Empire State Building, New York, N.Y. would probably reach its destination without the address 350 5th Ave. USPS address-reading machinery reads addresses from the bottom up: 4†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦D. Q. Jones 3†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..12233 Jefferson Ave Apt 1 2†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Newport News, VA 23602 1†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦USA According to the official USPS guidelines, designations such as Apt (apartment), Dept (department), and Ste (suite) go on the same line as the street address: 234 Hilltop Dr Apt 504 Greenwich PA 23853 NOT 234 Hilltop Dr Apt 504 Greenwich PA 23853 In the event that the space available for the address is not large enough for Apt to be written out, the symbol # can be used in its place: 234 Hilltop Dr #504 Greenwich PA 23853 It a street address is especially long, some of the vowels may be omitted. For example, 23 Espendhade-Dogwood Terrace could be shortened to: 23 Espnshd-Dgwd Ter. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Business Writing category, check our popular posts, or choose a related post below:20 Great Opening Lines to Inspire the Start of Your Story10 Techniques for More Precise Writing15 English Words of Indian Origin

WHAT ARE THE IMPACT OF LONG TERM UNMPLOYENT ON WOMENS MENTAL HEALTH Essay

WHAT ARE THE IMPACT OF LONG TERM UNMPLOYENT ON WOMENS MENTAL HEALTH - Essay Example During the course of study they found that women who were unemployed for more than five months; which is consider long term unemployment period showed higher depressive symptoms (Bruce P. Dohrenwend, 1998). In this regard Jahoda’s Deprivation Theory of Unemployment has played a significant role in recognizing the impacts of unemployment on women’s mental health. The theory states that class, age (Stephen Edgell, 2012) and social setup (Torild Hammer, 2003) are dominant factors of poor mental conditions of women in post unemployment period. Women are more susceptible to stress, depression and other mental health issues due to unemployment (Susan G. Kornstein, Anita H. Clayton, 2004). However, recent researches have indicated that women can cope up with the stress more quickly than men (Sarah E. Romans, Mary Violette Seeman, 2006). The aim of this study is to identify the variables through which women can easily deal with post unemployment situations and health issues. The target population is the unemployed women who have failed to get employment in the last five months. In addition to employed women who are working from last five months. The sample size is calculated to be 50 as it would be convenient to collect data from small yet diverse group of individuals. Questionnaires are found to be more suitable for this research than personal interviews. It will be an individual project and would be carried out under the supervision of course coordinator. It shall be done in two stages; in the first stage filtration of the target population will be done and in the second stage actual research will be conducted. Random sampling procedures will be used for population sample. All the participants will have equal opportunity of being chosen; no biasness shall be considered. Participants shall be rewarded with the token