Definitions of Styles and Learning Styles

Definitions of Styles and larn Styles2.1.1.1 Definitions of Styles and Learning StylesStylesBefore reviewing the literature of nurture styles, it is necessary to hold up the definition of styles. The concept of styles was first put forward by cognitive psychologists. Brown (2002 104) defines style as a term that refers to consistent and rather let slantencies or preferences within an individual. Therefore, styles atomic number 18 those general characteristics of intellectual functioning (and personality type, as well) that especially pertain to one as an individual, that differentiate one from mortal else.Learning StylesRegarding studies of learning styles, the approximately serious problem is the confusion of its definitions. In the past two decades, the learning styles has been used in various and sometimes confuse styles in the literature. It is very common to hear different opinions on its definitions based on different findings in this comparatively new research land of learning styles, for each study defines it from particular perspectives. However, there is not an agree-upon definition of learning styles. Learning styles can be defined in the following ways.Keefe (1979, cited in Brown, 200210) defines learning styles as the characteristic cognitive, affective and physiological behaviors that serve as relatively stable indicators of how assimilators perceive, interact with and respond to the learning environment.Dunn et al. (197811) defines learning styles as the way in which each person absorbs and retains information and/or skills regardless of how that process is described, it is dramatically different for each person.Sims Sims (1990, cited in Reid, 2002) put forward that learning styles be typical ways a person behaves, feels, and processes information in learning situations. Therefore, learning style is demonstrated in that pattern of behavior and performance by which an individual approaches educational experience.Oxford et al. (1991) briefly defines the learning style as the general approaches students used to learn a new subject or tackle a new problem.Tan Dingliang (1995 12) defines learning styles as the way that a pupil a lot adopts in the learning process, which includes the learning strategies that have been stabilized within a learner, the preference of some teaching stimuli and learning tendency.Reid (1995) summarizes definitions of learning styles as internally based characteristics of individuals for the intake or understanding of new information. Essentially learning styles atomic number 18 based upon how a person perceives and processes information to facilitate learning.2.1.2 Categories of Learning StylesConfusion in like manner exists in the literature on categories of learning styles for many same or similar factors researched under the same name. Reid (1995) divides learning-style research into three major categories cognitive styles, sensory learning styles, and personality learning styles. 2.1.2.1 Cognitive Learning StylesCognitive learning styles which include field-independent/field-dependent, analytic/global, reflective/impulsive learning styles, and Kolb experiential learning model, belong to the aspects of psychology. Among them researches on field -independent/field-dependent (FI/FD) attract the most attention of SLA domain (Ellis, 1994). check to Reid (1995), field-independent learners learn more effectively step by step, or sequentially, beginning with analyzing facts and proceeding to ideas. They see the trees instead of the forest whereas field-dependent (field-sensitive) learners learn more effectively in contexts, holistically, intuitively, and are especially sensitive to human relationships and interactions. They see the forest instead of the trees.Chapelle (1995) explains that FI/FD refers to how people perceive and memorize information.Reid (1995) defines that analytic learners learn more effectively each prefer setting own goals, and respond to a seq uential, linear, step-by-step presentation of materials whereas global (relational) learners learn more effectively with concrete experience, and by interactions with others. harmonise to Reid (1995), if learners can learn more effectively given time to consider options before responding, they are reflective learners and they are often more accurate oral communication learners whereas if learners can learn more effectively being able to respond immediately and to take risks, they are impulsive learners and they are often more argent language learners.2.1.2.2 Sensory Learning StylesAccording to Reid (1995), sensory learning styles include two dimensions perceptual learning styles and environmental learning styles. Perceptual learning styles go for four types of learning styles which are auditory, visual, tactile and kinesthetic styles. Auditory learners learn more effectively through the ears visual learners learn more effectively through the eyes (seeing) tactile learners learn more effectively through touch (hands-on) kinesthetic learners learn more effective through concrete complete luggage compartment experiences (whole-body heading).Physical and sociological styles belong to the environmental learning styles. Physical learners learn more effectively when such variables as temperature, sound, light, food, mobility, time, and classroom/study arrangement are considered. Sociological learners learn more effectively when such variables as crowd, individual, pair and team work, or levels of teacher authority are considered.2.1.2.3 Affective/Temperament Learning StylesLearning styles of this type are based on affect, personality, tolerance of ambiguity and brain hemisphere.Myer and Briggs (1987, cited in Reid, 1995) report that affective and personality factors influence learners learning styles a great deal. Mayer-Briggs team tested four dichotomous styles of functioning in their Mayer and Briggs Temperament Styles (MBTI) which include extraversion-intro version, sensing-perception, thinking-feeling, and settle-perceiving.According to Reid (1995), extroverted and introverted styles belong to extraversion-introversion. Extroverted learner learns more effectively through concrete experience, contract with the outside world, and relationships with others whereas introverted learner learns more effectively in individual, independent situations that are more baffling with ideas and concepts. Sensing-perception contains sensing and perception styles. Sensing learner learns more effectively from reports of observable facts and happenings prefers physical, sense-based input. Conversely, perception learner learns more effectively from meaningful experiences and from relationships with others. In thinking-feeling styles, thinking learner learns more effectively from impersonal circumstances and logical consequence whereas feeling learner learns more effectively from personalized circumstances and social values. And in judging-perceiving sty les, judging learner learns more effectively by reflection, and analysis, and processes that involve closure conversely, perceiving learner learns more effectively through negotiation, feeling, and inductive processes that postpone closure.Reid (1995) suggests that tolerance of ambiguity styles also belong to the affective/temperament learning styles. Ambiguity-tolerant learner learns more effectively when opportunities for experiment and risk, as well as interaction, are present whereas ambiguity-intolerant learners learns more effectively when in less flexible, less risky, more structured situations.Reid (1995) also claims that whether the learner is left-brained or right-brained will influence learners learning styles. Left-brained learners tend toward visual, analytic, reflective, self-reliant learning conversely, right-brained learners tend toward auditory, global/relational, impulsive, interactive learning.2.1.3.1 Sensory Learning StylesVisual stylesVisual students enjoy readi ng and they prefer material in a classroom environment to be presented in a visual format such as books, board work, and handouts.Auditory stylesAuditory students enjoy lectures, conversations and oral directions. They prefer material in a classroom environment that is presented as auditory input such as radio, oral instruction, oral communication and audiotape.Hands-on stylesHands-on students like carve up of movement and enjoy working with collages, flashcards, and tangible objects. They prefer to be physically involved with tasks, tending to prefer activities such as Total physical Response (TPR) and usance-play.2.1.3.3 personality Learning StylesExtroversion/IntroversionThe dimension of styles particularly influences classroom management, especially grouping of students. Extroverted students perform most productively in a group environment, enjoying activities that involve other students, such as role-play, conversation and other interaction favoring social goals as opposed t o impersonal rewards. Conversely, introverted students are stimulated most by their own inner world of ideas and feelings. They like working alone or else in a pair with someone they know well. They dislike lots of continuous group work in the ESL/EFL classroom. This contrast is somewhat similar to the categories of group/individual style made by Reid (1987).In conclusion, according to Reid (1995), the role of learning styles in foreign language learning has some fundamentals of learning styles. She claims that learning styles in the ESL/EFL classrooms is based on six hypothesesEvery person, students and teachers alike, has a learning style and learning strengths and weaknessesLearning styles are often described as opposite, but actually they exist on wide continuumLearning styles are value-neutral that is, no one style is better than others (but it is true that there are students with some learning styles work better than those with some other learning styles)Students moldiness be encouraged to stretch their learning styles so that they will be more empowered in a variety of learning situationsStudents strategies are often linked to their learning styles (6) Teachers should allow their students to become aware of their learning strengths and weaknesses.

Furthering Emotional Intelligence through Video Games

Furthering Emotional Intelligence through with(predicate) Video GamesThe field of serious digital discipline crippleds that aim to develop pseuds empathy along with their cognitive competencies has make tremendous strides in the past decade. Today, realistic manakins and video games for genial transplant have much to offer the field of education. Even though the benefits of these offerings are in phone numberive making themselves apparent, a growing number of teachers are trying to stay on the front-end. Many teachers are experimenting with untested trends to connect with students through the precise comparable technologies that occupy hours of young peoples leisure time. Teachers are increasingly interested in whether and how digital games and simulations might contri savee to civic readment and action. If video drama and virtual simulations are so appealing to young people, how can we better harness these forms of entertainment to foster senseal intelligence and emp athy so that students can parade a more caring and dynamic response to relevant social issues? How can computerized simulation games help foster globose empathy and interest in global civic reading/action? How might simulations help learners to empathize and identify with the lives of global Others? These are just a few questions that contri simplye to classroom learning in significant ways.Before considering the value of video games and virtual simulations in relation to empathy, it is important to recognize why empathy should be taught in schools. In our geological era of globalization, in that respect is a growing need to educate for global citizenship, especially as people across the globe locomote more and more connected. A true global citizen values empathy and the mogul to understand other people across borders and cultural divides. As a significant factor of being human, empathy is frequently defined as an emotional state that involves feeling in oneself the feeling s of others. Empathy is emerging as an especially significant disposition for global citizenship because it enables us to perceive the beingness through others perspectives, experience the emotions of others, and communicate and act in ways that consider others judgements and needs (Bachen et al., 2012, p. 438). As adults, we come to see ourselves not only as citizens of our topical anaesthetic community, coarse, or ethno-cultural group, but also as global citizens willing and able to empathize with other peoples and their situations elsewhere in the world. While students can certainly learn just about the plight of disadvantaged peoples around the world, adding empathy to the learning experience helps them retain and relate to this companionship in a more profound way emotion plays a variety of important roles in thinking and learning. First, when we are processing information, we store it more deeply and integrate with our prior knowledge better when that new information has an emotional charge for us, when we feel something is at s replication or matters (Gee, 2008, p. 35). In addition, just as empathy can be apply to increase dread of various global issues, the more students are asked to analyze and relate to global issues through the eyes of an Other, the deeper their empathic response becomes. As a result, empathy is a profound component of social justice education.If a primary goal of social justice education is to cultivate a state to take action, then we cannot very teach social justice without empathy. Social justice education is based on a need to identify and change structural inequalities and disparities worldwide. An effective way to teach this is to provide students with opportunities to not only gain contextual knowledge but also have experiences that bring forth empathic insights into the lives of people who are oppressed. Segal (2011) believes that when there is a shared definition of the empathic insights into discrimination, inj ustice, or inequality, mortals are better able and more willing to take action that promotes social justice (p. 268). Therefore, the qualification to experience empathy through a true contextual lens deepens our savvy of the society we live in and compels us to feel a social responsibility that can result in social justice. Segal (2011) states that exposing children to others who are different from themselves gives them an opportunity to practice affect sharing or mirroring and self/other-awareness while at the same time enhancing their awareness and understanding of different social conditions (p. 274). This awareness, in conjunction with empathy, can lead to a greater desire to take action for social change.Video games and virtual simulations are a simple and effective vehicle to connect students to the lives of people from various social groups. These tools are effective in promoting empathy deep down a social justice context because they feature compelling narratives that dr aw players into a given situation. The power of narrative thus serves as a innate aspect of educational gamingNarrative-centered learning surroundingss afford significant opportunities for students to participate in motivating story-based educational experiences. Virtual characters can engage users in a variety of task-oriented educational and entertainment roles. Fantasy contexts in educational games have been testifyn to provide motivational benefits to learning. Because of the power of story to draw audiences into compelling plots and rich settings through the promotion of suspension of disbelief and increased story involvement, narrative can contribute to learning in important ways. (McQuiggan et al, 2008, p. 1511)Besides hooking students into a story, narrative-based games earn players to adopt the point of view of a person who may be very different from the players own self, which then results in a number of judgments about the Other being altered, as the player exercises empathy By encouraging us to exercise our moral imagination, we develop our capacity to more fully put ourselves in another persons situations and thus those different to ourselves in circumstance, identity or practice can no longer be dehumanized or Other-ised as stinking or subhuman (McRobie, 2014, n.p.). Narrative-based games and simulations forge nexuss between humans from different parts of the planet, and the player can learn to better identify with and understand the plight of someone whom he or she may never otherwise meet in real animateness. Furthermore, this role-playing facet of gaming, with all of its imaginative capacity, can result in better identification with the Other as empathy continues to develop in the player Empathy may be only developed when a player not only takes the perspective of another, but also begins to identify with the character represented (Bachen et al., 2012, p. 440). Increased identification with the media character has further benefit, as Bachen et al. (2012) explain that this leads to greater attention to and retention of messages associated with those characters (p. 440). As a result, educators can exploit games and virtual simulations because they not only connect students to various peoples across the globe, but ultimately can result in deeper learning because students become immersed in their learning and take more away with them by the end of the experience.A key difference between traditional written narratives (stories, novels, etc.) and virtual simulations is the ability to simulate (and virtually live) a real- feeling experience that a student would otherwise only read about. Video games and virtual simulations open up the possibility to act with a time and place that can be worlds away a virtual world provides an experience set within a technological environment that gives the user a strong sense of being there (Warburton, 2009, p. 415). Because of their narrative feature, videos games and virtual simulat ions present players with a character that they adopt, while living out a set of experiences from the perspective of the character (Gee, 2008). They allow for exposure to authentic content and culture and allow for reproduction of contexts that cannot be reproduced easily in real emotional state Most games for change simulate real physical casualties so that the player develops an awareness of a situation where war and genocide may be cardinal to everyday life (Huang and Tettagah, 2010, p. 138). This, in turn, allows students to experience complex and potentially heartrending situations without risk, virtually adopting the perils of the characters life, while simultaneously feeling sympathy and/or empathy for the characters in the game (Huang and Tettagah, 2010, p. 138). Raphael et al. (2010) plan that role playing games permit players to explore institutional, geographical, and temporal settings that would otherwise be inaccessible, allowing players to learn from the consequenc es of choices made in the world of the game that would be impractical or dangerous to experience directly (p. 200). Within this role-playing context, players exercise agency, as they are given the freedom to experiment agree to their own goals. Players are permitted to do and act according to their own judgments. This experimentation can help the player better understand the potential consequences of certain actions or choices. In virtually living out the consequences, the player is more likely to empathize with the character in the situation, which hopefully will lead to increased understanding of inequities around the world and the need for action to insure issues of social justice.To put my discussion of game-playing, empathy and social justice into an educational context, I would like to present three examples of virtual simulations and video games that can be used in classrooms to encourage empathy and action. The first is called Real Lives (http//www.educationalsimulations.c om/), a simulation game designed for middle and high school students in which the player is born into a life from any earth in the world. For instance, students can experience life as a peasant farmer in Bangladesh, a factory doer in Brazil, a policeman in Nigeria, or a computer operator in Poland. As players adopt the perspective of the given identity, they apply knowledge to solve real problems while comparing different value systems as they play the game. Students must make a variety of decisions that involve work opportunities, financial standing, health, marriage and family life, and participation in civil society. The game prompts players to engage in ethical reflection, always in the context of challenges or opportunities prevalent to the given country (based on real-world statistics for the countrys poverty rate, infant mortality rate, and so on) (Raphael et al, 2010, p. 216). The efficacy of this game in creating empathic insights is evidenced by Bachen et al.s (2012) st udy, which did show that Real Lives had a goodly effect on players development of global empathy Comparing students who played the game with those who participated in an alternate computer-assisted learning activity, we found that playing the simulation game was associated with importantly higher levels of global empathy (Bachen et al., 2012, p. 450). Games like Real Lives are well suited to developing personal responsibility or character. Raphael states games for social change lend themselves to exploring individual ethics rather than the ethics of institutions or society although they still introduce students to the dynamics of large-scale structures that shape lives giving them little power to alter those structures but demanding ethical evaluation of them (p. 219). As in Real Lives, games of responsibility can also force players to grapple with the question of how to live a good life in a society that may be imperfect and unjust (Raphael et al, 2010, p. 221).A second virtual si mulation video game that evokes player empathy is Darfur is death (http//darfurisdying.com/). This online game is based on the genocide in Sudan and is described by the games developers as a narrative-based simulation where the user, from the perspective of the displaced Darfurian, negotiates forces that threaten the survival of his or her refugee camp. It offers a faint glimpse of what its like for the more than 2.5 million who have been internally displaced by the crisis in Sudan (http//www.darfurisdying.com/aboutgame.html). I have used this game in my classroom teaching with grade seven students and have observed that many enjoy the experience because of the game-based challenges that students must be overcome as their characters risk their lives to protect their crossroads while still seeking to maintain survival. Huang and Tettegah (2010) state that the goals of the developers and instructional designers of Darfur is expiry include raising awareness so that the player/user s hares fear, empathy, and other emotions associated with victims of war. Darfur is Dying was developed with goals to educate, provide support and inspire (p. 142). Characters depict actual situations that occur in real life, summoning the players emotive capacity as s/he virtually becomes a displaced Darfurian who must take serious risks while completing seemingly mundane daily tasks, such as gathering food and water. I use this game in my classroom with the hope that students develop empathy for the character, based on the experiences portrayed in the game, and that this leads to cultural awareness and a deeper human connection to the peoples of Sudan. In other words, empathy becomes the main learning outcome as opposed to acquiring specific content.Finally, Against solely Odds (http//www.playagainstallodds.ca/) is a third internet-based video game simulation for social change that can be used to teach empathy within a social justice framework. The game was developed by the linked Nations Refugee Agency and is designed to teach 12- to 15-year-old players about the plight of refugees. Players take on the role of a refugee, and play through stages, from depiction of persecution and flight from their native country to eventual integration into a foreign country as an asylum seeker. I find this game particularly pertinent today, especially in view of our current political climate and the displacement of Syrian refugees. Many students are hearing about these issues in the news and in discussions at home, but do not fully understand what it means to be a refugee, the struggles refugees face, and how individual citizens in Canada might be able to aid in this situation. Raphael et al. (2010) argue that virtual simulation games that promote empathy, such as Against All Odds, can encourage students to seek out more knowledge beyond the game and make efforts to act rather than merely observeplaying or developing games may increase students motivation to learn and drive them to consult sources outside the game, inspire deprecative reflection on history and politics and how they are represented, provide multiple viewpoints on contested events and ideas, allow players to draw on distributed knowledge and develop skills in leadership and collective action that can be used to tackle real-world political problems, or afford opportunities to explore ethical choices and develop empathetic understanding by projecting oneself through an avatar into places and times otherwise inaccessible. (p. 200)My ultimate goal in using video game simulations such as Against All Odds is to promote civic action. It is not enough for students to know about a problem, empathize with those affected, and then go on living their normal lives without further reflection. I hope that the empathy that is established by the game playing incites students to take action, even in a small way, so that they understand that global citizenship is an active task and that we are each indiv idually responsible for the Other.Given that a fundamental part of social justice is developing a community of citizens who take action, it is important that students who play video game simulations such as Real Lives, Dying in Darfur, and Against All Odds are provided with an outlet to both show understanding of empathy and take action. The question that remains for me is what can students do with this experience? Based on their experiences playing one or more virtual simulation games, students can now shit their own video game simulations presenting a day in the life of a refugee of their choosing. Using online software called Twine, students can create a narrative that allows players to choose various paths, much like a choose-your-own-adventure book. As students create their game, they demonstrate an understanding of the daily struggles faced by a particular refugee, thus exhibiting empathy for lives of people who may be very different from themselves. In order to make this tas k an activist one, my middle-school students will be asked to create their game for a younger student in our neighbouring elementary school. This allows students to do something with what they have learned, and as they share the game with a younger child, they take on the role of educator and active citizen.Social justice video games can provide real opportunity for reflection and learning in todays classrooms. For teachers who wish to engage students in learning about real world issues, or who are seeking alternative resources to enhance student learning, pairing young peoples interest in games with a serious social justice topic has the potential to result in powerful educational experiences. The narrative component of virtual simulation games is a real hook that can entice students to learn about the lives of people around the world, and the interactive features require students to both become the character while physical exertion agency to solve authentic civic problems. The pr oblem-solving aspect of these virtual games puts students in the shoes of the Other, allowing them to better understand hardships and hopefully strongly empathize with a life that may otherwise seem distant and irrelevant. While video game simulations are not a magic solution to increasing student competitiveness or developing empathy, they certainly can be a great tool that allows students to realize that they play an important role in making change around the world.

Fault Detection Robot for Underground and Overhead Cables

Fault Detection Robot for Underground and Overhead Cables passage EPISODE 11.1 INTRODUCTIONDuring my journey of engineering, I completed a project named Fault Detection Robot for Underground and Overhead Cables. It was completed in my 6th semester while pursuing Bachelor of Technology in electronics and communication engineering from Guru Nanak Dev University, Gurdaspur, India. It was performed under the guidance of Prof. Anu Sheetal. The entire project was completed in cardinal months from January 2012 to May 2012. Thus, my very first career episode is found on this project performed by me.1.2 BACKGROUNDNorm ally most of the companies prefer to lay wires through with(predicate) underground. Wires are laid underground for various purposes. The reason for doing this is to protect the wires from any climatic conditions and changes. But while considering this positive factor in that location are cons of this rule too. There occur problems while laying wires and during service and maintenance it becomes very costly, time consuming and difficult to fix and solve the issue. Also, cable gutter withdraw off due to any reason then it gets difficult to locate them and replace it. Basically, in manual technique of replacing cables, approximate muddle I tack and the cables are dug out and manual checking is done to find the exact point of problem.1.3To overcome much(prenominal) challenges, I have designed a zombi which can find faults and the place of complaint, making it easy for engineers and technicians to dig a hole at the precise place for error solving and fixation. The technology utilise behind the working of such golem is electromagnetic theory for detecting the dis perseverance of the cable wires. Induced magnetic bowl is gene regularised when a low frequency based signal can pass through the wire with the help of signal injector, which helps in finding the place of possible defect. The golem can locate the placement of the fault or short-circuit i ssue from external surface and point out the exact place of discontinuity.1.4 OBJECTIVESThe main idea and goal behind employing such project is to benefit the industries laying wires underground for various electronics, electrical or other purpose. In this project an overhead wire fault detection and localisation of function system is introduced as the main or fundamental for industrially controlled computers. The project was executed to overcome the problem to repair faulty wires which required the help of arrest and practical trained operators. The accuracy and precision of short circuit fault detection is improved and upgraded by using the combinations of different methods like on-going rate of change and zero detection are used, along with using different and reinvigorated technology based hardware and software. Features like 5th harmonic current and ground phase voltage drop was integrated to it. The project was used and put to operation and it worked in good running condi tion.1.5 MY WORK DUTIESTo implement and get to success in this project, I started planning on how to approach the problem statement and what could be the possible solution for it. which followed by initial understanding on the working principle of the project. After making a work flow on the approach, I decided upon the components that were required for its implementation. A budget was made and followed all the time and a safety level was maintained during the progress of the project. Later staged involved in planning and designing of the PCB layout based on the stem diagrams and the circuit diagram. Coding was done for the working of the project which was followed by performing certain tests and troubleshooting the whole device to find any faults and resolve them on time. The run low stage involved preparation of the presentation and distinguishs. My duties also involved meeting the supervisor weekly and updating her about my project progress.1.6 PERSONAL ENGINEERING legal act ionThe execution mathematical function for my project began with outlining and understanding of all possible differences amongst industrial golems, service robots and their process of application or working. Along with that I also canvass the challenges that are faced due to its application and different methods that could be employed to detect the fault and isolate the faults. I also included few examples for resemblance of methods relating the situation. Based on their experimental results, I came up with my block diagram for the project. It has two parts one for the robot and other about the remote.1.7After finalizing my initial block diagram, I listed out the components that were required for the hardware social organisation of the robot and the remote. The components used are described below1. For Power Supply Diodes of 1N4007, Capacitors of nose candy0 and 100 f, IC7805, LEDs, Resistors, Push Buttons. Using these components, a power supply consisting of three parts namel y, the rectifier unit, filter unit and regulator unit is designed for giving supply to my device.2. liquid crystal display 162 for displaying the location of faults by displaying a message or small written signal3. Tx IC HT12E4. Transformer 0-12V and 500mA5. Motor driver IC L293D6. RxIC HT12E7. Buzzer for alerting on finding a fault in the wiring8. Transistor BC5479. Motor 60rpm, to drive the robot10. Microcontroller ATMEGA16, the coding and the program is written and loaded into it for the public presentation and intercommunicate of the robot.11. Magnetic playing field sensor ZMY20, extremely sensitive sensor which is used for measurement of magnetic field or detection of magnetic ports. It has magneto-resistive effect of pure film perm alloy.1.8With the help of above components, I started to design and implement my hardware. I started with designing the power supply and then the robot. After completing the structure for the robot, I made a remote to operate it from a distance with the help of IR radiations. Once my whole device/robot was ready, I mapped a flow graph which described the working and the functioning of the device. The flow chart took lot of efforts as every small point had to be noted for the functioning of the robot. The flowchart can be seen below.1.9The core idea behind this robot was for short circuit detection that occur in the underground cable breaks. The continuity of the cables is first checked using a multimeter as the cables are laid across large areas. After detecting the stretch of wire where the problem of discontinuity occurs, the robot is made to use for detecting the final and precise location of the breakage or fault. External remote navigator circuit is used for the robot and it is located on the cable. A wire is also connected to the signal generator unit. The robot is positioned in such a way that the discontinuity lies in the forward focalisation and the robot moves along that direction.1.10A 3KHz signal is passed through the wire and a power is supplied to the robotic unit. An electromagnetic field is generated as per the Faradays law, after the current starts receiving and moves around. This electromagnetic field will generate a voltage that will be provided using the microcontroller RA0 pin and thus authoritative the movement of the robot. On reaching the point of discontinuity the robot will not generate electromagnetic field, which will trigger the bell shape circuit connected to it indicating the fault and location of the issue. The HALL sensor unit can be used and provided to get the exact distance that the robot moves in finding the discontinuity and the LCD module connected to it will display the details. Once the location of fault is found, the cable operators and technicians can dig that ground and resolve the problem easily.1.11Based on the working, I planned the flowchart for the coding and programming part of the circuit. I used the software called BASCOM-AVR which fi ghts the 8051 microcontrollers and Atemls AVR microcontrollers. Both coding and testing can be performed using this software. I wrote a code for the below flow chart and successfully loaded it into the microcontroller to check its working. Robokits AVR USB programmer is used to load the program that is made in BASCOM into the microcontroller after generating a HEX file of the program. The best value of working on BASCOM is that it has menu options specially for troubleshooting your program.1.12After completing both hardware and software part for this robot, I gave it a test run to see its functioning. I faced an issue while running the robot, initially it didnt detect or generate an electromagnetic field which was required to detect the faulty cables. So, I made use of magnetic read switch which could generate magnetic field of 440V or above and It was cheaper than the magnetic field sensors. On considering the safety perspective, there was a risk due to the use of high voltage of 440V. Thus, I decided to use a magnet to generate the require magnetic field and current instead of providing such high voltage supply. So, once the robot senses the magnetic field around the magnetic read switch that is generated with the help of magnet, the buzzer will start to work. Another issue was replacing this component i.e. to replace the magnetic sensor with a magnet because all the connections were done and the circuit could get complicated. To do that, it took lot of patience and it had to be done carefully. This was the major problem I encountered during my project.1.13 SUMMARYThus, to save the manpower and wastage of time, I developed such robot that detects the faulty cables. I believe it will be helpful to various companies. The robot is designed to be user-friendly and easy to access. It is also cost-effective and controlling and maintenance is very easy. It has lot of scope for expansion, it can be used to detect faults at places which is not accessible by human ha nd or places which require large amount of safety.1.14This project was the first project of my bachelors degree, so it held lot of importance, and it taught me a lot. I gave a final presentation and a report document stating the work I did and the completed working and description of the project. I presented it to my faculty staff and in front of my classmates. I got good help and support from my guide in all difficult situations. It used my basic programming knowledge. It boosted my confidence in my field. I got motivated and inspired to implement and research new projects which would use more advance electronics and telecommunication knowledge.

Ngugi wa Thiong’os Personal and Political Beliefs Through A Grain of W

Ngugi wa Thiongos Personal and Political Beliefs Through A Grain of WheatNgugi wa Thiongo is a Kenyan natural writer of Gikuyu descent, born in 1938 in Limuru. He attended Alliance High School in Kenya, Makere University in Uganda, and Leeds University in England. In 1992 Ngugi was honored with the Paul Robeson Award for esthetical Excellence, Political Conscience, and Integrity. He received the Gwendolyn Brooks Center Contributors Award for Significant Contribution to the Black Literary Arts in 1994. Currently he is The Erich Remarque professor of Comparative Literature and Performance Studies at New York University. However, before achieving this notability, Ngugi experienced life in a colonized country. This ultimately led Ngugi to become an alive(p) supporter of Kenyan independence and Jomo Kenyatta through his writings. Ngugis personal and political beliefs are reflected in his novel A Grain of Wheat, which he wrote as an approbative patriot.Ngugi has written numerou s novels and plays on the politics, the corruption, capitalism, religious hypocrisy and the cultural effects of colonization. Some of his works include Weep Not, Child (1964), Decolonising the Mind (1986), and Detained A Writers prison house Diary (1981). To further support his political belief, Ngugi stopped writing his books in English. He called his book Decolonising the Mind his farewell to English (Margulis http//www.emory.edu/ side of meat/Bahri/Ngugi.html) because it would become his net book written in English. In 1978 Ngugi was imprisoned for one year, without trial, by the Kenyan government after co-writing the play I Will Marry When I Want. It was during this imprisonment that he wrote the book Detained to describe his ordeal. However, Ngu... ... the elections. Ngugi does remain optimistic that one day his people will reunite and learn that change is inevitable, and one-day Kenya will chance upon what its founding fathers envisioned.Works CitedBehrent, Megan. N gugi wa Thiongo on the Language Question. Online posting. 1997. Political Discourse Theories of Colonialism & Postcolonialism. November 10, 1999. <http//landow.stg.brown.edu/post/poldiscourse/behrent.html. Margulis, Jennifer. Ngugi wa Thiongo. Online posting. Spring 1996. Ngugi wa Thiongo. November 10, 1999. <http//www.emory.edu/ENGLISH/Bahri/Ngugi.html. Ngugi wa Thiongo, Personal Interview. October 28, 1999.Ngugi wa Thiongo. A Grain of Wheat New Hampshire Heinemann, 1967.Ngugi wa Thiongo Encyclopedia Britannica Online. http//www.eb.com180/bol/topic?eu=57045&sctn=1 November 10, 1999

The Theory of Relativity Essay -- physics science relativity

Since the days of Newton, the ideas of classical mechanics prevailed in the scientific community. The ideas of dictatorial velocity and absolute time were accepted phenomenon and were not at all challenged. However, as the nineteenth century drew to a close, new observations were being made, observations which contradicted the current theory of the time.For instance, end-to-end the nineteenth century, it was correctly believed that light was a wave. If light were a wave like all other waves, it must have a medium through and through with(predicate) which to propagate through. This medium was called the diethyl ether, a substance which was everywhere throughout the universe. If this hypothesis were true one would be able to calculate the velocity of the Earth through the ether. Many experiments were conducted to determine this velocity the most famous one being the Michelson-Morley experiment. The results of this experiment were inconclusive. The experiment relied on the feature that the speed of light through the ether wind (the speed of the ether as the travels through space) would change according to Galilean transformations (explained in more detail later). Thus the speed of light as it traveled against the direction of the ether should have been the normal speed of light subtracted from the speed of the ether. The speed of light was found to have no change, thus it was think that it would be impossible to determine the speed of the Earth through the ether.However, Einstein later introduced a theory which would account for the unexpected results of the Michelson-Morley experiment and in fact contradict the ether theory all together. The Special Theory of Relativity would then continue to revolutionize the way we thought about space and time.Specia... ...cal situation. Lets declare we have a system like the one on the right. A stationary observer in the S frame observes an event in the S prime frame. The S prime frame is moving with a velocity v relat ive to the S frame. Therefore if we had the coordinates of an event in the S frame, we could pass off out the corresponding coordinates in the S prime frame. The y and z coordinates would translate directly to the other frame, but the time on the axis on which the S prime frame is moving would need be transformed. All that would need to be done is to plug in the S frame x coordinate and the velocity of the S prime frame with the time into the first equation to get the x prime coordinate, and the same to find the time in the S prime frame. To find the coordinates in the S of an event in the S prime frame, simply replace the primed terms with the unprimed terms and vise versa.

The Death Penalty Essay -- essays research papers fc

Capital PunishmentMurder is the unlawful killing of one human beings by another, especially with premeditated malice. This country believes killings someone under veritable circumstances is acceptable this should not be the case. Capital penalisation, the death penalty, is the maximum sentence used in punishing people who kill another human being. It is one of the most controversial topics in America today. Capital punishment is still murder, simple as that. The death penalty needs to be abolished in all states. There are too m all flaws that come with this punishment. Innocent people can be executed, it is morally wrong, and it does not discourage, or deter crime.From 1976 to the present, information from The close Penalty states one hundred and nineteen death row inmates have been found innocent and set free prior to their execution. Also, at least(prenominal) twenty-three people have been executed who did not commit the crime they were accused of. The average number of year s between being sentenced and exoneration is 9.2 years. remunerative back someone nine years of their life is impossible let alone telling someone that is already dead, they are innocent and free to go. These poetry are way too high errors like this should be caught right away. Wasting years of a mans life, or ending it all together is not what America should stand for. Without the death penalty, an innocent man will at least be able to pick up where he left off, and not be wrongfully executed. Mistakes like these do not need to be made. Another big issue with killing an innocent person is the case clay closed forever. If a case is closed the police will not have reason to look for the real cause of death. When an innocent person is executed, the real killer is still on the streets, ready to kill someone else. Innocence goes both ways. Innocent murder victims and wrongfully convicted people that are sentenced to death are in the same boat. Both of them had their lives stripped f rom them when they shouldnt have. Murdering an innocent person is like executing the wrong person. There is no full proof way of reservation sure innocent people are not put on death row. Therefore there is no reason for the death penalty, in any state.Any person of any religion can see that the death penalty is morally wrong. There arent any religions that pr... ...ot be allowed. Capital punishment is a power that no man or woman deserves to make for another human being. This is taking away the peoples right to live. Capital punishment has no place in todays society. There are too many bad things that can come from the death penalty. Perfectly innocent people can be put on death row, or even executed. It is immoral on so many levels. Also it has never been proven to deter crime. Therefore seat of government punishment, the death penalty, should be abolished in all states. Innocent or wrongfully convicted people will be able to benefit from this, and stand another get without th e death penalty. Also there is a great chance there will be a decrease in murder rates.BibliographyWorks CitedArguments For & Against the Death Penalty. Death Penalty Curricula for High School. 13 April 2005 .Dieter, Richard. Facts about Deterrence and the Death Penalty. Death Penalty Information Center. 12 April 2005 .Mitchell, Hayley, ed. The Death Penalty. San Diego Greenhaven Press, Inc., 2001.Wekesser, Carol, ed. The Death Penalty fence Viewpoints. San Diego Greenhaven Press, Inc., 1991.

gatjay Failure of Jay Gatsby in The Great Gatsby by F. Scott Fitzgerald :: Great Gatsby Essays

Failure of Jay Gatsby of The Great Gatsby    A society naturally breaks up into various social groups over time. Members of lower statuses constantly animadvert that their problems will be resolved if they gain enough wealth to reach the upper class. Many interpret the American Dream as being this theodolite to high social status and, once reaching that point, not having to concern about money at all. Though, the American Dream involves more than the social and scotch standings of an individual. The dream involves attaining a balance between the spiritual strength and the physical strength of an individual. Jay Gatsby, of F. Scott Fitzgeralds The Great Gatsby, fails to reach his ultimate dream of love for Daisy in that he chooses to pursue it by engaging in a lifestyle of high class.             Gatsby realizes that life of the high class demands wealth to become priority wealth becomes his skin-deep goal overshadowing his qu est for love. He establishes his necessity to acquire wealth, which allows him to be with Daisy. The social elite of Gatsbys time sacrifice morality in order to attain wealth. tomcat Buchanan, a man from an enormously wealthy family, seems to Nick to have lost all sense of being kind (Fitzgerald 10). Nick describes Toms physical attributes as a metaphor for his true character when remarking that Tom had a hard mouth and a supercilious manner...arrogant eyes had established dominance over his face...always leaning precipitously forward...a cruel body...his speaking voice...added to the impression of fractiousness he conveyed (Fitzgerald 11). The wealth Tom has ancestral causes him to become arrogant and condescending to others, while losing his morals. Rather than becoming degenerate from wealth as Tom has, Gatsby engages in criminal activity as his only path to being rich. His need for money had become so with child(p) that he was in the drug business (Fitzgerald 95). Furthermo re, he lies to Nick about his past in order to cover up his criminal activity. Gatsby claims to others that he has inherited his wealth, but Nick discovers his parents were shiftless and unsuccessful farm people (Fitzgerald 104). Gatsby enters a world where money takes precedence over moral integrity. Materialism has already overshadowed a portion of his spiritual side. A quest for true love is doomed for failure in the presence of immorality. Once wealth has taken priority over integrity, members of the high social class focus on immediate indulgences, rather than on long-term pleasures of life such as love.