Acanthostega - Facts and Figures

Acanthostega - Facts and Figures Name: Acanthostega (Greek for spiky roof); pronounced ah-CAN-tho-STAY-gah Habitat: Rivers and swamps of the northern latitudes Historical Period: Late Devonian (360 million years ago) Size and Weight: About two feet long and 5-10 pounds Diet: Probably fish Distinguishing Characteristics: Stubby legs; long tail; eight digits on front flippers About Acanthostega One of the best-known of all the Devonian tetrapodsthe first, lobe-finned fish that climbed up out of the water and onto dry landAcanthostega nevertheless seems to have represented a dead end in the evolution of early vertebrates, the giveaway being that this creature had eight primitive digits on each of its stubby front flippers, compared to the modern standard of five. Also, despite its classification as an early tetrapod, its possible to oversell the extent to which Acanthostega was a land animal. To judge by certain anatomical featuressuch as its fish-like teeth and the lateral line sensory apparatus running along the length of its slender bodythis tetrapod probably spent most of its time in shallow water, using its rudimentary legs only to crawl from puddle to puddle. Theres another, alternate, explanation for Acanthostegas anatomy: perhaps this tetrapod didnt walk, or crawl, at all, but rather used its eight-digit forelimbs to navigate weed-choked swamps (during the Devonian periods, land plants began, for the first time, to shed leaves and other detritus into nearby pools of water) in pursuit of prey. In this case, the forelimbs of Acanthostega would be a classic example of pre-adaptation: they didnt evolve specifically for the purpose of walking on land, but came in handy (if youll excuse the pun) when later tetrapods, descended from Acanthostega, finally made that evolutionary leap. (This scenario would also account for Acanthostegas internal gills, as well as its weak ribs, which made it unable to poke its chest fully out of the water.)

Argumentative Essay The Basics

Argumentative Essay The Basics How to Write Argumentative Essays Argumentative essay writing requires that one is able to convince reasonable readers that their argument or position has merit.  The art of argumentation is not an easy skill to acquire. It is one thing to have an opinion and another to be able to argue it successfully. What Is an Argumentative Essay? An argumentative essay is a genre of writing that aims at investigating an issue, taking a stand on an issue, generating and evaluating a multitude of evidence in a logical manner to support the overall claim. An argument essay is therefore meant to persuade people to think the same way you do i.e. convincing the reader to agree with the writer’s point of view. While making an argument in academic writing, we aim at expressing a point of view on a subject and supporting it with logical evidence. We all use arguments at some time in our daily routines, and you probably have some know-how at crafting an argument. The verbal arguments we occasionally engage in can become unreasonable and heated losing the focus. The goal of an argumentative essay, however, is quite the opposite as the argument has to be specific, reasoned, detailed and supported with evidence. Argumentative Essays by We offer top class argumentative essays, written by industrys top professionals. Whatever the subject, topic, complexity level, we can do it for you. We guarantee you: On time delivery Totally original writing (no plagiarism) 24/7 customer support Clear well-researched arguments Neat essay structure Free references bibliography Visit our order page to submit your instructions and we will start working on your paper immediately. If you have any questions, please feel free to contact our customer support they are always happy to assist you! Difference between an Argumentative and Persuasive Essay Well, some confusion may occur between the difference of argumentative essay and persuasive essay. Though both essays aim to present a particular point of view, they are both different in how they get their points across and why. A persuasive essay is mostly one-sided and uses passion and emotion to attempt to sway the reader’s loyalty. Argumentative essays, on the other hand, are more structured and try to look at critical issues from multiple angles. Structure of an Argumentative Assay The only way to writing a captivating argumentative essay is to understand the structure so as to stay focused and make a strong point. 1. The Introduction The introductory paragraph sets the stage for the position you are arguing for in your essay. It’s made up of a hook, background information, and a thesis statement. The Hook A hook is a sentence that is meant to capture the reader’s attention. As a writer, you need a strong hook that should knock your reader’s socks off and set an expectation of what they are reading. For example if I am writing an argumentative essay about why American people should start eating insects as part of their diet, my hook could be, â€Å"For those interested in improving their diets as part of their resolution this year, you may want to reduce your chicken, fish and beef intake and say hello to eating insects.† Background information The next part of your introduction is dedicated to offering some detailed background information about your topic. It gives the reader the necessary information he/she needs to understand your position. This is required to understand the argument by answering questions such as, what is the issue at hand, where is the issue prevalent and why is it important? Thesis statement When making a thesis statement for your argumentative essay, you clearly state your position on the topic and a reason for taking that stance. For example, â€Å"A diet of insects can provide solutions to issues of starvation, obesity and climate change thus Americans should embrace and learn to rely on insects over beef, chicken and fish as their primary source of nutrition.† The reader needs to know what exactly the argument is and why it is important. 2. Developing an argument You now have to back up your argument with credible evidence. This is the heart of your essay and needs to be started off with a general statement that is backed with specific details or examples. Depending on the length of your essay, you will need to include two or three well-explained paragraphs to each reason or type of evidence. The use of opinions from recognized authorities and first-hand examples and scientific knowledge on your topic of discussion will help readers to connect to the debate in a way they wouldn’t with the use of abstract ideas. 3. Refuting opponent’s arguments/claims At this point, you state your opponent’s views then offer a counter argument. A well written argumentative essay must anticipate and address positions in the opposition. This will make your position more convincing and stronger. Additionally, pointing out what your opponent is likely to say in response to your argument shows that you have taken the time to critically analyze and prepare your topic. 4. The conclusion This is the section of the essay that will leave the most immediate impression on the mind of the reader. Emphasize why the issue is so important, review the main points and review your thesis statement. Make the reader think about the ramifications of your argument by showing what would happen if people acted as per your position. Closing the argumentative essay with a clear picture of the world as you would like to see it can leave the reader convinced that your argument is valid. What Makes Your Argumentative Essay Successful? To write an effective argumentative essay, you should find a topic that you are interested in and one that offers two sides of an issue rather than giving an absolute answer. For instance, it is impossible to make an argumentative essay about how 4+4=8. However, you could argue for days about contentious topics like GMOs, homosexuality, gun control etc. Further, the topic should be narrow in focus so that detailed, substantial evidence can be presented. For example, writing an argumentative essay on World War II can seem vague as the topic is too broad. Finally, the writer should take a stance and stick with it. The reader should be able to determine easily what position you are advocating for in the essay. The Do’s and Don’ts of Argumentative Essay Writing Do’s Use passionate and convincing language. Illustrate a well-rounded understanding of the topic under discussion. Back up your statements with facts, statistic, examples and informed opinions of experts who agree with you. Address the opposing side’s argument and refute their claims. Demonstrate a lack of bias. Take a stand and don’t confuse your readers. Donts Refrain from using weak qualifiers like ‘I think, I believe, I guess’, as this will only reduce the level of trust the reader has in your opinion. Don’t assume that the audience will agree with you about any aspect of your argument. Don’t use strict moral or religious claims as support for your argument. Don’t claim to be an expert if you are not one. No strong personal expressions must be used as it weakens the grounds of your essay, like saying, ‘Mr. Chris is ignorant.’ Do not introduce new points while making your conclusion. There are lots of argumentative essay topics to write about if you think about it. Choose a topic that matters to you and make a strong case on the topic using the above guidelines.   

Analysis of Accounts Case Study Example | Topics and Well Written Essays - 2000 words

Analysis of Accounts - Case Study Example This report presents an analysis of Margate plc’s financial performance in the past five years while comparing it with industry peer, Herne Bay Ltd. In addition to this, the report also presents an analysis of cash flows of the company during the past 2 years and at the same time states how financial ratio analysis may not be effective enough for presenting an accurate and useful financial analysis for analysts and investors. At the end of the report, conclusion and recommendations are presented for High Deen plc as far as investment in Margate plc is concerned. Financial Ratio Analysis Based on the information provided in relation to the financial performance of Margate plc in 2012 and 2011, following is an analysis of it performance through selected financial ratios. The financial ratios presented below also take into consideration the ratios determined for the company for the financial years 2010, 2009 and 2008. In addition to this, for conducting a comparative analysis of the company with its competitor, ratios for Herne Bay Ltd have also been determined for the years 2012 and 2011. Return on Capital Employed The return on capital employed for Margate plc increased in 2011 due to significant increase in the revenues but then in 2012 with a decline in revenue, the ratio declined. On the other hand, one other reason for this decline is increase in the total capital employed by the company, which ultimately reduced this ratio. However, while comparing Margate plc’s return on capital employed with the Herne Bay Ltd’s ROCE, it can be observed that the company has almost maintained its position in relation to its competitor (Peterson & Fabozzi, 2012; Jiambalvo, 2010; Helfert, 2001). Ratio Margate plc Herne Bay Ltd

Annotated Bibliography Essay Example | Topics and Well Written Essays - 500 words - 21

Annotated Bibliography - Essay Example This is a secondary source. This book stressed that parenting style affects children’s emotional and social development. It explored different parenting styles. Using several studies, it showed that authoritative parenting is effective in raising children with positive attitudes and prosocial behaviors. Bernstein (2011) noted the limitations of these studies, including their inability to find cause-and-effect connections and they did not sufficiently include the individual traits of children in their research designs. He emphasized that the fit between parenting style and children’s individual traits will determine the most successful parenting style. Bornstein, M.H., and Zlotnik, D. (2009). Parenting styles and their effects. In J.B. Benson (Ed.), Social and emotional development in infancy and early childhood (pp.280-293). California: Academic Press. This is a secondary source. This chapter reviewed parenting styles and their outcomes on children’s development. It discussed the causes of parenting styles. It showed that authoritative parenting is the most successful parenting style in raising socially responsible and successful children, at least among European American children. This chapter explained the particular characteristics of authoritative parenting that improved the outcomes for children, where the main point is that these parents are more equipped to manage stress and to discipline their children. Evans, W. (2012, April 1). Authoritative parenting is best for young adults, studies say. Deseret News. Retrieved from http://www.deseretnews.com/article/765565085/Authoritative-parenting-is-best-for-young-adults-studies-say.html?pg=all This is a secondary source. It summarized the findings of a study from Jeffrey Jensen Arnett. Findings showed that authoritative parenting is best for adolescents because the latter want some space to exert their free will and to make decisions on their own. Children from permissive and authoritarian

Right to Education - Hurdles in Implementation Essay Example for Free

Right to Education Hurdles in Implementation Essay The Right to Education Act brought in its wake a new hope for universalization of education in the country. The children of the underprivileged section of the society who were deprived of this basic right can now demand it as their fundamental right. This does not appear to be just our problem but a general one across the country. Even in West Bengal according to the article in Teacher Plus (February 2010 issue) `What a clean toilet can do†, out of 1. 04 crore children who enroll in class 1, only 14. 05 lakh make it to secondary school – a shocking 90% drop out! There is a dropout rate of 4% at the primary level, 19% between classes 6 and 8, and 50% at the high school level. So, barely 25% of those who enroll at the class 1 level get to class 10! If at the primary level the child’s foundation is so weak she cannot survive at higher levels. Central Government figures show that 12 million children are engaged in child labour and out of school. Starting April 1 education is the right of every child in India but the Right to Education Act has not made any specific provision to bring the child labourers back into regular school. Seven-year-old Anil Patel doesnt go to school. He works with his parents on a small piece of land 70 kms from Ahmedabad. His parents say they could not afford the school fee. Even if I decide to teach him, where will I fund his expenses from? asks Anils father Narsinh Patel. After the sowing season is over, the Patels move to Ahmedabad as migrant labourers for six months and take Anil with them. The seven-year-old doesnt know what hes missing out on. Having spent most of his life away from school he says he doesnt want to attend class. I dont want to go to school. The teachers used to beat me up, he says. Like Anil, Kakali Baidya was also denied the right to education. The 14-year-old was studying in class 1 when her family moved to Kolkata for work. The shift cost Kakali her education and the city made her a domestic help. The Right to Education Act which makes elementary education compulsory for 6-14 year old aims to better the lives of children. But what about those like Anil and Kakali and other children working as labourers, as domestic help? The government needs to recruit 20 lakh teachers to successfully implement the Right to Education Act, Union Human Resource Development Minister Kapil Sibal said on Monday. The implementation of the Act was a difficult task and the only solution would be to hire teachers even if they did not have the required qualification. by the end of the 11th [Five-Year] Plan, India will be fully connected with 22,000 colleges and 480 universities. We hope to connect all schools in a similar fashion by the end of the 12th Plan as well. Prime Minister Manmohan Singhs commitment to build 6,500 ‘model schools in backward areas; of these, 3,000 would be developed through public-private-partnership investment. 70 per cent of the workforce not having cleared the primary class exam and only 5-7 per cent having skills as opposed to 95 per cent in the developed world, advancement in human resource is the focal objective of the nation right now. With the human resource meltdown that is taking place globally, India holds the key to filling the huge demographic deficit by technically arming its people

Teachers and Computers :: Technology Education Essays

Teachers and Computers: The Task Ahead Our world is becoming increasingly dependent on technology. In factories, offices, highways, and homes, one can find a plethora of machines in use. It makes sense then, that one would find some of the same technology in the schools. There is an obvious need for incorporating technology into the schools and curriculum. The task ahead for today’s educators is to learn how to use computers efficiently, develop a technology team in their school, and successfully include computer-based instruction in their classroom. The purpose of this paper is to present a process for bringing computers and teaching together. The first step is to educate the educators. A surprising number of teachers have very limited computer and technological skills. It is ridiculous to think that someone who is technologically inexperienced could teach a lesson involving multimedia presentations or computer simulations. The first standard of the National Educational Technology Standards (NETS) states that teachers need to â€Å"demonstrate introductory knowledge, skills, and understanding of concepts related to technology† (NETS 9) There are eight basic types of technology with which educators need to be familiar. Each one provides a different educational benefit. A word processor encourages editing. Multimedia presentation software provides for different learning styles. Drill and practice software helps to reinforce things that the students have learned. A database helps students find the information that they need. Simulations provide a fun and effective way to learn, in which students take on role s in a story or event. Spreadsheets allow the user to perform several calculations at the same time for easy comparison. Tutorials work well for a group with diverse learning abilities because it provides self-paced instruction. The eighth and final basic technology type is telecollaboration over the internet. This allows students to experience parts of the world that they may never see. With all this technology available the question becomes, how are the teachers going to learn to use it all? The key word here is professional development. Professional development is â€Å"collaboration between partners to provide opportunities for teachers to strengthen their ability to contribute to the students they serve† (George 311). There are many ways teachers can strengthen their ability to contribute to students. One of which is attending seminars.

Film Methodologies †Point Break (1991) Essay

Many different methodologies are vital when examining film. Different aspects and methods of cinema analysis provide critics and audiences with various approaches to establishing certain genres or films. This essay will examine the specific methodologies of the action genre, a consideration of the art cinema and an auteur study. These styles are recognized in Kathryn Bigelow’s Point Break (1991) which provides strong examples of these techniques. An action film is commonly recognized by audiences. The action film portrays strong characteristics and identifiable elements unique to the action genre. Fights, stunts, cars, foot chases, sex appeal and explosions are fundamental sequences of the action genre whereas; character development and well thought-out plot lines are often overlooked. The action genre therefore develops a stereotype that characterizes a film by incorporating such certain elements. Bigelow’s Point Break is stereotypically an action film, as it embodies these, and many more aspects essential to the action genre. Many events in Point Break centre on powerful adrenaline pumping action sequences. Fighting takes place frequently and in many different environments. These situations build tension and provide entertainment. Fist fighting is not the only conflict confronted in Bigelow’s film. Shootouts involving rifles, pistols and shotguns are believed to be essential classics to a good action film. The predominant theme of bank robbery incorporates a mixed bag of violence, weapons and aggressive language. These events evoke powerful emotions from all characters on-screen, creating stronger action elements. Stunts involving explosions intrigue audiences. The imagery of a building or car exploding into the air is typically high intensity action. The situation before, during and after such events provides compelling entertainment. High spectacle stunts and effects are commonplace in the action genre such as Point Break. Both car and foot pursuits are worth noting in the films action archive. High speed car chases deliver an adrenaline and intensity only action audiences are frequent too. This intensity in Bigelow’s film heightens during the foot chase between Reeves and Swayze. Finally, sex appeal and the portrayal of the human body in the film, provides a core of entertainment in Point Break. Through its social theme of surfing and its objectification of both topless men and women, the genre contributes to its already profound stenotype. We must consider these themes in relation to an action genre study to entirely understand and examine and analyze the film Point Break; however, these are not the only themes and features to consider when establishing methodologies specific to the action genre. There are elements of art house technique evident in Bigelow’s Point Break. Although typically an action genre film, it not only controls emotion, mood and style through themes and events on screen but also through its use of audio and visual manipulation. Focusing on visual styles Bigelow echoes a complexity, often introducing elements resembling art house aesthetics. The less conventional filming methods utilized in Point Break reveals an array of long shots, point of view shots, use of intensified continuity and quick cutting. The films themes primarily revolve around the typical action genre story which provides the film with a lot of its power. However, it is worth taking into account what and how these art cinema traits take affect to an audience in Bigelow’s film. Long shots, usually of conversations frequently occur throughout Point Break. These shots sustain a level of depth many other films lack in the action genre. For example, during the fourth scene there is a long pan between Reeves and his partner. This could be used as a rendition of the conventional shot-reverse-shot film technique. The camera moves from left ? right slowly however, because the camera is moving on a semi circle dolly track, we are able to view the conversation from an array of different angles. This stops the need for frequent cutting between shots and shot sizes. Long takes and shot size manipulation are well known examples of art cinema examples in Point Break. Although not common in the action genre, they are uniquely obvious in this film. A framed long shot of Reeves and Swayze stays stationary as they walked towards camera, however the camera continues to frame them from long wide shot ? mid shot. This is very interesting as conventional cinema pieces tend to change shot angles and sizes frequently to make their films visually entertaining. Handheld point of view (POV) shots balance emotion and intensity with reality. Through the use of first person perspectives, Bigelow is truly able to direct audience’s attention and emotions. This method of filmmaking provides a uniquely odd action characteristic. Bank robbery is one of the main themes in Bigelow’s Point Break. The intense topic of armed robbery and violence creates powerful emotions. Intensified continuity and frame cutting allows Bigelow’s film to multiply tension and fear while its being played out onscreen. Shot sizes change repeatedly giving strength to specific visual keys and detail. Bigelow’s attention to vision extends to even the smallest technical details in Point Break. Thus scenes of heightened intensity can not only be controlled by what characters and events are taking place, but that of the camera movement and sound direction. These are the technical elements of art cinema throughout Point Break. Finally, by examining the auteur study of Point Break we must analyze the films director and creative owner. In this auteur study we will examine Kathryn Bigelow, her previous works and inspirations in tie to Point Break. The director was born in California in 1952 and is one of the only female directors to achieve successful Hollywood fame. Her films usually concern the male dominated arena of big budget action cinema. Bigelow has been noted to revise genres similar to violence, voyeurism and sexual politics. Point Break’s genre mix of bank robbery and surfing makes it obvious that Bigelow has a desire to consistently approach and push cinematic boundaries. Her marriage to big time director James Cameron could have provided Bigelow with a stepping stone into the industries top elite. Bigelow first entered the cinema by way of the art world. Her flair for traditional masculine genres in respect to Point Break is exampled by her previous works such as Blue Steel (1990) and art house film The Loveless (1981). Both films clearly represent Bigelow’s style of masculinity action mixed with art house cinema. Bigelow is essentially an important contemporary auteur. In conclusion, methodologies are vital when examining film. Throughout this essay we have analyzed the action genre, a consideration of art cinema and an auteur study. All these methodologies are recognized in Kathryn Bigelow’s Point Break (1991). By concluding with these studies we have deduced that different aspects and methods of cinema analysis provide critics and audiences with various approaches when establishing genre and film. References Allon, Y. Patterson, H. Cullen, D. Contemporary North American Film Directors: A Wallflower Critical Guide. n/a. Published: Wallflower Press n/a. 2003. {http://qqq. cercles. com/review/r11/jermyn. html} n/a {http://movies. yahoo. com/movie/contributor/1800091098/bio} A Strange Gaze. {http://www. popmatters. com/pm/books/reviews/39697/cinema-of-kathryn-bigelow/} 5. 10. 07

Dc Power Supply Design

Abstract: The main aim of this assignment is to design a pre amplifier circuit with an NPN transistor to be used in a simple public address (PA) system. The pre amplifier is fed from a microphone that produces an average output voltage of 10 mV rms. The amplifier is to operate over a frequency range of 300 Hz to 5 kHz and should have an adjustable volume control. The expected gain of the amplifier is 100.First we are going to design an amplifier for given specifications, model the operation of the circuit using h-parameter and r-parameter model, use computer aided design software to analyze the circuit performance and demonstrate the working of the circuit by hardware implementation. Then, we will plot the frequency response of the circuit and analyze the effect of the emitter bypass capacitor. Finally we will compare the mid-band gain, bandwidth and lower cutoff frequency obtained from the simulation result and the hardware implementation with the designed values. Chapter 1Introduct ion: Bipolar Junction Transistor (BJT) is a three terminal device with three regions (Emitter, Base and Collector) and two PN junctions (Emitter-Base junction and Base-Collector junction). Since there are two junctions that means there are four possible ways of biasing a transistor. If both junctions are forward biased then the transistor will operate in the saturation region. If both junctions are reverse biased then the transistor will operate in the cut of region. These two conditions of operation are used when the transistor is needed to work as a switch.To use a transistor as an amplifier, the emitter base junction should be forward biased and the collector base junction should be reverse biased. Amplifier is an electronic circuit that can amplify signals applied to its input terminal. If an AC signal is given to a transistor amplifier it will produce an AC base current. This AC base current will produce a much larger AC collector current since IC=? IB. The AC collector current produces an AC voltage across the load resistor RL, thus producing an amplified, but inverted, reproduction of the AC input voltage in the active region of operations.DC load line is a sloping straight line connecting all the operating points of a transistor biasing drawn on the output characteristics of the transistor and the intersection point gives the Quiescent point (Q-point). A prober Q-point should be in the middle of the DC load line. Selecting a good Q-point prevents the transistor from going into the cutoff or the saturation region and gives more stability. A fixed bias (i. e. base bias) circuit or a voltage divider bias circuit can be used for this assignment but a voltage divider circuit is more efficient.The main disadvantage in a fixed bias circuit is that ? ac depends on temperature, which means ? ac is not stable. And when ? ac changes, IC will change(IC=? IB) and VCE will change. The changes in IC and VCE make the Q-point unstable. Whereas in voltage divider bias c ircuit, IC is independent of ? ac and hence the Q-point is more stable. Voltage divider bias is widely used because reasonably good stability reached with a single power supply. Chapter 2 Problem Description: The problem is to design and fabricate a pre amplifier circuit with an NPN transistor to be used in a simple public address (PA) system.The input of the pre amplifier circuit is taken from a microphone that produces an average output voltage of 10 mV rms. The amplifier is to operate over a frequency range of 300 Hz to 5 kHz. Also, it should have an adjustable volume control. The expected voltage gain of the amplifier is 100. Design Specifications: Voltage gain = 100 Lower cut off frequency = 300Hz Vin = 10mV (rms) RL = 10k? DC power supply = 10V to 15V Type of transistor – NPN We will begin our assignment by selecting a suitable transistor. Then we will decide on a DC voltage supply and assume a prober Q-point (IC, VCE) to carry out the design.We will start the design by calculating the values of Resistors RC and RE and the voltage divider resistors R1 and R2. After that we will calculate the values of the two coupling capacitors (C1 and C2) and the emitter bypass capacitor (CE) for the required cut off frequency. After finishing the mathematical model we will simulate the circuit using OrCAD to analyze the circuit performance. Then, after finishing the simulation, we will assemble the circuit using approximate values of the calculated ones. Finally, we will compare the simulation results with the hardware results.The results we will be focusing on are the voltage gain, the cutoff frequency and the Bandwidth. Chapter 3 Circuit Diagram and Design: Av = 100 FL = 300Hz Av = 100 FL = 300Hz Figure 1 – Circuit Diagram Step1 – Selection of Transistor, Supply Voltage (VCC) and Collector Current (IC): The selected transistor should have a minimum current gain (? ) that is equal to or greater than the desired voltage gain. Therefore, we will us e Q2N2222 in this assignment. Since the output voltage swing is not specified in this assignment, we will choose 12V as our voltage supply. We will choose IC as 4 mA. Transistor: Q2N2222Supply Voltage: VCC = 12 V Collector Current: IC = 4 mA * To carry out the design we need to draw the dc equivalent circuit. Figure 2 – DC Equivalent Circuit Step2 – Design of Collector Resistor (RC) and Emitter Resistor (RE): VCE = 50% VCC = 50% ? 12 = 6 V VE = 10% VCC = 10% ? 12 = 1. 2 V VRC = VCC – VE – VCE = 12 – 6 – 1. 2 = 4. 8 V RC = VRCIC = 4. 8 V4 mA = 1. 2 k? RE = VEIE = VEIC = 1. 2 V4 mA = 300 ? , since IC ? IE Step3 – Design of Voltage Divider R1 and R2: ? = 100 (data sheet) R2 = ? RE10= 100? 30010 = 3 k? VB = VBE + VE = 0. 7 + 1. 2 = 1. 9 V VB = VCCR2R1+R2 R1 = VCCR2VB+R2 = 100? 3k1. +3k = 16 k? * Now we need to draw the ac equivalent circuit. Figure 3 – AC Equivalent Circuit Step4 – Design of RE1 and RE2: RE = RE1 + RE2 Rout = Rc || RL = 1. 2? 101. 2+10= 1 k? r'e = 26mIE = 26mIC = 6. 5 ? AV = Routr'e+RE1 r'e+RE1= RoutAv = 1k100 = 10 ? RE1 =10 – r'e = 10 – 6. 5 = 3. 5 ? RE2 = RE – RE1 = 300 – 3. 5 = 296. 5 ? Step5 – Design of Coupling Capacitors C1 and C2: hie = Rin (base) = ? (r'e+RE1) = 100 ? (3. 5 + 6. 5) = 1 k? Rin (tot) = R1 || R2 || Rin (base) = 1116+13+11 = 716. 4 ? XC1 = Rin(tot)10 = 716. 410 = 71. 64 ? C1 = 12? fLXC1 = 12 300? 71. 64 = 7. 4  µF XC2 = RC + RL = 1. 2 + 10 = 11. k? C2 = 12? fLXC2 = 12 300? 11200 = 47. 4 nF Step6 – Design of Bypass Capacitor CE: R’S = R1 || R2 = 16. 09? 316. 09+3 = 2. 5 k? Re = RE2 ||{ R’S ? + (r'e+RE1)} = 296. 5 ||{ 2500 100+ (6. 5+3. 5)} = 296. 5? 35296. 5+35 = 31. 3 ? XCE = Re10 = 31. 310 = 3. 13 ? CE = 12? fLXCE = 12 300? 3. 13 = 169. 5  µF Av = 100 FL = 300Hz Av = 100 FL = 300Hz Figure 4 – Circuit Diagram with values Simulation Results: With CE: Mid-band gain, AV = 99. 8 Lower Cutoff Frequency, FL = 334 Hz Higher Cutoff Frequency, FH = 20. 6 MHz Bandwidth, BW = FH – FL = 20. 6 M – 334 = 20. 6 MHz Without CE: Mid-band gain, AV = 3. 5Lower Cutoff Frequency, FL = 305 Hz Higher Cutoff Frequency, FH = 46 MHz Bandwidth, BW = FH – FL = 46 M – 305 = 46 MHz (Circuit Diagram and Frequency Response are enclosed along with this report) Chapter 4 Hardware Fabrication and Testing Details: During circuit assembling process we tried to find the nearest values to the calculated ones. These are the values we used: RC = 1. 2 k? we selected1. 2 k? RE1 = 3. 5 ? we selected4. 5 ? RE2 = 296. 5 ? we selected270 ? R1 = 16 k? we selected15 k? R2 = 3 k? we selected2. 2 k? C1 = 7. 4  µF we selected10  µF C2 = 47. 4 nF we selected47 nF CE = 169. 5  µF we selected147  µF Procedure: . Assembled the circuit on a breadboard and connected a DC power supply of 12V. 2. Applied a sine wave of 10 mV amplitude and 100 Hz frequency to the input. 3. Observed the output waveform in the CRO and noted down the amplitude. 4. Increased the input signal frequency in steps, without changing its amplitude, and noted down the output amplitude at each step. 5. Calculated the voltage gain of the amplifier by the equation, AV = Vout/Vin found the voltage gain in dB by the equation, AV (dB) = 10 log (AV). 6. Plotted the frequency response curve and found the frequencies (fL and fH) for which the gain reaches 0. 07 of mid band gain. 7. Found the frequency range between fL and fH which gives the bandwidth of the amplifier. Hardware Results: With CE: Frequency (Hz)| Vout (mV)| AV| AV (dB)| log f| 100| 182| 18. 2| 25. 20| 2. 0| 500| 662| 66. 2| 36. 42| 2. 7| 1 k| 750| 75. 0| 37. 50| 3. 0| 5 k| 784| 78. 4| 37. 89| 3. 7| 10 k| 786| 78. 6| 37. 91| 4. 0| 50 k| 786| 78. 6| 37. 91| 4. 7| 100 k| 786| 78. 6| 37. 91| 5. 0| 500 k| 786| 78. 6| 37. 91| 5. 7| 1 M| 786| 78. 6| 37. 91| 6. 0| 2 M| 784| 78. 4| 37. 89| 6. 3| 5 M| 770| 77. 0| 37. 73| 6. 7| 10 M| 728| 72. 8| 37. 24| 7. 0| 50 M| 344| 34. 4| 30. 73| 7. 7| 100 M| 182| 18. 2| 25. 0| 8. 0| Mid-band gain, AV = 78. 6 Lower Cutoff Frequency, FL = 2. 6 B = 398 Hz Higher Cutoff Frequency, FH = 7. 35 B = 17. 78 MHz Bandwidth, BW = FH – FL = 17. 78 M – 398 = 17. 78 MHz Without CE: Frequency (Hz)| Vout (mV)| AV| AV (dB)| log f| 100| 12| 1. 2| 1. 58| 2. 0| 500| 32| 3. 2| 10. 10| 2. 7| 1 k| 36| 3. 6| 11. 13| 3. 0| 5 k| 38| 3. 8| 11. 60| 3. 7| 10 k| 38| 3. 8| 11. 60| 4. 0| 50 k| 38| 3. 8| 11. 60| 4. 7| 100 k| 38| 3. 8| 11. 60| 5. 0| 500 k| 38| 3. 8| 11. 60| 5. 7| 1 M| 38| 3. 8| 11. 60| 6. 0| 2 M| 38| 3. 8| 11. 60| 6. 3| 5 M| 38| 3. 8| 11. 60| 6. 7| 10 M| 36| 3. 6| 11. 13| 7. 0| 50 M| 26| 2. 6| 8. 0| 7. 7| 100 M| 18| 1. 8| 5. 10| 8. 0| Mid-band gain, AV = 78. 6 Lower Cutoff Frequency, FL = 2. 55 B = 356 Hz Higher Cutoff Frequency, FH = 7. 6 B = 39. 81 MHz Bandwidth, BW = FH – FL = 39. 81 M – 356 = 39. 81 MHz (Frequency responses of the circuit with and without CE are enclosed along with this report) (Frequency responses of the circuit with and without CE are enclosed along with this report) Chapter 5 Discussion and Conclusion: * First of all, there are several ways and various methods to design a common emitter amplifier or so-called RC coupled amplifier that are completely different than the one we used.We did not choose this method because it is the best method, actually, there is no such a thing called the best method. There are simple ways and there are more accurate ways. It depends on the primary assumptions, the design specifications and the thumb rules used. Simply, the method we used achieved the design requirements and accomplished desired results. * An Amplifier is a circuit that is capable of amplifying signals applied to its input terminal. The main component in any amplifier circuit is usually a transistor.Since the transistor configuration we used is a common emitter configuration, the circuit is called a Common Emitter Amplifier. Unlike other configurat ions, CE amplifier exhibit high voltage gain and high current gain. Generally, the process of a common emitter amplifier can be explained in three steps. First, the AC input signal produces an AC base current. Then, This AC base current will produce a much larger AC collector current since IC=? IB. After that, The AC collector current produces an AC voltage across the load resistor RL, thus producing an amplified, but inverted, reproduction of the AC input voltage. To use a transistor as an amplifier it should be operated in the active region (linear region). To set a transistor in the active region both junctions, Emitter-Base junction and Base-Collector junction, should be forward biased. Since changes in in temperature and other factors during the amplification process may drive the transistor into the cutoff or the saturation region, the Q-point should be in the middle of the active region to enhance the stability of the amplifier. * We preferred using a voltage divider bias cir cuit over other biasing circuits because in this kind of biasing circuits, IC is independent of ? nd therefore the Q-point is more stable. Voltage divider bias circuit is widely used because of the good stability reached with a single power supply. * C1 and C2 are called coupling capacitors. They pass ac from one side to another and block dc from appearing at the output side. In addition to that, C1 act as a high pass filter on the input signal and its value must be chosen so that it does not attenuate the frequencies which are to be amplified. Similarly, C2 also must be prevented from attenuating the output signal. * The bypass capacitor CE provides an effective short to the ac signal round the emitter resistor RE2, thus keeping only RE1 seen by the ac signal between the emitter and ground. Therefore, with the bypass capacitor, the gain of the amplifier is maximum and equal to AV=Routr'e+RE1 . Without the bypass capacitor, both RE1 and RE2 are seen by the ac signal between the emit ter and ground and effectively add to r'e in the voltage gain formula. Hence, AV=Routr'e+RE1+RE2 . * r'e is a dynamic resistor that depends on temperature. If AV was dependent only on r'e, and RE1 was not there (i. e. AV=Routr'e ), AV will be unstable over changes in temperature because when r'e increases, the gain decreases and vice versa.In order to minimize the effect of r'e without reducing the voltage gain to its minimum value we partially bypassed the total emitter resistance RE. This is known as swamping which is a compromise between having a bypass capacitor across RE and not having a bypass capacitor at all. RE1 should be at least ten times greater than r'e to minimize the effect of it. In our design RE1 is less than r'e and hence it will not do anything other than slightly reducing the gain to be about 100. In other words, in our design RE1 is somehow useless. * At lower frequencies, a capacitor will act as an open circuit.At higher frequencies, a capacitor will act as a s hort circuit. That is because the capacitive reactance is inversely proportional to the frequency (XC=1/2? fC). In an RC coupled amplifier circuits, at lower frequencies, more voltage drops across C1 and C2 because their reactance is very high. This higher signal voltage drop reduces the voltage gain of the amplifier. Similarly, at lower frequencies, the reactance of the bypass capacitor (CE) increases and this reactance in parallel with RE1 create an impedance that reduces the voltage gain.This is why RC coupled amplifier circuits have less voltage gain at lower frequencies than they have at higher frequencies. However, at higher frequencies, the reactance of the internal transistor junction capacitance goes down and when it becomes small enough, a portion of the output signal voltage is fed back out of phase with the input, thus effectively reducing the voltage gain. * Our hardware implementation results and simulation results were different. Obviously, that is because we did not find the exact values for our design. There was a notable difference between the design values and the values we have selected, especially for R2.The cutoff frequency (fL=398 Hz) is somehow acceptable but the mid band gain (AV=78. 6) is a little bit less than the desired one. Increasing the value of R2 could have solved the problem. It could have increased the voltage gain and reduced the cutoff frequency. * One of the aims of the design is to have an adjustable volume control. There are several ways to do this. One of them, and I think it’s the best, is by using a variable resistor in place of RE1 (i. e. a 100 ? variable resistor). Basically, this resistor is inversely proportional to the voltage gain (AV=Routr'e+RE1 ).Reducing the value of RE1 will increase the voltage gain, thereby increasing the volume and vice versa. References: 1. Theodore F. Bogart, Jefferey S. Beasley and Guilermo Rico (2004). Electronic Devices and Circuits. India: Pearson Education, Inc. 2. Thomas L . Floyd (2005). Electronic Devices. 7th ed. India: Pearson Education, Inc. 3. HyperPhysics  (2004)  Common Emitter Amplifier,[online] Available at: http://hyperphysics. phy-astr. gsu. edu/hbase/electronic/npnce. html [Accessed: 20th Nov 2011]. 4. Scribd  (2006)  Common Emitter Amplifier,  [online] Available at: http://www. cribd. com/doc/27767944/Common-Emitter-Amplifier [Accessed: 25th Nov 2011]. 5. Visionics  (2005)  RC Coupled Amplifier,  [online] Available at: http://www. visionics. ee/curriculum/Experiments/RC%20Ampr/RC%20Coupled%20Amplifier1. html [Accessed: 1st Nov 2011]. 6. SSIT  (2006)  Analog Electronic Circuits,  [online] Available at: http://www. ssit. edu. in/dept/assignment/aeclabmanual. pdf [Accessed: 5th Nov 2011]. 7. Edutalks  (2007)  RC Coupled Amplifier,  [online] Available at: http://www. edutalks. org/electronics%20lab%20manual%201. pdf [Accessed: 7th Nov 2011].

Delving into macbeth essays

Delving into macbeth essays Macbeths character and the changes he undergoes can be traced throughout the events of Shakespeares The Tragedy of Macbeth. He begins the play as a good man who has just taken up the reputation of a valiant man who has done well for his country. However, with one single act of killing the king, he brings about his downfall. Macbeths deterioration in morality and plagued feelings of guilt and fear dominate his character as he stumbles towards his death. Macbeth is first introduced as a nobleman who had just saved Scotland from the Norwegian king and successfully subdued two rebellions. He is portrayed as brave Macbeth, one who has valiantly killed many enemies, whose sword smoked with bloody execution, and is even associated with the goddess of war, Belonas Bridegroom. Such successes won over favor from the king and a promising future. The positive image that Macbeth is presented through is quickly challenged, and his ambitious nature to aspire to become king is revealed after he hears the prophecies of the witches that he would become Thane of Cawdor and even king. The first prophecy, of being Thane of Cawdor was immediately fulfilled after the witches left Macbeth, which led him to believe that it was possible for him to become king. This reveals that Macbeth may possibly have longed for the throne, but had never seriously considered it, but with some encouragement, he is ready to seize the position of the king. However Macbeth is revealed as an innately good man through his soliloquy in contemplating the murder of the king. Such horrible imaginings are so atrocious to him that he feels smothered in surmise, and unable to function normally throughout the day. Despite the effects of the horrid thoughts of murder that plague Macbeth, he is found to be continually lost in the contemplation of murder. He himself is ashamed of such thoughts, henc...

15 Color Terms

15 Color Terms 15 Color Terms 15 Color Terms By Mark Nichol Words describing the qualities of color can confuse because they sometimes but not always overlap or are even interchangeable. Here’s a roster of color terms with definitions. 1. Cast: a change in appearance or color by adding one color over another; also, multiple senses of assigning, depositing, directing, shaping, spreading, turning, or twisting 2. Chroma: a combination of hue and saturation (see definitions below), or synonymous with saturation 3. Chromaticity: the quality of color based on wavelength and purity 4. Coloration: the condition of coloring, as in skin tone, an arrangement of colors, or the choice or use of colors 5. Colorway: a color or arrangement of colors 6. Contrast: the degree of difference in colors or light and dark, or their juxtaposition 7. Hue: color, gradation of color, or the characteristic that distinguishes one color from another 8. Pigmentation: coloration caused by the presence of a pigment, a substance that produces a color (or black and white) in a material 9. Saturation: purity of color; also, the state of being thoroughly wet, or heavy infiltration 10. Shade: a color produced by a mixture that includes black dye or pigment, or a color somewhat distinct from another, or, as a verb, to produce such a color; also, various meanings associated with the blocking or minimizing of light 11. Tincture: synonymous with color; also, a trace in a mixture 12. Tinge: color spread or stained over another color, or, as a verb, to spread or stain one color over another; also, a figurative sense of a light touch or effect, or, as a verb, to touch or effect lightly 13. Tint: a pale or slight coloration, or lighter or darker variations of a color, or, as a verb, to produce such an effect; also, a slight difference, or hair dye 14. Tone: a quality of color, or a shade, tint, or value (see definitions) 15. Value: the lightness or darkness of a color, or the difference in lightness and darkness 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 Vocabulary category, check our popular posts, or choose a related post below:Comma After i.e. and e.g.The Difference Between "will" and "shall"The Uses of â€Å"The†

Law and Human Trafficking Essay Example | Topics and Well Written Essays - 2000 words

Law and Human Trafficking - Essay Example The immigration laws that should prevent trafficking are not stringent thereby, creating the conducive environment that encourages human trafficking (Theresa 275). This has increased the cases of Unaccompanied Alien Children (UAC). Human trafficking has also been on the rise because some of the officers working at the immigration offices and the Office of Refugee and Resettlement (ORR) are also involved in the evil act of human trafficking because of the huge profits that accrue to them from the sale of the children and the adults. This as noted by the US house Judiciary chairman Rep. Bob Goodlatte, makes over 90% of the UACs cases not being presented to the courts for justice to be sought for the victims (Theresa 275). It is, therefore, important to note that human trafficking has become a crisis because of the laxity in the enforcement of the trafficking laws, not in the absence of the laws.United Nations Definition of Human Trafficking  Human trafficking is considered a serious crime and gross violation of human rights, therefore United Nations have been in the forefront in trying to assist the United States and the affected countries in preventing human trafficking through the implementation of the Trafficking in Persons Protocol. This aims at preventing, suppressing and punishers the traffickers (Shelley 115). According to the United Nations definition of Human Trafficking, Article 3, of the Trafficking in Persons Protocol provides the definition of Human Trafficking as â€Å"recruitment, transportation.