Blackberry Strategic Management Dissection Research Paper - Stage 2

Blackberry Strategic Management Dissection - Stage 2 - Research Paper Example Blackberry, is among the major players in the communication industry, and must also not be left behind. In trying to remain competitive and relevant in the communication sector, Blackberry has so far developed and adopted various strategies which it tries to put in place. A strategy refers to an action or a set of plans that one uses in order to achieve one or more desired goals. Just from its vision and mission statement-of which vision is to offer solutions for global communication market including software products- the objective is to dominate the mobile computing marketplace of tablets and Smartphone. A strategy is therefore significant in order for it any firm to achieve its goals and objectives (Rumelt, 2011). Corporate strategy is mainly concerned with how the management of a given company provides clear directions for all its business units. This includes how the departments of the firm work together in order to achieve a given set of objectives of shareholders while ensuring that the value of the firm is also met (Cappelli, 1999). Some of the strategies are strategy of diversification. This is mainly concerned with how a firm can reduce risks that it is exposed to (Capon, Farley & Hulbert, 1987). Diversification can be when a firm introduces some new products and services for example Blackberry have introduced new services as enterprise services, messaging QNX embedded business and the devices business. Diversification has also seen Blackberry moved to different countries with varied levels of risks where they have even partnered with Faxconn to manufacture smartphones in Indonesia and also other rapidly growing markets. Diversification also has seen Blackberry reduce costs of producti on and at the same time increase on their market share as they can reach a greater number of people (Porter, 1996). Blackberry has also applied generic strategies. This is mainly concerned with extending in boundaries of the business by realizing synergies

Harrison Bergeron Essay Example for Free

Harrison Bergeron Essay An impartial society: Utopia or Hell? What would happen to the world if the people were literally equal in every aspect of their lives? In the futuristic short story, â€Å"Harrison Bergeron† by Kurt Vonnegut Jr., the world is finally living up to America’s first amendment of everyone being created equal. In this society, the gifted, strong, and beautiful are required to wear handicaps of earphones, heavy weights, and hideous masks, respectively. Thus, these constraints leave the world equal from brains to brawn to beauty. With the world constantly pushing for equality among people, Vonnegut reveals a world that society is diligently working toward. Through this foreshadowing of the future, Vonnegut attempts to use Diana Moon Glampers and Harrison Bergeron as mechanisms to reveal and warn of the dangers of the two extremestoo equal or too unjust. Diana Moon Glampers, the Handicapper General, symbolically portrays the idea of fairness in a society. She is the one in charge of lowering the capacity of a bright and intelligent person to the level of a normal and unaware being. In the beginning of the story, the reader is given a picture of the world that Diana Moon Glampers watches upon: The year was 2081, and everybody was finally equal. They werent only equal before God and the law. They were equal every which way. Nobody was smarter than anybody else. Nobody was better looking than anybody else. Nobody was stronger or quicker than anybody else. All this equality was due to the†¦Amendments to the Constitution, and†¦vigilance of agents of the United States Handicapper General. (Vonnegut 234) Diana Moon Glampers is the one who maintains the idea of checks and balances among the society of 2081. In God Bless You, Mr. Rosewater, Glampers is portrayed as a sixty-year-old virgin who, by almost anybodys standards, was too dumb to live†¦.No one had ever loved her. There was no reason why anybody should. She was ugly, stupid, and boring (Vit). Diana Moon Glampers is the epitome of every possible low in the world, and this allows her to hold such a high position in this futuristic society. Since everyone is created equal, her ugliness, stupidity, and boringness all play this major role in earning her such a high position as Handicapper General. She makes sure that no on is better than her, thus making everyone equal in every which way possible. Glampers represents the fairness that society is continually striving for to obtain. In this world, everyone stays at the same level no one is different, no one is jealous or fearful of anyone, and no one is trying to impress or overtake the next. In this sense, it is actually quite a positive point to be exactly equal in every way, or is it? Equality is a great idea that the world should extend and embrace; however, absolute equality is another issue in which too much of a good thing may cause matters to go wrong. In a world of absolute equality, each human being would never be looked upon as anything more or less than the person beside him or her. Unfortunately, this advantage may only go so far. For example, how can an intelligent being be given as much credit as the simple minded human beside him? This is the case with Harrison Bergerons parents. Harrisons mother, Hazel, is described as having perfectly average intelligence,†¦And [while] George[s]†¦intelligence was way above normal (Vonnegut 234). In order to stabilize their intelligence to the same level, Harrisons father has to wear a little mental handicap radio in his ear (Vonnegut 234). This societys method in maximizing complete equality is to have the intelligent people wear earphones (which give off horrible sounds) to distract ones trail of thought, which in turn, may unfairly give him the better advantage over the simple mindedsuch as Glampers and Hazel. Diana Moon Glampers symbolizes this world by not only being the one to support these customs, but by also shooting down and killing the one who is considered the symbol of freedom and differenceHarrison Bergeron. Through Diana Moon Glampers, the Handicapper General and the murderer of freedom and individuality, Vonnegut is warning society to not lean completely towards being equal in every which way or else society loses its chances to excel past what it has become. He satirically suggests that in order for everyone to be equal, the ones who exceed the mark must be brought down to the standard. As a result, there is a loss of the exceptional talent and beauty. Moreover, just as Diana Moon Glampers represents th e fairness of society, Harrison Bergeron symbolizes the individuality in the world. In a society of excessive equality, Harrison Bergeron is the one who represents uniqueness through his physical and mental characteristics. Harrison is no ordinary being of society. In fact, he is described as a genius, an athlete,†¦and should be regarded as dangerous†¦.Instead of a little ear radio for a mental handicap, he wore a tremendous pair of ear phones, and spectacles with thick wavy lenses†¦.Scrap metal [is] hung all over him†¦.he wear[s] at all times a red rubber ball for a nose, keep[s] his eyebrows shaved off, and cover[s] his even white teeth with black caps at snaggle-tooth random (Vonnegut 236). His physical appearance alone would definitely offset him from the rest of the crowd. Just by walking down the street, one could sense his greatness by his excessive handicaps. Furthermore, his mental capacity is great enough to override the annoying sounds that the H-G men create. The reader can obviously see that Harrison has something more to offer, yet his society is binding him down and taking away his individuality: Harrisons only crime was taking control of the television studio, but his motives outweighed the crime. He was shot for exposing the world to beauty (Marton). In this sense, Harrison represents uniqueness of an individual. He is the one willing to exploit his society and have variation as being a celebration of oneself not a crime, or is this possibly his only motive? Although Harrison symbolizes the individual, hejust as Diana Moon Glampersreveals that too much of a good thing may cause matters to go wrong. Harrison reaches freedom and takes it to the extreme. When he takes over the Television studio, he exclaims, I am the Emperor! Everybody must do what I say at once! (Vonnegut 237). Harrison completely takes away equality. He creates this caste system with him and his queen at the top, which is then to be followed by his loyal subjects. His mentality only brings him to a downfall where he literally tries to bring back anarchy. Moreover, Vonnegut tries to warn todays society of too much inequality. Although differences in brains, beauty, and brawn are a matter that should not be tied down, there needs to be a limit. Vonnegut shows that individuality can be a downfall because humans do tend to become envious and power hungry. He makes this point in the beginning when Hazel and George were discussing the dark ages†¦with everybody competing against everybody else (Vonnegut 235). People need some type of equality so that one will be able to be an individual and remain just as equal as the next. Vonnegut presents both extremes of equality and inequality and implores society to choose the median. If this median is not met, the world may become a Hell. In one corner, there is the equality that Diana Moon Glampers representsequal in every way possible; in the opposing corner, there is the inequality Harrison Bergeron symbolizesone king and his many subjects. Both extremes have extremely destructive consequences; one takes away individuality, the other takes away equality. As the future draws nearer, the only true Utopia that society should strive for is the type of equality that allows and commemorates individuality. Intelligence get their lives.

Preparation for Teaching ICT Classes

Preparation for Teaching ICT Classes Name: Pauline Mulvaney 16212813 Description I applied to tutor MT118 IT Skills Software Tools for Managers, to first year business undergraduate students in DCU as I would like to lecture in the future and this fits with my PDP. Additionally, I want to improve my presentation skills and presenting to a large group on a weekly basis in beneficial. Mark Woods, a teaching assistant at DCU interviewed me to assess my suitability for this position. I had to prove I was competent in Microsoft Word, PowerPoint and Excel and sign a signatory code. The weekly laboratory sessions covered file management, spreadsheets, document and presentation preparation and visualisation tools. I was provided with access to a shared folder on Google Drive containing a list of students, module objectives and lab sheets for each weekly session. I was required to take attendance and update the teaching assistants if there were any issues in my weekly sessions or if there were students constantly missing class. Each week I prepared by going through the lab sheet for that week and making notes to ensure we moved through the material in a timely manner. I also completed the tasks that students would be required to complete in the class to ensure I could deal with any student issues that many arise in class. This also enabled me to show students what the finished work should look like. I was very anxious before the first tutorial as I had no experience in teaching such large numbers before. I also get very anxious when speaking in front of large groups. I struggled to get my head around the fact that not so long ago I was the student sitting watching the screen and trying to follow, I overcame this very quickly. I chose to take part in this activity as it links directly to my PDP, in that I hope to lecture at some point in the future. The experience gained will help me to achieve this ambition. It also links to the presenting skills and time management competencies as it requires me to present a substantial amount of information and to help students complete the weekly class exercises in a short space of time. Each week in preparation for the class I would complete the class exercise and time myself, noting how long each exercise took and I maintained that pace in class to ensure I had enough time to help students if required. 3.1 Week 1 Week 1 was an introduction to Microsoft Word. The day before I was due to present I did a technology check in the lab to ensure my laptop was compatible with the overhead connections. I also spent some time the night before preparing an introductory presentation for the class and also ran through all the exercises as I was a little anxious about giving my first tutorial. First impressions last and I was aware that the first few minutes of my initial tutorial was extremely important. I made sure I was on time (to set up and start) and to put myself at ease, I dressed appropriately and endeavoured to be as open and confident as possible given my anxiousness. The Centre for Teaching and Learning (2014) says first lectures are important. Students should be welcomed, lecturers should clearly introduce themselves, the module and their expectations of students. To promote engagement in students, lecturers should appear enthusiastic and interested in the module and in the students. They should also ensure that they are organised and in control of the technology. I learned that presenting for an hour isnt as difficult as I had imagined. Before this the longest I had presented for was 15 minutes, my voice always cracked and I let my nerves get the better of me, however, after the initial nervousness settled down I found myself enjoying the experience. The students were all engaged and I answered any questions they had with ease. I gave them hints and tips I had picked up during my own studies and explained how important well formatted documents are and how they can be used to create a good first impression with lecturers during and professionals in the future. I feel its important to link class material to something students can see benefitting them now and in the future. Students should see the value of your module in how you set the context using a relevant problem or example and possibly link the content to a personal research/interests/news story etc. (McGrath, 2014). 3.2 Week 2 This weeks tutorial focused on PowerPoint, again, I spent some time the night before preparing the required material and completing the exercises to enable me to show students how they should look when complete. I presented two contrasting sets of slides to show students how much more effective a well-structured and thought out presentation looks and to demonstrate the effects of colour in presentations. 3.3 Week 3 This week we moved onto Excel with an introduction to the basics.ÂÂ   I was aware that students may not have used a software application like Excel in the past and this might be a little more challenging than the previous two weeks material. I explained that most of the formatting functions were the same as those used in Word and Excel and went through some basic formulas and formatting exercises. I learned the benefit of having a teaching persona this week. I had a meeting with one of my course lecturers during the week and we discussed my participation in the tutorial POD and his advice to me was to act like a lecturer. Further research has shown that the persona you choose should be related to the event and speech purpose. In creating your public persona, you should consider the speed at which you speak, it should vary to fit your message. Vocal variety in terms of tone, rate and pauses should also be considered as should voice projection, eye contact and gestures (Alberts, 2010). I also assessed my ability to present knowledge this week. Teaching is characterised by descriptions that focus on presentation, in addition to background emphasis on covering the work on schedule, with the purpose of teaching seen as presenting or conveying knowledge. Thinking back to my undergraduate studies in modules similar to the one Im instructing on my motivation was at times driven by the lecturers instructional ability. I felt I was improving and students appeared to be engaged and had no issues asking questions. I also adopted a practice of walking around the room when students were completing class exercises, this enabled me to see how students were progressing and offer help if needed. 3.4 Week 4 This week we moved onto medium level exercises and it was by far the most challenging week, not least because the lab sheets had indicated that students had access to spreadsheets that formed the basis of the exercises on Loop, which they didnt. This meant students had to copy the exercise from the overhead and this severely impacted my ability to move through the required material and help those struggling with any aspect of the material, of which there were a few. Some students didnt get to finish their exercises and I was conscious that they may not have fully understood the concepts, I emailed the entire class the files that should have been on Loop and my finished exercises asked them to run through them in their own time and let me know if there was anything they needed me to go over when we next met. I also emailed the teaching assistants and asked them to ensure students had access to the required files in advance for classes in the future. 3.5 Week 5 I was absent for this class as it was my graduation. I informed the teaching assistants well in advance to ensure they had time to arrange someone to cover and passed on my class attendance list to enable them to take attendance. 3.6 Week 6 This week had been set aside for revision and to enable students to ask questions in relation to any material covered in the previous weeks and get help with their continuous assessment work for the module. I took this opportunity to recap the material from week 4 and week 5 to ensure students had grasped the material covered. I learned that my work over the previous weeks had been understood and applied to students continuous assessment pieces. It also provided me with an opportunity to show students how to add some finesse to projects. As stated in my PDP, presentation skills are a core competency within the management consultancy field. A clear and logical structure is critical to the effectiveness of your presentation. Not only do you need to walk someone from point A to point B but, along the way, you need to convince them with a data-backed argument (Skills You Need, n.d.). Taking part in this POD has enabled me to develop my presentation skills on a weekly basis and improve my delivery, in addition to helping me overcome presentation anxiety. Jaj Modi (2009), a management consultant with over 15 years experience in the industry lists the following as essential skills: Analytical and syntheses skills (e.g. the ability to delve into deep data analysis and then synthesise the key messages / so whats) Excellent written communication (to produce Word and PowerPoint reports) Strong PowerPoint presentation creation (essential for developing client presentation packs) Commitment to delivering excellent client service (i.e. the desire to put in the long hours when you have to ensure a quality deliverable for the client) Excellent verbal communication skills (e.g. being able to communicate in a structured manner during internal and external meetings) Excellent team skills- successful consultants can work in diverse teams, under tight deadlines, to deliver quality work for clients Highly organised days may include various activities. The ability to schedule and follow through with these activities is vital Participation in this POD has helped me develop and hone many of these skills. In particular, my PowerPoint creation and verbal communication skills. It was Seneca a Roman philosopher that said While we teach, we learn and in teaching this module I feel I have further enhanced my PowerPoint skills. Having to stand in front of a large group on a weekly basis has greatly improved my ability to communicate in a structured manner. When I applied to be a tutor for this POD, I didnt realise how important leadership would be to my role. Most successful tasks require leadership. Within this role, I was both a leader and follower. I learned from the teaching assistants, whilst also working to motivate and help the students. In the past I have studied contingency and relationship leadership theories to enable me to become a successful leader. Throughout the semester, I found myself relying on the behavioural and situational theories in addition to those previously mentioned. Bass (1985) transformational leadership theory focuses on the idea that leaders motivate and inspire by helping group members see the importance and higher good of the task. His work is an extension Burns (1978) transforming leadership theory, Bass explained the psychological mechanisms that underlie transforming and transactional leadership. He also explained how transformational leadership could be measured, in addition to, how it impacts follower motivation and performance. I thoroughly enjoyed interacting with the students over the six weeks. I endeavoured to link class material to their assignments and future careers. I also sent out emails to remind students about weekly CAs and for larger assignments. I always included reasons as to why these assignments are important. For example, I reminded the students that the weekly quizzes individually amounted to a few small marks that may seem insignificant but when they are graded collectively they can increase or decrease overall grades significantly. I am of the opinion that giving students an understanding of how important their individual pieces of work is to their overall grade will help them motivate them to do their assignments. I would consider emotional and intellectual fulfilment to be two very important factors for me in a career and this was shown to be true in the personality tests undertaken for a previous NGM assignment. Having had the opportunity to tutor a class I can see that it is about much more than showing up and completing a series of tasks. You get the opportunity to make a difference in a students life. Unlike my previous career in hospitality where you cater to the needs of customers who dont necessarily appreciate the work you are doing. Each week I left the class with a huge sense of personal pride, satisfaction and increasing confidence. The role also requires you to remain knowledgeable and academically inclined it is intellectually and mentally stimulating. It was an interesting experience to be on the other side of a class, it has definitely made me appreciate the work that goes into putting together a large lecture hall style class. In this case, it will be both action and application. The experience gained through this POD has already enabled me to get paid tutoring in another academic institution. I am also currently waiting to hear back from DCU regarding paid tutoring on another undergraduate course. I might not have had the confidence of experience required to secure paid work from this but for my participation. My self-efficacy beliefs and outcome expectations have definitely improved over the last five months. I am also hoping to build on my presentation skills over the coming months. The weekly presentations helped build my confidence and I am currently considering Toastmasters to help me maintain this confidence. References Alberts, J.K. (2010) Communication in Society: Communication, Written communication. Available at: https://catalogue.pearsoned.co.uk/assets/hip/gb/hip_gb_pearsonhighered/samplechapter/0205627870.pdf (Accessed: 24 January 2017). Bass, B.M. (1985) Leadership and performance beyond expectations. Available at: http://web.a.ebscohost.com.dcu.idm.oclc.org/ehost/pdfviewer/pdfviewer?sid=6dcc4b97-dc83-43f9-89d5-b93a62e9eff2%40sessionmgr4010vid=1hid=4206 (Accessed: 24 January 2017). Burns, J.M. (1978) Leadership, Leadership, 1(1), pp. 11-12. doi: 10.1177/1742715005049347. Linder, C. and Kung, R.L. (2010) An exploratory study into the complexity of relations between physics lecturers crafting of practice and students expectations of quality teaching, Instructional Science, 39(4), pp. 513-526. doi: 10.1007/s11251-010-9136-3. McGrath, K. (2014) Guidelines for engaging students. Available at: http://www3.ul.ie/ctl/sites/default/files/Guidelines%20for%20Engaging%20Students_0.pdf (Accessed: 24 January 2017). Modi, R. (2009) Develop essential Skillset for strategy consulting strategic support for investors, businesses and entrepreneurs. Available at: http://www.strategyexpert.com/categories/consultingskills (Accessed: 24 January 2017). Skills You Need (2011) Commercial awareness. Available at: http://www.skillsyouneed.com/general/commercial-awareness.html (Accessed: 24 January 2017).

Frankensteins character :: Essays Papers

Frankensteins character In Mary Shelley’s Frankenstein, Victor Frankenstein caused many complications that could have been easily prevented. These problems were the result of his secrecy regarding his creation. The result was the deaths of many loved ones. Victor brought this upon himself because of his character flaws. His goal was not to destroy human life, but to put his knowledge to use in eliminating death. â€Å"I had worked hard for nearly two years, for the sole purpose of infusing life into an inanimate body. For this I had deprived myself of rest and health. I had desired it with an ardour that far exceeded moderation...†. The purpose of his experiment was to eliminate death. His reason for doing this was the mounting sentiment from his mother’s death. One of Victor’s flaws was that he couldn’t accept something that wasn’t perfect. Because the physical appearance of the creature scared him, he rejected it. Before giving the creation a chance, Victor decided that it wasn’t normal. Victor can be held responsible not only for creating the monster, but for all of the results of the monster’s actions. If Victor had communicated his problem with the people he needed to tell, the tragedies that occurred my not have happened. Unfortunately he never told his family of the creature and a few weeks later he received a letter informing him that his brother William had been murdered. When Victor arrived home, he saw his creation in the woods and was confident that the monster was the cause of the murder. The only person suspect was a girl named Justine, whom had lived in the Frankenstein house for a long while. Because of Victor’s timid nature in relation to the creature, Justine was executed for William’s death. Victor’s main problem with telling his loved ones about the creature was that the story was so unbelievable that he thought he would be considered crazy. He was a coward and didn’t take responsibility for his actions, and because of that, all of his loved ones were casualties. Victor played the tragic role of God by altering human life and transforming it. His role as the creator makes him consider himself not only a God-like figure, but a mother-figure. He feels responsible for the creature’s actions as well he should. Frankensteins character :: Essays Papers Frankensteins character In Mary Shelley’s Frankenstein, Victor Frankenstein caused many complications that could have been easily prevented. These problems were the result of his secrecy regarding his creation. The result was the deaths of many loved ones. Victor brought this upon himself because of his character flaws. His goal was not to destroy human life, but to put his knowledge to use in eliminating death. â€Å"I had worked hard for nearly two years, for the sole purpose of infusing life into an inanimate body. For this I had deprived myself of rest and health. I had desired it with an ardour that far exceeded moderation...†. The purpose of his experiment was to eliminate death. His reason for doing this was the mounting sentiment from his mother’s death. One of Victor’s flaws was that he couldn’t accept something that wasn’t perfect. Because the physical appearance of the creature scared him, he rejected it. Before giving the creation a chance, Victor decided that it wasn’t normal. Victor can be held responsible not only for creating the monster, but for all of the results of the monster’s actions. If Victor had communicated his problem with the people he needed to tell, the tragedies that occurred my not have happened. Unfortunately he never told his family of the creature and a few weeks later he received a letter informing him that his brother William had been murdered. When Victor arrived home, he saw his creation in the woods and was confident that the monster was the cause of the murder. The only person suspect was a girl named Justine, whom had lived in the Frankenstein house for a long while. Because of Victor’s timid nature in relation to the creature, Justine was executed for William’s death. Victor’s main problem with telling his loved ones about the creature was that the story was so unbelievable that he thought he would be considered crazy. He was a coward and didn’t take responsibility for his actions, and because of that, all of his loved ones were casualties. Victor played the tragic role of God by altering human life and transforming it. His role as the creator makes him consider himself not only a God-like figure, but a mother-figure. He feels responsible for the creature’s actions as well he should.

Particle Size Distribution and Cyclone Efficiency Distribution Essay

In this experiment collection efficiency of a cyclone has been determined for two types of particles – Fly Ash and MgO in an air stream. Such a dust is commonly found in industries using coal and refractories. Particle size distribution of ambient air as well as cyclone exhaust has also been measured using Electrical Low Pressure Impactor (ELPI). The collection efficiency of the cyclones was in 85 -95% range for Fly Ash dust and approximately 96% for MgO dust under experimental conditions. The particle size distribution in the ambient air as well as in the cyclone exhaust was showed a log normal distribution and each of these distributions was composed of more than one size distributions. A. Introduction: In modern industrial era we have to live with dust and powders on continuous basis. There are many industrial processes that use raw materials in powder form like powder metallurgy, sintering plants in integrated steel plants, cement industry, polymer engineering etc. to name a few. It is not unreasonable to expect that the industries that use powders as raw material, throws lot of particulate matter into the atmosphere around it. Even in the cases, when the raw material in not a powder, the emissions contains lot of particulate matter. Some examples are emissions from blast furnaces, coal fired plants etc. to name a few. Vehicular pollution is one of the major sources of suspended particulate matter (spm) in the atmosphere in the urban areas. Therefore, the knowledge of particle size distribution is required and very useful in many cases. Some examples are the following: †¢ Estimation of dust hazard to the personal handling powders in industries †¢ Designing an equipment for removing dust from a gas stream like exhaust gas of blast furnace and other furnaces †¢ Selection of a suitable dust cleaning system for a given environment †¢ Estimation of the efficiency of filters and other dust collection systems †¢ Identifying the source of the dust particles †¢ Estimation of properties of an aerosol etc. Therefore, it is useful to understand the method and practices of measuring and describing particle size distribution and also the different methods and instruments that are used to clean dust from a gas stream. This experiment is concerned with sizing distribution of atmospheric dust and the efficiency of a dust collection system will be determined. The following section described different distributions of particle size in a dust sample. A. 1 Description of particle size distributions Dust particle or airborne particles are not of a given size rather there are particles of different sizes in a dust sample. This size range can be very large in the range of tens of nanometers to hundreds of micron. The exact size distribution depends upon the source of the particulate matter. For example size distribution in a blast furnace exhaust will be different from that in a motorcycle emission and so on. A particle size distribution can be described by the following mathematical expression: Here, ‘d’ is the diameter of the dust particle and dN is number of the dust particle in the diameter range ‘d’ to ‘d+dd’. ‘a’, ‘b’, ‘? ’ and ‘? ’ are the constants. Depending on the value of these constants there are two kinds of particle size distributions. One is â€Å"Nukiyama – Tanasawa† distribution and the other is â€Å"Rosin-Rammler† distribution. For â€Å"Nukiyam – Tanasawa† distribution, ? = 2 and ? = 1 and the expression is â€Å"Rosin – Rammler† distribution is described by the following expression: The â€Å"Rosin – Rammler†distribution was developed to represent size distribution of coal particles, that was received by sieving of coal particles. Here di is a particular sieve size or the minimum size of a particle retained by that sieve; R is the weight of the coal particles retained by all the sieves with size d > di and was expressed as percentage of the total coal weight; ‘b’ and ‘n’ are constants. To evaluate these constants in these size distributions, one needs to do curve fitting. Therefore, it is easier to go for simpler statistical distributions based on ‘normal’ distribution. For any distribution, there is a mean and a standard deviation. For a sample these can be calculated by using the following formulae: Sample Mean Sample Standard Deviation From these sample statistics one can calculate population parameters like true mean or population mean, ? and standard distribution ? with certain degree of accuracy. However, if the sample can be considered to be true representative of the true population then one can take sample statistics (mean and standard deviation) as population parameters ? and ?. While the mean is a measure of the central tendency, standard deviation gives distribution of particle size around the mean. If standard deviation is large then the distribution is wide and vice versa. If two more parameters ‘skew’ and ‘kurtosis’ that measure symmetry and peakedness respectively are also used in conjugation with mean and standard deviation, then can completely describe a size distribution. For a normal distribution, ‘skew’ and ‘kurtosis’ are zero and the distribution is mono-modal with peak at the mean and is symmetric about the mean. Such a distribution is applicable for simple distributions with m/s > 2. 5. If this ratio is smaller then the distribution, generally shows large positive skew. To tackle such a problem one goes for log-normal distribution, which is a normal distribution of the logarithm of the particle size. Most of the natural size distributions are best described by log-normal distribution. As mass distribution is more appropriate and used frequently, therefore, one can deduce mass distribution from size distribution. To do this one needs to calculate mean and standard distribution of the mass of the particles and this is done by dividing individual size measurements by while calculating the mean and the standard deviation. For most of the pollution control applications log-normal distribution is used. Probability distribution function (pdf) for such a distribution with mean ? and standard deviation ? is given by the following expression Such a distribution is shown in figure 1, below. In this case, the peak shifts in left direction with increasing standard deviation, ?. Fig. 1: Shift of the probability distribution peak in left direction with increasing standard deviation of the sample There is another very important aspect of particle size distribution. Generally a dust sample collected from certain location does not consist of a single distribution; instead it consists of many size distributions. It is easier to identify and separate these distributions when the peaks are well separated. However, many times the peaks are so close that these distributions mingle up as a single composite size distribution and one needs to extract individual distributions out of this composite distribution by carefully deconvoluting the composite size distribution. Before describing a size distribution, one needs to first measure the size distribution. There are many instruments that help in measurement of particle size and the size distribution. Some important techniques are described in the following section. A. 2 Measurement of Particle Size and Size-Distribution Sieving: This is the most conventional and easiest method for particle size-distribution measurement. In this case a representative sample of the particulate matter is taken by suitable sampling method like divided cone method. In divided cone method, the particulate matter is made as a cone and one quarter of the cone is taken. This process is repeated hill the final sample size is taken. This sample is then sieved by using a series of sieves of different sizes in a consecutive order. The particle that remains above the sieve of a particle number (size) is given that size and in this manner the size-distribution of the entire sample is measured. Sieve size is given by a number. That number represents number of aperture in a linear inch. Thus a sieve of size 75 means, there are 75 apertures in one inch of that sieve and so on. Therefore, a larger sieve number corresponds to a smaller sieve size. This method is very easy and suitable for coarse particles of size greater than 50 ? m. However, for finer sized particles, this technique becomes very unreliable. Optical Microscopy Optical microscope is also very useful method to measure size distribution of particulate matter. This method can be used to measure size distribution of particulate matter from any source. Different sampling methods can be used to collect the sample for size distribution measurement. Some of these are: (i) Filtration: Membrane filters are generally used to collect samples that have different color or refractive index than the filter. (ii) Sedimentation on a glass slide is another useful technique, especially for large particles. However, for getting a representative sample one should be careful. (iii) Thermal precipitation is another useful technique; however, care should be taken to avoid segregation of sizes. (iv) Electrostatic precipitation on a glass slide or electron microscope grid is another technique that is commonly employed. However, optical microscopy is limited to ~ 1 ? m sized particles as maximum magnification is 1000 only. This is because, light is the probing signal and its wavelength is of that order. For measuring the size distribution if still finer particles one needs to use scanning electron microscope (SEM) and transmission electron microscope (TEM). In case of SEM a focused electron beam is scanned in a raster and the image is formed by collecting the different type of electron signals like secondary electron or back scattered electron. In case of TEM, the focused electron beam is transmitted through the particle and an image of the particle is formed at higher magnification ~ 100,000. Cyclones: Cyclones are used mainly as dust removing system; however, these are also used for separating particles into different size groups. One example is use of cyclone in personal dust sampler to separate the powder into two fractions – one which is respirable and another which is not. Cascade impactors: In this system, particles are collected in different size groups in different stages according to the aerodynamic impaction onto a substrate. Each stage can be analyzed chemically, measured using a microscope or can be even weighed electronically. These are used for sampling of particulate matter in atmosphere or in chimney or furnace exhaust gas. These are capable of sizing the particulate matter in 0. 05 to 10 mm range. These systems have evolved considerably and modern systems are equipped with quartz crystal microbalance for detecting mass number of the dust particle and even electrical detection of the particles, which has been charged before classifying into different sizes. One such system is Electrical Low Pressure Impactor (ELPI). This equipment will be described in somewhat detail in the next subsection. Diffusion Battery: In this system particles are classified based on their ability to diffuse through a series of mesh screens. Smaller particles diffuse faster and vice versa. Finer particles are thus collected easily than the coarser particles. This system can be used for particles smaller than 1 ? m. Electrical Mobility Analyzers: In this system, the particles are charged prior to separation. The charged particles are separated by applying electric field. Smaller particles have higher mobility due to smaller mass than the larger particles. Therefore, electric field removes the particles in selective manner at different stages according to their sizes. This system can do sizing of particles in the size range 1 ? m to 1 mm. Light Scattering Devices: These are based on scattering of light by the dust particle in the suspension. It can use dry as well as wet suspension. The angle of scattering of light is related to its size. Normally a highly collimated laser light is used. Though the minimum size is limited by the wavelength of the light and is ~ 0. 3 mm; newer systems have been designed that can measure particles in nm size range as well. However, these are costly equipments.

Difference between Eastern and Western Philosophy Essay

The history of philosophy is full of dichotomies.   Concepts such as empiricism vs. rationalism, permanence vs. change, appearance vs. reality, monism vs. dualism, and the problem of the One vs. the Many, all have become part of the history of philosophy.   The same is true for Eastern and Western Philosophy.   While at certain points these two philosophies converge, the dichotomy between the two philosophies is not merely geographical but substantial as well. Eastern Philosophy is the philosophy found in the Asian continent which includes Indian Philosophy such as Hinduism, Chinese Philosophy such as Buddhism, Taoism, and Confucianism, Japanese Philosophy, such as Zen Buddhism and Iranian Philosophy such as Zoroastrianism.   On the other hand, Western Philosophy is the philosophy found in the Western countries which is classified according to era beginning with Greek Philosophy, Medieval Philosophy, Renaissance Philosophy and Modern Philosophy. Both philosophies also differ in their concept of Religion.   In Eastern Philosophy, their religion is integrated with their philosophy and is considered as their way of life.   For instance, Buddhism is not only a school of philosophic thought but is also a religion for Chinese.   On the other hand, in Western philosophy religion is either opposed or considered separate from their philosophy.   For instance, doing the right thing is a desired end not because of religion but because it is considered as the ultimate good for man. Both philosophies also differ in how they see the relationship between God and the physical universe.   Eastern philosophy considers God as one with the physical reality. (Tony Page 1)   For instance, Buddhism sees God as present everywhere and can be found in trees, soil, or even water.   On the other hand, God is either disavowed by atheist philosophers or considered distinct and separate from the universe.   Cited Works Page, Tony.   â€Å"God in Buddhism: Is there One?†Ã‚   Hollisticshop.co.uk.   2005.   January 2, 2009.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚