Well logging Assignment Example | Topics and Well Written Essays - 1000 words

Well logging - Assignment Example ards the transverse plane present, which is achieved by applying an external magnetic field that is in resonance with the precessing protons, which are polarized. The protons will then continue in their precession process, after rotation, but in a plane that is perpendicular to the aligned protons, which creates a changeable and detectable magnetic field. Dephrasing of the protons may result due to interferences resulting from the polarized magnetic field at the proton’s location. The dephrasing factors can then be quantified, and used to prevent further dephrasing by another time constant (T2). Focused electrons moving horizontally through the formation: Laterlogs are utilized in low-resistive muds. A focused current is made to flow horizontally by placing two guard electrodes that are located above and below the electrode’s current. The central generating electrode and the guard electrodes are balanced and a sheet of current then penetrates the formation. High frequency alternating current: these logs are used in oil-based or fresh-water muds. A high frequency current flows through the transmitter when a receiver coil and transmitter coil are placed at the ends of sonde. This creates a magnetic field, which, in turn, generates an alternating current. The generated current alternates depending on formation resistivity and the quantifiable parameters are recorded in the receiver coil. Rt: is obtained by using Dual Laterlog Borehole correction (both deep and shallow laterlogs). In order to achieve this, Rs, Rm, RLLD, RLLS, Rw, and RSFL should be known. The obtained data must be calculated to substitute the following formulas: Rw: SP log is used to identify the clan sand lines and shale baseline on the SP log. Temperature is then determined to convert (Rm)Tm to (Rmf)Tf. SSP is then calculated by using the invaded resistivity Rf, and the bed thickness, h. the formula for this conversion is converting Rmf@Tf to Rmfe @ Tf, then Calculate Rwe: Rwe=

Relationship between literature, ehnicity and immigration Essay

Relationship between literature, ehnicity and immigration - Essay Example It is an observation that since ancient times, immigration remained a major activity of humans around the globe who used to travel from one region to another in search of food, shelter, employment, and several other facilities. In the result, this activity has enjoyed significant importance in every aspect of human life, and that is observable in huge amount of literature that indicates significance of immigration and its effects on different aspects of societies globally. This briefly allows the researcher to identify the relationship between immigration and literature, as the later one has always played the role of providing commentary regarding different cultural and social aspects related to the process of immigration during different eras. In addition, it is an understanding that literature has also been responsible for promoting or discouraging immigration in certain regions, and thus, both enjoy a strong relationship with each other. On the other hand, ethnicity is another imperative notion of human society that refers to the social concept that enables individuals or a group of people to identify each other based on language, culture, or ideology. In particular, analysis (Suls, pp. 33-38) has indicated that literature has been an important factor when it comes to ethnicity, as ethnic groups consider literature as one of their fundamental evidences to prove their ethnicity, and thus, literature and ethnicity exist in an interconnecting relationship with each other. Moreover, if one looks at the relationship of ethnicity and immigration, scrutiny of different sources has pointed out that immigration plays a crucial role in determining ethnicity of different group of people. For instance, when a group of people migrates from one country to another reason for any particular reason, the future generations of same group identify themselves in midst of two ethnicities, one existing in literature connecting them with th eir forefathers, and on the other hand, one existing in their society where they opened their eyes and grew up. In this regard, both literature and immigration are significant factors to contribute in alteration of ethnicity in a society, whereas, both immigration and ethnicity causes changes in literature, and similarly, literature and ethnicity has always become a reason of immigration in different parts of the globe. Therefore, it will be appropriate to state that all three notions of literature, ethnicity, and immigration enjoy a triangular relationship, where they interrelate with each other in different aspects. Examination of different sources (Suls, pp. 59-64) has indicated that literature related to immigration has always referred to historical and cultural models and techniques to understand its different features. In addition, literature and studies related to ethnicity have indicated dominance of similar models that indicates the relationship of the two with the literatu re. Another factor of their similar relationship with literature is their similar propensity towards ignoring social and cultural structures on micro or individual level. However, there have been instances where experts have suggested for a psychological scrutiny of different aspects of ethnicity and immigration and their impact on micro level; however, results have pointed out that both exist on macro level, and thus, majority of literature has indicated their construction as a macro component of human society. In order to understand the relationship of literature, ethnicity, and immigration further, the paper will now include analysis of the relationship based on theory of social identity by Tajfel (pp. 23-25) that will be effective in

Citizens Have to a Guaranteed Minimum Income in a Democratic Society Essay Example for Free

Citizens Have to a Guaranteed Minimum Income in a Democratic Society Essay Although abuse of the system are inevitable, social welfare payments are essential to protect the rights citizens have to a guaranteed minimum income in a democratic society Discuss. Social welfare is an essential element of an advanced society. Good systems are always abused, but that does not mean they are faulty. In my opinion, the two main reasons why welfare payments are necessary are as follows: First of all, critics forget that there are many forms of welfare besides payments to the unemployed. Their negative opinions harm those who are not capable of earning a wage, such as single-parent mothers, the disabled, and the sick. Moreover, the unemployed have the right to an income, too. They are not always at fault for not having a job, and in most cases the tax they have paid in the past entitles them to assistance. The second reason is that crime increases when people have no means of support. The desperately poor inevitably turn to crime, which is not only dangerous but costly. Policing the streets is more expensive than providing welfare. A policemans wage is four or five times higher than a dole payment. Certain members of society believe that people should look after themselves. They point out that welfare increases dependency on others and destroys dignity. This may be true, but in the case of the unemployed, the relief payments are usually temporary. It is surely the fault of the government if there are long-term unemployed. Welfare critics also believe that it is the responsibility of a victims family to provide financial assistance. However, it is too expensive to provide complete help for a severely disabled person. To conclude, it is vital to understand the need for welfare in a modern democratic society. Without welfare payments the poor are destined to become poorer. The first duty of a government is to provide a financial safety net for all disadvantaged persons, and that includes those without work.

An Excellence And Enjoyment Education Essay

An Excellence And Enjoyment Education Essay Debate and discuss the benefits and drawbacks of cross-curricular and thematic approaches to teaching and learning. You must draw upon a range of academic sources including Excellence and Enjoyment (DfES, 2004) Thematic education is a method of teaching that is becoming more and more prominent within schools across the country due to the Governments education review and their proposed new curriculum for 2011. The switch to this method of teaching is intended to help reorganise the traditional subject areas into thematic areas of learning, easing the pressures on schools to teach strictly to the curriculum and give their teachers the freedom they need in order to do cross-curricular thematic lessons. This report will attempt to define both thematic and cross-curricular education and discuss their respective advantages and disadvantages. Shoemaker (1989) states that a cross-curriculum education is one that is set up so that classroom subjects overlap with one another, the method attempts to bring together numerous aspects of the curriculum into various lessons to reflect the real world such that students can use knowledge learned in one context as a knowledge base in other contexts (Collins, Brown, Newman, 1989). Shanahan (1995) agrees with this definition, he states that thematic teaching is a method of organizing teaching around themes or topics making it possible to integrate instruction across core areasThematic units are designed to encourage students to delve deep into topics developing both an awareness and understanding of existing connections across ideas. The above definitions suggest that thematic and cross-curricular teaching is essential for children to associate that skills learnt in one class are important tools for completing tasks within other subjects in school and tasks outside. Applebee, Langer, Mullis (1989) report why the change to this method or teaching is necessary while students are learning the basic information in core subject areas, they are not learning to apply their knowledge effectively in thinking and reasoning Marzano (1991) and Perkins (1991) build on this; they believe that these methods work towards addressing some recurring problems in education, one in particular being that of isolated skill instruction. Ofsteds report The Curriculum in Successful Primary Schools (2002) in which it was noted that successful schools were the ones in which The teachers recognised that where links are effective they enable pupils to apply the knowledge and skills learned in one subject to others. Because cross-curricular and thematic teaching involves the linking of activities that are designed around topics or themes as well as crossing numerous areas within the National Curriculum they provide an environment that fosters and encourages process learning and active involvement of all students (Fisher, 1991), this would therefore help teacher address the different learning styles of pupils within their classrooms. A claim that Komorowska (2001) backs up, stating that because teaching children is not systematic, the methods and techniques chosen by the teacher are of a higher significance than their results. With regards to the diverse learning styles that children have, experts have identified three (http://www.time4learning.com/learning-styles.shtml): Auditory learners remember by talking out loud, like to have things explained orally and may have trouble with written instructions. Auditory learners may talk to themselves when learning something new. Visual learners easily remember visual details and prefer to see what they are learning. They prefer to write down instructions and may have trouble following lectures. This type of learner enjoys art and drawing; reads maps, charts and diagrams well; fascinated with machines and inventions; plays with lego; likes mazes and puzzles. Kinesthetic learners prefer activities that allow them to do what they are learning about. Tactile learners like to touch things in order to learn about them and like to move around when talking or listening. Shows you rather than tells you. Through the use of thematic and cross curricular teaching, classroom teachers are able to cater for these three distinct groups of learners and, therefore, create an atmosphere in which each group remains interested in the lesson thus combating any boredom and increasing the pupils potential for learning. Former Secretary of State for Education and Skills, Charles Clarke, wrote in the Excellence and Enjoyment Strategy (2004), What makes good primary education great is the fusion of excellence and enjoyment. Children learn better when they are excited and engaged but what excites them and engages them best is truly excellent teaching, which challenges them and shows them what they can do. Which falls in line with Larsen-Freemans statement (2000) that learning becomes even more effective due to it being facilitated in a cheerful environment, and Resnicks (1989) claim that this method increases pupils motivation for learning and their level of engagement because they can see the value of what they are being taught and become more actively engaged in the lesson as opposed to the isolated skill learning that other methods offer. It is, however, important to consider general learning characteristics as well as the previously mentioned groups of characteristics and how these are successfully manipulated through the use of these methods. Thaiss (1986), Krogh (1990) and Jacobs (1989) all write that children that are able to use investigatory skills to explore what they are learning, and interact with other members of their learning community, whether thats other pupils, teachers or classroom assistants, actually learn more than those children that are not encouraged to ask questions and share opinions with other learners. Vygotsky (1962) gives us an explanation as to why this technique is successful. He pointed out that children who have different skills, learn from each other. This is because through the encouragement of investigation, questioning and working together, pupils are given the opportunity to see tasks from the point of view of others. Finally, the humanistic approach in teaching emphasises the importance of individual and distinctive characteristics of a human being and the desire for fulfilment. In education it means student-oriented teaching rather than teacher-oriented one Biskup (1990). Fisher et al says, what promotes creativity is a questioning classroom, where teachers and pupils ask unusual and challenging questions; where new connections are made; where ideas are represented in different ways- visually, physically and verbally; where there are fresh approaches and solutions to problems; and where the effects of ideas and actions are critically evaluated. In a humanistic classroom, such as the one that uses thematic and cross-curricular methods, the teacher is not only a supporter and helper but also a learner. This is because the work is based on themes that the teacher may not be used to, it brings the teacher down to the same level of the child and the pupil almost takes charge in investigating by askin g questions. The teachers main role is to create an atmosphere in which learners feel relaxed and do not have any inhibitions thus learners talents are exploited during the learning process. Of course, whilst there are numerous benefits to using these methods, there are also a number of drawbacks which must be considered. David Hart, former general secretary of the National Association of Head Teachers, Theme-based education will disadvantage pupils in the transition to secondary. And it will make the secondary teachers task much more difficult. This is to say that even though there may be benefits to teaching like this within a primary classroom, pupils heading from a largely thematic based style of teaching could possibly find that the generic style of teaching within secondary education i.e. topic-based learning, difficult to adjust to. Thus disadvantaging the pupils learning experience, compared to classmates who are used to this type of teaching. Further drawbacks of the methods include the need for ongoing collaboration between teachers and planning, as the themes must be carefully and thought through in order for them to be meaningful and make sense within the curriculum. Chris Woodhead, states in his report of 1992 that, Its harder for teachers to structure a coherent provision in the subjects that are worth studying if theyre trying to construct links between these subjects as well. The extra work that Woodhead comments on is necessary for the success of the methods because the intertwining of the curriculum within that one topic, as stated earlier, may be difficult and would require a lot of planning and collaboration with other members of staff, and without this extra work from the teachers it is possible that some content that could be covered may be missed. Finally, with regards to planning, the resources available to teachers within a school could also be a potential obstacle for the two methods. For example a school may not have sufficient ICT resources for all year groups to use in order to develop these skills during literacy or numeracy lessons. There is also the possibility that within these sessions that some pupils get confused and lose sight of the main concepts of the activity or lesson. This could be down to poor planning and organisation of the teacher or due to the pupil being over-stimulated with the many different activities in motion within the lesson, thus, resulting in the pupil being spread thinly across the lesson, leaving efforts for learning ineffective. The cross-curricula and thematic methods of teaching can be beneficial to teachers and students, as discussed previously they allow children to learn in a way that is most natural to them. As Scott and Ytreberg (1990) state: some children develop early, some later. Some children develop gradually, others in leaps and bounds. It is not possible that at the age of five all children can do x, at the age of seven they can all do y, or that at the age of ten they can all do z.. This is to say that children are all different human beings learning things at different rates. These methods allow all pupils to pick up the intended learning objectives and goals through this investigatory process, its through this process that the pupils become more responsible and engaged in their own learning. In effect this levels the playing field allowing the pupils to successfully complete the learning objective in their own way and within the intended period of time. However, it would be prudent to take t o these methods with caution as the drawbacks discussed do seem to have basis such as Biskup, D. (1990). Podejņºcie humanistyczne w nauczaniu jÄâ„ ¢zykà ³w obcych. JÄâ„ ¢zyki Obce w Szkole, 2-3, 118-124. Fisher, B. (1991). Joyful Learning: A Whole Language Kindergarten. Portsmouth, N.H.: Heinemann. Fisher, R and Williams, M. (2004). Unlocking Creativity. Oxon: David Fulton. p2. Komorowska, H. (2001). Metodyka nauczania jÄâ„ ¢zykà ³w obcych. Warszawa: Fraszka Edukacyjna. Krogh, S. (1990). The Integrated Early Childhood Curriculum. New York: McGraw-Hill. Larsen-Freeman, D. (2000). Techniques and principles in language teaching. New York: Oxford UP. Scott, W.A., Ytreberg, L.H. (1990). Teaching English to children. New York: Longman Inc. Shoemaker, B. Integrative Education: A Curriculum for the Twenty-First Century. Oregon School Study Council, 33/2 (1989).

Joseph C. R. Licklider :: essays research papers

Joseph C. R. Licklider died when he was 75, on June 26, 1990. His death was caused by a heart attack that followed because of complications from asthma. Licklider was born in St. Louis, Missouri and educated at Washington University and the University of Rochester. There he received his three bachelor's degrees in math, physics, and psychology. Licklider was well liked and had a very good reputation for being very humble, often letting others take credit for his ideas. Licklider humility and good manners were probably part of his mid-western upbringing. Licklider came to Massachusetts Institute of Technology in 1950. Previously, he had worked at Harvard University's Psychoacoustics Laboratory, where he discovered that "clipped speech" was 70-90 percent intelligible. Professor Licklider's background was in the psychology of communications, and he played a major role in stimulating linguistics research at MIT while contributing to the study of biological characteristics of communication. Licklider lectured on the neurophysiology of vision and hearing, the perception of speech, and the presentation and absorption of information. J.C.R. Licklider's contribution to the development of the Internet consists of ideas not inventions. He foresaw the need for networked computers with easy user interfaces. His ideas foretold of graphical computing, point-and -click interfaces, digital libraries, e-commerce, online banking, and software that would exist on a network and migrate to wherever it was needed. He has been called, "Computing's Johnny Appleseed," a well-deserved nickname for a man who planted the seeds of computing in the digital age. Licklider planted his symbolic seeds at two very important places. Most importantly, he worked for several years at ARPA, which is Pentagon's Advanced Research Projects Agency, where he set the stage for the creation of the ARPANET. Licklider worked at Bolt Beranek and Newman, the company that supplied the first computers connected on the ARPANET. He did his doctoral work in psychoacoustics. In 1942, he went to work at Harvard's Psychoacoustics Laboratory where he did work for the Air Force to find solutions for the communication problems faced by crewman in noisy bomber aircraft. Joseph Licklider worked on a Cold War project called SAGE designed to create computer-based air defense systems against Soviet Union bombers. Lick became increasingly interested in computing thereafter. Coming to the world of computing from a psychology background gave Lick a unique perspective. Computing at the time consisted mainly of batch-processing operations. Large problems would be outlined in advance and operations coded onto paper punch cards that were then fed into computers in large batches.

Guilt In The Scarlet Letter And The Crucible Essay example -- Essay on

The presence of guilt has been felt by all human beings. As guilt grows in a person’s life it eventually begins to have a deteriorating effect on the individual. In both The Scarlet Letter and The Crucible more than one of the characters are experiencing some form of guilt and the effects of the public’s opinion on their own personal sins. Each character’s guilt originates from a different personal problem and with each character’s guilt comes a different reaction. Miller and Hawthorne use the source of guilt, the actions resulting from it and the eventual consequences to portray the concept of a guilty conscience to the reader.  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Each character’s guilt originates from a different source. Through different characters, Hawthorne and Miller display guilt and it’s source to the reader. In both The Scarlet Letter and The Crucible the use of relationships between a man and a woman are used as a primary source of guilt. Hawthorne uses Dimmesdale and Hester, and Miller uses Proctor and Elizabeth. The men in both cases are experiencing guilt involving mistakes made sexually. Dimmesdale, who is a highly respected priest has a sinful relationship with a married woman, and Proctor, a married man, falls for a young girl and commits adultery. With Dimmesdale, his guilt stems from the concealment of his sin. He watches Hester as she confesses and for seven years he agonizes over it, while he still remains innocent in the eyes of all. However with Proctor, he confesses to his wife right away. In an argument with his wife he says, â€Å"’ I should have roared you down when you first told me of your suspicion. But I wilted, and like a Christian, I confessed!†Ã¢â‚¬â„¢(55). The guilt that Proctor feels comes, not from a secret that he is keeping, but from â€Å"’The magistrate that sits in his heart†Ã¢â‚¬â„¢(55), as Elizabeth puts it. With the women in these relationships, their guilt has a less drastic origin. Elizabeth knows that she has not committed any sin that can compare to her husband’s, but she admits that â€Å"’it needs a cold wife to prompt lechery†Ã¢â‚¬â„¢ (137). Even though John has committed the ultimate sin against... ...t that he was experiencing can be seen in two different lights. It eventually brought him to confession in the court, and the tarnishing of his good name. However, his confession was strictly to protect his wife, so his guilt could be seen also as a final reconciliation between Proctor and Elizabeth. Guilt has the capability of doing permanent damage to a person, and in both novels, the authors use guilt as a very negative force in a person’s life.   Ã‚  Ã‚  Ã‚  Ã‚  In The Scarlet Letter and The Crucible, guilt is portrayed in similar ways. Both authors use the concept of guilt to imply the idea that guilt has the capabilities to produce reactions in people that in most situations aren’t the same. The result of a guilty conscience can be used as a positive or negative force in a person’s life and through the characters in both novels, this idea is made apparent. The cause of guilt, the reactions to the guilt, and the consequences resulting from the guilt are all used by Hawthorne and Miller to show the contrasting ways of handling personal guilt in a person’s life.

Honors English- Animal Farm Essay

Fhorest Padilla #209156Padilla 1 Honors English- Animal Farm Essay 2/10/10 The Failure to Improve Society ultimately becomes what it hates the most in order to continually keep moving forward into the future. This is the same for the animals in Animal Farm; they have human aspects in order to give a better understanding even though animals dislike humans. The animals are failing to make living like humans better than the humans do. Lifestyle of the pigs is far better than any of the other animals on the farm and it is seemingly unfair.Although the animal’s lifestyle is improving, it still seems that all the other animals are not being given the same treatment as the pigs have. The commandments are a model for all the animals to follow, but they are not really needed. On Animal Farm â€Å"the commandments are being written on the [tarred] wall with great white letters† (Orwell 24). The seven commandments be seen as a dynamic character because of their change in meaning o r what they are thought to mean, but are changing because of Squealer’s propaganda.With this the genre of Animal Farm is also the best example of what Stalin is doing in Russia. Although something may not be evenly in comparison there is a greater reason behind it. Boxer is the strongest and hardest working of all the animals, but he is also one that is least of value to all the pigs. Boxer’s maxims, â€Å"I will work harder(Orwell 125)† is a reminder to all the animals of what he and Animal Farm stands for. The motif of Boxer’s maxim is a perfect example for all the animals to follow.Also the animal’s only real motivation to work harder is that they all do not want Mr. Jones to return. Working hard for anything that has meaning pays off in the end. The success of all the animals has nothing to do with the pigs. â€Å"All animals are working like slaves, except the pigs (Orwell 59). † The windmill is a symbol of life to all the animals; it i s their only reason for living. Napoleon’s analogy of how the farm is now; to how it was when Mr. Jones was on the farm does not make sense. Success is on what is put into it; it is ll on how much effort is put forward. All in all someone or something, like the animals, is unjustly does not have the same equality as others do. The life of the pigs is made better because they make it, but this is not by the choice of the other animals. The pigs abuse their self obtainment of leadership and end up making life even harder for the other animals. All of the animals should be equal, and it has the assumption that they are, but they really are not. Equality is keen and should be properly in use all around the world.