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An immediate autopsy and loss report is carried out by an expert of the personnel of our company, with the support of Engineers of relative specialty where appropriate, with strict technical criteria from our specialized collaborators of relative specialties (tax consulting, legal, economic advisors, geologists, art estimators, etc).
If required, the loss adjustment is reinforced by well known technical institutes and laboratories (material testing laboratories, workshops, electronics, chemistry, food quality control, etc.). The causes and circumstances of the loss are investigated and the policy terms are considered.
We offer consulting services during the implementation phase of works repairing the damages, aiming in the qualitative repair, the reduction of the cost and the time of re-construction, in the common interest of the parties involved and we supervise their implementation.
The survey report is supported, if necessary, to arbitration or court involvement, from our legal advisers.
These services are aimed to businesses of all fields and individuals.
All branches of insurance risks are covered. Examples of covered branches are :
Fire, earthquake, flood, storm, theft, leakage of hydraulic nets, electrical failure – short circuits, etc., in cases of industrial, commercial businesses, residential – office buildings, or buildings of special use, etc.
Supervision and certification of loading / unloading procedure, appropriateness of transport means, package and shipping instructions checking, loss report on site, etc.
Construction, erection policies (CAR, EAR), mechanical breakdown policies (MB), electronic equipment (EEI), etc.
General third party liability insurance (TPL), product liability, vehicle liability, loss of profits (LOP), deterioration of stock (DOS), personal accidents, personnel embezzlement, artistic events, agricultural activities, etc. | http://www.technogroup.gr/en/our-services/loss-adjusting |
An Aerial shot of the mountain behind Site-016.
The nearby cover village of Prins Christians Sund.
Front Cover: Nukissiorfiit Marine life study and water testing facility.
150km southwest of Prins Christianssund in the Kujalleq Municipality.
Site Occupation: Containment, Research, MST & ASF site facilities.
Facility Access: Regarding Site-016's secluded location site access is achievable by water or air vehicle through traveling its southern canal. Specialized land vehicles are also operated to limit visibility of site staff as well as covertly transport minor anomalous items.
Site-016 was established Oct 29th, 2002 after Authority actions caused several minor disasters, Administration officials at that time rerouted the remaining assets and resources from these incidents to construct and maintain a storage site for 'lesser anomalies'.
Site Leader Marshall was assigned to command MST ECHO-13 to maintain tight security of all stocked anomalies. Marshall was chosen for this position based on his previous work with the individuals currently assigned to ECHO-13.
MST commander Rip was assigned to be captain of the Orca class submersible aircraft carrier, "The Kraken" after his previous work as an Authority collaborator.
Site-016 was established Oct 29th, 2002 to contain item-based anomalies that do not pass Beta in their assigned containment ranking.
Site-016's research facilities are built into underwater plexiglass containers using bubble architecture, nearly 1km under the thick ice of the coast.
'The Kraken' an Orca class aircraft carrier submersible off the southern coast houses and maintains command of MST-Echo-13 'Charlie's Anglers'.
All site-016 non-security personnel is assigned to strict safety zones due to one or more minor containment breaches. All personnel seen outside of their assigned zone are to be restrained or paralyzed with the supplied tasers all security staff carry.
Computer generated bust retrieved from Chimaera Tec. files of former MST Echo-13 commander, 'Blue'.
MST-Echo-13 are assigned to an immediate response team in case the on-site security system or agents off-site report a sighting of PoI-30A, Blue.
This response team is to attempt capture with supplied military-grade net cannons, harpoon guns, and stun rods.
If capture is impossible, Echo-13's current commander, Rip, will attempt to terminate the target and any allied individuals.
The Kraken's drill-headed submersible escape pods are to be jettisoned with all management and research staff to a safe predetermined location.
This is in case of a Gamma-class mass containment breach, or attack by an opposing GoI or PoI to the Authority.
The Kraken will release all IBMs onto previously designated and programmed mark zones.
These hits will separate the land connecting the Republic of Greenland and Site-016. This will release the landmass into the Labrador Sea, where the weights attached to it will cease its movement at 59.187169,-43.881043 approx.
Administrative Wing - Housing for all Administrative Staff of 016.
Security Perimeter - Maintained by all on-site security staff of ECHO-13 at a radius of 5km2 inland, and 10km2 radius on the water. This radius is held 24/7 through scheduled watch shifts, operated by MST-ECHO-13's Urban and Aquatic divisions supplemented by site security.
Research and Testing Wing - Comprising of 7 bubble architecture labs underneath Site-016's official cover buildings. All excess storage structures of Site-016 used as testing chambers and housing for testing personnel until further expansion is needed.
Containment Wing - Much of Site-016 is comprised of purely stationary containment with guard routines in effect. Routine containment checks on a bi-weekly basis for the chance of containment breach. Security captain Rebecca Sisan oversees management of all routines.
Hub for lesser anomalous items. | http://www.rpc-wiki.net/sites:site-016 |
How do I capture them? (besides tanks blitzing). That would not work if im trying to capture an island. Just move in with a bunch of infantry and claim it for myself?
On an island, there wouldn't be an opportunity for a tank blitz (unless it started from a land zone two zones away).
But tanks or infantry can assault an island (or any coastal region) from a transport, possibly with air or battleship support. If they "outlast" the enemy defenders, the survivors can move ashore and occupy the island.
Tanks or infantry attacking an unoccupied island have "outlasted" the enemy defenders, by definition.
You can capture an unoccupied enemy terrority either by blitzing through it (as you mentioned in the question) or by moving a land unit into the territory. It is treated as a combat move and is essentially as if you are fighting a battle against zero defenders (which you automatically win)
In addition to the accepted answer, for islands:
Move a transport into an adjacent (emptied) sea tile; unload 1 to 2 infantry or 1 tank onto the island. | https://boardgames.stackexchange.com/questions/24754/how-to-capture-unoccupied-enemy-controlled-territories/27768 |
BURGALESA DEL POLIESTER S.L., better known as BUPOLSA, has an experience of more than 35 years of own manufacture, and also 45 years of experience of our technicians in the production of TANKS OF POLIESTER REINFORCED WITH FIBERGLASS, for use in the chemical and food industry, storage of fuels, liquids and solids in general, water or gas purification equipment, etc…
Over the years we have specialized in special fabrications, with greater engineering requirements for the design of them with a high level of specialization and quality. Becoming a reference company within the sector of wastewater treatment, adjusting to the technical needs of each company that creates a system of purification, storage of chemicals, industrial processes, desalination, equipment for biogas plants, and so on.
Our production facilities are located in Burgos, divided into two industrial plants, one in Burgos capital and the other 45km away, in Melgar de Fernamental, covering a total of 30,000 m2 for the manufacture, assembly and storage of our equipment, of which 9,000 m2 are production warehouses. Two other companies also belong to the BUPOLSA group: MELGAPOL related to the manufacture of GRP parts by moulding and MANTEPLAS manufacturer of all the metallic parts and structures of the tanks manufactured by BUPOLSA, manufacturing each metallic element of each piece of equipment to measure and therefore providing the client with a more complete product and adjusted to their needs. | https://www.bupolsa.com/who-we-are/?lang=en |
The scientific- applied investigations and the technological tasks of the Centre are focused in the following directions:
- Virtual modeling of the hydrodynamics of floating and moored sea objects as well as of the processes in river and in sea coastal zone, mainly using licenced specialized programme products;
- Investigation by physical modeling, and optimization of the hydrodynamic qualities of contemporary sea transport units, including twin/triple hulls ships, specialized research ships, technical devices for utilization of the ocean sources energy, etc.;
- Hydrodynamic optimization of the powering performance of yachts and sailing ships;
- Evaluation of the influence of the limited fairway on the hydrodynamic characteristics of ships/trains, navigating on inner waterway routes, including Danube river;
- Physical modeling and evaluating of the aerodynamic characteristics of bodies, objects, engineering structures;
- Updating of the experimental procedures for carrying out model hydrodynamic investigations and scientific experiment quality analysis in accordance with the International Towing Tanks Conference (ITTC) requirements;
- Reconstruction and modernization of experimental facilities (shallow water towing tank; wind tunnel; seakeeping and manoeuvring basin) as well of technical equipment, introducing of new experimental devices, updating of the machine park;
- Creation of prototype of river navigation simulator;
- Unification of the automated measuring systems and of the software, applied in the Centre experimental facilities as well as of the data acquisition and processing methods and methods for control of the experiments.
The future development of the Centre research infrastructure envisages:
- Additional equipping of the Seakeeping and Manoeuvring Basin and transforming it in Ocean Basin with new deep water mooring testing site;
- Modernization of the Coastal Hydraulic Channel;
- On the base of the existing Shallow Water Towing Tank creation of Shallow Water Research Laboratory with much more effective and rich spectrum of investigation possibilities;
- Creation of Laboratory for Renewable Marine Energy Sources – for performing model investigations of the effectiveness of devices for energy extraction from WWC (wind/waves/currents);
- Creation of high performance Computing Centre, including Computer Cluster and Inland Navigation Simulator;
- Creation of Training and Seminar Centre. | http://bshc.bg/structure/Applied%20Development.htm |
Carriage of chemicals in bulk is covered by regulations in SOLAS Chapter VII - Carriage of dangerous goods and MARPOL Annex II - Regulations for the Control of Pollution by Noxious Liquid Substances in Bulk.
Both Conventions require chemical tankers built after 1 July 1986 to comply with the International Code for the Construction and Equipment of Ships carrying Dangerous Chemicals in Bulk (IBC Code).
The IBC Code provides an international standard for the safe carriage by sea of dangerous and noxious liquid chemicals in bulk. To minimize the risks to ships, their crews and the environment, the Code prescribes the design and construction standards of ships and the equipment they should carry, with due regard to the nature of the products involved. In December 1985, by resolution MEPC.19(22), the Code was extended to cover marine pollution aspects and applies to ships built after 1 July 1986.
In October 2004, IMO adopted revised MARPOL Annex II Regulations for the control of pollution by noxious liquid substances in bulk. This incorporates a four-category categorization system for noxious and liquid substances and it entered into force on 1 January 2007.
Consequential amendments to the International Bulk Chemical Code (IBC Code) were also adopted in October 2004, reflecting the changes to MARPOL Annex II. The amendments incorporate revisions to the categorization of certain products relating to their properties as potential marine pollutants as well as revisions to ship type and carriage requirements following their evaluation by the Evaluation of Hazardous Substances Working Group.
Ships constructed after 1986 carrying substances identified in chapter 17 of the IBC Code must follow the requirements for design, construction, equipment and operation of ships contained in the Code.
A type 1 ship is a chemical tanker intended to transport chapter 17 products with very severe environmental and safety hazards which require maximum preventive measures to preclude an escape of such cargo.
A type 2 ship is a chemical tanker intended to transport chapter 17 products with appreciably severe environmental and safety hazards which require significant preventive measures to preclude an escape of such cargo.
A type 3 ship is a chemical tanker intended to transport chapter 17 products with sufficiently severe environmental and safety hazards which require a moderate degree of containment to increase survival capability in a damaged condition.
Thus, a type 1 ship is a chemical tanker intended for the transportation of products considered to present the greatest overall hazard and type 2 and type 3 for products of progressively lesser hazards. Accordingly, a type 1 ship shall survive the most severe standard of damage and its cargo tanks shall be located at the maximum prescribed distance inboard from the shell plating.
Under regulation 11 of MARPOL Annex II , chemical tankers constructed before 1 July 1986 must comply with the requirements of the Code for the Construction and Equipment of Ships Carrying Dangerous Chemicals in Bulk (BCH Code) – the predecessor of the IBC Code. The BCH Code remains as a recommendation under the 1974 SOLAS Convention.
Disclaimer: IMO has endeavoured to make the information on this website as accurate as possible but cannot take responsibility for any errors.
The official languages of IMO are Arabic, Chinese, English, French, Russian and Spanish. The working languages are English, French and Spanish.
Some content on this site is available in all official languages. The majority is presented in the working languages. | http://www.imo.org/en/OurWork/environment/pollutionprevention/chemicalpollution/pages/ibccode.aspx |
Oil storage tanks of various types, materials, shapes and sizes are used from the initial production of crude oil, to the refining and distribution of various petroleum oil products. Wooden oil storage tanks were used in the United States in the 1860s, but were replaced by steel tanks from 1880 up to the end of the 1800s.See all results for this questionsp.info Why do you need a corrosion allowance for a tank?This standard requires that an appropriate corrosion allowance be included in the minimum shell thickness calculations. A variety of sources were researched in an effort to develop a process that ensures the selected corrosion allowance allows for the safe operation of a tank for its entire service life.See all results for this questionsp.info Corrosion Control for Aboveground Storage Tanks: Part …Nov 01, 1999 · For decades, the oil and gas industry has viewed corrosion in storage systems as a major cause of releases and equipment failure. In order to protect the investments associated with building large fuel storage tanks, owners often included some method of corrosion control to extend the life of the tank or at least the tank bottom.Aluminium: 0.40 to -.060Magnesium: 1.75 voltsCopper: 0.20Zinc: 1.10sp.info Storage Tank Construction | Storage Tank Erection ...To order. Storage tank construction should be performed in accordance with detailed metal framework’s design plan and Work Execution Plan.Work Execution Plan is the basic technological document in the course of oil tank installation.. The area of construction site must be arranged in conformity with the general layout and should include zones for operating and shifting the materials-handling ...
gallon “Ob-round” steel tank, Figure 3-7, has been the standard for decades and is the most common tank. Ob-round tanks are currently available in a number of sizes from slightly over 100 gallons to 330 gallons. Newer ob-round tanks have the oil drawn from the bottom of the tank to reduce the amount of condensation and sludge build-up in the tank.sp.info Shell Corrosion Allowance for Aboveground Storage Tanks ...Jun 29, 2009 · Enbridge Pipelines Inc. utilizes aboveground crude oil storage tanks for operational flexibility and merchant storage purposes. Most of these tanks are built in accordance with the requirements of API 650. This standard requires that an appropriate corrosion allowance be included in the minimum shell thickness calculations.sp.info Oil Tank Corrosion - A Major Source of Equipment …Jul 28, 2020 · Oil tank corrosion is a major source of expensive equipment failures and reduced operational functionality – and is one of the most common issues we respond to here at Crown Oil. Steel tanks are regularly used to store bulk fuel thanks to their superior characteristics when compared to plastic tanks. They are more robust, can withstand larger impact and are non-porous, meaning they …sp.info Corrosion of Crude Oil Storage Tank of Basrah Fieldstrategic role in its storages. Corrosion is considered the most important factor leading to failures of tanks structures. There are many reasons for crude oil tanks to be effected by corrosion. Firstly, tanks are exposed to very corrosive conditions, crude oil when full; moist atmosphere when empty; cyclic heating and cooling from
Examples of corrosion rate of carbon steel in the SAS on the tank bottom. Type of Oil Corrosion Rate (mm per year) Average Pitting Crude 0. 1–0.5 1.0–3.0 Light 0.05–0.3 0.4–0.8 The danger of corrosion in many cases is created by wide-ranging and unpredictable application conditions.sp.info What is an Oil Storage Tank? - Definition from CorrosionpediaJun 10, 2015 · Modern oil storage tanks are made of plastic, reinforced concrete, stainless steel, carbon steel, or even carved on mostly impermeable rock salt deposits for underground oil storage. Over the years, various types of oil storage tanks have been developed. These include: Floating Roof Tank: As its name implies, this type of tank has a floating roof that rises or falls according to the oil level in …Estimated Reading Time: 3 minssp.info Color Coded Industrial Oil Storage System with 65 Gallon ...Both the Color Coded Oil Storage Systems and the Advanced Systems are flexible configurations that provide centralized oil storage and dispense. Both systems will store and handle multiple fluids, with either 4, 6, 8, or 12 65-gallon steel storage tanks. The 65 gallon tank capacity allows for a 55 gallon drum to be transferred well before the existing same product is gone.sp.info Crude Oil Storage Tank - Tnemec Company, Inc.Crude Oil Storage Tank. After top to bottom repairs were made to a 210-foot by 64-foot floating roof tank used to store crude oil at a pipeline terminal in Sherwood Park, Alberta, Canada, the project received top-notch corrosion protection from a thick-film internal lining system from Tnemec. “They were looking to protect the bottom of the tank from corrosion,” coating consultant Norm Walline of HDIM Protective …
Bulk Cooking Oil Storage/Supply Tank Permit Checklist ... Standard for Glass-Fiber Reinforced Plastic Underground Storage Tanks for Petroleum Products, Alcohols, and ... ANSI/UL 1746, Standard for External Corrosion Protection Systems for Steel Underground Storage Tanks (10)UL 2080, Standard for Fire Resistant Tanks for Flammable and ...sp.info Vapor Corrosion Inhibitors (VCIs) for Storage Tanks ...Critical risks from corrosion of storage tanks are: Loss of product Contamination of environment Critical component down time Risk of fire and explosion Costs Estimated corrosion costs: ~ $0.40 per barrel of oil produced Maintenance Costs: ~ 60% of all are related to corrosion Loss of oil production: ~ 10%sp.info External Corrosion Protection Systems - Steel TankKeyword: Underground storage tank, corrosion protection, coating, UST, external corrosion, steel tank 1. Introduction The U.S. Federal Highway Administration (FHWA) recently revealed a breakthrough 2-year study on the direct costs associated with metallic corrosion in nearly every U.S. industry sector, from infrastructure and transportationsp.info Oil storage - PetroWikiStorage tanks come in all sizes and shapes. Special applications might require tanks to be rectangular, in the form of horizontal cylinders, or even spherical in shape. Horizontal cylinders and spheres are generally used for full pressure storage of hydrocarbon or chemical products. For the purpose of this page, we focus on the atmospheric or low-pressure storage tank widely used from the production fields to the refinery. The most common shape used is the vertical, cylindrical storage tank. Gross capacitie…See more on petrowiki.spe.org
Because the inner and outer layers of 3dff double-layer oil storage tank are made of FRP materials, they are completely free from the influence of electrochemical corrosion and microbial induced corrosion, and have extremely strong corrosion resistance. It does not need to …sp.info US4651893A - Liquid storage tank assembly - Google PatentsAn underground liquid storage tank assembly including an inner vessel, preferably of steel or other strong, economical material; a seamless outer containment shell, preferably of strong corrosion resistant material such as fiberglass reinforced plastic; and an intermediate spacer member between the inner vessel and outer containment shell to hold the two members rigidly together and for allowing the free …sp.info Protecting Concrete Tanks in Water and Wastewater ...All concrete deteriorates over time. The rate at which concrete deteriorates is a function of two factors: the quality of the concrete and the environment to which the concrete is subjected. The quality of concrete refers to the properties incorporated into the original concrete mix design such as water/cement ratio, cement type, size and hardness of the aggregate and air entrainment. Quality is also dependent on the construction practices …See more on wwdmag.comsp.info API Std 650 liquid storage tanks full-face gasket - API ...The outer layer of API 650 tank is glass fiber reinforced plastic layer with a thickness of more than 2.5mm, which API Std 650 liquid storage tanks has strong corrosion resistance and electric corrosion resistance. Special process technology is used between the two layers to make the gap reach 0.1 mm, so as to eliminate the existence of potential safety hazard from the root.
Federal UST regulations often require that industry codes and standards be followed (where applicable) to ensure that the UST system works properly. For example, all UST systems must be designed, constructed, and protected from corrosion in accordance with a code of practice developed by a nationally recognized association or independent testing laboratory. EPA has also included the use of industry codes for other sections of the rule, such as upgrading, repairing, and closing USTs. Industry c…See more on inspectapedia.comsp.info CN201704994U - Glass fiber reinforced plastic lining steel ...1. frp lining steel fibrous concrete storage tank; comprise two shutoff and cylindrical tank; be shaped on matching hole in the shutoff; it is characterized in that: cylindrical tank is by cylindrical steel fibrous concrete core body; the frp lining layer; cylindrical reinforcement frame; steel loop; compressor wire; outer corrosion protective covering constitutes; the frp lining layer is coaxial to be packed on the …sp.info 2.4.1.2 Underground Fuel Storage Tank RequirementsEach tank shall be delivered as a completed UL-listed assembly. c. Tank shall be manufactured and labeled per NFPA 704 for type of hazardous material stored and in strict accordance with Steel Tank Institute (STI) Fireguard® Thermally Insulated, Double Wall Steel Aboveground Storage Tank standards as applied by a license of the STI. Tanks ...sp.info China Fuel Tank Crude Oil Diesel Storage Tank - Buy Oil ...double walled diesel/oil storage tanks: Double wall oil tank includes S/S and S/F.The row materials of S/S and S/F internal tank are both Carbon Steel but the difference between S/S and S/F is the row materials of external tank;The S/S row materials of outside tank is also Carbon steel and the S/F row materials of outside tank is Glass Fiber Reinforced Steel.
As an alternative, the insert plate (or the API 650 cylindrical welded storage tanks reinforcing plate in an assembly that does not require stress relief) may extend to and intersect a flat-bottom-to-shell corner joint at approximately 90 degrees. All oil tanks have service life.Some results are removed in response to a notice of local law requirement. For more information, please see here.
You may also leave contact information, we will contact you as soon as possible! | http://www.backtostore.fr/news/corrosion-steel-reinforced-oil-storage-tank-for-oil-assembling_9.html |
1. Wastewater Rectangular Concrete Tank Wall Analysis and Design – spWall Software spWall is a program for the analysis and design of reinforced concrete shear walls, tilt-up walls, precast walls, retaining walls, tank walls and Insulated Concrete Form (ICF) walls. It …sp.info Design and Performance of Reinforced Concrete Water ...Case Study Design and Performance of Reinforced Concrete Water Chlorination Tank Totally Reinforced with GFRP Bars: Case Study Hamdy M. Mohamed1 and Brahim Benmokrane2 Abstract: Reinforced-concrete (RC) tanks in water and wastewater treatment plants (WWTPs) experience severe corrosion problems re-File Size: 782KBPage Count: 11sp.info Reinforced Concrete Water Tank Design RequirementsThe design of reinforced concrete water tank is based on IS 3370: 2009 (Parts I – IV). The design depends on the location of tanks, i.e. overhead, on ground or underground water tanks. The tanks can be made in different shapes usually circular and rectangular shapes are mostly used. The tanks can be made of reinforced concrete or even of steel.sp.info Structural Design Considerationsconcrete tanks, reservoirs, and other structures commonly used in water containment, industrial and domestic water, and wastewater treatment works, where dense, impermeable concrete with high resistance to chemical attack is required.” Among Types of Structures: intakes and conduits.
Design of Circular Concrete Tanks Strength Design Method Modification 1 The load factor to be used for lateral liquid pressure, F, is taken as 1.7 rather than the value of 1.4 specified in ACI 318. Modification 2 ACI 350-01 requires that the value of U be increased by using a multiplier called the sanitary coefficient.sp.info A Guide to Designing Reinforced Concrete Water TanksOct-15 Dr. A.Helba CIV 416 E 1 A Guide to Designing Reinforced Concrete Water Tanks Dr. Alaa Helba Examples of tank Sections Resisting Tension Tank Sections Resisting Tension and Moments General Design Requirements for Tank Elements Analysis and Design of R.C. Sections under T&M With tension on water side. (Uncracked Sections)sp.info Precast Concrete On Site Wastewater Tank Best Practices …precast concrete tank or 75% of the clear cover between reinforcement and the surface of the tank. Larger maximum sizes of aggregate may be used if evidence shows that satisfactory concrete products can be produced. Quality of aggregates Concrete is exposed to continuous moist and corrosive conditions in wastewater applications. It issp.info Design Of Water Tank - BrainKartA st = 0.3/100 x 1000 x 150 = 450 mm 2 Spacing of 10mm bars required = 170mm. Provide 10mm @ 300 mm c/c along both faces, both ways. Provide 75mm lean mix with a layer of tar felt which acts as a water bar, provided between the tank and lean mix concrete. 2) Design a water tank of size 4m x 9m with height 3m. Use M20 concrete and Fe415 steel.
Rectangular Concrete Tank Design Example An open top concrete tank is to have three chambers, each measuring 20′×60′ as shown. The wall height is 17′. The tank will be partially underground, the grade level is 10′ below the top of the tank. The highest groundwater table is expected to be 4′ below grade. The fluid level inside the ...sp.info DESIGN RECOMMENDATION FOR STORAGE TANKS AND …4.3 Reinforced Concrete Water Tanks ----- 46 4.4 Pre-stressed Concrete Water Tanks ----- 47 ... KHS lateral design seismic coefficient at the ground surface KHB lateral design seismic coefficient at the bedrock surface k the maximum number of vibration modes which largely influence to seismicsp.info Training Module EPA530-K-05-018Most existing tanks (i.e., tanks in existence on or before July 14, 1986) did not have to meet the technical standards for new tanks until the tank system was 15 years old. In order to ensure the tank's structural integrity in the interim, §264/265.191 requires all existing tanks withoutsp.info DESIGN GUIDE MD #2 CIRCULAR CONCRETE STORAGE …The design procedure is based on Circular Concrete Tanks Without Prestressing (1993) developed by the Portland Cement Associations ... storage facility to reduce surface water infiltration around the storage facility. ... The ramp must be adequately reinforced to bridge across the width of …
Edible Oil Storage Tanks, Oil Storage Tanks, Oil Tanks helena horizontal cylindrical tank oil quality. Vertical Cylindrical Tanks For Large Volumes of 25000 Liters to 200000 Liters. The cubical tanks and horizontal tanks can be pre-fabricated at our factory itself and directly shipped for exports.helena ...sp.info Reinforced Concrete TanksFeb 01, 2004 · Title: Reinforced Concrete Tanks Author(s): Javeed A. Munshi, and William C. Sherman Publication: Concrete International Volume: 26 Issue: 2 Appears on pages(s): 101-108 Keywords: Seismic design; seismic performance; ACI 350; environmental structures; liquid-containing structures; dynamic response; seismic detailing Date: 2/1/2004 Abstract: Historically, reinforced concrete tanks …sp.info glycol water tank fermentation tank bright beer tank ...The bright beer tank made by Degonget use top class stainless steel (SUS304),surface treatment can be 2B or precise polish or mirror polished.All fittings installed with tanks using top brands like ABB,Siemens,Omron,etc.Bright beer tanks is a piece of brewing equipment as they serve to mature,clarify,and carbonate the beer after fermentation. 10HL Jacketed Fermenter / Fermentation …sp.info (PDF) Reinforced Concrete Tank Design | Asad Kadhum ...ACI 350 suggests three de- oval reinforced concrete structures that may sign aids that can simplify the analysis be above, below, or partially below ground. of liquid containing tanks: U Design of reinforced concrete tanks requires • Rectangular Concrete Tanks, attention not only to strength requirements, t righ Association, Figure 1 ...
Surface preparation is the essential first stage treatment of a steel substrate before the application of any coating, and is generally accepted as being the most important factor affecting the total success of a corrosion protection system.. The performance of a coating is significantly influenced by its ability to adhere properly to the substrate material.sp.info Steel Tanks in Northern California (CA) on Thomasnet.comWelcome to the premier industrial source for Steel Tanks in California - Northern. These companies offer a comprehensive range of Steel Tanks, as well as a variety of related products and services. ThomasNet.com provides numerous search tools, including location, certification and keyword filters, to help you refine your results.sp.info US4312167A - Method of constructing a storage tank ...A method of constructing an elevated liquid storage tank is disclosed wherein an upright, cylindrical, reinforced concrete shell is erected using a centrally located co-axial scaffold having a concentric working platform slideably mounted thereon, and a working crane mounted on the top of the scaffold. An annular steel tank is fabricated concentrically about the base of the upright cylindrical ...sp.info carbon field welding floating roof alcoholstorage tanks ...The first article presents a comparison of covered tanks vs.uncovered tanks (tanks with a floating roof but no fixed-roof) as well as a comparison of aluminum-dome roofs (ADRs) vs.steel-cone . Applied Cleaning Methods of Oil Residues from Industrial TanksA crude oil tank can be a bolted steel tank (API 12B),a welded steel tank (API 12F-BS 2654 ...
FEATURES OF ACID RESISTANT BRICK: Excellent resistant against wide range of chemicals except hydrofluoric acid, high abrasion resistance, low wearing properties, High Thermal resistant to sudden change in temperature AREA OF APPLICATION: Chemical Analysis (Average) Acid and Alkali Storage Tank Farms Demineralization plants and Water treatment ...sp.info Zhengzhou Ruitai Refractory Tech Co., Ltd.. Supplier from ...Zhengzhou Ruitai Refractory Tech Co., Ltd.. Supplier from China. View Company.Some results are removed in response to a notice of local law requirement. For more information, please see here.
You may also leave contact information, we will contact you as soon as possible! | http://www.latinacalcioa5.it/milk-storage-tank/st-helena-reinforced-concrete-tank-chemical-volume-surface-treatment_48/ |
The Environment Agency has seized a 40-metre illegal fishing net in a cross-border enforcement operation on the north east coast.
The operation saw Environment Agency fisheries officers from Yorkshire and the North East working in partnership with North Eastern Inshore Fisheries & Conservation Authority to remove the fishing net at Skinningrove in Redcar and Cleveland.
Paul Slater, Fisheries Team Leader for the Environment Agency, said:
The prohibited fishing net had the potential to capture a large number of sea trout but luckily we found it in time before it had a chance to make a significant catch.
We received a tip-off about the net, which highlights the importance of people volunteering vital information to us that ultimately helps to protect the local fishing industry.
It is illegal for individuals to fish for sea trout by net without an official licence obtained from the Environment Agency. Even during the current unprecedented times created by Covid-19, we are still actively patrolling the coastline and responding quickly to any reports of illegal netting. Our officers are wearing the appropriate protective equipment and adhering to social distancing measures.
A licensed, strictly regulated and managed sea trout fishery operates in the coastal area around the waters of Skinningrove.
But the use of unlicensed nets which illegally take salmon and sea trout from the sea whilst the fish are returning to their spawning rivers is a major concern for the Environment Agency in the North East and Yorkshire. Such nets are indiscriminate by nature and are often left for long periods of time where they not only take significant numbers of fish of all kinds, but also capture mammals and sea birds.
Those who operate unlicensed nets leave themselves open to the full force of the law. There are unlimited fines and possible prison sentences available to the courts when initiating prosecution cases.
In recent years a number of significant prosecutions have taken place in the region with one individual being fined nearly £7,000 for illegal netting in the Tyne & Wear area.
Whilst the number of illegal nets has fallen over the past decade significant numbers are still encountered by Environment Agency Fisheries Enforcement Officers, who can seize not only the netting equipment but also the captured fish. The officers also have the powers to arrest, search and seize vessels where necessary.
David McCandless, Chief Officer for North Eastern Inshore Fisheries & Conservation Authority, said:
It goes without saying that over the past 20-years we have enjoyed a close working relationship with Environment Agency officers, up and down the coast.
Given the current climate surrounding Covid-19. It’s important that members of the public are aware we are out on the coast and on the ground - carrying out active and joint enforcement activities. Particularly relating to the detection of illegal fishing and unlicensed nets, which obviously causes impact on very sensitive migratory fish stocks, but can also create hazards for members of the public and potentially cause damage to other species that get caught up in the nets.
If you ever wish to report any incidents of illegal fishing or poaching then please contact the Environment Agency’s 24-hour incident hotline on 0800 80 70 60. | https://www.wirenews.org/post/40-metre-illegal-fishing-net-seized-at-skinningrove |
The bomb squad is a specialized unit of officers who are trained and equipped to respond to calls of suspicious items, packages, and devices that are possibly explosive in nature. The bomb squad also disposes of old-deteriorated explosives, fireworks, and old ammunition.
The squad is one of two bomb squads in the state of Montana that respond to calls for service. The department’s bomb squad provides service through mutual aid to the eastern half of Montana.
The bomb squad works with the community, educating community members in handling bomb threats and establishing search and evacuations procedures. The bomb squad also assists the department’s SWAT team with explosive entries into buildings and other structures.
The bomb squad is made up of four certified bomb technicians. They are equipped with a truck to transport various pieces of equipment that the technicians use on their calls.
The bomb squad is equipped with protective clothing, a robot, and a total containment vessel which allows them to safely transport explosives or detonate explosives inside. They have x-ray equipment for looking in suspicious packages that may contain explosives. The squad also has equipment that is used to detect and sample possible biological and chemical agents. | https://www.ci.billings.mt.us/234/Bomb-Squad |
Cook on gas
The gas cylinder will last for 30 weekends for 2 hours of daily cooking. How many days will we be able to cook on a new cylinder when we cook for 3 hours a day?
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Four identical pumps fill the tank in 40 hours. How many pumps would we have to use if we wanted to save 8 hours? | https://www.hackmath.net/en/math-problem/8194 |
“Through my painting practice and subject matter I am expressing a need for my self and a desire for others to look inward. There, I am searching for meaning in stillness and trust in the self. In a number of my paintings I manipulate and apply the paint rather aggressively which creates a sense of tension or contrast with the more peaceful or still subject matter. I do this simply as a means of connecting with the paint itself, independent of the subject. This ‘back-and-forth’ attention between experimenting and pushing paint and the formation of an image or depicted composition is sometimes playful and other times a battle for dominance. I build my compositions through forms that take shape in the image – a shadow, and its corresponding area of light; the angle of a table edge or the curve of an arm. These building blocks of form and colour are carried through into the design of my wooden frames which repeat the expression of positive and negative space.” Ineke Graham.
Ineke was seventeen when she came to Canada with her parents and siblings. She attended the Ontario College of Art in 1956–57 and then returned to Rotterdam to complete her studies at the Academie van Beeldende Kunsten, graduating in 1959. She returned to Canada raising a family of four children while continuing to practice her painting. In 1983, she founded Studio 21 Fine Art, which she owned and directed until 2011. Since then, she has returned to painting in her home-based studio on the lake. | http://studio21.ca/artists/ineke-graham/ |
People have asked me how I create my thread paintings. This is a difficult question to answer. It depends on many things. Sometimes it needs inspiration. Sometimes I need to know that the piece that I want to do is possible with this technique. Other times I just need to sit down and start doing it.
With the summer Art-A-Fair Festival season fast approaching, I really need to create some new pieces. So, why not take you along with me on the journey.
I am currently working on pieces with an ocean theme. A friend reminded me that the Newport to Ensenada sailboat race started last Friday. It was a good excuse to go to the beach and take some reference photos.
The sailboats were too far offshore to get any really good shots, but I did get some other interesting photos. After I got home and started looking at the photos, I found a few that I liked. I narrowed this list down to the four in the image above. Now remember, these are reference photos so I can change the lighting and make things more visible, like Catalina Island in the upper right and lower left images.
Now it comes down to a decision process. Which image do I like the best? Which one would work best with my thread painting technique? Which one can I make most quickly? Do I need to go out and buy new fabrics for any of these?
There are lots of questions to be answered before I actually start on a piece. Right now I am going to let the questions simmer for a couple of days. If you have a preference for one of these photos, let me know.
In the meantime, I have to get ready for the Talmadge Art Show tomorrow (Sunday, May 1). Since many of you were asking for them, I make several of the longer scarves. I am also in the process of making a couple of music themed pillows. (They’re about halfway done right now.)
So, if you are in the San Diego area, the Talmadge Art Show is at the Liberty Station Conference Center, 2600 Laning Rd. San Diego, off of Harbor Drive and Laning. The hours are 10am to 4pm.
Hope to see you there!
Talmadge Art Show - May 1, 10am - 4pm
Liberty Station Conference Center
2600 Laning Rd. San Diego
Spring is in the Art
4/14/2016
Well, that was interesting, I started typing "Spring is in the Air" and I mistyped it as "Art." I kind of like it that way better.
Ever since attending my boyfriend's daughter's wedding last October, I've had butterflies on the brain. These are what have come out of the cocoons.
I have a large piece waiting to be framed and I have been making lots of smaller pieces. You'll have to wait until the Art-A-Fair Festival starts to see the larger pieces. The smaller ones will be available this weekend at the Oceanside Days of Art show where I will be exhibiting. If you can't make it to Oceanside, I will be in San Diego on Sunday, May 1. In addition to the butterflies, I have many new items including tote bags, scarves, and plates.
Hope to see you at one of these upcoming shows! | https://www.lorettaalvarado.art/blog/archives/04-2016 |
If you were to double the size of a boat would you get twice as much of everything? The answer is no and this article explains why.
It’s important to use scaling factors when comparing boats of different sizes. This is because we come face to face with the law of ‘mechanical similitude’ – a conversation stopper of a phrase that describes a scaling law that’s central to our understanding of how boats work and what we can expect from them. The principle is best explained by example.
Let’s take a boat of any length and scale it up to exactly twice its original size. It would be tempting to think that its various dimensional properties would simply double and, indeed, some do. But not all.
- Linear measurements such as length, beam and draught vary in proportion to the scaling factor. The results of doubling the size being: twice the length, twice the beam and twice the draught
- Those values that involve areas, such as wetted surface and sail areas, vary as the square.
- Anything that has a volume, like displacement, varies with the cube. So, incidentally, does the heeling effect of wind velocity on the sails.
- Stability varies by the power of four.
So, what does this mean numerically? Well, if say we double the size of a boat we get:
- Twice the length, beam and draught (x2)
- Four times wetted surface and sail areas. (2x2 = 4)
- Eight times the displacement and heeling effect. (2x2x2 = 8)
- Sixteen times the stability (2x2x2x2 = 16)
To understand the principles better, let’s imagine taking a single matchbox and being asked to build a cube of matchboxes exactly twice the size in every dimension. We would need a stack of eight matchboxes to accomplish this – exactly what the arithmetic tells us.
Of course, it would be absurd to scale up a design in such a simplistic manner. After all, we can expect people who sail small boats to be roughly the same height as those who sail larger ones, so there’s no need to have twice the headroom. But these dimensional relationships give us an important, though inexact, means of comparing the properties of boats of different sizes. If say, comparing a 10m boat with one of 20m we might deduce that the larger boat would have roughly four times the accommodation area and be sixteen times more stable – two very significant advantages that go with size. And, since build costs roughly follow displacement, we could guess that the larger vessel is also likely to be eight times more expensive!
Incidentally, it was the law of mechanical similitude that helped kill off commercial sailing ships. Faced with a growing threat from steam, they struggled to compete by building bigger and bigger ships – only to hit the scaling factors wall head on. With displacement advancing by the cube and sail area only by the square, they soon found they couldn’t set enough sail to propel all that added weight. Bizarre five- and six-masted schooners were their last desperate attempts. Meanwhile, steamers were discovering that they could carry more cargo (cube) for relatively less wetted surface area (square) so, for them, big was definitely beautiful. Game, set and match to mechanisation and a sad end to a glorious maritime era. | http://www.offshore-sailor.com/articles/design-and-construction/scaling-factors/ |
Some area veterinarians are shorthanded amid pandemic pet population boom
BELTON, Texas (KWTX) - Staff at the Belton Small Animal Clinic say their patient volume has gone up 40% since the pandemic started, and they’re trying to handle the influx with a smaller staff.
The clinic says it’s experiencing a shortage of veterinarians and vet technicians, which makes wait times for pet owners that much longer.
“The wait times have more than doubled, whereas people would wait three to four hours, now they could wait all day,” co-lead receptionist, Baylee Titus said.
“A lot of people are coming through. We have a lot of new clients come in with new pets,” Britten Cook, one of the lead technicians said.
As a walk-in clinic they say their wait times have always been a little longer, but it’s worse now than anything they’ve seen.
They say they are seeing a lot of new pets that were adopted during the pandemic, plus as more people work from home, they have more time to take their pets to the vet.
“Staying home, they have more attention on their dogs, and they go ‘oh, somethings not right here,’” Cook said.
The increase in patients is hard enough on the staff, but they say there’s been a lot of turnover due to burnout that comes with treating sick animals.
“[The veterinarians] are being spread thin, sometimes are doctors are working three four rooms at a time same as technicians,” Cook said.
“Just try to be patient with us, we truly care about every pet that comes through. We just hope you can understand that we are doing our very best,” Titus said.
Copyright 2021 KWTX. All rights reserved. | https://www.kwtx.com/2021/09/02/some-area-veterinarians-are-shorthanded-amid-pandemic-pet-population-boom/ |
The smARTteacher Discussion: How many projects per Semester?
I teach Secondary Art and was wondering how many "art projects" you typically complete in a term or semester.
I typically plan for 6 projects a term (12 a semester) but often do not get that far. For example, this semester I only managed 8 projects.
I would love to hear some of the things you are doing with your classes and how many projects you typically complete.
Hey there, I'm a primary school art teacher and my lessons typically last 5 meetings (intro lesson/concept, process demo, 2-3 workdays, share/critique) Since we only meet once a week that means we complete 2-3 projects per marking period (quarter). IT's not super applicable to your secondary situation, but I find I don't always get to everything I wrote in my curriculum. If we're really getting into certain projects that's a good thing!
The youngerr they are, the more projeccts they do. My kindergarten kids usually have 1-3 week assignments, the HS kids only 4-5 projects per year. All of my classes are once a week, 40 minutes in length.
@RUNNINGwarrior Are even the high school classes once a week for 40 mins? Wow! I have my art students every day for 75 mins. That definitely changes some things.
I would LOVE to have my HS classes for 75 min a day. As is it's a 4 day a week school and I get the kiddos for 57 min. It is NOT enough. I vary the length of the projects so there might be a one day exercise, then an exploration free pick for 5 days including research and studio days. But I also have longterm projects that the kids do that they jump in and out of as time and their mood dictates. Small classes so the course is very, very individualized. They do have a minimum of 5-8 works put into the art opening at the end of the semester. 1st semester is learning how to use all the materials, 2nd semester is exploration. Haven't worked the kids up to an Art III. Ceramics is part of Art I & II. Most of them are done with the mess after a week or so.
In my high school, We work in 6 week marking periods. I shoot for 2-3 projects per marking period, a sketchbook with 5 observational drawings (independent time), two short "reading and writing about art" summaries/worksheets. My students range from illiterate and low motor skills, or apathetic and work avoidance to incredibly thoughtful, curious, and motivated to "do art". I include a "participation" grade to try to light a fire under the middle group. It's a tricky dance of short attention spans, thirsty for knowledge and skill, powerless over their personal electronics, mature, sophisticated and appreciative of the opportunities in my class. Very challenging, exhausting and rewarding.
I have competed 3 bigger projects with several small projects per quarter. My goal is to have one project per principle or element. That pace seems to match my middle schoolers.
I teach middle school and the amount of projects depends on how in depth and involved the projects are. Pinatas take three weeks from building a base, adding cones, creating a hook to hang it, and cutting up tissue paper. If it is something like creating a glue drawing with pastels, it is done in a week from start to finish. On average I have 5 projects during the 9 week period. I can have as few as 3 or as many as 6-7, but every grading period is unique. For the larger projects, I grade in stages. Paper mache could be graded on the form and neatness of applying the strips, then the painting technique on the mache. A grade for me is based on the weight of how long they worked. They could take twice as long to do the mache and half the time to do the painting, so the mache portion would be double that of paint. I do 100 points per day for the project, so if we had a 6 day project divided into 4 days of pasting and 2 days of painting, that is how I put it in my grade book. The kids understand it and I don't have as much to grade all at once. It also keeps my grade book current and not a week behind. I hope I explained this well and it isn't too confusing.
I only have classes 49 minutes per period that meet 4.5 times a week (four times and every other Friday.) We only do 1-4 works of art per quarter. This quarter I was ambitious with four, and many students did not get finished. I guess the right amount for my students would be three then. Students have homework drawings due every week in their sketchbook, so we take time out of class to share those and give each other feedback once a week too. I also include some writing in self-assessments, and some non-fiction reading assignments about art as well. | https://www.thesmartteacher.com/discussion/post/320/How_many_projects_per_Semester |
Portrait number ten took place on the 15th floor of a condominium in the middle of a weather system that spanned several days. The wind was so strong it lifted my heavy easel!
Painting on a 15th floor in the middle of 12 mph winds.
I had not done a closeup since the first portrait for this series, to I decided to paint the sitter up close. At times during this series, I have wondered if this intense practice is helping me get better, or if I am too tired to take advantage of any learning. Most of the time I feel I am in the middle of those two extremes.
For someone like me, the benefit of working in this way is that I’ve had to practice a lot of letting go. Ordinarily I would have wanted to take my time to think, but I have come to terms with the fact that it’s not possible to give careful thought to everything when you are painting a person in four hours. Instead of carefully revising, I’ve had to be strategic and take care of the most urgent problems. Most of my time is spent looking at canvasses that I’ve hung in my aunt’s tiny kitchen, hoping to catch what isn’t working before it’s too late. This series is simultaneously a workshop and a bootcamp for me, a way to test wether I can do that kind of letting go. Otherwise, I could spend the rest of my life rehearsing until I feel I am technically good enough to go out there and paint people.
I have also let go of the need to post a finished painting, and that is because some of these paintings need more thinking and I will not be able to do that until I get back to Richmond. So I have done what I can and posted the videos because I know the sitters want them. The one below is an example.
This blog helps my supporters track the progress of new projects. For example, last year my 16 Puerto Rican Portraits project was funded thanks to a Kickstarter campaign, and I was able complete the first part of the portraits for this show in the island. Learn more about this show.
I paint murals with high school-aged youth during summer and fall in collaboration with local non-profits. Keeping a blog is part of the documentation required by funding sources. You can see photos of past murals in the public art page. | http://garcia-gonzalez.com/portrait-number-ten/ |
Photos by J. Dickson Black, Story adapted from J. Dickson Black's writings.
Several decades ago, Siloam Spings would set up a set of scenes during the Christmas season called the "Pool of Siloam." It was an illuminated pictorial presentation of the life of Christ. The 13 scenes showed from Jesus's birth through his death and resurrection. They were placed along the shore of a beautiful little lake in Siloam Springs. The bank is 450 feet long and 50 feet high. A 15-foot figure of the Master stood at the top of the hill overlooking the scenes.
The idea of the Pool of Siloam was originated in 1956 by the late R. S. (Swede) Knowlson, then editor of the
International News
. That year Knowlson and the artist/sign painter Burtice Woody put up a nativity scene with 17 figures on the lake shore. A few more pieces have been added each year after.
Here is Burtice Woody working on a painting of the Last Supper
In the spring of 1959, the Chamber of Commerce took over the job of raising money to complete the project as it was originally planned. This kept artist Woody busy sketching, building and painting the for nine months to meet the December deadline.
Life-sized and larger figures were used throughout. In all there were over 50 figures in the 13 scenes. The 15-foot figure of the Master was the tallest.
This is an image of some of the 50 figures that were painted by Mr. Woody. The 15 foot tall Jesus image sat at the top of the hill.
This was a big undertaking for Burtice Woody, who had started sign painting four years earlier. He spent hours studying the Bible and pictures before painting any of the scenes.
Here is one of the painted images of a young Jesus working in His father's carpenter shop.
There were over 400 man hours of work in the paintings and building of the figures alone. Twenty-six gallons of paint were used.
"Its has been a pleasure making this," said Woody, "and it somehow has help me understand the Bible a little better."
This is a painting of Joseph and Mary on the way to Bethlehem, where Mary would give birth to the baby Jesus
John Brown University of Siloam Springs took care of the lighting and tape recording. They used 60 spot lights and several thousand feet of electrical wire.
There was a recorded narration and musical background. The program lasted about 30 minutes. It would repeat four times each night. The program started at 7 p.m. each evening. Each presentation began with all the lights out. Then the lights would come on for scene one, then scene two, and so on until all the scenes were lit. After 9 p.m. the lights were just left on for those who wanted to just see the displays.
The healing of Saul (Paul) by Jesus
Painting of Jesus praying in the Garden of
Gethsemane
The Pool of Siloam was built on a little lake from the creek that ran behind what was then the Chamber of Commerce building.
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Artist Michael Graves is a lifelong resident of Millbury, but that's not the main reason he likes to paint the town.
It's the abundant subject matter Graves — like acclaimed landscape artists before him, including Joseph Greenwood, Amy L. Burbank and Bernard Corey — finds in his hometown and the rest of Central Massachusetts. The area is a feast for the traditional landscape painters with its peaceful farms, white-clapboarded houses and rolling vistas.
At least it always used to be.
Unlike those notable painters of the past, Graves has seen our rural landscapes increasingly crimped by suburban sprawl while family farms yield to stranded colonies of cookie-cutter McMansions that seem to spring up overnight in once-verdant pastures.
This fall, Graves will be among several prominent contemporary artists from the area who will participate in an exhibition at the Prints and the Potter Gallery in Worcester, celebrating what remains of the region's rural landscapes. The exhibition of landscapes, which runs from Sept. 14 to Oct. 6, also features artists Gerard Blouin, Robert Duffy, Bob Graves, Linda Sinacola, Judy Friebert, Allan F. Small and gallery owner Norman Ringdahl. The show is called “Pastoral Worcester County: The Vanishing Rural Landscape.”
For historical perspective, the show will include rural landscapes by noted Worcester County artists of the 19th and 20th centuries, including Corey, who was Graves' mentor. Before the Grafton-born Corey died in 2000, he and Graves would go out painting several times a week, even when Corey was in his 80s.
“I learned a lot from him,” Graves said recently during an interview in his studio in a small barn beside his home in the Dorothy Pond area of Millbury.
And indeed he has. Graves, 59, has achieved wide recognition as a New England regional painter and exhibits successfully throughout the Northeast.
He is one of a declining number of landscape artists who almost always insist on painting on location, capturing the scene before them no matter what the weather or season.
Painting en plein air, as it is often called, presents time challenges one doesn't face in the climate controlled confines of a studio. Outdoors, there is the urgency of deciding what you want to say about a scene and getting the composition down quickly.
“Then you have to just really just go to town and smear the paint and get the canvas covered in somewhat of a value and shape,” Graves said. “It doesn't have to be perfect, but you have to get everything going at once and then you can come back to the studio and adjust and refine things.”
It's not that he has anything against painting from photographs.
“I'm not putting that down,” he said. “I own some nice photographs and you can design better in the studio. You have all the freedom of things not moving whereas when you're on location things are moving very fast. But a photograph is only one split second of time out there. And when you're there for four or five hours, you see a lot of different lighting and effects and if something exciting comes up you can add that.”
At times it can be almost too exciting, like the time a panther showed up while Graves was painting deep in the swamps of South Carolina. He did not capture the creature on canvas, however.
“I just kind of stood there not moving,” he said. The panther left after eyeing Graves only briefly.
Had Corey been with him, he would have enjoyed the rare sighting. “He appreciated everything out there,” Graves said. “He'd always say we're competing against nature. When you're out there struggling to match Mother Nature you never get it perfect. So it makes you pretty humble and that's how he was. He never bragged about his work and everybody loved his paintings.”
That included the most famous plein-air painters, including Rockport notables Tom Nicholas and his son, TM Nicholas, and Paul Strisik.
Graves recalled how Strisik, his national acclaim notwithstanding, was eager for Corey's input on new paintings.
“They all looked up to him,” he said. “You'd go to Paul Strisik's house and, even though Paul was very well known and has three or four books out, and he'd be 'Bernard, Bernard. What do you think of this?' ”
So that he could paint during daylight with Corey and his illustrious circle of friends, Graves took a nighttime custodial job in the Millbury schools. For many years he would paint in the mornings then rush off to work for 3 p.m. His painting successes have allowed him to make art his full-time work. He no longer has a workaday job, but don't ever call him retired. | https://www.telegram.com/article/20120824/WORCESTERLIVING/108249941 |
by Hà Hiền and Lương Hương
The only female artisan to have pursued Đông Hồ folk painting in the northern province of Bắc Ninh, Nguyễn Thị Oanh was recently honoured with the title of “Meritorious Artisan” by President Nguyễn Phú Trọng.
Such titles are presented to artisans making significant contributions to preserving and promoting national traditional crafts and also acknowledge those developing Việt Nam’s handicraft brand and introducing products to the world.
The 60-year-old Oanh is also the daughter-in-law of late artist Nguyễn Hữu Sam, who was the first recognised artisan in Đông Hồ Village.
“There used to be 17 families in my village making folk paintings, but then, gradually, there were only two clans, led by Nguyễn Hữu and Nguyễn Đăng, each of which has only one family still keeping the art,” Oanh said.
She was introduced to Đông Hồ paintings when she was just 14 and has been charmed by their beauty ever since. She is the sixth generation in a family of seven generations creating the folk paintings.
“I used to practise painting when I came home from school, so the steps to take and tips on making a complete artwork are engraved on my memory,” she said. “It has been my main source of income throughout my life and, coincidentally, I became the daughter-in-law of late artisan Nguyễn Hữu Sam.”
Due to his old age, her father-in-law handed over the entire facility for making Đông Hồ paintings to Oanh in 2010. She now manages efforts collecting the artworks and practising the unique style of painting.
As well as traditional subjects, she has modernised the art form by integrating new themes into images and diversifying products featuring Đông Hồ folk paintings to attract more customers, for example replicating them on notebooks, calendars, and even wooden prints.
Prior to receiving the title of Meritorious Artisan, Oanh’s contribution to the traditional art was recognised with the titles “Artisan of the Vietnamese craft village” and “Artisan of Bắc Ninh Province”, presented by the Ministry of Culture, Sports and Tourism.
“It is a great source of happiness and honour to have my efforts recognised,” she said.
Upholding the tradition
First created in the 16th-17th centuries in a small village in Bắc Ninh’s Thuận Thành District, Đông Hồ paintings are one of the most famous art genres in Việt Nam, combining cultural beauty and values that represent the country’s national heritage.
Paintings depict subjects found in everyday life and reflect people’s dreams for a prosperous and happy life.
A special feature of this woodblock printing art is that all materials are natural and found locally. Black colour, for example, is taken from burned bamboo or straw, while white colour comes from ground shells of scallops.
The visual language used is simple and easy to understand and so tends to leave an everlasting impression on viewers.
According to Oanh, each colour in a painting has its own wood printing block. The painting Đám Cưới Chuột (Mouse Wedding), for instance, has four colours and so four wood blocks.
“Colours need to be done in order,” she explained. “First is red, then blue, yellow, and finally black.”
It takes an artisan one or two days to complete one simple painting with little in the way of detail. More sophisticated works take longer, sometimes running into weeks.
The impact of the COVID-19 pandemic has hit most businesses and Đông Hồ folk paintings have not escaped the fallout. The village has scarcely welcomed any foreign tourists since the first outbreak.
“We still have plenty of calendars in stock, while normally they sell like hot cakes,” she said.
Oanh’s greatest aspiration, having dedicated more than half of her life to the traditional art, is passing on her passion to the next generation.
“I can only hope that Đông Hồ folk paintings will always exist, because they reflect the cultural essence and unique values of Vietnamese people,” she said.
She is indeed passing on her expertise, to her son and daughter-in-law, and still introduces visitors to the folk art and explains how to make a complete work, in the hope that this will help spread an understanding and appreciation of Vietnamese folklore. VNS
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Life and times of a Đông Hồ artist have 840 words, post on vietnamnews.vn at January 17, 2021. This is cached page on Talk Vietnam. If you want remove this page, please contact us. | https://www.talkvietnam.com/2021/01/life-and-times-of-a-dong-ho-artist/ |
How Long Does 3D Printing Take
Having to wait for a 3D part can be agonizing. We know how fantastic the object will be once it’s made.
But first, we need to wait for the printing process to finish. It’s enough to make anyone impatient.
Multiple elements will affect how long a 3D printer will take. Sometimes, you might be able to get the part within 30 minutes. At other times, you’ll need to wait for up to 12 hours to complete the piece.
To give you a more accurate understanding of how long your 3D printer will take, let’s look at some of the elements that will affect print time.
Size of the Part
One of the most important elements you need to consider is how large the part will be. It stands to reason that the bigger the object is, the longer it will take to print.
More specifically, you will need to look at the amount of volume (filament) you are going to be using. This will determine the amount of plastic it will take to print.
The shape of the object is also vital. It will be easier to print if you have something relatively flat with square edges. It will be more challenging to create when there are curves or other complex geometrical shapes.
With this in mind, there is a simple way to get bigger objects to print faster. You can change the fill. This affects what the inside of the object will look like.
For example, you might want to use a hexagonal shape. This helps ensure that you will have a strong object. Plus, you will use less filament, saving you money. This article goes into more depth on this topic and how you can apply it to your 3D printing projects.
Type of Material
The next thing to consider is the type of printing material you are using. Some will print faster than others.
For example, they will need to get a higher extruder temperature to turn into plastic. Sometimes, they will take a little longer to get set on the printer bed. This is why most people prefer to work with PLA. It tends to be the easiest filaments to print.
Polylactic Acid, commonly known as PLA, is one of the most popular materials used in 3D printing.
Number of Copies
It can be an intricate process when you are printing an item for the first time. First, you will need to create the design. Then, you will need to run it through a slicing program so the printer knows what to do on each layer.
A slicing program is a software that translates the 3D drawing into a language that a 3D printer can understand and print. You can find a free and open-source slicing program called Slic3r here.
In some cases, designing a 3D print from scratch can take a few hours. For a complex part, it might take a few days. This video gives you a better look at what the process involves.
However, once the pre-production process is finished, making multiple copies will be relatively easy. With each new print, you will learn what worked and what didn’t. This will allow you to keep making gradual improvements.
Print Quality
It’s a good idea to think about the print quality you want. Some people prefer to get a low-quality print, trading resolution for speed. This can give you a better idea of how the object will look in the real world.
When you are ready to start printing, you can switch to a higher resolution option. This means that the print layers will be placed closer together.
Because there will be more layers, it will take longer to create. The number of microns used will determine the quality of the print. You should be able to adjust these settings in your printer.
Type of Printer You Are Using
Often, one of the most critical elements to consider is the type of printer you are using. For example, an LCD printer might take four hours to print a part that will take an FDM printer six hours to complete.
There are many different types of printers available, making it harder for people to find which one will be the right choice for them. There are many elements that you will need to consider.
For example, size and weight both play an essential role. It’s also important to consider the number of microns. This will determine the type of resolution the printer will be able to produce.
The most important consideration should be the type of items you expect to print. Sometimes, you might need to get a more specialized printer. An excellent example of this is a printer that has been designed to deal with miniature figures.
You’ll need something capable of handling the technically challenging parts of these projects, like creating the intricate details. If this is an area that you are interested in and you want to know what you should be looking for, read through this list of 3d printers for miniatures.
Post-Production Process
Finally, just because the print is finished doesn’t mean that the part is complete. You will need to do some post-production. This can be as simple as sanding it down to remove any burrs. At other times, you will need to add a coat of paint.
Depending on the item you are working on, this can take a long time. For example, if you are making miniatures, you will need to pay a lot of attention to detail, especially when painting the object.
Are you looking for quick activities for your kids? Check out our article 6 Easy No Prep STEM Activities that Kids LOVE!
General Print Time Estimates
Now that we know some things that can affect print speed, let’s look at some common examples of print times:
· Small items. These are things like Lego bricks or other small, non-complex items. You should be able to print them within 30 minutes to an hour.
· Medium-sized objects. An example of this would be a mug. These will usually take between two to four hours to print.
· Big/ complex items. Sometimes, you will do something that takes up the whole base plate or a project that requires multiple smaller items that need to be combined. These are the most complex projects and can often print between 10 to 50 hours.
Wrapping Up
3D printing has helped to revolutionize the world. If you can design something, you can use a 3D printer to bring it to life. While the process won’t be instant, technological improvements will boost printing speed. Just remember that good things come to those who wait. | https://stemeducationguide.com/how-long-does-3d-printing-take/ |
We all know about solar eclipses but they are rarely seen, since the shadow of the moon (at one of its two orbital nodes) creates a cone of darkness which only covers a small part of the earth’s surface which travels from west to east, taking hours. For the megalithic to have pinned their knowledge of eclipses to solar eclipses, they would have instead studied the more commonly seen eclipse (again at a node), the lunar eclipse which occurs when the earth stands between the sun and the moon and the large shadow of the earth envelopes a large portion of the moon’s surface, as the moon passes through our planet’s shadow.
This phenomenon of eclipses is the result of many co-incidences:
Firstly, if the orbit of the moon ran along the eclipticThe path of the Sun through the sky along which eclipses of sun and moon can occur, traditionally divided into the 365¼ parts of the solar year, each part then a DAY in angle rather than time.: there would be a solar eclipse and a lunar eclipse in each of its orbits, which are 27 and 1/3 days long.
Secondly, if the moon’s orbit was longer or shorter, the angular size of the sun would not be very similar. The moon’s orbit is not circular but elliptical so that, at different points in the lunar orbit the moon is larger, at other points smaller in angular size than the sun. This is most visible with solar eclipses where some are full or total eclipses, and others eclipse less than the whole solar disc, called annular eclipses.
Thirdly, the ecliptic shape of the moon’s orbit is deformed by gravitational forces such as the bulge of the earth, the sun and planets so that its major axis rotates. When the moon is furthest away (at apogee), its disc exceeds that of the sun. And when the moon is nearest to the earth (at perigee), its disc is smaller than that of the sun. This type of progression is called the precession of the lunar orbit where the major axis travels in the same direction as the sun and moon. This contrasts with the precession of the lunar nodes which also rotate (see later).
The rotation of the elliptical major axis of the lunar orbit causes the apogee and perigee points to advance relative to the stars so that these points take 27.554 days (longer than the 27 1/3rd day orbital period) to complete. That is, the opposite larger moon and smaller moon extremes are advancing, to create this orbital phenomenon: called the Anomalistic Month. It is this which lies behind the so-called “supermoons“, where the moon’s disc seems larger, especially during its full phase of illumination by the sun. At that point the disc is 14% larger and 30% brighter [says NASA] than the full moon at perigee.
The sun has to be at one of the lunar nodes for there to be an eclipse, either solar with the moon at the same node or lunar with the moon at the opposite node to the sun. And the average time taken for the sun to travel between the lunar nodes is 173.31 days so that both nodes are visited after 346.63 days, a period called the eclipse yearthe time taken (346.62 days) for the sun to again sit on the same lunar node, which is when an eclipse can happen.. This reveals another strange coincidence of the eclipse phenomenon on earth, that is, if one creates a circle of diameter equal to four times the anomalistic month (110.216 days) then times π (pior π: The constant ratio of a circle's circumference to its diameter, approximately equal to 3.14159, in ancient times approximated by rational approximations such as 22/7.) the circumference is 346.254 days. An approximate to pi of 22/7The best accurate approximation to the π ratio, between a diameter and circumference of a circle, as used in the ancient and prehistoric periods. gives an eclipse year of 346.4 days whilst exactness would involve an approximation for pi of 3.1448 to give an exact 346.62 days.*
*This relationship has come to light through the work of Peter Harris and Norman Stockwell, through his pamphlet, but more recently in a new book sent me by by Thomas Gough and Peter Harris called A New Dimension to Ancient Measures.
This relationship between the Eclipse year is to me significant since it shows conformance, for whatever reason, to these two cycles within the primal geometry of pi,
The following post explores this diagram for its geometrical significance and relevance to megalithic methods. | https://sacred.numbersciences.org/2022/06/25/the-strange-design-of-eclipses-1/ |
This document is my attempt to justify my proposed changes to the font glyphs by adding some more details.
The Fonts
Blender currently ships with four different fonts. Two are fixed width (for text editor and few other places) and two are variable width (used in most places of the interface). For each of these two types there is one small version containing mostly lower Latin characters (and therefore only working well for English) and an optional larger version that contains characters from multiple languages. By default the two minimal fonts are used, but you can enable the use of the larger international fonts by selecting the "Translation" checkbox in Preferences / Interface.
The Keyboard Glyphs
Fonts can contain symbols and we make use of some when indicating some keypresses. Some keys, like "←" are easier to describe with a single symbol, rather than writing a more verbose "left arrow". Some keys, like "⌘" on Mac are more often shown as a symbol than written out as text as "command" (has been called "Apple key", "clover key", etc).
Do we need to show these as symbols? At least sometimes. Many Mac users would prefer nothing but symbols, while many Windows users would prefer nothing text descriptions so we at least have to support the use of symbols, even if their use differs by platform.
Do they have to be shown as font symbols? Yes. Although there are some times when we could have used icons for these, there are many times when these symbols need to used within text content. And in those cases it is important that they be scaled with the text to any size.
Font Type Reconciliation
There are some glyphs that are in the fixed-width versions of the fonts but are not in the variable-width version. The Event Icons (shown in the footer) deal with this by selecting glyphs from one font versus another. But this does not help for other uses. For example, Mac users would like to see "⇧" used to indicate "Shift". Currently we can see this symbol in the footer but cannot see it in the menus for keyboard shortcuts because the symbol is not in the variable-width small font used in the UI by default.
By ensuring these symbols are all in the UI font, not only can we then see them properly in the UI to indicate shortcuts, but it also allows us to simplify the Event Icon code since it no longer has to select from multiple fonts depending on glyph.
International Font Reconciliation
There are some symbols that are in the minimal (English) font that are not in the larger international font, and vice versa. It is very important that the international font be a complete superset of the smaller font. That is required for us to eventually use only the international fonts.
Size and Alignment
Our four fonts are all meta-fonts, containing characters from a number of different fonts. Over time each has gained new glyphs as they were needed, from a variety of donor fonts. Because of this the keyboard symbols we use do not share common sizes or alignment. Had they all be taken from the same font then each would work together harmoniously, with the same width, bearings, and vertical alignment.
By making these symbols share common sizes and alignment they can be placed by each other and still be readable. So if we need to use "⇧⌘" together we want them to be harmonious.
And by making these gylphs similar size and alignment it also means we can further simplify the code in Event Icons that has to currently deal with per-character adjustments.
Future Work
Once these glyph changes are accepted we can then use these characters where we want. For Macs this is important for shortcuts, but it also comes in handy for Windows users too. Although Windows users prefer text over symbols for things like "Ctrl" and "Alt", it would still be nice to use symbols for "Windows key" and "Menu key" since those two are never shown as text on keyboards.
Once we are able to swap out our minimal font for the international version without errors, we can consider making the international font the only fonts used. And at that point we can use a subset of the smaller font as a fallback font. That way if a user replaces the main UI font with something else they can still see these characters even if that font does not contain them. | https://developer.blender.org/T73419 |
Some well-intentioned researchers from West Virginia University published a small study claiming that substituting a fist bump for a handshake might reduce the transmission of bacteria. Since many illnesses can be transmitted by contaminated hands, the idea is plausible, but it’s a good example of the media misinterpreting a study and misleading naïve readers.
They measured the surface area of open hands and fists in 10 subjects. Not surprisingly, surface area of an open hand was significantly greater than that of the fist—30.206 sq in vs. 7.867 sq in, respectively (P < 0.00001). They also measured the contact time of handshakes and fist bumps. The handshake took 2.7 times longer than that of the fist bump (0.75 sec vs 0.28 sec). No statistical analysis was provided.
Then two (yes, just two) healthcare workers walked around the hospital touching various objects and shook the hands of 20 coworkers. The palm of one hand was then cultured by putting it in a plate of agar for 5 seconds. The experiment was repeated with a fist bump substituting for the handshake. Then the closed fist was cultured in the same way.
The result was that “total colonization of the palmar surface of the hand was four times greater than that of the fist after incubation for 72 h (187.5 vs 42.5 colony forming units).” Again, there was no statistical analysis and no surprise since the palmar area was four times the area of the fist. Photos of both the palm culture and the fist culture were shown. The bacteria grew in patterns resembling an outstretched hand and a fist.
Regarding the amount of bacteria, way down near the end of the discussion section of the brief paper is this: “The study is limited by our small sample size and it could not assess statistical significance.”
So, we have a study of a whopping two subjects that shows no significant difference for bacterial growth or contact time of the handshake versus the fist bump. Also, I wonder how many times a day hospital workers shake hands with each other? My guess would be zero.
Did these facts deter the media? Not one bit. Take a look at these unrestrained headlines.
- LA Times: “Handshakes are germ bombs – embrace the fist bump!”
- The Atlantic: “The Fist Bump Manifesto”
- MedCity News: “Want to spread fewer germs in hospitals? Ditch the handshake, go for a fist bump”
- CBC News: “Doctors encourage ‘fist bump’ over handshake to prevent illness”
- National Geographic: “Why Germs Prefer Handshakes to Fist Bumps”
- FierceHealthcare: “Want to cut HAIs [Hospital Acquired Infections]? Try a fist bump”
This is just one of many examples of the media sensationalizing the findings of a paper far beyond what it is due. The idea is interesting and might be worth studying further with a few more subjects and then trying to prove that more infections were actually transmitted by the handshake than the fist bump.
To be fair, other than confusing or possibly scaring many patients, it would cause no harm to offer them a fist bump.
But if I were the authors, I wouldn’t book my tickets to Stockholm to receive the Nobel Prize yet, and if I were working for a media outlet, I’d take a Xanax.
Skeptical Scalpel is a retired surgeon and was a surgical department chairman and residency program director for many years. He is board-certified in general surgery and a surgical sub-specialty and has re-certified in both several times. For the last three years, he has been blogging at SkepticalScalpel.blogspot.com and tweeting as @SkepticScalpel. His blog averages over 1400 page views per day, and he has over 8100 followers on Twitter. | https://www.physiciansweekly.com/fist-bumps-handschakes/ |
Background and objectives: Genetic and acquired abnormalities causing dysregulation of the complement alternative pathway contribute to atypical hemolytic uremic syndrome (aHUS), a rare disorder characterized by thrombocytopenia, nonimmune microangiopathic hemolytic anemia, and acute kidney failure. However, in a substantial proportion of patients the disease-associated alterations are still unknown. Design, setting, participants, & measurements: Whole-exome and whole-genome sequencing were performed in two unrelated families with infantile recessive aHUS. Sequencing of cDNA from affected individuals was used to test for the presence of aberrant mRNA species. Expression of mutant diacylglycerol kinase epsilon (DGKE) protein was evaluated with western blotting. Results: Whole-exome sequencing analysis with conventional variant filtering parameters did not reveal any obvious candidate mutation in the first family. The report of aHUS-associated mutations in DGKE, encoding DGKE, led to re-examination of the noncoding DGKE variants obtained from next-generation sequencing, allowing identification of a novel intronic DGKE mutation (c.888+40A>G) that segregated with disease. Sequencing of cDNA from affected individuals revealed aberrant forms of DGKE mRNA predicted to cause profound abnormalities in the protein catalytic site. By whole-genome sequencing, the same mutation was found in compound heterozygosity with a second nonsenseDGKE mutation in all affected siblings of another unrelated family. Homozygous and compound heterozygous patients presented similar clinical features, including aHUS presentation in the first year of life, multiple relapsing episodes, and proteinuria, which are prototypical of DGKE-associated aHUS. Conclusions: This is the first report of a mutation located beyond the exon-intron boundaries in aHUS. Intronic mutations such as these are underreported because conventional filtering parameters used to process next-generation sequencing data routinely exclude these regions from downstream analyses in both research and clinical settings. The results suggest that analysis of noncoding regions of aHUS-associated genes coupled with mRNA sequencing might provide a tool to explain genetically unsolved aHUS cases. | https://moh-it.pure.elsevier.com/en/publications/characterization-of-a-new-dgke-intronic-mutation-in-genetically-u |
- James E Haddow, medical director,
- Linda A Bradley, director, molecular genetics laboratory
During the past several years hereditary haemochromatosis has risen from relative obscurity to become a topic of intense interest in the health community. Traditionally, hereditary haemochromatosis has been viewed as a rare inherited disorder, primarily of older men, that presents with life threatening complications such as “bronzed diabetes” (skin pigmentation, diabetes, and cirrhosis), primary liver cancer, or heart failure. Knowledge gained in the past 30 years, however, has shown that hereditary haemochromatosis occurs in as many as 5 in every 1000 white people of northern European heritage.1 The classic “bronzed diabetes” presentation is actually rare because it represents only a small proportion of affected individuals, usually those in whom the diagnosis has been missed for many years.2 This disorder more often presents in both men and women with non-specific medical complaints, such as abdominal pain, fatigue, sexual dysfunction, or joint pain, and hereditary haemochromatosis is often overlooked as a potential explanation.1 2 As iron loading progresses many organs and tissues can be damaged, leading to hepatic fibrosis and cirrhosis, primary liver cancer, endocrine dysfunction, cardiomyopathy, or arthropathy.1 2
For over 10 years laboratory tests for assessing iron burden (transferrin saturation, serum ferritin) have been widely used in population screening, in conjunction with diagnostic protocols aimed at differentiating hereditary haemochromatosis from other acquired and inherited causes of iron overload. These trials identified 2-5 in 1000 people as having biochemical evidence of iron overload.3 In 1996 a candidate gene for hereditary haemochromatosis, designated HFE, and two mutations (C282Y and H63D) were discovered.4 In most white populations of northern European heritage about 85% of people with clinically diagnosed hereditary haemochromatosis are homozygous for the C282Y mutation.5 The homozygous C282Y genotype is found in 4-5 per 1000 people in these populations, supporting earlier prevalence estimates.5 Studies of medical records indicate that the rate of clinical diagnosis of hereditary haemochromatosis is consistently much lower than expected.6 This discrepancy is probably explained by (a) lack of progression to serious clinical manifestations in a proportion of individuals with hereditary haemochromatosis and (b) underdiagnosis among those who are clinically affected
Against this backdrop, some within both the medical community and patient support groups have been advocating population screening. An international consensus conference on hereditary haemochromatosis was held as part of the 1999 BioIron World Congress on Iron Metabolism to assess the feasibility of screening. One stumbling block was immediately apparent: the lack of good data for documenting the proportion of individuals with hereditary haemochromatosis who will develop serious clinical manifestations.
A relatively high proportion of relatives of clinically diagnosed individuals have typical early symptoms, but fewer have evidence of serious organ damage.7 Studies of family members may overestimate the prevalence of symptoms because relatives may be more aware of, and likely to report, clinical manifestations. Also, those with health problems may be more likely to agree to be evaluated. Genetically predisposed relatives of diagnosed cases may even be more likely to become symptomatic.
By contrast, some population based trials, particularly those recruiting blood donors, have suffered from bias towards underestimating serious manifestations.3 Not only are blood donors preselected as “healthy,” but periodic blood donation would be effective treatment. Even in studies where biases have been avoided, the extent to which certain associated clinical manifestations, such as joint pain or diabetes, can be specifically attributed to hereditary haemochromatosis has not been documented.
What are the issues that need to be clarified before making a decision on screening? As discussed above, the most crucial question involves the extent of morbidity that can be attributed to hereditary haemochromatosis. Studies aimed at providing that information are now underway. If clinical consequences are found sufficiently serious to justify screening, then it will be necessary to determine the optimal time to screen, the most efficient screening strategy, and the appropriate target population(s).
Timing may differ for men and women, since men generally develop problems earlier in life.1 Testing has been proposed in the newborn period, but this is not good screening practice, since no treatment would be advocated or clinical manifestations expected for at least two decades. Ideally, screening would be offered as near as possible to the expected time of onset of clinical problems, thus minimising the number of years of treatment and follow up needed. It would be necessary to determine whether the primary test should be biochemical iron status markers or HFE mutation analysis, and whether some combination might enhance effectiveness. It will also be important to determine the most appropriate target populations. Though common in places associated with Celtic migrations, hereditary haemochromatosis and the C282Y mutation are rare in Asia, the Middle East, and most of Africa.8 A heritable, but non-HFE, form of iron overload occurs in some black populations, who may require an alternative screening approach.9
Those who have direct contact with clinically manifest hereditary haemochromatosis, whether as physicians, family, or patients, may question why the public health community is treating the issue of screening with such caution. Predisposition to iron loading due to hereditary haemochromatosis is, after all, common and can, at times, produce serious health consequences. Furthermore, an effective treatment (repeated phlebotomy) is readily available, low risk, and not overly costly.10
The answer is based on the balance between doing good and doing harm. If, for example, it were necessary to label 10 homozygous C282Y individuals with this diagnosis and commit them to lifelong medical management to prevent serious illness in one, then the benefit from screening might be judged insufficient, and another, more selective, strategy might need to be considered. At a more favourable ratio—say one individual benefiting for every two treated—the balance would almost certainly shift towards screening.
Between now and the time when the necessary data have been gathered to resolve this uncertainty, the health community should be alerted to the fact that hereditary haemochromatosis is quite common and may manifest in a variety of guises. This requires a heightened level of suspicion when unexplained, non-specific complaints, such as fatigue or abdominal pain, and even more defined problems, such as liver disease or cardiac failure, are being evaluated. | https://www.bmj.com/content/319/7209/531?ijkey=60dee30502201528ac384a15dbb05b115a232c72&keytype2=tf_ipsecsha |
Investments in protective measures involve an initial immediate cost in exchange for a stream of potential benefits accruing over time in the form of reduced expected losses. This paper describes two studies in which individuals were asked both to make choices and indicate the maximum amount they were willing to pay (WTP) for such protective measures. By varying the number of years that the measures provided protection, we observed four different decision strategies that individuals use to determine their maximum WTP. The findings from these experiments strongly suggest that most individuals do not take into account the added benefits of having a protective measure in place over a longer period of time when determining the likelihood of purchasing protection or the maximum price they are willing to pay. The behavior of a relatively small proportion of the subjects was consistent with a discounted utility model. Most subjects were either myopic in their behavior or did not change their maximum WTP as the time horizon changed. Despite the fact that most subjects were insensitive to time changes, they were generally willing to purchase the protective measures. Implications of these results for investment in risk mitigation measures are briefly explored.
Journal of Risk and Uncertainty – Springer Journals
Published: Oct 4, 2004
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The effects of human‐caused fragmentation of boreal forest on the abundance of red fox Vulpes vulpes L. and pine marten Martes martes L. were studied by combining the Finnish wildlife‐triangle snow‐track data (1990–94) with land‐use and forest resources data employing the GIS. Two study areas (each 45 000 km2) located in northern and southern Finland were selected for the investigation. The extent of landscape that best explained predator abundance (tracks per 10 km 24 h−1) was the same (about 100 km2) in both species and study areas. The decreasing proportion of older forest and the increasing proportions of young forest and agricultural land in the landscape positively affected track density of red fox. The relationship between agricultural land and fox abundance, however, was characterized by a convex curve peaking at 20–30% of agricultural land. With the habitat classification used, landscape composition explained 26% and 11% of the spatial variation in fox abundance in the northern and southern study area, respectively. The relationship between landscape composition and pine marten abundance was not as clear as in that of red fox. Landscape composition explained 10% and 6% of spatial variation in pine marten abundance in the northern and southern study area, respectively. In both areas a positive impact occurred with the increasing proposition of young forest in the landscape, but in the northern area the negative effect of increasing proportion of agricultural land was dominant. The abundances of red fox and pine marten were not negatively correlated, indicating that competition or intraguild predation by red fox do not determine abundance of pine marten on a landscape scale. A general increase in predation pressure by generalist predators in fragmented forest landscapes has been an intensively discussed conservation problem during recent years. We conclude that the red fox is a species potentially able to cause elevated predation pressure in boreal landscapes fragmented by human activities, but that the evidence against the pine marten is weaker.
Journal of Animal Ecology – Wiley
Published: Jan 1, 1998
Keywords: ; ; ; ;
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Please use this identifier to cite or link to this item:
http://repositorio.unifesp.br/handle/11600/32946
|Title:||Visual evoked potentials findings in non-affected subjects from a large Brazilian pedigree of 11778 Leber's hereditary optic neuropathy|
|Authors:||Sacai, Paula Yuri [UNIFESP]|
Salomão, Solange Rios [UNIFESP]
Carelli, Valerio
Pereira, Josenilson Martins [UNIFESP]
Belfort, Rubens [UNIFESP]
Sadun, Alfredo Arrigo
Berezovsky, Adriana [UNIFESP]
Universidade Federal de São Paulo (UNIFESP)
Univ Bologna
Keck Univ So Calif
|Keywords:||Leber hereditary optic neuropathy|
Visual evoked potentials
Optic nerve
Mitochondrial disease
11778 mutation
|Issue Date:||1-Oct-2010|
|Publisher:||Springer|
|Citation:||Documenta Ophthalmologica. Dordrecht: Springer, v. 121, n. 2, p. 147-154, 2010.|
|Abstract:||To investigate pattern-reversal visual evoked potentials (PRVEP) in asymptomatic maternally and non-maternally related members from a large Brazilian 11778/ND4 LHON pedigree. Transient PRVEP for check sizes 15' and 60' were recorded from asymptomatic mutation carriers and non-mutant descendants of affected/non-affected males, all with best-corrected visual acuity of 20/20. A control group of spouses (off-pedigree) was also included. Parameters of N75, P100 and N135 latencies (ms) and N75-P100 peak-to-peak amplitude (mu V) as well as temporal dispersion (latency of N135-latency of N75) were determined. Longitudinal testing was obtained in a subseries of carriers in three annual consecutive visits. We tested 48 asymptomatic mutation carriers, 19 descendants of affected males, 9 descendants of non-affected males and 27 off-pedigrees, all of the latter being non-mutant. All non-mutant male descendants did not differ from off-pedigree controls. Statistically prolonged P100 latencies were found in mutation carriers (P = 0.0143) when compared with off-pedigrees for check sizes 15', as well as significantly larger temporal dispersions for both check size 15' (P = 0.0012) and check size 60' (P = 0.0271). Serial testing in 15 mutation carriers disclosed prolonged P100 latencies and larger temporal dispersion that did not change over time. Subclinical PRVEP abnormalities were detected in this large group of asymptomatic carriers of the 11778/ND4 LHON mutation from the same family, confirming and extending previous psychophysical and structural findings of a selective involvement of the parvocellular pathway. PRVEP is a useful test to characterize and monitor visual dysfunction in this devastating disease.|
|URI:||http://repositorio.unifesp.br/handle/11600/32946|
|ISSN:||0012-4486|
|Other Identifiers:||http://dx.doi.org/10.1007/s10633-010-9241-2|
|Appears in Collections:||Em verificação - Geral|
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Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated. | http://repositorio.unifesp.br/jspui/handle/11600/32946 |
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Disadvantage and Wellbeing in the Asia-Pacific
Melbourne Institute researchers are examining the complex issues arising from disadvantage in Australia’s surrounding regions to contribute to policy development aimed at improving citizens’ wellbeing.
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Macroeconomic Modelling, Forecasting and Policy Analysis
Our world-class economists at the Melbourne Institute conduct in-depth analysis of domestic and international fiscal, monetary and macro-prudential policies, evaluating their impact on the state of the Australian economy.
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Families and Households
We have investigated the issues affecting Australian families for nearly two decades. Our work helps to reduce inequality and equip families to make positive decisions for their long-term prosperity.
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Education and Child Development
The Melbourne Institute provides crucial intelligence to government policymakers and the education sector, helping to improve Australians’ educational outcomes and support positive life trajectories.
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Labour Markets and Employment
Our researchers are advancing knowledge of workforce supply and demand by analysing the dynamics of employment over the entire lifecycle and evaluating the effectiveness of policies in improving labour market outcomes.
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Historical Frontier Violence: Drivers, legacy and the role of truth-telling
Building broader understanding among all Australians about the injustices that Aboriginal and Torres Strait Islander people have experienced in the past, their legacy today and the need for truth-telling as part of reconciliation.
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HILDA Survey Design
The Melbourne Institute has championed best-practice longitudinal survey methods and enabled researchers to produce powerful insights into Australian life via the Household, Income and Labour Dynamics in Australia Survey for more than two decades.
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Income and Economic Wellbeing
For more than 50 years, the Melbourne Institute has played a leading role in developing an evidence base of the causes and consequences of individuals’ and families’ economic outcomes in Australia.
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Public Economics
The Melbourne Institute conducts independent, rigorous analysis of public policy in relation to taxation, expenditure and investment. Our aim is to understand how government decision-making affects the delivery of public services and economic development. | https://melbourneinstitute.unimelb.edu.au/research |
Sociology studies social relationships as well as institutions. Sociology’s subject is broad and it ranges from, the family to the state, crime to religion, racial divisions and social class to shared beliefs of culture, and from stability to radical dynamics in whole societies. Unification of the study of these wide-ranging subjects in sociology aim at comprehending how human actions as well as consciousness determines surrounding cultural as well as social structures. Sociology studies educations a social institution in the society. Along this line, it looks at how education runs in the society, challenges facing it and ways to improve the same. Sociology as a field remains an exciting as well as an illuminating study which analyzes and explains vital issues in our individual lives, our society, and the world. At an individual level, sociology looks at the social causes as well as consequences of things such as aging, romantic love, family conflict, racial and gender issues, deviant behavior as well as religious faith. In societal perspective, sociology studies and explains issues such as poverty and wealth, crime and law, schools and education, business organizations, prejudice and discrimination, urban society as well as social movements. At global perspective, sociology looks at phenomena like human demographics and migration, economic development as well as peace and security.
Sociology research puts great emphasis on collection as well as analysis of proves on social life to enhance and enrich our knowledge of important social processes. The research methods sociologists use are varied. Sociologists look at daily lives of people , carry out large-scale studies , analyze videotaped interactions, interpret important historical records, study census data, interview group participants , and carry out laboratory tests. Its research methods as well as theories yield a robust insights into social processes that influence human lives, social problems as well as prospects in our today’s lives . After understanding these social processes, it becomes easier to also understand clearly the factors shaping personal experiences as well as effects of our lives. Seeing and understanding the link between broad social factors and individual experiences is greatly valuable academic preparedness for living well and rewarding individual as well as professional lives in our dynamic society. Sociology has theories that help to understand human interactions as well as way of live. Of the greatest ones is structural functionalism; symbolic interaction theory; social conflict theory. Understanding these theories helps in understanding as well as explaining some phenomena in our society. Learning sociology and mastering its concepts in practice situations enhances critical thinking on human social life, and it helps in asking relevant research questions. The knowledge can be of great help to policy makers in coming up with interventions to social issues affecting the society. Students with great sociology skills manage to design perfect social research projects by carefully collecting and analyzing empirical data for better formulation and presentation of research findings. Sociology trainees also become able to assist others know the way social world operates and how it can be altered for the better. More generally, they also become equipped with analytical thinking, evaluation, and communication skills and creativity. All are abilities of great value in a broader vocational callings as well as professions. Sociology as a field offers distinctive as well as enlightening way of looking at and comprehending our social world which shapes our way of life. Sociology goes beyond normal observation. It is more illuminating as well as challenging knowing of social life. Using its specific analytical approach, social theories as well as research methods makes sociology a discipline that widens our awareness and analysis of human social interactions, cultures as well as institutions that greatly shape our lives and history. Personally, I have learned that sociology is part of us, and I will pursue it as my career.
Therefore, sociology is an all round approach to understanding the society. It provides elaborate ways that can assist a person to learn about the society for different angles. It helps to identify social issues to get addressed to make the society a good place. With sociology skills, one can manage to deal with the society. Hence, it is a study that focuses on people, their interactions as well as their surrounding aspects that affect them. | https://www.blogbookmark.com/sociology/ |
A study on the implementation of renewable heating technologies in the domestic sector in Ireland with implications on consumers' decision-making
- Source:
- Journal of cleaner production 2013 v.44 pp. 133-142
- ISSN:
- 0959-6526
- Subject:
- case studies, consumer preferences, decision making, economic factors, energy policy, heat, innovation adoption, markets, policy analysis, renewable energy sources, Ireland
- Abstract:
- The paper critically reviews and explores the impact of renewable energy heat policies to induce technological change in Ireland. It is in response to the challenge of better understanding the broad effects and attributes of renewable energy policy instruments in Ireland and beyond. Using the Irish residential sector as a case study, and analysing data of more than 31,600 technology installations under the Irish Government's Greener Homes Scheme [GHS], the paper assesses the extent to which policy makers may be informed of the willingness of consumers to adopt these technologies in their homes. In doing so, it attempts to provide valuable guidance for policy evaluation in relation to renewable energy in the residential sector. It represents investment decisions and technological choice by the end user and reflects the growing concern among energy policy markets regarding the representation of user preferences. The overall intent is to investigate the implications of analysing different variables and their contribution to making more balanced renewable energy policies. It provides a critical analysis of the Greener Homes Scheme, the key instrument for implementing Ireland's renewable heating policy from 2006 to 2010, established to induce technological change within the residential sector. In assessing the impact of the Scheme, attention focuses on decision frameworks for technological choice and the treatment of market and behavioural failures. It considers how consumers have responded to new technological policies aimed at deploying renewable heat technologies, and the specific policies aimed at advancing certain technologies over others. Through a case study investigation, the paper explores the relationship and dependencies that influence consumers' decision-making regarding the choice of renewable energy heating technologies in the domestic sector in Ireland. Consumer preferences and their subsequent investment decisions, motives and technological choice are reflected. It concludes that while economic factors are important, a much broader variety of determinants is required when analysing the process of adoption of technology.
- Agid: | https://pubag.nal.usda.gov/catalog/1005562 |
Following a similar structure to BSc Economics, this course is particularly suitable if you are interested in studying international trade and international aspects of financial economics.
It will provide you with core training in economics, combined with a special focus on a range of aspects of international economics. These include international trade and theory and policy, in which the school has a worldwide reputation.
Modules in international economics form a significant element of this course, but you can also take modules offered by other schools in the University, subject to approval. As with BSc Economics, there are two quantitative pathways through the degree: econometric theory or quantitative economics (applied econometrics).
When you graduate, you will have a thorough knowledge of economic theory and how it is applied to the real world, particularly in relation to international trade, and globalisation. You will also be familiar with the key analytical techniques that economists use in practice.
For details of other English language tests and qualifications we accept, please see our entry requirements page.
If you require additional support to take your language skills to the required level, you may be able to attend a presessional course at the Centre for English Language Education, which is accredited by the British Council for the teaching of English in the UK.
Students who successfully complete the presessional course to the required level can progress onto their chosen degree course without retaking IELTS or equivalent.
Applicants taking foundation courses should contact us for more information.
At the University of Nottingham we have a valuable community of mature students and we appreciate their contribution to the wider student population. You can find lots of useful information in our guide for mature students.
Our admission process recognises that applicants have a wealth of different experiences and may have followed various educational pathways. Please view the alternative qualifications page for details. Please note, we do not accept extended project qualifications.
In recognition of our applicants’ varied experience and educational pathways, the University of Nottingham employs a flexible admissions policy. We may make some applicants an offer lower than advertised, depending on their personal and educational circumstances. Please see the University’s admissions policies and procedures for more information.
We are looking for students who have the ability and motivation to benefit from our courses, and who will make a valued contribution to the department and the University. Candidates for full-time admission are considered on the basis of their UCAS application.
When considering your application, we will look for evidence that you will be able to fulfil the objectives of the programme of study and achieve the standards required. We will take into account a range of factors additional to, and in some cases instead of, formal examination results.
Selection of those applicants to whom we will make an offer will be based upon a combination of the candidate's academic record and an assessment of all the information provided in their UCAS application, their academic reference and their personal statement.
On this course, you can apply to spend a semester studying abroad at the University's campuses in China or Malaysia, or at one of our partner institutions in locations such as Australia, Canada and Japan.
You will get the opportunity to broaden your horizons and enhance your employability by experiencing another culture. You can choose to study similar modules to your counterparts back in Nottingham or expand your knowledge by taking other options.
Teaching is typically in English; however, there may be opportunities to study in another language if you are sufficiently fluent.
In your first year, you will study the core of BSc Economics with additional modules in the economics of integration, focusing on the key principles and the largest customs union in the world: the European Union.
If you have A level maths, you may choose either econometrics or quantitative economics and will take a year-long study skills module to ensure that your transition to university study is smooth.
This module introduces you to the economics of integration. The module analyses the consequences for countries seeking closer economic integration through successively more ambitious forms. This begins with a limited trade arrangement, followed by a common market, which also allows free movement of capital and migrant workers, and a Single Market.
The final part of the module examines monetary integration, beginning with exchange rate stabilisation and then considering Monetary Union. The module aims to combine principles of economic analysis with an assessment of the impact of such measures on the member economies.
This module introduces you to the economics of integration. It analyses the economic rationale for, and practice of, policy co-ordination and harmonisation both at the European and at a global level. An examination of the economic rationale for common EU policies is followed by an analysis of such examples as the common agricultural, trade and regional policies, and the operation of the European Budget.
At the global level cooperation in trade, finance and development policies is reviewed in relation to the operation of institutions such as the World Trade Organization, the International Monetary Fund and the World Bank. The module aims to combine principles of economic analysis with an assessment of the impact of international policy coordination.
This is a single semester introductory module in macroeconomics. Macroeconomics is the study of the aggregate economy, focusing on the cyclical pattern of aggregate output and co-movement of real and monetary aggregates in general equilibrium.
This module introduces a series of basic models used in modern macroeconomics, with a particular focus on dynamic general equilibrium modelling tools and techniques necessary to build theoretical models.
This module is an introduction to microeconomics, including behaviour of firms and households in situations of competitive and imperfectly competitive markets.
This module aims to introduce you to the essential skills required for writing as an economist. It will be delivered in conjunction with Libraries, Research and Learning Resources (LRLR), who will cover content on key information skills relating to the library and learning resources.
The first half of the module provides an introduction to the mathematical methods required for economic modelling, focusing on linear algebra, optimisation and their role in formulating and solving economic problems.
The second half introduces the statistical methods required for data analysis in economics. We concentrate on statistical distribution theory and statistical inference before applying these concepts to the study of the linear regression model, whose extensions will be analysed in detail in subsequent econometrics modules.
The first half of the module provides an introduction to the mathematical methods required for economic modelling, focusing on linear algebra, optimisation and their role in formulating and solving economic problems. The second half introduces the statistical methods and concepts most applicable in economics.
The analysis of economic data necessarily proceeds in an environment where there is uncertainty about the processes that generated the data. Statistical methods provide a framework for understanding and characterising this uncertainty. These concepts are most conveniently introduced through the analysis of single-variable problems. However, economists are most often concerned about relationships among variables.
The module builds towards the study of regression analysis, which is often applied by economists in studying such relationships.
The second half introduces the statistical methods and concepts most applicable in economics. The analysis of economic data necessarily proceeds in an environment where there is uncertainty about the processes that generated the data. Statistical methods provide a framework for understanding and characterising this uncertainty.
These concepts are most conveniently introduced through the analysis of single-variable problems. However, economists are most often concerned about relationships among variables. The module builds towards the study of regression analysis, which is often applied by economists in studying such relationships.
As will be discovered, the 21st century Western views of everyday economic concepts such as ownership, money, exchange, work, poverty, industrialisation, economic growth and government are quite different from those expressed at other times and in other places.
In this module we will explore the long-run, historical determinants of the wealth of nations. We will begin by taking a long-run view on modern economic growth, showing how this has led to dramatic changes in the relative wealth of nations over the last 500 years.
We will then ask two key questions: why have modern economic growth started in some places rather than others? And while have some countries been able to catch up, while others have not? These investigations will improve our understanding of why are some countries much richer than others, and will give us some important insights on how to promote sustained growth in developing countries.
The module draws on a vibrant new literature in economics that looks at comparative development as the outcome of a long historical process, and uses techniques originally developed in economics to improve our understanding of history. Without going into the technical details, the module reviews the main findings of this literature, discusses their implications for modern development experiences, and lays out the main challenges for future research.
By providing an historical perspective on growth and development, the module will endow you with a better understanding ofcontemporary economic issues. It will also give you some exciting examples of how the economic techniques you will learn in later modules can be used to understand the world better.
The above is a sample of the typical modules that we offer at the date of publication but is not intended to be construed and/or relied upon as a definitive list of the modules that will be available in any given year. This prospectus may be updated over the duration of the course, as modules may change due to developments in the curriculum or in the research interests of staff.
This year will help develop your knowledge of the theoretical framework for international trade and money, including topics such as globalisation, off‑shoring, monetary policy and the business cycle.
There is a choice of quantitative pathways and those who wish to emphasise the international dimension of their degree can apply to spend a semester of their second year studying abroad, taking similar modules to your counterparts back in Nottingham or expanding your knowledge through other options.
This module is an introduction to international trade theory and policy. It covers the core trade theories under perfect and imperfect competition and applies them to understanding the pattern of trade, gains from trade and modern topics like foreign outsourcing. On the policy side, it examines the effects of different government trade policy instruments and the role of international trade agreements.
The module will review the so-called modern approach to aggregate demand and aggregate supply. This entails incorporating into the classical approach to aggregate supply and aggregate demand insights from Keynesian economics. This will serve as a base to discuss the role of macro-policy in controlling for fluctuations in output and employment.
This module covers intermediate microeconomics including general equilibrium analysis, welfare economics, elementary game theory, and strategic behaviour of firms.
This module generalises and builds upon the econometric techniques covered in the year one module, Mathematical Economics and Econometrics. This will involve introducing a number of new statistical and econometric concepts, together with some further development of the methodology that was introduced in year one. The multivariate linear regression model will again provide our main framework for analysis.
This module introduces you to a range of statistical techniques that can be used to analyse the characteristics of univariate economic time series. The basic theoretical properties of time series models are discussed and we consider methods for fitting and checking the adequacy of empirical time series models. Methods of forecasting future values of economic time series are then considered.
An introduction to the theory and practice of econometric methods, focusing on regression analysis and its application to economic situations. This module will pay particular attention to the principles of estimation and inference in the multiple regression model, and will rely on illustrations and intuition to develop understanding of the techniques and their interpretation.
You will deepen your understanding of the material covered in class via a series of 'hands-on' computer classes using specialist econometric software (STATA) and a set of tutorials that will review worked examples.
An introduction to the theory and practice of econometric methods, focusing on regression analysis and its application to economic situations. It will focus on practical issues relating to data modelling and issues relating to model specification and testing.
It will also introduce you to regression analysis and forecasting using time series data. It will rely on illustrations and intuition to develop understanding of the techniques and their interpretation. You will advance your understanding of the material covered in class via a series of 'hands-on' computer classes using Stata. A set of tutorials will also examine topics discussed in the lectures through worked examples.
Plus optional economics modules; some modules may also be taken from other schools.
mobile capital: race to the bottom?
This module provides a foundation in behavioural economics and the role of experimental methods in economics. The traditional approach in economics is to explain market outcomes and economic decision-making using simple theoretical models based on perfectly rational, self-interested agents who maximise their well-being by carefully weighing up the costs and benefits of different alternatives. Behavioural economics, on the other hand, aspires to relax these stringent assumptions and develop an understanding of how real people actually make decisions.
The module will introduce you to behavioural and experimental economics, discuss these fields from a methodological perspective and examine several areas of economic analysis in which they are applied. This will include individual choice under risk and uncertainty, decision-making in strategic situations and competition in markets.
This module provides an economic analysis of the theory and practice of organisation of firms and industries. It explores the nature of competition among firms and their behaviour in various markets, with the specific emphasis on imperfectly competitive markets. Tools for both empirical and theoretical approaches to the analysis of industries are covered.
Starting from a detailed analysis of market structures, the module goes on to discuss various aspects of firms' behaviour and their influence on market outcome. Among the behaviours covered in the module are price discrimination, vertical integration, advertising, research and development activities and entry and exit of firms. Government regulation of industries is also discussed.
This module provides an introduction to the economics of the labour market. We will look at some basic theories of how labour markets work and examine evidence to see how well these theories explain the facts.
Particular attention will be given to the relationship between the theory, empirical evidence and government policy. The module will refer especially to the UK labour market, but reference will also be made to other developed economies.
This course will provide a foundation for the monetary economics modules in the third year and is a complement to financial economics for the second and third years. It will cover topics such as the definitions and role of money, portfolio choice, financial markets and banks, central banks and monetary policy, and the monetary transmission mechanism.
Under these headings the module will address issues of theory, policy and practice relating to recent experience in the UK and other countries. The module will feature some current debates and controversies based on recent events.
This module is concerned with the effect of political and institutional factors on economic variables as well as with the study of politics using the techniques of economics.
With core modules and a dissertation accounting for half of your third year of study, you will cover both theoretical and applied aspects of international economics at an advanced level.
You will also have the opportunity to select additional modules from a wide range of specialist options.
the WTO and "new issues"
An independent research project, involving the application of techniques of economic analysis to a self-chosen research topic and the presentation of a written report. There will be lectures to provide general guidance on economic research methods and writing an undergraduate dissertation in economics.
This module adopts a broad focus on factors influencing growth and development. Topics covered include macroeconomic policies, aid, debt, trade; growth experiences in East Asia, China and Africa.
This module generalises and builds upon the econometric techniques applied to the multivariate linear regression model covered in the year two module, Econometrics I. This will involve introducing a number of new statistical and econometric concepts.
In particular, we study large sample, or asymptotic, theory. This is needed in order to obtain tractable results about the behaviour of estimators when the standard modelling assumptions - which frequently cannot be verified in practice - are relaxed.
This module provides a window on three important sub-areas of experimental and behavioural economics. The first focuses on design issues and individual decision-making, the next two sections focus on applications to the study of strategic behaviour and market behaviour.
You do not need to have studied experimental or behavioural economics before because all topics will be introduced at a level that will be accessible to the newcomer. The module is, nevertheless, suitable as a sequel to the year two module Experimental and Behavioural Economics because the contents of the two modules cover distinct, but complementary, topics.
The module covers an economic analysis of the labour market, with an emphasis on policy implications and institutional arrangements.
The module is intended to provide an introduction to mathematical techniques used in economics. In particular, examples of economic issues that can be analysed using mathematical models will be discussed in detail.
Particular attention will be given to providing an intuitive understanding of the logic behind the formal results presented. Students who wish to pursue a higher degree in economics will find the module particularly useful.
The module will cover topics in advanced microeconomics and decision theory. The precise content may vary from year to year, but the module will start from the basis established by the Microeconomic Theory module.
This module will provide an outline of the elements of monetary theory and of theoretical policy issues.
The module will introduce some major themes of public economics, using microeconomic tools to analyse public policy. The equity and efficiency implications of policies will be examined within an economic framework.
This module will introduce you to economic policy analysis, using examples from public, environmental and urban and regional economics. The first part of the module will focus on the role played by different institutional rules in shaping the behaviour of elected governments. We will analyse how alternative institutional arrangements (for example, electoral rules) may have important effects on policy making by providing different incentives to elected politicians to act in the interest of their constituents.
The environmental policy part of the module will examine different forms of sustainability and show how sustainability can be measured. We shall also explore the intertemporal and international aspects of climate change.
We will examine why it is so difficult for countries to come to an agreement to reduce their emissions and we will evaluate actual climate change negotiations and policies. The urban and regional economics part of the module will start with an overview of trends in spatial disparities in the UK and other countries. We will develop a microeconomic toolkit that will help us answer questions such as "Why do cities exist?" or "What determines house prices?" We will use these tools to evaluate urban and regional policies in the UK and elsewhere.
This module provides an advanced economic analysis of the theory of organisation of firms and industries. It will analyse a variety of market structures related to the degree of market competition with a special emphasis on imperfectly competitive markets. It will also analyse issues related to the internal organisation of firms.
This module will provide an introduction to international monetary issues, including the determination of exchange rates, and the functioning of the international monetary system.
The growth of economic awareness has increased the demand for economics graduates.
At Nottingham you will acquire a range of economic-specific and transferable skills, enabling you to enter careers in government, international agencies, private sector organisations and education.
Our graduates opt for a wide variety of careers, including investment banking, accountancy, tax consultancy, working in government offices, auditing, derivatives trading, management consultancy, mergers and acquisitions, and many more. Many go into finance, banking, business consultancy or accountancy.
* Known destinations of full-time home undergraduates who were available for work 2016/17. Salaries are calculated based on the median of those in full-time paid employment within the UK.
** The Economist British university rankings, 2017.
Studying for a degree at the University of Nottingham will provide you with the type of skills and experiences that will prove invaluable in any career, whichever direction you decide to take.
Throughout your time with us, our Careers and Employability Service can work with you to improve your employability skills even further; assisting with job or course applications, searching for appropriate work experience placements and hosting events to bring you closer to a wide range of prospective employers.
Have a look at our careers page for an overview of all the employability support and opportunities that we provide to current students.
The University of Nottingham is consistently named as one of the most targeted universities by Britain’s leading graduate employers (Ranked in the top ten in The Graduate Market in 2013-2019, High Fliers Research).
As a student on this course, you should factor some additional costs into your budget, alongside your tuition fees and living expenses.
You should be able to access most of the books you’ll need through our libraries, though you may wish to purchase your own copies or more specific titles.
Please note that these figures are approximate and subject to change.
The University of Nottingham offers a wide range of bursaries and scholarships. These funds can provide you with an additional source of non-repayable financial help. For up to date information regarding tuition fees, visit our fees and finance pages.
Over one third of our UK students receive our means-tested core bursary, worth up to £2,000 a year. Full details can be found on our financial support pages.
* A 'home' student is one who meets certain UK residence criteria. These are the same criteria as apply to eligibility for home funding from Student Finance.
Our International Baccalaureate Diploma Excellence Scholarship is available for select students paying overseas fees who achieve 38 points or above in the International Baccalaureate Diploma. We also offer a range of High Achiever Prizes for students from selected countries, schools and colleges to help with the cost of tuition fees. Find out more about scholarships, fees and finance for international students. | https://www.nottingham.ac.uk/ugstudy/course/Economics-and-International-Economics-BSc |
Find out who is your competition, get a better understanding of their key features, and analyze your strengths and weaknesses. Use our comprehensive market research to develop your own strategy to edge out your competitors.
Market Trends
Market trend analysis is an analysis of past and current market behavior and dominant patterns of the market and consumers. An important aspect of conducting a trend analysis for an organization is to obtain insights into the market scenario, consumer preferences, and the macroeconomic environment.
SWOT Analysis
SWOT analysis (or SWOT matrix) is a strategic planning technique used to help a person or organization identify strengths, weaknesses, opportunities, and threats related to business competition or project planning.
This technique, which operates by ‘peeling back layers of the company’ is designed for use in the preliminary stages of decision-making processes and can be used as a tool for evaluation of the strategic position of organizations of many kinds. It is intended to specify the objectives of the business venture or project and identify the internal and external factors that are favorable and unfavorable to achieving those objectives.
Competitive Analysis
Competitive analysis is an assessment of the strengths and weaknesses of current and potential competitors. This analysis provides both an offensive and defensive strategic context to identify opportunities and threats. Profiling combines all of the relevant sources of competitor analysis into one framework in the support of efficient and effective strategy formulation, implementation, monitoring, and adjustment.
Customer Analysis
Customer analysis (or customer profile) identifies target customers, ascertains the needs of these customers, and then specifies how the product satisfies these needs. It is a simple tool that can help business better understand current and potential customers, so they can increase sales and grow their business. | http://appotype.eu/services-en/market-research/ |
Qualitative and quantitative research designs have traditionally dominated public policy research (Morçöl 192). However, they have some specific applications in research because of their differences in style and technique (Islam 23). Based on these differences, researchers have held contradictory opinions regarding their use in public policy studies (Morçöl 192). For example, proponents of the quantitative approach argue that the quantitative research design is the most appropriate methodology for use in public policy because it allows for the use of statistical techniques, which is at the center of policy implementation (Elmor 69-83).
A different set of researchers opposes this view based on the insights they have gathered from their qualitative findings (Islam 23-25). In this regard, proponents of both sets of methodologies appear to “be at war” regarding the supremacy of their research approaches. Transcending the academic field, the “qualitative vs. quantitative” debate has aroused the interest of many people, for varied reasons (Dunn 264). For example, a keen observer could notice this debate in the formulation of public policies for health reform and in the financial bailout of the automobile industry, in the aftermath of the 2007/2008 economic crisis. This paper addresses this conflict by evaluating the strengths and weaknesses of each approach and by highlighting the kinds of problems that each methodology could address in public policy research.
Quantitative Assessment
Advantages of Quantitative Research in Public Policy
It is easy to analyze quantitative data by expressing them in numbers. Since numerical data are part of quantitative assessments, researchers could simply apply statistical analytical tools in such analyses (Elmor 69-83). For example, we could use descriptive statistics like the mean, median, and standard deviation to analyze data in such assessments (Matsuo 75). Similarly, researchers could use inferential statistics, like t-tests and the analysis of variance (ANOVA), to analyze quantitative data (Islam 23). From the analysis of numbers, researchers could easily understand public policy trends and significant differences in policy formulation processes that could apply to different population groups (Dunn 264).
The use of multivariate statistical tools could help to further dissect such information and identify which preferential data to use in unique population groups or demographics. Quantitative data could also help public policy researchers to collect data using automated processes, which are fast and efficient in collecting data for a large population group (Elmor 69-83). Nonetheless, the greatest motivation for using quantitative data, in public policy studies, is its descriptive nature. Through this ability, public policy researchers could get a snapshot of a target population (Islam 23). However, some research studies have shown that interpretation challenges could arise during the data analysis process. In this regard, many researchers propose that qualitative information is useful in interpreting such information.
Disadvantages of Quantitative Research in Public Policy
Although the quantitative research method may use statistical techniques for data analysis, the calibration methods used in these statistics may not reflect the context of a study. Similarly, the theories applicable in the quantitative assessment may fail to reflect the gist of the paper (Islam 23). The intense focus on hypotheses development and the theoretical contributions, which are synonymous with quantitative assessments, may also distract the researcher from understanding the phenomenon of study. Lastly, the focus on numbers in quantitative analyses may provide abstract findings for general applications of research concepts that may make it difficult for policy experts to apply them in specific research situations.
Qualitative Assessment
Advantages of Qualitative Research in Public Policy
The qualitative analysis is important in public policy analysis because it provides information regarding subjective factors in the field (Dunn 264). Stated differently, it provides information regarding the data that policy experts cannot reduce to numbers. For example, it could provide them with information regarding human emotions and personality characteristics, as some subjective attributes in public policy formulation and implementation (Morçöl 192). Quantitative analysis is incapable of matching these data.
While quantitative research requires the standardization of research data, the qualitative analysis requires flexibility from researchers, especially during data collection (Babbie 312). Therefore, many qualitative assessments are products of naturalistic observations. Ethnography or structured interviews are common forms of study that adopt this design (Elmor 69-83). Using such data, researchers document important bits of information they encounter in their assessments, despite the uncertainty regarding whether they would be important in their analysis, or not (Dunn 264). Overall, this section of the paper shows that the qualitative assessment is important in public policy research because it gathers subjective information in the study field.
Disadvantages of Qualitative Research in Public Policy
A major disadvantage of the qualitative research design is its limited credibility in data analysis. While it is possible to use statistical analyses to evaluate the credibility of quantitative data, it is difficult to use the same tools in qualitative assessments. This is why experts often suggest the need to exercise caution when making conclusions from qualitative data (Babbie 312). In this regard, there is a need for data verification (in qualitative assessments) through a continuous qualitative analysis program.
Another limitation of qualitative analysis in public policy research is the difficulty associated with employing automation processes. This inability makes qualitative assessments an expensive and time-consuming methodology. In this regard, the qualitative research design is only suitable when analyzing information from a small sample (such as six or 12 people) (Islam 23). Comparatively, researchers could employ the quantitative research design to gather the views of hundreds (or thousands) of people.
Discussion
The qualitative approach is useful to public policy research when using the positivist approach (Dunn 266). Some researchers also point out that the quantitative approach is useful when implementing policy goals (Dunn 266). For example, quantitative research has been useful in the recent public health care reform debate in the United States (US). Indeed, it helped to demystify the arguments regarding the impact of the public health reform agenda on state and federal funds (Islam 23). Democrats’ view on public policy issues is also a product of a post-positivist view, which aligns with the employment of the quantitative research analysis (Islam 23). The use of the post-positivist view aligns with the use of the quantitative research approach because it rejects the use of the natural science approach, which objects the use of the natural scientific approach to understanding human behavior and societal issues.
The qualitative research method is important in portraying the realities of public policy values. Furthermore, it is difficult to analyze the effectiveness of public policy initiatives by merely employing quantitative analyses. Indeed, as Dunn (264) says, public policy issues are not only products of quantifiable measures, but qualitative assessments as well. Relative to this view, Elmor says, “Numbers are key ingredients in the policy process and the public administration decision process, but ― a high proportion of activities in which public managers engage are not amenable to the application of analytical techniques; a small proportion is” (Elmor 69-83). To illustrate this analysis, public policy should respond to societal issues within the confines of social equity and social justice systems.
Researchers cannot assess these issues using quantitative factors only. For example, when economies experience periods of significant economic downturn, characterized by job losses, low spending, credit defaults, and suchlike factors, it is difficult to use cost-benefit analyses or other quantitative assessments as the only tools for making public policy decisions (Islam 23). Instead, public policy stakeholders need to employ qualitative measures to develop new healthcare reforms that address the needs of the victims. In this regard, there is a need to employ both qualitative and quantitative assessments in public policy.
Conclusion
Both qualitative and quantitative research approaches play a pivotal role in public policy. For example, quantitative data could inform decision-making processes in public policy, while qualitative data could improve the same decision-making processes by improving the design of public policies. To meet this goal, both research designs could provide decision-makers with valuable information about user needs, behavior patterns, and such attributes about a population. Based on this assessment alone, correctly, we could see that each approach has its unique strengths and weaknesses. Therefore, public policy stakeholders could benefit from combining the two approaches. Based on this analysis, this paper reveals that public policy research should not only focus on using quantifiable data, or statistically generated data, because it could be less objective than the qualitative research design when addressing public policy issues. In this regard, there is a need to merge both the qualitative and quantitative assessments of public policy issues.
Works Cited
Babbie, Earl. The Practice of Social Research, London, UK: Cengage Learning, 2007. Print.
Dunn, William. Public Policy Analysis, London, UK: Routledge, 2015. Print.
Elmore, Richard. ‘Graduate education in public management: Working the seams of government.” Journal of Policy Analysis & Management 6.1 (1986): 69-83. Print.
Islam, Khandaker. “Quantitative and Qualitative Research Controversy in Public Administration: An Analysis of Statistical Data Presented on United Kingdom People Category in the CIA World Factbook.” The Hilltop Review 4.2 (2011): 23-31. Print.
Matsuo, Makoto. The Role of Internal Competition in Knowledge Creation: An Empirical Study in Japanese Firms, New York, NY: Peter Lang, 2005. Print.
Morçöl, Göktuğ. A Complexity Theory for Public Policy, London, UK: Routledge, 2013. Print. | https://edufixers.com/public-policy-quantitative-v-qualitative-research/ |
I am a College Fellow in the Department of Psychology at Harvard University, with expertise in social, political, and legal psychology. I also have extensive training in survey design and the measurement of individual differences, experimental and non-experimental research methods, and a broad range of tools for statistical inference.
The overarching theme of my scholarly interests is how people come to understand themselves and others within their social worlds, and how these beliefs shape and change behavior over time. One of my goals it to better understand how unconscious and conscious beliefs about the self and others contribute to prejudice and perpetuate inequality. I address these questions by examining the psychological processes related to attitude formation and change, and their implications for social perception and behavior in political and legal contexts.
My theoretical interests have thus far largely concerned (a) the influence of meta-cognitive factors (i.e., inferences about the meaning of one’s thoughts) on prejudice-regulation, persuasion, and the structure and use of mass belief systems; (b) the role of implicit processes for bias awareness and stereotyping, person perception, and lay theories about intergroup dynamics; and (c) how these phenomena shape political choice and behavior, legal decision-making, and public policy attitudes. Understanding these phenomena has involved inquiries into the linkages among individual differences, social cognitive and attitudinal processes, sources of motivation for social action, and structural features of political and legal environments. | http://www.joevitriol.com/ |
Organizations from healthcare to military units rely on manpower to ensure that their objectives can be efficiently met. Manpower models such as system dynamics have been developed to use forecasts to support decision making and policy formulation in large organizations. Instead of producing one or multiple values, these models allow for what-if analysis by permitting the user to change input parameters. The benefit of these types of models is that they are more focused on the behavior of the system and how personnel levels within the system change over time. This research looks to develop a system dynamics model that allows an organization to evaluate the relative importance of several factors, such as the recruitment rate or training, which influence their needs and availability of personnel. By using system dynamics, one can gain insights on how the different parameters of manpower affect the overall system with regards to system metrics such as cost. Preliminary results indicate that system dynamics can be used to effectively model manpower elements at a high level to aid in the investigation of manpower policies while also providing an understanding of their effect on cost and performance metrics. | https://pennstate.pure.elsevier.com/en/publications/system-dynamics-based-manpower-modeling |
Delhi must make foreign policymaking transparent
India requires an “unsentimental audit” of its foreign policy, claimed external affairs minister S Jaishankar recently. He articulated the need to move away from the so-called Delhi dogmas, primarily a criticism of the intellectual traditions that have defined India’s international thought, practice and policy. The speech and the themes mentioned were emblematic of how India’s foreign policy has been studied over the years. It underlined the shared perception that India’s foreign policy has straddled the uncomfortable space between being either overly doctrinaire or utterly ambiguous. Ironically, it also seemed to be falling in the same trap of replacing one tradition with another.
This conventional wisdom continues to “black box” the actual process of how foreign policy is made in India. To be clear, it is not that ideas, ideologies, or personalities don’t matter in the formulation of India’s foreign policy. But giving them analytical precedence undermines the impact of many other factors and circumstances that shape the decision-making process. Aspects of how India’s complex domestic polity and bureaucratic apparatus influence its foreign policymaking are largely overlooked. Grand narratives hardly ever explain how and when certain factors become salient at a decision-making point.
An unsentimental audit, then, must go beyond an ideological critique of Nehruvian non-alignment and avoid similar pitfalls of policy grandstanding. It requires, as we argue in a recent special issue of the journal, India Review, to unpack the linkages between domestic and international politics, and an honest assessment of the policymaking process itself. While political leaders don’t like admitting it, bureaucratic politics, organisational processes, leadership traits, partisan preferences, legislative-executive checks and balances, as well as coalition politics are important to explain ultimate policy decisions.
Take an example. India’s decision to condemn Sri Lanka at the United Nations Human Rights Council in 2012-13 cannot be understood without unpacking the coalition bargains between the Congress and the Dravida Munnetra Kazhagam (DMK). In the end, rather than a normative stand or advancing national interest by checking Chinese influence in Sri Lanka, India’s actions are best understood as the result of politicking and negotiations between its central and regional political leaderships. As the United Progressive Alliance II grew weaker at the Centre by losing allies, the Congress felt pressured to placate DMK concerns about the welfare of the Tamil minorities in Sri Lanka.
There are good reasons for why it is difficult to unpack India’s foreign decision-making process. First, there have been important methodological obstacles to the systematic study of foreign policy, notably the difficulty to access primary data. Restricted access to archived documents providing some insights on the decision-making process impedes any better understanding of how the leadership shapes foreign policy. If decision-making does become centralised and behind closed doors, record-making becomes limited. The consequence is that much of the scholarship then ignores or marginalises any effect of bureaucratic or partisan politics within India over foreign policy issues.
Second, however important, memoirs and autobiographies by retired officials, as well as journalistic accounts, do not give an accurate picture of the essence of a foreign policy decision. Written for different motives and audiences, these are post-facto rationalisations of past decisions rather than a sober assessment of the multi-level pressures and processes that lead to the decision-making moment.
Third, scholars interested in the study of Indian foreign policy have traditionally focused on actions since these are easier to observe and measure. As a result, the actual process of decision-making is overlooked or simplified. Leaders make decisions but the final policy action is not always implemented as they initially foresaw it. Some decisions never actually result in actions. It then becomes important to conceptually distill policy decisions and outcomes. These issues must be addressed in the face of the structural obstacles.
The effort to excavate decision-making processes is not a silver bullet but an attempt to get as close as possible to a detailed, informed and systematic retracing of why certain choices were made. From historical cases such as India’s 1967 signing of a boundary agreement with Burma, its management of the 1987 Sumdorong Chu crisis with China, to more contemporary cases such as Operation Parakram and the US-Indian Nuclear Deal, the analytical toolset offered by the discipline of Foreign Policy Analysis is required to examine the international, domestic, organisational, ideational and individual factors simultaneously at play.
These cases, hopefully, illustrate the value of India’s experience in further developing the theories and models of FPA that have concentrated on the American and west European cases. Given the premium that the Narendra Modi 2.0 government puts on foreign and security policy issues, we hope to receive greater support and access for such academic and institutional learning. For it would be of value not just for scholars interested in the study of India’s international relations, but also to practitioners across political and bureaucratic lines. | https://www.hindustantimes.com/analysis/delhi-must-make-foreign-policymaking-transparent/story-GmTQBrZgN44i9JkgIZnLHI.html |
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This course provides an introduction to the fundamental concepts and issues of financial accounting with emphasis on the interpretation of financial statements. The course addresses the economic consequences of transactions and their presentation on corporate financial statements. A primary objective is to introduce corporate financial statements as a tool for company valuation and decision making. Emphasis is on the analysis of effects of decisions on financial performance and use of financial statements to evaluate organizations.
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This MBA-level, very applied course focuses on how to be a leader in organizations. Students have the opportunity to hear and speak to successful leaders including CEOs, Vice Presidents, consultants, and entrepreneurs in a variety of organizations. One of the major assignments of the course is for a student to develop his or her own approach to being a leader in a current or future job based on the topics in the course. Topics include: what does it mean to be a leader, how to lead from an individual perspective in an organization, what is the role of personality, vision, emotions, thinking, ethics, courage and followership, how to lead others in an organization, what is the role of motivation, empowerment, communication, diversity, power, and influence, how to lead by using the systems in organizations, what is the role of strategy, culture, values, change, and organizational learning.
The scope and objectives of corporate financial management are introduced along with the concept of the risk-return trade-off. The various sources of capital are discussed, along with their costs. Financial planning with special emphasis on the evaluation of capital projects is considered. The implications of the efficient market hypothesis are considered throughout the course.
Prerequisites: MGA 604, MGQ 606 or concurrent registration in MGQ 606.
The purpose of this course is to emphasize the importance of effective communication techniques in an organizational setting and to provide grounding in communication skills essential to success in the business world.
Students will have the opportunity to understand leadership and communication strategies, and develop their business writing skills through several assignments and class activities. Focus will be placed on improving students’ ability to communicate clearly, logically and effectively.
Students will have the opportunity to develop oral skills primarily through active learning. Of all management and communication topics, oral presentation skills is the one least suited to a lecturing or discussion form of learning. Giving a presentation is an emotional as well as a practical experience; therefore, practice and involvement, in addition to theoretical input, are vital to enhancing individual ability, refining skills and building confidence. Few people are naturally skilled presenters and most are concerned about putting themselves, their thoughts, and ideas across in the most effective way. Hence, the assignments and activities included in this course have been chosen from extensive, first-hand experience of experts in the communication field. They aim to help individuals learn to self-critique, and develop their ability to coach their co-presenters and colleagues as well.
An analysis of the business sector's relation to the principal forces operating in the legal, political, and social environment. Particular attention given to constraints and freedoms offered under common, corporate, and regulation. Also examined are contemporary problems in corporate governance such as business and professional standards, code of ethics, and corporate social responsibility.
Topics to be discussed include probability theory, counting problems, random variables (also known as probability distributions), Central Limit Theorem, estimation, hypothesis testing (including chi-square tests), regression analysis (simple and multiple), interpretation of regression output on computers and, if time allows, analysis of variance. This class will be delivered in the new Hybrid delivery format.
This course focuses on the identification, analysis, and use of costs and other information to improve the competitiveness of business operations. The course takes a user orientation and focuses on issues important to managers for planning and decision making, economic evaluation of business activities, product costing, and performance evaluation and control. Emphasis is placed on the effects of advances in technology on the value of cost system information, the relevance and limitations of accounting data and use of nonfinancial information for internal decisions.
Prerequisite: MGA 604.
A study of the patterns and fluctuations of growth of the aggregate level of economic activity in a modern complex society. Among the topics included are the measurement and determination of national income; the nature and role of money and interest rates; inflation; the role of expectations; the role of trade; macroeconomic forecasting; alternative fiscal and monetary policies and their role in promoting stability and progress; and macro aspects of legislation.
This course will examine human resources from a strategic perspective, emphasizing the contribution of HR decisions to the development of a high-performance organization. Human resources management will be treated as a dynamic system that enables organizations to cope more quickly and effectively with a rapidly changing environment. The course will focus on topics that confront managers in a variety of organizational roles, such as reward systems, performance management and the selection and retention of high performance employees. Emphasis will be given to the identification, evaluation and solution of specific HR problems facing managers with these responsibilities.
The focus of this course will be on technology management and developing an internet-based business or extension to an existing business. The course will integrate concepts from economics, organizational strategy, entrepreneurship and web design. Topics to be covered in the course include aligning technology and strategy; models of diffusion and innovation; characteristics of information and digital goods; identifying potential web-applications and information products for solving a problem and/or identifying a business opportunity; intellectual property rights; pricing issues related to information goods; developing a business plan for a venture capital proposal; launching the e-business; designing web-based applications for usability; and strategies for successfully implementing systems. Case studies, lectures, guest speakers, and an integrated e-business project will be used to understand the complexities of the current business environment.
Examines the development of the private equity and venture capital industries over the past 20 years. Students will learn the various aspects of identifying, analyzing, structuring and financing acquisitions. This will provide an in-depth study of the business concepts reflected in the legal documents analyzed in the existing course MGF 656 / LAW 856 Acquisition Transactions.
Introduction to the analytical concepts necessary for effective negotiations. Emphasis is on the negotiation and bargaining skills required by general managers. Classroom lectures are supplemented by experiential exercises.
This course discusses the environmental factors which affect the operation of an enterprise in an international setting. Political, economic, legal, and social factors are covered. Specific topics covered are alternative forms of government, political stability, political problems facing business, economic systems, regional markets, economic regulations, legal systems, and cultural factors which affect business operations.
The main component of the course is a survey of methods for planning and controlling production and operations management activities including material requirements planning, operations scheduling, production and inventory planning and control, project management, facilities location and layout, and quality management and control. The course makes use of cases to illustrate the processes and problems involved.
Prerequisites: MGA 604, MGF 631 or concurrent.
The aim of this course is to provide the analytic techniques and tools to help develop an understanding of how competitive advantage can be created and sustained. This is an integrative course that examines the firm as a whole and adopts the perspective of the general manager. It draws together and builds on ideas from courses in functional areas such as marketing, finance and operations. There is extensive use of cases. Specific topics covered include analyzing industries, analyzing firm resources and capabilities, understanding organization structure and management systems, developing competitive strategies and understanding competitive behavior, determining the scope of the firm, developing corporate strategies, managing the multibusiness firm, and understanding corporate governance mechanisms.
Prerequisites: MGA 604, MGF 631 and MGM 625. | https://mgt.buffalo.edu/degree-programs/executive-mba-emba/program-overview/curriculum.html |
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Income insecurity in Australia: Who is feeling the pinch and why?
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Market integration analysis plays a relevant role in the economic development of a country, since the presence of integrated markets favors the reduction of structural deficiencies in response to a higher flow of information among the regions. Thus, integration facilitates decision-making by the involved agents and contributes to greater market efficiency. Moreover, it enhances the possibility of increased specialization and trade, and, consequently, improved producer and consumer well-being. In integrated markets, public and private policy measures are more efficacious, since they adjust faster and are more comprehensive. Thus, given the relevance of this topic and the importance of the swine productive sector for agribusiness and given the fact that no similar study has been carried out in the country on this matter, this work aimed to analyze swine market integration in different Brazilian states from January 1980 through March 2005. Aspects related to market spatial delimitation, market interrelationship, and determination of more or less integrated markets were analyzed, as well as the factors determining the degree of integration among these markets. The method used in this study focused on integration under three aspects: extension, standard and degree. The analytical referential used was that of temporal series, more specifically, multivariate co-integration analysis. The results obtained from the analysis of market spatial extension indicate that it is composed by the states of Mato Grosso, Mato Grosso do Sul, Rio de Janeiro, Minas Gerais, Paraná, Rio Grande do Sul, Santa Catarina and São Paulo, since these states are involved in a significant amount of trade, also sharing a single price behavior tendency. As for the relationship standard established among the 9 integrated states, it was observed that, although no locality stood out in terms of market behavior, there was no perfect interaction among them. A faster adjustment was observed between Rio Grande do Sul and Santa Catarina with Mato Grosso and Mato Grosso do Sul being the states that reacted to a larger number of transitory imbalances in long-term relations. It was observed that Sao Paulo was the major state in short-term relations, significantly leading swine meat price variations. As for the analysis of integration, i.e., localities more or less integrated, it was confirmed that the states of Minas Gerais, Rio de Janeiro and Santa Catarina adjusted more rapidly to the systems imbalances, thus possessing a higher degree of integration with the market. On the other hand, the states of Mato Grosso do Sul, Goiás, Mato Grosso, Rio Grande do Sul and Paraná presented a slower adjustment, indicating to be less market-integrated. Overall, it was observed that the Brazilian swine market showed great vitality regarding price behavior in the different localities studied, considering that all the adjustments occurred relatively fast, i.e., within a period shorter than three months. With regard to the analysis of the determinants of the degree of integration in the Brazilian swine market, one can state that there is a direct relationship between the localities possessing greater access to communication infrastructure, better educational levels and better transport infrastructure and degree of integration, allowing to infer that there is a relationship between the level of economic and social development and degree of integration of the states. Therefore, measures directed to improving transport and communication infrastructure, as well as increasing the educational level of the population may contribute to increased degree of relationship among the market localities, leading to enhanced efficiency and competitivity. | https://www.academicoo.com/artigo/integracao-espacial-entre-os-mercados-brasileiros-de-suinos |
PAF 112 Identity, Service and American Democracy Introduces the history of American democracy and civic engagement, while developing civic identity through hands-on democracy-in-action assignments. Examines the rich history of civic engagement as it applies to different races, sexes, genders and religions to unpack the what, why and how of getting involved and making a difference in public service. Examines cultural identity, including diversity of race, sex, gender and religion, as it contributes to social, civic, political and democratic life. Understanding how to participate in civic society culminates in the creation of a plan to contribute to the ongoing mission of sustaining a vibrant, healthy and unifying American democracy.
PAF 200 Public Service & Policy in the 21st Century Provides a broad introduction to the field of public service and leadership. Course topics include an overview of management, policy, urban studies and leadership in the public sector. Students learn the history and development of the public sector, as well as how it serves contemporary society.
PAF 201 Economics & Public Policy This course introduces students to the terminology and methods of analysis in micro-economics. In particular, it examines the behavior of individual consumers and firms, with a focus on market failures and the role of government policy in correcting those failures. The course applies micro-economic principles to the distribution of income, policies for eliminating poverty and discrimination, the problems of environmental pollution, and the impact of different market structures on economic activity.
PAF 220 Introduction to Urban America Investigates traditional and evolving forms of civic engagement and management. Examines leadership and organizational models to urban development and decision-making.
PAF 240 Urban Policy Examines major theories about the purposes and processes of urban policy formulation, adoption, and implementation.
PAF 300 Public Management & Administration Examines the context and development of the field of public administration and the role of the public manager, particularly in the management of strategic goals, human resources, budgets, finance, and delivery of services.
PAF 301 Applied Statistics Focuses on introductory statistical techniques used in social science research. Students will be introduced to concepts such as measures of central tendency and dispersion as well as statistical techniques, including the following: one-sample z and t tests, two-sample t tests, chi-square, and correlation. The overall goal of the course is not only to help students understand the mathematical/statistical concepts presented but also to assist them in using these concepts in everyday life and in the study of social sciences. Prerequisite: MAT 142 or higher.
PAF 302 Public Service Research Methods Introduces the philosophy, scope, and methods of public sector research. Includes an overview of quantitative and qualitative methods and research design. Prerequisites with a grade of "C" or higher: MAT 142; PAF 301.
PAF 305 Urban Governance Examines major shifts and trends in urban America. Concentrates on the changing approaches to governance and policies of urban areas.
PAF 311 Leadership & Change The leader’s role in bringing about significant organizational and societal change with special attention to group and organizational behavior dynamics, establishing a vision, mobilizing and empowering individuals and groups, and assessing outcomes of the change process in a variety of settings.
PAF 340 Contemporary Policy Challenges Develops a conceptual, critical, and practical understanding of policy, the policy process, and policy analysis. Prerequisites: completed 30+ credits.
PAF 351 Urban & Metropolitan Studies Examination of the city using a multidisciplinary approach drawing from different historical, cultural, social, philosophical, and economic issues and concepts.
PAF 352 Urban Theory Examines the sociological, economic and political theoretical positions underlying the development and evolution of metropolitan areas.
PAF 360 Introduction to Emergency Management Emergency management theories. Comprehensive emergency management. Mitigation, preparedness, response, and recovery. Post-disasters and policy formation. Current FEMA all-hazards approach. Prerequisites: completed 45+ credits.
PAF 361 Hazards and Risk Management Overview of natural and technological hazards and disasters, including core concepts and evidence in the field. Introduces concepts of risk and risk management and how they are used in emergency and disaster preparedness, response and mitigation operations.
PAF 363 Tech in Emergency Management Explores latest apps, software and social media used in planning (e.g., GIS for hazard mitigation), public crisis communications (via apps or social media platforms) and incident response platforms (for resource and operations coordination). Emphasizes hands-on experience with such tools.
PAF 405 Citizen Engagement & Community Building Develops a conceptual, critical, and practical understanding of urban dwellers involvement in community affairs as citizens and as builders of vital neighborhoods and vibrant cities.
PAF 406 Public Administration & Community Development Critically examines the concepts community and development and considers how important forces such as diversity, civic life, changes in social space, and globalization, affect our understandings about these concepts and influence our actions.
PAF 410 Building Leadership Skills Exploration, understanding and development of leadership skills including an examination of leadership theories and models from multi-disciplinary and cross-cultural points of view, an assessment of the student’s leadership capabilities, and practical applications to improve individual leadership capabilities.
PAF 420 Public Leadership Within the U.S. system of federalism, thousands of governments interact at different levels on issues ranging from taxation and education to zoning and water. Further, governments at all levels interact with nonprofit and industry sectors to provide public services and collaboratively address complex regional and, increasingly, global challenges. Finally, governments and other service providers interact across local, state, regional and national boundaries. Examines how to manage across boundaries (e.g., governmental, nongovernmental, stakeholders, communities, sectors). Emphasizes intergovernmental relations from the perspective of local and state governments; also exposes students to interstate and international forms of intergovernmental relations. Exposes contemporary public management frameworks and applies these frameworks to understand how leaders manage increasingly complex public challenges. Prerequisite(s): completed 45+ hours
PAF 424 Comprehensive Emergency Management Addresses theory and management techniques for emergency preparedness, including mitigation, preparedness, response, and recovery. Prerequisites: completed 45+ hours.
PAF 426 Security Analysis Covers the role of intelligence in the United States with an emphasis on its application across homeland security and related agencies in the public sector and parallel private-sector organizations. Prerequisites: completed 45+ hours.
PAF 460 Public Service Ethics Examines the role, values, and issues of public management in the context of democratic governance, citizen participation, power structures, and professional codes of conduct, with an emphasis on developing skill in critical and ethical reasoning and decision making.
PAF 461 Homeland Security In-depth analysis of policies, procedures, and organizational structure for effective homeland security program. Covers all hazard/all risk philosophy.Prerequisites: completed 45+ hours, credit is allowed for PAF 461 or PAF 554.
PAF 468 Simulation & Exercising Requirements, planning, conduct, and critique of exercises related to emergency planning. Emphasizes realism using moulage and props. Prerequisites: completed 45+ hours.
PAF 469 Terrorism Defense Explores the background and evolution of terrorism. Presents specific tactics for preparation for and response to acts of terrorism. Prerequisites: completed 45+ hours, credit is allowed for ABS 598 or PAF 469.
PAF 471 Public Policy Analysis This course provides an introduction to the concepts, models, and operational methods used in public policy decisions. It aims to help students develop the skills needed for defining policy issues, identifying alternative solutions, and predicting the potential impact of policy alternatives. Prerequisites: PAF 301 and PAF 340.
PAF 501 Public Service Research I Philosophy, scope, and methods; public service research design, values, and ethics. Prerequisite: an approved course in statistics.
PAF 502 Public Service Research II Quantitative techniques including multivariate analysis, data analysis, decision making, and computer applications in public affairs. Prerequisite: PAF 501.
PAF 503 Public Affairs The development and context of American public administration and policy; the role of administration in governance; and values and ethics in administration.
PAF 504 Public Affairs Economics The basics of public sector economics; microeconomic and macroeconomic concepts applied to public sector decisions and policies.
PAF 505 Public Policy Analysis Institutional and formal analysis of policy processes, decision making, and problem solving; values, ethics, and the uses of policy analysis.
PAF 506 Public Budgeting & Finance The legal, social, economic, political, institutional, and ethical foundations of government finance, budgets, and budgeting.
PAF 507 Public Human Resource Management Personnel systems, behavior, and management of people in public organizations, collective behavior, unionism, conflict management, productivity, and ethics.
PAF 508 Organization Behavior Theory and application in the management of organizational behavior with emphasis on leadership and the public service.
PAF 509 Public Service Capstone application of core course knowledge, skills, and abilities required for public service. Prerequisites: PAF 501, 502, 503, 504, 505, 506, 507, and 508.
PAF 520 Public Management The management process in government and public agencies, with emphasis on the executive leadership within the public sector.
PAF 521 Managing Public Money Management process in government and public agencies, with emphasis on the executive leadership within the public sector.
PAF 522 Advanced Governmental Financial Management: Capital Budgeting and Infrastructure Financing Focuses on capital budgeting and infrastructure financing. Covers information required to finance a capital improvement plan, specifically for infrastructure items such as streets, parks, public utilities, airports, highways, bridges and tunnels, and other public works. Combining strategy as well as process, examines financial management from different perspectives.
PAF 523 The City & County Manager The manager's role and resources in the differing forms of administrative, legislative, and community sectors.
PAF 525 Public Entrepreneurship Explores entrepreneurship in the public sector from various angles, including small and large communities and nonprofits.
PAF 530 Management of Urban Government Administrative practices and behavior within the urban political administrative environment. Functional areas such as citizen participation, urban planning, urban transportation, and the conflicts between urban politics and administrative efficiency.
PAF 531 Community Conflict Resolution Interdisciplinary approach to understanding the dynamics of community conflict. Strategic considerations in policy design and advocacy; potential reaction to conflict. Relevant models and research findings generated by both case studies and comparative models.
PAF 534 Urban Services Infrastructure Course provides an overview of the network of services being provided in the urban environment by a variety of governmental and non-governmental agencies. Discussions include coordination, cooperation, and overlap of services by local, special district, county, regional and state levels, alternate delivery methods including non-profits, and the evolving relationship of these services.
PAF 540 Advanced Policy Analysis Course emphasizes the structure of policy problems, forecasting policy alternatives, optimizing resources, and reducing uncertainty in policy making. Prerequisites: PAF 505.
PAF 541 Program Evaluation Various methodologies available for the evaluation of public policies and programs. Cross listed as JUS 547. Prerequisites: PAF 501.
PAF 544 Urban Policy Understands major theoretical frameworks, methodological approaches and substantive issues emphasized in urban policy research. Hones skills in policy analysis.
PAF 545 Creating Sustainable Organizations Sustainability is a strategic concern for managers in all types of organizations: private, public and nonprofit. Forward-thinking managers are redefining their operational strategies to balance economic development, environmental quality and social justice needs. By drawing on practical cases and a real-time project with a local client, students explore these connections through multiple lenses. Topics covered include creating organization change, involving stakeholders, transformational vs. incremental sustainability, sustainability market strategies, strategic alliances, enhancing the organization value from sustainability initiatives, and assessing organization sustainability.
PAF 546 Environmental Policy & Management Analysis of environmental policy and planning issues and principles related to the analysis and management of natural and urban/regional resources.
PAF 547 Science, Technology, & Public Affairs The influence of science and technology on governmental policy making, scientists as administrators and advisors, governmental policy making for science and technology, government as a sponsor of research and development.
PAF 548 Women/Politics/Public Policy Explores how political philosophy, politics, and public policy affect and are affected by women.
PAF 552 Integrated Emergency Management Theory and practice of comprehensive emergency management. Explores scope and function of Department of Homeland Security.
PAF 555 Information Technology in Emergency Management Provides theory and application of computer-based programs in emergency management and the use of various emergency modeling programs.
PAF 560 Community Resilience Examines community resilience from a systems perspective, embracing governments, private, nonprofit, and civic roles. Presents research, case studies, and strategies for policy planning and implementation. The course also provides an understanding of how community members respond to the need to prepare for, endure, and recover from disasters; and the ability to utilize multiple communication methods to help community members before, during, and after these emergencies.
PAF 561 Interoperability for Emergency Managers Enables understanding of the multiple technologies and skills utilized by emergency managers to enhance successful coordination and communication between all levels of emergency managers and responders during emergency mitigation, prevention, preparedness, response and recovery operations.
PAF 562 Higher Education Policy Broad overview of higher education policy. As used here, the term 'policy' in higher education refers to government-produced policies (e.g., federal grants policy, state policies for university budgets) but also university-produced policies (e.g., strategic alliances, policies for faculty or student conduct). Despite the breadth of coverage, there is one theme permeating the course: universities as 'public values-based institutions,' including social impact, social engagement, outreach and economic impact.
PAF 565 Theories and Practices of Democracy Critically explores the wide range of ideas, issues, challenges, and promises related to democracy in theory and practice. Intended for all students interested in democratic leadership, public service, civic engagement, and participatory governance.
PAF 566 Participatory Governance & Civic Engagement Examination of classic and current theoretical debates on participatory governance and civic engagement, discussion of theoretical and practical implications, and analysis of different models of participatory governance.
PAF 570 Microeconomics of the Public Sector II Examines microeconomics at the intermediate level, along with topics in urban microeconomics focusing on issues of urban finance and taxation. Prerequisite: PAF 504 or equivalent.
PAF 571 Geographic Information Systems (GIS) & Analysis Provides foundational information related to application of GIS technology to meet various needs within governmental operations, administration, and public policy.
PAF 573 Applied Econometrics Examines more advanced regression topics such as limited dependent variable analysis, time-series analysis and forecasting techniques, and simultaneity. This course also meets the doctoral requirement in quantitative methods. Prerequisite: PAF 502 or equivalent.
PAF 574 Diversity, Ethics, & Leading Public Change Focuses on leadership, ethics, and benefits and tensions of the multicultural city to develop leadership and multicultural competence.
PAF 601 Advanced Public Policy Seminar This advanced seminar in public policy has a single objective: to develop a critical thinking of theoretical perspectives developed to analyze several dimensions of public policy. Focuses on theories and perspectives across specific policy areas since the objective is to get used to analytical lenses, not a specific policy area. This objective is achieved by reading required books each week. This class requires the ability to critically analyze a body of literature as a prerequisite for advancing that literature. The general format of this course includes reviews of class material and discussion. Prior to each class, students are expected to read the required books listed in the syllabus. Students are responsible for contents included in the readings, even if it is not explicitly reviewed in class.
PAF 602 Advanced Research Design for Public Policy and Management The logic, design and conduct of applied social research for students interested in public management and policy. Traditional scientific explanatory research is a necessary prerequisite for any prescriptive research. The primary orientation of this course is to focus on development of social science explanations for public administrative phenomena and the development of research designs which permit testing of hypotheses derived from these explanations.
PAF 603 Advanced Economics for Public Administration and Public Policy Theory of utility and demand, theory of the producer, organization, operation of product and factor markets, market equilibrium, regulation, risk and uncertainty, general equilibrium and welfare policy, market failure, public goods and taxation, and game theory. Prerequisites: PAF 504.
PAF 604 Intellectual Foundations of Public Administration Explores significant developments and themes in the theory of public administration, especially American public administration. Major foci in this seminar include the historical development of public administration as a body of thought and as a theory of politics; the enduring theme of public administration and democracy; various possible unifying themes, theories, and criteria; and prospects for future theory and research. Aimed at encouraging advanced students to refine their abilities to identify, analyze, interpret, critique, evaluate, and contribute to the literature and intellectual developments of this field of scholarship, as well as to place current and emerging trends in broader context. Builds on more basic courses in public administration and is intended in part to assist students in preparation for doctoral preliminary examinations in public administration. Assumes that students have a solid understanding of American government and bureaucracy.
PAF 605 Organization Theory and Behavior Seminar Advanced survey of organization theory (OT) and organization behavior (OB) literatures for doctoral students. The seminar pursues multiple goals. It examines the intellectual foundations and historical progression of OT/OB research and explores the craft of conducting social science research related to OT/OB. Specifically analyzes how current literature in public management and administration applies organization theory for research. Develops a research-based understanding of main schools of organization theory so that students gain skills to enable them to engage OT/OB theories in their own research.
PAF 609 Advanced Quantitative Methods Seminar Provides opportunity to learn the tools necessary for carrying out empirical work through hands-on data work and analysis. Students learn how to specify and estimate linear regression models and test hypotheses about model parameters under different statistical assumptions. Students become proficient in programming statistical routines.
PAF 610 Advanced Qualitative Methods Explores a number of qualitative research approaches and methods, including ethnography, ethnomethodology, participant observation, interviews, focus groups, content analysis, discourse analysis, and some comparative/historical methods. Also explores the important theoretical and ethical issues that bear on these approaches.
PAF 620 Public Administration Professional Development Workshop Teaching Prepares doctoral students to become productive and effective public administration scholars, teachers, and researchers. | https://spa.asu.edu/content/course-catalog |
Kellogg Community College’s LITE 285: Studies in the Novel course will have an interesting focus this spring: banned books.
The course will focus on novels that have been challenged or banned in the U.S. or abroad, including:
- “A Clockwork Orange,” by Anthony Burgess
- “As I Lay Dying,” by William Faulkner
- “Their Eyes Were Watching God,” by Zora Neale Hurston
- “Lolita,” by Vladimir Nabokov
- “The Catcher in the Rye,” by J.D. Salinger
In addition to reading and discussing these five compelling works of fiction, LITE 285 students will explore the historical context of each book, including efforts by libraries, school districts and courts to censor or protect each controversial work.
The three-credit course will run from 11:30 a.m. to 12:50 p.m. Mondays and Wednesdays beginning Jan. 18 on campus in Battle Creek.
For information about registering for spring semester classes like this one, visit www.kellogg.edu/registration. | https://daily.kellogg.edu/2016/11/21/study-banned-books-in-lite-285-studies-in-the-novel-this-spring-at-kcc/ |
Novel by J.D. Salinger, published in 1951. The influential and widely acclaimed story details the two days in the life of 16-year-old Holden Caulfield after he has been expelled from prep school. Confused and disillusioned, he searches for truth and rails against the "phoniness" of the adult world. He ends up exhausted and emotionally ill, in a psychiatrist's office. After he recovers from his breakdown, Holden relates his experiences to the reader.
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[Fast Download] J. D. Salinger - The Catcher in the Rye
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We lost one of the world’s most famous authors on February 2, 2010, who is best known for writing Catcher in the Rye. The Catcher in the Rye has become more famous since it has been linked to some murderers. The book is popular, yet controversial. Mark David Chapman, the murderer of John Lenin is one of the best-known examples of an individual being caught up in this novel.
J. D. Salinger as a Young Man
Salinger's Life
Jerome David Salinger (January 1, 1919 – January 27, 2010) was born and grew up a Park Avenue apartment in Manhattan. He was Jewish, the son of an importer of Kosher cheese and his mother was Scotch-Irish. His nick name was Sonny as a child. He attended some prep schools and attended Valley Forge Military Academy for two years. He was always known for his sarcastic wit as a youth.
He spent several months in Europe and fell in love with Oona O’Neill, writing her frequent letters but was shocked when she married Charles Chaplin. He also attended Ursinus College and New York University. Then, in 1939, Salinger took some classes on writing short stories at Columbia University.
He was drafted into the infantry in World War II and involved in the invasion of Normandy. He fought in the Hurtgenwald, one of the bloodiest of the war and was considered a hero. While in Europe he met Ernest Hemingway and managed to write some short stories. In 1945 Salinger married a French woman named Sylvia who was a doctor but they ended up in divorce.
His wonderful story of “For Esme’- With Love and Squalor” he depicted a fatigued American soldier starting a correspondence with a 13 year old English girl, which helped him get a grip on life again. A biography written by Ian Hamilton, states the Salinger was hospitalized for stress.
After the war he wrote short stories that appeared in magazines such as Story, Saturday Evening Post, Esquire, and the New Yorker. By 1948 numerous short stories appeared in a large variety of magazines and he was becoming very well known.
Catcher in the Rye
Finally, in 1951, he published "Catcher in the Rye", which became an immediate bestseller, placed on the book-of-the-month club immediately. He won numerous awards and ended up earning $65 million dollars, which was a lot of money in 1951.
He wrote the book for adults, but it hit home with the adolescents for its theme of teen rebellion. The book depicted adolescent alienation and loss of innocence which seems to be the draw. Most of us have certainly read this book in school or on our own. If you know the book well, you may want to skip this next paragraph.
The story is written in a monologue with lively slang. The main character in Salinger’s book was Holden, 16 years old, who was rebellious and he showed no growth in maturity by the end of the book. Holden thinks like an adult but acts his age. He views himself to be smarter than the average person, as mature as an adult but he’s quick to become emotional. His dream is watching over children playing in a field if rye at the edge of a cliff. When the children wander to close to the cliff, he saves them. His world view is that it is phony and Holder represents the early hero of adolescent angst, yet full of life. He alludes to getting sick and living in a mental hospital toward the end of the book. People that read this story interpret his character in many ways based probably on their own experiences as a teenager struggling to grow up. A book allows you to do that much more so than a movie.
Catcher in the Rye has had periods of time where it was censored from schools, John Hinckley Jr., the man who attempted to assassinate President Ronald Reagan. was a big fan of this book. Mark David Chapman was John Lennon’s assassin and was said to be obsessed with the book. This book has been referred to in numerous movies. I don't understand how the obsession of this book would cause someone to kill another human being, but it happened.
RIP JD Salinger
Copy of Salinger's Letter Turning Down a Movie Deal
Quotes from Catcher in the Rye
Catcher in the Rye is considered a controversial book and almost every chapter has a famous quote. Examples listed on http://classiclit.about.com/od/catcherintherye/a/aa_catcherquote.htm:
"All morons hate it when you call them a moron." J.D. Salinger, The Catcher in the Rye, Ch. 6
"I'm the most terrific liar you ever saw in your life. It's awful. If I'm on my way to the store to buy a magazine, even, and somebody asks me where I'm going, I'm liable to say I'm going to the opera. It's terrible." - J.D. Salinger, The Catcher in the Rye, Ch. 3
"It's no fun to be yellow. Maybe I'm not all yellow. I don't know. I think maybe I'm just partly yellow and partly the type that doesn't give much of a damn if they lose their gloves."
- J.D. Salinger, The Catcher in the Rye, Ch. 13
"All morons hate it when you call them a moron."
- J.D. Salinger, The Catcher in the Rye, Ch. 6
The Catcher in the Rye | Summary & Analysis | J.D. Salinger
Salinger Became a Recluse
Salinger did not like the publicity at all. He gave very few interviews. He wouldn’t sell the rights for the book to be made into a movie. He stated that this was a very novelistic novel and “, the weight of the book is in the narrator’s voice, the non-stop peculiarities of it, his personal, extremely discriminating attitude to his reader-listener, his asides about gasoline rainbows in street puddles,” A bit confusing statement for me, but the answer was no.
In 1955, Salinger married Claire Douglas, the daughter of the British art critic Robert Langton Douglas. He had a daughter. This marriage also ended in divorce in 1967, then Salinger's retreated into his private world and Zen Buddhism only increased. He was adamant about no interviews. One wonders why his life turned out that way when it started out in a normal fashion. Perhaps World War II experiences haunted him, too many failed marriages or maybe he just wanted to be left alone for some other personal reason. He ultimately moved to New Hampshire and lived out his days to the ripe old age of 91. No one seems to think there are numerous manuscripts at his home just waiting to be discovered.
On page 51 of his book, he wrote, “I hope to hell when I die, somebody has sense enough to just dump me in the river or something. Anything except sticking me in a ---cemetery. People coming and putting a bunch of flowers on your stomach on Sunday, and all that crap. Who wants flowers when you’re dead? Nobody.”
I imagine that fictional line was not particularly how he felt at 91, but then who knows. There is an unauthorized biography and probably more to be written. I don’t think anyone will really ever understand this man,
This content is accurate and true to the best of the author’s knowledge and is not meant to substitute for formal and individualized advice from a qualified professional. | https://hubpages.com/literature/Death-of-J-D-Salinger |
Identity Disorder (Multiple Personality Disorder)." Psychology Today: Health, Help, Happiness Find a Therapist. N.p., n.d. Web. 13 Sept. 2013. "Post-Traumatic Stress Disorder (PTSD)." NIMH RSS. N.p., n.d. Web. 13 Sept. 2013. Salinger, J. D. The Catcher in the Rye. Boston: Little, Brown, 1951. Print.
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A Catcher in the Rye: Essay!!! Feelings are difficult, everyone who has ever experienced; love, pain, rejection, happiness etc. honestly doesn’t know what is causing that feeling or why they feel that way. We react to events with things called emotions, which are types of feelings; they are pretty different from things that happen to you physically. They can make you feel empowered, beat up, stupid, important and many other things. Physical feelings basically go just as fast as they came. Whereas
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Catcher in the Rye is a coming of age story that tells the tale of Holden Caulfield, a troubled young man who throughout the novel, is presented with various symbols. The symbols are clearly made evident by Holden’s (J.D. Salinger's) constant repetition of their importance. The symbols are so important and their symbolism is directly related to the major themes of the novel. Three symbols seemed to have a higher president over the others, those are the central park ducks, the museum of natural history
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In The Catcher and the Rye, written by J.D Salinger, we are introduced to Holden Caulfield , the 17 year old narrator and protagonist of the novel. In the beginning of the story Holden is at a resting home in California. Holden tells the readers what happened to him over a two day period in the previous December. In this essay I will identify a theme from this story and explain how it is developed in the novel. In my opinion an important theme of the Catcher in the Rye is the painfulness of growing
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Change Everybody has a hard time dealing with change. It’s no joke. Some go to the extreme to try and not make things change; others just cannot accept that it happened, while some people choose not to move on from it. In J.D. Salinger’s The Catcher in the Rye the main character Holden Caulfield, a troubled young man, is going through a tough time in life where everything is moving so quickly. He cannot accept the fact that he is becoming an adult and needs to start behaving as well as act like one
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How could this everyday phenomenon, which drives our will to live and excel, be so simple? “The Catcher in the Rye” by J.D. Salinger and “The Dark Knight” directed by Christopher Noland are my chosen examples to explore themes such as hatred, mortality and deceit, which consist of various factors affecting relationships like self-isolation, our psychological health and propaganda. “The Cather in the Rye” explores these themes in a Dark, cynical but somewhat compassionate tone, accompanied with moments
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The Catcher in the Rye is a 1951 novel by J. D. Salinger. Originally published for adults, it has since become popular with adolescent readers for its themes of teenage angst and alienation. It has been translated into almost all of the world's major languages. Around 250,000 copies are sold each year with total sales of more than 65 million books. The novel's protagonist Holden Caulfield has become an icon for teenage rebellion. The novel was included on Time's 2005 list of the 100 best English-language
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J. D. Salinger's notable and esteemed novel, Catcher in the Rye, reflects the hypercritical views of a troubled teenager, Holden Caulfield, towards everyone around him and society itself. This character has a distinguished vision of a world where morality, principles, intelligence, purity, and naivety should override money, sex, and power, but clearly in the world he inhabits these qualities have been exiled. Holder desperately clings to and regards innocence as one of the most important virtues
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Title: Catcher in the Rye Author: J.D Salinger SATURDAY New York City Goes to New York City for fencing match Leaves the fencing equipment on the subway. Holden buys the red hunting hat. Pency Prep. Agerstown, Pennsylvania Returns to Pency Stands on Thompson Hill Visits Mr. Spencer to say goodbye. Spencer lectures him. Returns to dorm. Conversations with Ackley and Stradlater Goes into town with Brossard and Ackley Returns to the dorm to write Stradlater's
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culture and events. The Catcher in the Rye by J.D. Salinger is set in the late 1940s, early 1950s. Salinger paints an image for the readers, giving hints to let them figure out the time setting on their own. He mentions events just a few years past, references things that only would make sense in such a time, and goes even deeper, writing characters that most plausibly would have existed in such a culture, in such a time. When examining the historical aspects of The Catcher in the Rye, a reader can see
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The Catcher In The Rye - Chapter 25-26 NB: I’ve chosen to write about the last two chapters of the novel, as the last chapter is only nearly a page long. In chapter 25, Holden is on the very edge of breaking down. In the beginning of the chapter, Holden feels surrounded by ugliness and falsehood. Shallow people and profanity all over the walls, vulgar tree deliverymen, the empty feeling of Christmas, and the interactions with Phoebe and Mr. Antolini, combined, makes him feel very lonely. When
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‘THE CATCHER IN THE RYE’ AND ‘IGBY GOES DOWN’ – NON-CONFORMITY Both J.D Salinger’s 1951 Bildungsroman novel The Catcher in the Rye and Burr Steer’s film Igby Goes Down, demonstrate that regardless of context, the youth will choose not to conform to socially held values. We can see that this is the manifestation of the vulnerability and hesitation experienced as adolescents like us grow up. Ultimately both these texts explore the search for identity and individualism as a cause for non-conformity
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Title: The Catcher in the Rye Author: J.D. Salinger Setting: Time: A long weekend in the late 1940s or early 1950s Place: Holden begins his story in Pennsylvania, at Pencey Prep. He then recounts his adventures in New York City. Themes: Alienation as a form of self-protection; the painfulness of growing up; the phoniness of the adult world Characters: • Holden Caulfield- he protagonist and narrator of the novel, Holden is a sixteen-year-old junior who has just been expelled for failing
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What does it mean to grow up? To Holden, of The Catcher In The Rye by J.D. Salinger, growing up means having to lose your freedom and becoming ‘phony’. J.D. Salinger also explores other aspects on what it means to grow up, including the many trails one must go through in order to become an ‘adult’. Although Holden explores the idea of growing up, he doesn’t actually change throughout the novel. The Catcher In The Rye is a tragic hero novel because Holden never actually changes even though he has
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Holden Caulfield's “Catcher in the Rye” Fantasy Growing up, we have all experienced a particular desire to achieve something; an ambitious state of mind that gives us meaning to life. Holden Caulfield in The Catcher in the Rye, by J.D. Salinger, has a primary ambition - to become the Catcher in the Rye – the protector of the young and innocent, as stated in his conversation with Phoebe (Salinger, 191). Completely imaginary and a hopeless fantasy, this passage underscores what is prevalent throughout
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at the bar with Carl Luce. He wanders through Central Park and decides to visit his sister Phoebe. 11. Phoebe finds out that Holden was kicked out of another school and she is disappointed. Holden tells Phoebe about his dreams of becoming a catcher in the rye and he gives her his red hunting hat. 12. Holden leaves his home before his parents catch him and he goes to stay with Mr. Antolini. When Holden wakes up, he finds Mr. Antolini petting him, thus he leaves. 13. The next day, Holden writes a letter
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months, and as a result, the death rate of patients fell from 40 to 2 percent. Upon her return from the Crimean War, she devoted the next few years the Royal Commission investigating health in the British Army. Nightingale’s statistical data and analysis strongly influenced the commission’s findings, which resulted in great public health advances in the British Army. It was her discussions with Queen Victoria on the conditions of the camp hospitals that sparked the commission’s formation. Through
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In the novel The Catcher in the Rye by J.D. Salinger, Mr. Antolini (an English teacher) tells the protagonist, Holden Caulfield, "I have a feeling that you're riding for some kind of terrible, terrible fall" (pg. 168). This quote is terribly reflective of and true to Holden's experiences that he accounts in the novel. The entire novel is essentially Holden's account of the time between leaving Pencey Preparatory School and his institutionalization (which is revealed at the end of the novel). We can
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Catcher in the Rye Essay Innocence Themes in literary works are recurring, unifying subjects or ideas, motifs that allow us to understand more deeply the characters and their world. In The Catcher in the Rye, the major themes reflect the values and motivations of the characters. Some of these themes are outlined in the following sections. As its title indicates, the dominating theme of The Catcher in the Rye is the protection of innocence, especially of children. For most of the book, Holden
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Raul Madrigal Professor Hendricks English Composition 2 1 December 2014 Bibliography Salinger, J.D. “The Catcher in the Rye” Little, Brown and Company. Boston: 1945. This source is the actual book The Catcher in the Rye which was written by J.D. Salinger. He writes of a boy, Holden Caulfield, the narrator of The Catcher in the Rye is a troubled teenager who switches between having a pompous attitude and feeling as if he is superior to others and then being aware of being alienated from
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In J.D. Salinger’s The Catcher in the Rye, Holden experiences difficult challenges in his daily life. He has no friends and thinks that the exhibits are humans. Holden enjoys seeing the exhibits and it would be the one place for Holden to go if he wanted everything the same during his childhood. That is what makes it so strange. The museum never changes and helps Holden escape from his reality life. “You could go there a hundred thousand times, and the Eskimo would still be just finished catching
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J.D. Salinger’s novel entitled Catcher in the Rye and Burr Steer’s movie called “Igby Goes Down” are always being compared for both possess the theme of youth and its attendant angst, rebellion, non-conformism and selfishness. In the Catcher in the Rye, our protagonist is Holden Caulfield,a 16 year old lad who ran away from prep school after he has been expelled. The book mainly revolved about his endless narrative and commentary of all the people he had encountered since he ran
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Rita Acosta Advanced U.S. Literature B 26 January 2015 Krueger Catcher Essay In The Catcher In The Rye By J.D. Sallinger, a young Holden Caufield is refusing to grow up. There are many symbols of his youth throughout the book, such as his curiosity about ducks. "I was thinking about the lagoon in Central Park, down near Central Park South. I was wondering if it would be frozen over when I got home, and if it was, where did the ducks go. I was wondering where the ducks went when the lagoon
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4141- 4141--- Cherished and Cursed:Towarda Social History of The Catcher in the Rye STEPHEN J. WHITFIELD THE plot is brief:in 1949 or perhaps 1950, over the course of three days during the Christmas season, a sixteen-yearold takes a picaresque journey to his New YorkCity home from the third private school to expel him. The narratorrecounts his experiences and opinions from a sanitarium in California. A heavy smoker, Holden Caulfield claims to be already six feet, two inches tall and to
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The Catcher in the Rye, a novel written by J.D Salinger, is about a sixteen-year-old boy named Holden Caulfield who is troubled and misunderstood. He is critical and skeptical about the world he lives in, and only respects his deceased brother, Allie, and his younger sister, Phoebe, because of their innocence. Phoebe isn't “phony” like everybody else is to Holden, and because of this he truly admires and trusts her with his inner thoughts. In a way, Holden and Phoebe are each other's heroes without
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Catcher in the Rye essay After reading “The Catcher in the Rye” by J.D Salinger, it is clear that the main character, Holden is a “phony” himself and his negative attitude reveals his psychological problems. In the story, whenever Holden sees a person he doesn’t like that makes themselves out to be something they’re not, he calls them phonies. He strongly dislikes phonies and despises any type of interaction with them. Holden continues this negative attitude towards everything in his life revealing
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Should the Catcher in the Rye continue to be read in schools ? The Catcher in the Rye should continue to be read in certain schools, it shouldn’t be a problem reading that type of book in high school because that is when young teens should becoming more mature and young teens can relate to this type of book. Most teens are matured by the time they go to high school, because when they are young they can learn from all
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Catcher in the Rye: FLE In J.D. Salinger’s Catcher in the Rye, Holden Caulfield expresses his love of innocence as he sees it in others, in numerous ways. He demonstrates this through the way he talks about others and the way he acts around them. We learn that Holden lost his own innocence at an early age after his “perverty” (193) encounter with Mr. Antolini. Because of this, he cherishes, and wants to protect innocence in others. This is really a reflection of his desire to be innocent
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Good 1 Mrs. Thomson ENG3UI-01 May, 25/2015 In the film Dead Poets Society (DPS) directed by Peter Weir there are constant similarities in characters actions and issues to the novel The Catcher In The Rye (TCR) written by J.D Salinger. Holden Caulfield is a young man in the novel TCR who experiences a lot while he is in New York after being kicked out of boarding school for flunking four out of his five courses.The boys in the film DPS are experiencing
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In the novel The Catcher in the Rye, J.D Salinger portrays a lost and confused teenager named Holden Caulfield; who is trying to find his place in life after getting kicked out of school. After going to New York to escape his annoying peers; he meets a series of people in the city that helps him find his goal in life. His dream was to be the Catcher in the Rye and preserve childhood innocence, but this dream was later destroyed with the realization that children must lose their innocence in order
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as it can help us mature and better ourselves. However, when the hardship comes from several different sources, it becomes hard to learn form the many experiences. This is demonstrated throughout the narrator’s life in J.D. Salinger’s, The Catcher In the Rye. It is shown that: poor relations between an individual and their family impacts the individual’s ability to make good decisions. Secondly, when an individual is surrounded by deceiving people, their ability to socialize and network is hindered
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THE CATCHER IN THE RYE by J.D. SALINGER I. Content of the Book Holden Caulfield is a very weird and interesting young man who likes to do things on impulse or because as he said 'he got such a bang out of it'. He has a brother, D.B. who is a writer in Hollywood, a little sister named Phoebe and another brother Allie, who has already died before the story even began. In the beginning of the story Holden narrates that he'll be leaving his school, Pencey Prep (a school full of Phonies from Holden’s
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Genuine Throughout the book, The Catcher In The Rye written by J.D. Salinger, the main character Holding, is Genuine. To start off with, on page 62 he says, “I think if you don’t really like a girl, you shouldn’t horse around with her at all.” This is showing that he cares about girls and their feelings. He is not the type of guy to play a girl and actually takes them into consideration, along with their emotions. Not many guys would do this. They would just want to do things and move
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Berendes-Dean Schaefer English 10A, Pd. 3 15 October 2015 Fearing Maturity Incites Internal Struggles Throughout the generations, all adolescents have had to deal with the internal struggles while coming of age. J.D Salinger’s novel, The Catcher in the Rye, applies literary devices and language patterns to develop the main character, Holden Caulfield, and his internal struggles and conflicts of maturing into adulthood. Salinger effectively uses Holden’s lies, language of depression, and flashbacks
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The Catcher in the Rye by J.D. Salinger, like many other great works, was met by scornful criticism and unyielding admiration. However, many literary critics also admired Salinger's use of language, which is used to make Holden Caulfield, the protagonist, extremely realistic. Such language includes repetition of phrases, blatant cursing, and bold statements in order to capture the informal speech of the average, northern American adolescent. Through Holden's thoughts and dialogues, Salinger successfully
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Question 3 Author J.D. Salinger’s novel ‘The Catcher in the Rye’, takes up a bildungsroman or coming-of-age genre throughout the story. It is known that novels that take up the bildungsroman genre mainly focus on the protagonist of the story developing from their youth to adulthood in a psychological and moral way. Displaying the character changes and development throughout the plot is essential in this sort of genre. A sensitive and emotional protagonist in search for answers
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The Catcher in the Rye: A Struggle to Preserve Innocence Adolescence is a crossroads for many, there is the natural gravitation toward adulthood as that is the next logical step in life, or for others, like Holden Caufield, it is means never growing up. William Faulkner once said ‘The only thing worth writing about is the human heart in conflict with itself.’ This applies to Holden at his core. He is a teenager struggling to balance his need for preserving childhood innocence and his desire to become
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Tyler Ryan Professor Wheeler English 101 April 22, 2015 Catcher in the Rye Jerome David (J.D.) Salinger was born on New Year’s Day in the year 1919, in New York City, “the second and last child of Sol and Marie (Miriam) Jillich Salinger” (Alexander 1). As a young boy, Salinger was interested in theatre and dramatics. Growing up, he attended a public school on the Upper West Side in Manhattan. He was always a very quiet and polite young man. His parents, Sol and Marie, thought he would fit in
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Reading Response to "The Catcher in the Rye" by J.D. Salinger Dear Mr. /Mrs. I have read the book ‘The Catcher in the Rye’ that expresses its content in a total of 214 pages. The book, authored by J. D. Salinger, represents the coming-of-age genre which compares to the traditional period literature such as Mark Twain’s ‘The Adventures of Huckleberry Finn.” Indeed, the two texts tend to feature naïve and adolescent runaways as the spectators. Also, they both comment on the problems that existed
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T he Catcher in the Rye is set around the 1950s and is narrated by a young man named Holden Caulfield. Holden is not specific about his location while he’s telling the story, but he makes it clear that he is undergoing treatment in a mental hospital or sanatorium. The events he narrates take place in the few days between the end of the fall school term and Christmas, when Holden is sixteen years old.As Holden goes out to the lobby, he starts to think about Jane Gallagher and, in a flashback, recounts
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COMPARISON ESSAY CATCHER IN THE RYE & HIGH FIDLEITY By Monica Urbina “The Catcher in the Rye” and “High Fidelity” feature protagonists facing uncertainty. Both Holden’s and Rob’s story is told through their own distressed minds, which often misrepresents the experiences. Their insecure and ‘hot-headed’ personalities lead each character to produce an unreliable first person point of view. Holden and Rob outline their unreliability through their identity issues, their chosen isolation from
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Holden Caulfield can be described as a tragic hero in the novel, The Catcher in the Rye. He has the potential to do something with his life, but fails due to his rejection of life for what it is and hesitation of growing up. He is caught in a downward spiral with his great adventure during the holiday season. He is put through a series of unfortunate events and must accept his fate. His adventure begins when he flunks four out of five of his courses at Pency Prep, a prestigious private school for
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Cameron Fattore The Catcher in the Rye written by J.D. Salinger has many motifs that run through and play a big part in the novel. A very important motif would be Holden’s old time friend Jane. She runs through the story, yet Holden never talks to her. “[He] got old Jane Gallagher on the brain again” (76). Holden always thought about Jane. Holden and Jane had a lack of communication where they would never talk face to face. He is always thinking about calling her and seeing how she has been, | http://royceashland.com/subcategory/catcher-in-the-rye-archetypal-analysis/1 |
Plot[ edit ] Holden Caulfielda teenager, is living in an unspecified institution in Southern California near Hollywood in Caulfield intends to live with his brother D. B, an author and World War II veteran whom Holden resents for becoming a screenwriterafter his release in one month.
EPA The novelist JD Salingerwhose name has been a byword for authorial reticence ever since he withdrew from public life in the s, has died today at his home in New Hampshire. JD Salinger, photographed in Salinger stopped publishing in and retreated to a farmhouse in Cornish, New Hampshire.
However, rumours of eccentric habits and unpublished manuscripts made him more famous as a recluse than he had ever been as an author.
Born in a fashionable part of Manhattan on 1 JanuarySalinger had a schooling that echoed his most famous creation, Holden Caulfield, with the writer asked to leave a New York prep school because of poor grades.
The experience, according to his daughter Margaret, formed a reference point around which family life was constructed. Many of these early stories prefigured his later work, with lonely young soldiers, girls with "lovely, awkward" smiles, and children waiting for post that never comes.
Later in his career he refused to allow them to be republished, dismissing them as the product of a time when he was writing feverishly, "intent on placing [stories] in magazines". He drinks and dances and talks his way through a couple of days in the city, arriving at a moment of bittersweet joy as he watches his younger sister ride the carousel in Central Park.
Although early reviews were mixed, it gave voice to a generation of brainy and disaffected young people, becoming almost a founding myth for an emerging cultural character, the teenager. The Catcher in the Rye spent 30 weeks on the New York Times bestseller list and has gone on to become a global publishing phenomenon: Salinger continued to publish short fiction and retreat from public life throughout the s as his fame continued to mount.
His Glass family argued their way through issues of religion and compromise in a succession of stories published in the New Yorker, including Raise High the Roof Beam, Carpenters; Franny; Zooey; and Seymour: In10 years after a marriage to a German woman that lasted a matter of months, Salinger married for the second time, the ceremony taking place a couple of months before his wife, Claire, graduated from high school.
Two children, Margaret and Matthew, were brought up in an atmosphere described later by Margaret as like living in a cult. The appearance of Franny and Zooey between hard covers in brought negative reviews from critics including John Updike, who judged that Salinger loved the Glasses "too exclusively Meanwhile Time magazine dispatched a posse of reporters to unravel the mysteries of "a private world of love and death", but revealed little from behind the defensive wall of his family and friends, who protected him "like Swiss pikemen".
In the New Yorker published his final story, a letter sent from summer camp by the seven-year-old Seymour Glass entitled Hapworth 16,and Salinger completed his withdrawal from public life. For the next four decades Salinger spoke almost exclusively through his lawyers, defending his body of published work from unauthorised publication and adaptations.
He gave his final interview to the New York Times inafter launching a suit against a pirate edition of his early stories, describing publishing as "a terrible invasion of my privacy". But I write just for myself and my own pleasure.
Cracks in the wall of silence that his friends, neighbours and family had built around him began to appear in when a former lover, Joyce Maynard, published a memoir of an affair she had with Salinger in Salinger was only too aware how his desire for privacy created an appetite for that privacy to be breached, telling the New York Times in that the attention he received was "intrusive".Jan 29, · Mr.
Salinger, the author of “The Catcher in the Rye,” turned his back on success and adulation. As the notoriety of The Catcher in the Rye grew, Salinger gradually withdrew from public view. Hamilton published In Search of J.D.
Salinger: A Writing Life -Nine Stories works by Salinger; in , Janet Malcolm wrote in The New York Review of Books that "Zooey" "is arguably Salinger's masterpiece Children: Margaret, Matt.
Sep 15, · Watch video · Directed by Danny Strong. With Nicholas Hoult, Kevin Spacey, Victor Garber, Hope Davis. The life of celebrated but reclusive author, J.D.
Salinger, who gained worldwide fame with the publication of his novel, "The Catcher in the Rye"/10(K). Holden Caulfield, the narrator of J.D. Salinger’s lit class classic, The Catcher in the Rye, is the only sane man in a world full of assholes, and it’s driving him mad..
You can relate.
We all can. Holden Caulfield holds a special place in the angst-ridden hearts of teenagers too. Reporter: "The catcher in the rye," considered by so many to be an American masterpiece, has sold over 65 million copies.
Yet the man behind it is still an enigma. Catcher in the Rye author JD Salinger would not be caught in the public eye Writer whose seminal work still sells , copies a year withdrew from public life in the s • Obituary: JD Salinger. | https://jofijay.ashio-midori.com/the-life-of-jd-salinger-and-the-masterpiece-the-catcher-in-the-rye-30892pp.html |
…and don’t intend to read either!
A few of these lists were floating around the other day, lists of books people pretend they have read.
I found this one on Buzzfeed and thought it would be interesting to see if I have actually read any of them, and if not, would I pretend to have read them? (Spoiler: If I haven’t read it I’m not going to lie about it).
- Great Expectations by Charles Dickens – Yes
- The Hobbit by J.R.R. Tolkien – No (I didn’t even watch the movie)
- The Bible – Parts
- Moby Dick by Herman Melville – Yes
- The Fountainhead by Ayn Rand – No
- The Old Man and the Sea by Ernest Hemingway – No
- Lolita by Vladimir Nabokov – No
- Catch-22 by Joseph Heller – No
- 1984 by George Orwell – Yes
- To Kill a Mockingbird by Harper Lee – No (Don’t look so aghast!)
- War and Peace by Leo Tolstoy – Definitely not
- Treasure Island by Robert Louis Stevenson – No
- Madame Bovary by Gustave Flaubert – No
- The Odyssey by Homer – Yes
- Ulysses by James Joyce – No
- Pride and Prejudice by Jane Austen – Yes (One of my favourites)
- Jane Eyre by Charlotte Bronte – No
- Of Mice and Men by John Steinbeck – No
- The Bell Jar by Sylvia Plath – No
- The Catcher in the Rye by J.D. Salinger – No
- The Scarlet Letter by Nathaniel Hawthorne – No
- Crime and Punishment by Fyodor Dostoevsky – No
So, I’ve read 4 out of 22 (not including the partial bits of the Bible).
Does the fact I have not ready these books make me uneducated? No. Does it make me less? No. Do I feel the need to lie about reading them? No.
Some of them I would rather stick needles in my eyes than read. Some of them I might possibly think of reading at some stage, maybe, probably, if I was really bored. None of them make me want to download them to my Kindle right now.
The fact is, I read a lot. It may not be intellectual classics but its reading. I read romance, fantasy, sci-fi, suspense, sagas. I read and that’s what counts.
Anyone want to chime in about the books on the list they have/haven’t/lied about reading? | https://gnatj.com/tag/reading/ |
The Catcher in the Rye: A List of Great Essay Topics to Explore
J.D. Salinger’s 1951 novel about teenage alienation and angst is one of the world’s most famous classics. Originally published for adults, the novel has become a staple in high school education around the globe, and it is used to help develop students’ literary comprehension and essay writing skills. The following is a great list of essay topics to explore or inspire original ones:
- The narrator of Catcher in the Rye is the Holden Caulfield, a teen who is recovering from a psychological breakdown. Do you believe his recovery is achieved towards the end of the novel as he watches the carousel?
- Do you believe that Holden Caulfield has achieved a sense of maturity at the end of the novel or is he merely trying to capture the original emotions he had when he was younger through the narration?
- It’s clear that throughout the novel, Caulfield craves some type of connection or relationship with other people. Is there a discernable pattern in the way he views adults, teens, or other character types in Catcher in the Rye?
- Is there significance to the novel’s title? If so, what is it and what evidence is there within the story? Do you believe that the title may be a clue about a personal event or aspect in Salinger’s life?
- The event with the biggest ambiguity in the novel occurs in Mr. Antolini’s apartment. How do Antolini’s actions relate to the rest of the novel in as much as he is someone he claims to want to prevent Holden from falling?
- Even though Caulfield never directly talks about his breakdown, it does become apparent that he is progressively becoming unstable. Can you describe the way the author shows this increasing instability to the audience while keeping Holden’s reservation?
- Do you believe that Holden’s unreliability as a narrator affects the way a reader will believe the events described in the story? Or is Holden trying to recapture the emotions experienced originally as a way to give the story meaning?
- On several occasions, Holden passes himself off as a sort of saint or prophet knowledgeable of the wickedness and phoniness in the world around him. Are there instances where he comes off as being wicked or phony?
- What do you believe J.D. Salinger is trying to achieve with the other characters in the novel? How does Holden’s reaction towards them express opinions that Salinger may have had towards similar character types throughout his own life?
Professional essay writing service - EssayMill.com - get your essays written by expert essay writer. | https://www.myessaypartner.com/catcher-in-the-rye |
Holden's thoughts and ideas reveal many of his character traits. Choosing this person as narrator can allow authors to more closely show how the story's events altered the protagonist's life or helped him overcome a significant internal conflict. Well… I'm the most terrific liar you ever saw in your life. Harry Potter in the Harry Potter series, Eliezer in Night, etc. If it weren't for Holden's descriptions and feelings, some readers might think that Jane Gallagher isn't a very nice girl, and that Stradlater, who Holden makes out to be a real jerk, is actually a real nice guy! Often the challengers have been unfamiliar with the plot itself. In The Catcher in the Rye, Holden relates the events of a week the previous year when he faced numerous spiritual and psychological challenges after being kicked out of his prep school. It pleasures me no end, though, I might quickly add, to know that I won't have to see the results of the transaction.
Holden Caulfield faces many problems that all relate to him in a way. Archived from on December 21, 2007. He also makes several references to how much he hates movies, and thinks his brother D. His lack of concern toward his health indicates he is losing touch with reality, and perhaps unconsciously wants to become very sick or even die. In this short story, an unnamed narrator, who is clearly meant to be Holden Caulfield but is unnamed to avoid copyright problems, goes on vacation to Germany and meets characters from the. A letter written by Salinger in 1957 revealed that he was open to an adaptation of The Catcher in the Rye released after his death.
Although Holden is exhausted, Holden is courteous and considers his advice. Neither you, nor the coeditors you shared it with will be able to recover it again. It would be very different if it was told in third person dramatic, third person omniscient, or third person limited omniscient through a character other than Holden. His dorm neighbor Robert Ackley is one of the few students also missing the game. Salinger, is a classic novel about a sixteen-year-old boy, Holden Caulfield, who speaks of a puzzling time in his life. Even though he still paid her the right amount for her time, she returns with her Maurice and demands more money.
Peter Beidler, in his A Reader's Companion to J. Each Caulfield child has literary talent. That would make for a very different, yet interesting story. Are the people he meets really all moronic phonies? Works Cited American Speech 34 1959 : 172-81. When asked if he cares about anything, Holden shares a selfless fantasy he has been thinking about based on a of 's : he pictures himself as the sole guardian of thousands of children playing in a huge field on the edge of a cliff.
Shortly after its publication, in an article for the , Nash K. Even though Holden enjoys to see himself beaten up, he contradicts himself by proclaiming he is a peaceful person. Third person dramatic point of view is like a roaming camera. However, he is unreliable by other definitions — a statement we can now explore. Archived from on September 6, 2004. He then spends three aimless days in New York City. Well… I'm the most terrific liar you ever saw in your life.
In a , Holden inquires with the driver about whether the ducks in the lagoon migrate during winter, a subject he brings up often, but the man barely responds. Narrator In essence, we have three narrators of the events that take place in this book. The narrator is able to contextualize key terms and explain through her actions and feelings what the rules of this new setting are. He also emphasizes his physical frailty. By listening to this monologue, we have an unobstructed view into his mind and the way it works. Holden's disillusionment of alters the true personality of each person he meets. Young people all around can relate to the protagonist, Holden Caulfield.
Whereas he aims at stability and truth, the adult world cannot survive without suspense and lies. Salinger proves the importance of staying truthful to yourself, and never taking shortcuts to happiness. Morrow, how much of this apparently exaggerated scene should we believe? Salinger based one of his most famous characters, Holden Caulfield, on personal experience. Is this the case for Holden? Salinger, substantiates the growth and perils, which lie between childhood and adulthood. You can download Free Narrator Point of View - Analysis, The Catcher in the Rye pdf from EduRev by using search above. EduRev is like a wikipedia just for education and the Narrator Point of View - Analysis, The Catcher in the Rye images and diagram are even better than Byjus! Salinger, Holden Caufield shares his past experiences as a distressed teenager.
If Salinger decided to write in other narrative style the book would lose these factors that represent tone. He describes his brother Allie watching him from across a golf course, and also watching his sister Phoebe through a window — both distancing effects that suggest he is at a remove from the other characters. And the third, and most immediate, is the sixteen-year-old Holden who does all the talking. Salinger 's literary piece is a fine example of a novel that would be used to study as part of the English curriculum. In addition to Salinger telling the story in first person point of view he expresses tone. Source s Catcher in the Rye. The first is the author, J.
The song describes said character as crazy, frustrated, and lacking motivation. They act, sing, and put on many shows. Salinger shows his attentiveness toward the rhythms of speech by using italics quite frequently in order to let the reader know when a character is placing emphasis on a word, or even on just a syllable, in dialogue. Do check out the sample questions of Narrator Point of View - Analysis, The Catcher in the Rye for Novels, the answers and examples explain the meaning of chapter in the best manner. More recently, Salinger's agents received bids for the Catcher film rights from and , neither of which was even passed on to Salinger for consideration.
The majority of the story was about Holden contemplating over the faults of society. A question could then arise: is a person really unstable or has society made them that way? But to Holden Caulfield, the main character of J. Authors use first-person narration to create realistic storytellers for their fictional worlds, not to deliberately bring their lives into their stories. It isn't just a novel, it's a dispatch from an unknown, mysterious universe, which may help explain the phenomenal sales it enjoys to this day: about 250,000 copies a year, with total worldwide sales over -- probably way over -- 10 million. Holden is failing all of his classes except English, and he often curses and smokes cigarettes in his dorm. | http://cerg.eu/catcher-in-the-rye-narrative-point-of-view.html |
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Author: J.D. Salinger Published: 1951
The Catcher in the Rye Author: J.D. Salinger Published: 1951
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Jerome David (J.D.) Salinger
Served in WWII Literary recluse - rarely granted interviews, none after 1980 Wrote several short stories and books about young adults and the process of growing up The Catcher in the Rye = most famous and notorious work Introduction
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The Catcher in the Rye: Stats
published in 1951 has sold over 65 million copies worldwide was popular with college students before literary critics found merit in it Time Magazine named it one of the best novels of 20th century frequently challenged and banned in libraries and schools because of talk of sex and excessive bad language Introduction
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The Catcher in the Rye: Why we picked it
Holden is (arguably) a near perfect sketch of an American teenager - one that still holds true today. You will see bits of yourself or your friends in Holden. (I dare you not to.) Introduction
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Characters Holden Caulfield, age 16
D.B. - Holden's older brother who is a "sellout" Hollywood writer Allie - Holden's younger brother who died previous year of leukemia Phoebe - Holden's innocent but wise younger sister Stradlater and Ackley - classmates who act as foils for Holden Jane and Sally - girls Holden has dated or is interested in dating Introduction
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Point of View and Author Style
First-person Limited - we only see Holden's point of view (key question: is he a reliable narrator?) Stream of Consciousness - the book sounds like the stream of thoughts running through your head Dialect - Salinger replicates the dialect of a teenage boy the language is controversial, but this makes it more believable Introduction
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Setting Pencey Prep: Holden’s boarding school
New York City: a little bit of everything Introduction
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Basic Plot: What to Expect
Holden has been expelled from his private high school Instead of going straight home, he detours through NYC, trying his hand at being an adult Events and issues include: school, teachers, music, sex, alcohol, hypocrisy, family, being a teenager, and growing up Introduction
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Symbols to look for… Carousel Red hunting cap Baseball
Allie's Catcher's mitt Ducks in Central Park Pond Museum of Natural History Pencey Prep The catcher in the rye Introduction
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Themes to watch… Holden’s Journey through young adulthood: growing up and what that means, including: Loss of Innocence - bildungsroman Struggle for Identity Disgust with Adult Hypocrisy (the phony people) Alienation as a Form of Protection, including: Anger as a Shield Against Pain Confrontation of Fear Confusion surrounding Love and Sexuality, including: Elusion of Love Fear of Intimacy and Homosexuality Guilt Introduction
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Quick Writing: Respond
Put yourself into Holden’s shoes. What would you do if you were expelled from school, had a little money to spend, and knew that your parents would not expect you home for two days? Please keep your responses school appropriate. ( Even though Holden doesn't...I don't want to have to report you!) O_0 Introduction
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Activity 1: Characterization
Terminology Review: Protagonist Antagonist Dynamic Static Stereotype External Conflict Internal Conflict Foil The main character (not always the “good guy”) The character working against the main character Changing, growing personality Unchanging personality, doesn’t learn anything Going along with common impressions or expectations Man vs: Man/Machine, Society, Nature/Animal, Fate/Destiny Man vs Self (making moral decisions) Character who provides direct contrast to another character
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Activity 1: Characterization
Instructions: Complete each section of the character analysis sheet for Holden. Complete each section of the worksheet on foils, regarding Ackley and Stradlater. You may work in pairs, but each person must turn in a paper.
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Activity 2: Author Style
Stream of Consciousness narration which follows the unedited thoughts of the speaker usually seems jumbled, but relies on association of thoughts and ideas look at the ideas right before and right after a passage to discover how the narrator arrived at the topic – what reminded him of his current thought? This style often seems immature – why might Salinger have used it anyways? Other Examples from Literature James Joyce, Virginia Woolf, William Faulkner, Jack Kerouac
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Activity 2: Author Style
Narrator and Reliability First person: uses I: “I walked down the hallway and waved to my friend.” Second person: uses you: “So you are walking down the hallway, and you see one of your friends.” Third person: uses she or he: “She walked the hallway, searching for a familiar face.” Reliability Can you trust the narrator’s perception of people and events? Is the narrator honest with himself and others?
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Activity 2: Author Style
Dialect Local language: coke, pop, soda Slang: text speak, age-related language Cursing: mild to extreme Consider Does the dialect show setting, including place and time period? Does it show characterization? Is it realistic?
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Activity 2: Author Style
Instructions: On your own, complete the worksheet on stream of consciousness, using your book as needed. When I tell you to form groups, discuss whether Holden is a reliable narrator, and whether the dialect sounds like a real teenager. Provide at least four points to each argument, with quotes from the book to back up your opinions.
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Activity 3: Symbolism Symbols:
Visual representations of words or ideas Some have the same meaning for the majority of people But others can mean different things for different people
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Activity 3: Symbolism Instructions:
Complete the chart for each symbol, including a physical description from the book, and your own explanation of what the symbol means to the book. With a partner, discuss which symbols might be most important to the work.
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Activity 4: Theme The Hero’s Journey by gloveandboots
What is Holden’s quest? What is he searching for? The innocence of childhood Holden wants everything to stay the same as when he was younger – he isn’t ready to grow up. The elusion of love Holden is dying for someone to love him – parents, friends, girlfriends, prostitutes. He finally settles on imaginary children. The struggle for identity (bildungsroman) Holden doesn’t yet know who he wants to be – he looks at everyone as phony, but he’s not sure how to avoid that himself.
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Activity 4: Theme Instructions:
With a partner, complete the worksheet on theme. Be sure to check the book carefully for quotations: this is also a good way to review the plot of the book. Extra credit: on a separate paper, choose one of the themes and discuss how it applies to your life. Use specific examples. 2-3 paragraphs.
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The Catcher In The Rye In a novel, the theme is the insight of real life. J.D. Salinger’s initiation novel, The Catcher In The Rye, describes the adventures of 16-year old Holden Caulfield, the protagonist and first person narrator, who refuses to grow up and enter manhood. The most important theme developed by Salinger is Holden’s problem of dealing with change; he has trouble dealing with death, he refuses to accept children’s loss of innocence as a necessary step in the growing-up process, | https://www.123helpme.com/essay/A-Catcher-In-The-Rye-Summary-49375 |
H is for Humbert Humbert, the rascally narrator of Vladamir Nabokov’s Lolita. Throughout the novel HH, a sardonic European, provides a running critique of conformist 1950s America, his adopted home. Pining for the haunting, ineffable feeling associated with a brief, tragic childhood love, HH engineers a series of unfortunate events in order to abscond with (and eventually seduce) twelve-year old Lolita Haze. Yep. That’s right. A child-molester made this list. But if you’ve ever read Lolita, you know how charming and funny this son-of-bitch is. Lolita is in a special class of books in the Biblioklept library; it’s one of those books that I’ve read in full at least four times, and one that I pick up and read parts of every year. The first time I read Lolita, I didn’t even realize what a monster HH was–in fact, I tended to sympathize with him, even to the point of sharing his condemnation of Lolita’s bratty, manipulative nature toward the end of the novel. Like Catcher in the Rye, I first read Lolita when I was 16; like Catcher in the Rye, Lolita was an entirely different book when I read it at 21. Somehow the book managed to change again, four or five years later. I’m sure Lolita will be completely different in a year or two when I’m thirty. In fact, I vow here and now to re-read it in full right after my 30th birthday. Who knows what will have happened to it by then? How these books change on you…
Narratological shape-shifting aside Lolita deserves to be read, and read repeatedly. Nabokov’s highly alliterative prose reverberates with lyrical gymnastics, multi-lingual puns, and allusions that will make you feel oh-so clever (if you are indeed oh-so clever enough to get them, of course). Neither Kubrick’s toothless 1962 film adaption or Adrian Lyne’s gauzy 1997 attempt do any justice at all to Nabokov’s words–this is one you simply have to read. Great stuff.
H is also for Hand, zany foil to Will, the tormented narrator of Dave Eggers’s You Shall Know Our Velocity!. In this book, the pair embarks on a futile attempt to travel the globe giving away an enormous amount of money Will has recently received as part of an injury settlement. This scheme turns out to be much more difficult and much more complicated than they had imagined. Hand is one of my favorite characters because he’s just really damn cool–a strange combination of someone’s hip older brother mixed with someone’s annoying younger brother. My favorite part of Velocity is the fifty page section where Hand takes over the narrative, casting doubt on everything that Will has previously told the reader. Will then resumes the narrative, but at that point, the book–and Will’s status as a reliable narrator–has taken an entirely different shape. Although the story ends at a wedding, Velocity is ultimately a tragedy; the very first page announces Will’s death. But again, the whole narrative is cast in ambiguity and doubt. I loved this book so much that I bought it for a friend.
(Incidentally, Hand also tuns up in “The Only Meaning of the Oil-Wet Water,” one of Eggers’s short stories collected in How We Are Hungry). | https://biblioklept.org/2007/06/19/more-alphabet-soup-brought-to-you-today-by-the-letter-h/ |
J.D. Salinger is one of the most influential American authors, producing some of the most seminal literary works, including the famous novel, Catcher in the Rye. Even to this day, Catcher in the Rye remains a phenomenal hit, with a quarter of a million book sales, annually. In what comes as a spectacular surprise, it seems more of his books are due for publication, over the coming years.
Salinger was born and raised in Manhattan, and began exploring his craft whilst in secondary school, and commenced writing a series of short stories, many of which were successfully published by The New Yorker magazine.
The authors of J.D. Salinger’s biography have notified the world of intentions to release some of the man’s secret works, posthumously. According to David Shields and Shane Salerno, the writer’s of the soon-to-be released Salinger biography, there are more of Salinger’s intriguing works to come.
The pair’s biography scrutinizes Salinger’s life in minute detail, covering his experience during World War II, his very first marriage, and explores the inspirations for some of his notorious literature.
Salerno is a screenwriter for blockbuster titles, including Armageddon and Savages and is currently working on the sequel to James Cameron’s critically acclaimed film, Avatar. Salerno has actively courted a large number of companies in the entertainment industry, selling on the rights for feature films, book deals and television deals.
Unfortunately, following some of his greatest literary hits, Salinger became a recluse and his publications dwindled considerably. The writer’s desperate desire for privacy seemed to border on mania, as he became embroiled in a series of intense legal battles, the first of which was issued against a biographer for unauthorized publication of Hamilton’s JD Salinger: A Writer’s Life, during the 1980s; matters were worsened when, on separate occasions, his former partner and daughter penned memoirs, relating to his life, in the 1990s. Salinger died in 2010, a year after embarking upon yet another legal battle pitted against a fellow writer for copyright infringement of his most famous of works, Catcher in the Rye.
However, although Salinger refused to publish his efforts after 1965, this does not mean he simply refused to write. On the contrary, when questioned over his writing habits, Salinger admitted to writing nearly every day. But, could this mean that new books are due to be published in the future?
According to The New York Times, throughout their Salinger biography, Salerno and Shields maintain that a scheduled timetable for future, posthumous publications of his works was left by the great man, prior to his departure. Allegedly, these additional publications are due for release between the years of 2015 and 2020, and will include the following literary pieces:
- Five Glass family stories, centering around a group of fictional characters that have been included in a number of Salinger’s short stories
- An untitled novel, describing the story of a counterintelligence official during war-time
- A story about the Vedanta religious doctrine, which commends self-realization to understand reality
- An extension of the stories about Holden Caulfield, the lead character of Catcher in the Rye
- A novel about Salinger’s German wife, whom he married following World War II
It is alleged that Salinger’s war-time role molded his misanthropic outlook and tainted his perception of the world and its ideals; this, combined with his own tumultuous, adolescent experiences and contempt for his bourgeois family roots, is thought to have influenced his most famous character creation, Holden Caulfield. His seclusion from family and friends progressively worsened, which was then mirrored in his later writings.
However, it must be stressed, the two sources claiming new books to be on the horizon are both anonymous. What’s more, Salinger’s family members, who are involved in the estate’s affairs, have refused to cooperate with either Salerno or Shields, and are unwilling to engage in speculation over any prospective publications. Will we be seeing any new, future iterations of Salinger’s guarded works? Only time will tell. | https://guardianlv.com/2013/08/new-jd-salinger-books-to-be-published/ |
Book Riot Readers’ Top 50 Favorite Novels
A couple weeks ago, Rioter in Chief Jeff challenged you to name your favorite novel. He knew it wouldn’t be easy, especially because he refused to define favorite for you (“genre, era, quality: it’s up to you to decide what ‘favorite’ means”), so he gave you a little slack and the space to name not one but three favorites. 1,311 of you answered the call, nominating more than 1,200 different books. After many gloriously nerdy hours rolling around in the data, we’ve tallied up the Top 50. Check ’em out below, and look for a discussion post with more stats soon.
- To Kill A Mockingbird by Harper Lee (126 votes)
- Pride and Prejudice by Jane Austen
- Jane Eyre by Charlotte Bronte
- The Harry Potter series by J.K. Rowling
- The Great Gatsby by F. Scott Fitzgerald
- The Lord of the Rings series by J.R.R. Tolkien
- Gone With the Wind by Margaret Mitchell
- Wuthering Heights by Emily Bronte
- The Book Thief by Markus Zusak
- The Catcher in the Rye by J.D. Salinger
- One Hundred Years of Solitude by Gabriel Garcia Marquez
- The Secret History by Donna Tartt
- Catch-22 by Joseph Heller
- A Tree Grows in Brooklyn by Betty Smith
- Slaughterhouse-Five by Kurt Vonnegut
- A Prayer for Owen Meany by John Irving
- The Stand by Stephen King
- The Hobbit by J.R.R. Tolkien
- Anna Karenina by Leo Tolstoy
- Infinite Jest by David Foster Wallace
- Persuasion by Jane Austen
- The PIcture of Dorian Gray by Oscar Wilde
- The Brothers Karamozov by Fyodor Dostoevsky
- The Outlander series by Diana Gabaldon
- East of Eden by John Steinbeck
- The Shadow of the Wind by Carlos Ruiz Zafon
- The Time Traveler’s Wife by Audrey Niffenegger
- American Gods by Neil Gaiman
- The Count of Monte Cristo by Alexandre Dumas
- Fahrenheit 451 by Ray Bradbury
- 1984 by George Orwell
- Crime and Punishment by Fyodor Dostoevsky
- Little Women by Louisa May Alcott
- Moby-Dick by Herman Melville
- The Grapes of Wrath by John Steinbeck
- The Handmaid’s Tale by Margaret Atwood
- The Hitchhiker’s Guide to the Galaxy series by Douglas Adams
- Lolita by Vladimir Nabokov
- Rebecca by Daphne du Maurier
- Ulysses by James Joyce
- Cloud Atlas by David Mitchell
- The Perks of Being a Wallflower by Stephen Chbosky
- Ender’s Game by Orson Scott Card
- Middlesex by Jeffrey Eugenides
- The Amazing Adventures of Kavalier and Clay by Michael Chabon
- Dune by Frank Herbert
- Gilead by Marilynne Robinson
- Les Miserables by Victor Hugo
- The Night Circus by Erin Morgenstern
- The Poisonwood Bible by Barbara Kingsolver (13 votes)
Did your favorite makes the finals? | https://bookriot.com/book-riot-readers-top-50-favorite-novels/ |
Margot McGovern reviews A. M. Homes’ unsettling novel, The End of Alice (1996).
One of the first books I studied at uni was Vladimir Nabokov’s Lolita (1955). Before they’d even read it, some of the students were up in arms protesting that we should not be required to read pedophilia. The rest of us gave our lecturers the benefit of the doubt and dived in. I’ve lost count of how many times I’ve read Lolita since, and often when my mind wanders, I find it returning to that most intoxicating and memorable of opening lines:
‘Lolita, light of my life, fire of my loins. My sin, my soul.’
For while Nabokov’s infamous narrator, Humbert Humbert, is a self-confessed monster, murderer and pedophile, he is also an enchanter, and Nabokov’s genius lies in his making the most heinous of crimes if not forgivable, then beautiful.
When I read Lena Dunham’s recommendation for A. M. Homes’s The End Of Alice, I promptly went and found a copy. Like Lolita, The End of Alice is narrated by a pedophile from his prison cell. In fact, the two books have much in common, and it is difficult to read The End of Alice without Lolita in mind. Homes’s narrator, identified only as Chappy, has served twenty-three years of a life sentence, and is coming up for parole. In the months leading up to his hearing, he begins to receive letters from an anonymous nineteen-year-old girl who plans to seduce a twelve-year-old boy in her neighbourhood. Chappy doesn’t think her writing skills are worthy of her story, and takes over her narration. He gives the distinct impression that he takes liberties with her tale, twisting it ever so slightly and fleshing it out with his own fantasies.
Between letters, he tells of his childhood, the crimes he got away with and his life in prison.There are hints, too, as to the crime that finally sees him convicted. But the details of that particular horror show are saved for the grand finale.
Like Humbert Humbert, Chappy draws the reader in with his dark charisma and the promise of an even darker tale:
‘Who is she that she should have this afflicted addiction, this oddly acquired taste for the freshest of flesh, to tell a story that will start some of you smirking and smiling, but that will leave others set afire determined this nightmare, this horror, must stop. Who is she? What will frighten you most is knowing she is either you or I, one of us. Surprise. Surprise.
‘And perhaps you wonder who am I to be running interference, to be acting as her translator and yours. Mine is the speech, the rhythm and rhyme of an old and peculiar man who has been locked away for too long, punished for pursuing a taste of his own.’
It’s a ripper of an opening. But before you read on to find out just how deep the rabbit hole goes, know that it is very deep and very dark. Unlike Nabokov, Homes doesn’t hold back on the details, and her powers of invention are vast. Chappy has had more than two decades alone with his memories and desires, and he is keen to share.
However, while Chappy’s crimes are sickening, and his voice disturbing, he reaches out from behind bars. He’s done his damage. He can’t hurt us or our children. Rather it is the anonymity of his young pen pal that is most disturbing. She walks among us undetected, sharpening her desire.
There are many that question the point of a work such as this. Is Homes just trying to be shocking? Is Nabokov? If so, it’s a cheap trick. I had moments reading The End of Alice that I did not have in Lolita when the sex and violence were so explicit that I did find myself questioning Homes’s motives. Her use of language in creating Chappy’s voice is masterful, though perhaps falls a little short of Nabokov. Initially, this irked me more than all the icky awfulness.Chappy and Alice, when she is finally introduced, are mere shadows of Hum and Lo. This story was one already told, and, to my mind, had been told better, so what was Homes playing at? Why was I giving my time to a narrative that made me physically ill?
Well, if Nabokov is an enchanter, then perhaps Homes is a disenchanter. The End of Alice challenges and unsettles readers in the way art should challenge and unsettle. It draws back the curtain of so-called normalcy and awakens us to the nightmare of ourselves. It draws us deep into places we otherwise pretend do not exist and reminds us just how close those places are to home.
This is not a book I would give to everyone, as it requires faith and patience, that for some may not be rewarded. However, I would recommend Lolita without hesitation to all who consider themselves readers.
The End of Alice is available through Amazon (Kindle), Book Depository and Kobo.
|Lolita by Vladimir Nabokov, available:||Tampa by Alissa Nutting, available:||Gone Girl by Gillian Flynn, available:|
|Lullaby by Chuck Palahniuk, available:||Notes On a Scandal by Zoë Heller, available:||Blue Angel by Francine Prose, available:|
Like what you see? Keep in touch:
And get the latest from Lectito delivered to your inbox. | https://lectito.me/2015/07/02/rewind-the-end-of-alice-by-a-m-homes/ |
Who do you write like? Find out!
June 17, 2013 § 9 Comments
Joe Hill gets a hat tip for tweeting a link to I Write Like, a website that allows you to paste in a few paragraphs (or more) of something you write to get an analysis of whose style your work is most similar to. I did it for the first chapter of my space opera in progress, and got this:
Ian Fleming
I Write Like. Analyze your writing!
Which is cool, I guess. I mean, I like James Bond as much as the next guy. Maybe a little more. But I thought I’d try it again, this time with the entire text of my most recently published story, “Lightning” (blatant self-promotion: you can find it in the Cincinnati Writers Project Anthology 4: A Few Good Words). This time, I got:
Chuck Palahniuk
I Write Like. Analyze your writing!
Also cool. I mean, I liked the movie version of Fight Club, but I’ve never read the book. Or anything else by Palahniuk. But “Lightning” isn’t my normal style. It was an experiment, and I like the result, but it’s not the type of writing I plan to make a career out of.
Try it with your own work and post who you write like in the comments!
§ 9 Responses to Who do you write like? Find out!
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[…] through the reader, I noticed that Kicking the Pants had posted about a website – I Write Like – that tells you which author your style is […]
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David,
Cool site. I tried it on a very short story I just finished and it came back as J.D. Salinger. Now I am not even saying that I am anywhere near Mr. Salinger who authored The Catcher in the Rye, in terms of talent, it is interesting and a morale boost.
Thanks for the post.
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[…] Who do you write like? Find out! | Kicking the Pants. […]
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I also wonder about the accuracy of the algorithm…I got James Joyce, holy cow! It does certainly make me feel (although not entirely believe) as though the world has missed out on a classic author, since I have never attempted to be published. …Ok, so something is up, with this ^ I got H.P. Lovecraft. James Joyce/H.P. Lovecraft? Really? Could they even be compared? However, I just analyzed the remainder of this text, including everything I wrote before the first “….” still says H.P. Lovecraft. This could go on all night! | https://kickingthepants.com/2013/06/17/who-do-you-write-like-find-out/ |
When examining and considering J.D. Salinger's famous novel, The Catcher in the Rye, one can conclude that the novel had significant influence on society during the 1950's concerning adolescense, family, and mental illness, and that influence has continued through modern day.
QUESTIONS:
1. What lasting influence has The Catcher in the Rye had on American culture?
The novel has had tremendous impact on American culture. One example can be seen in a Washington Post review, J.D. Salinger's Holden Caulfield, Aging Gracelessly. Here it is explained that through Holden the reader sees the negative side of aging. You would continue on with this answer with more information and insight.
- http://www.washingtonpost.com/lifestyle/style/jd-salingers-holden-caulfield-aging-gracelessly/2013/08/27/04127c00-0f5b-11e3-85b6-d27422650fd5_story.html
2. What other examples of the "Holden" archetype have you seen in modern media?
IMAGES:
TEXTURAL EVIDENCE:
Ch. ?, Page ?
In this passage (HERE YOU WOULD QUOTE THE PASSAGE OR DESCRIBE IT) The defiance and disregard that Holden shows towards adults is something that began in the 1950's society and has continued.
QUIZ:
Number your paper 1 - 10. Answer True or False to each question or statement.
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9.
10.
SOURCES:
ANSWERS TO QUIZ:
1.
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10. | https://www.smore.com/kaak1 |
Monessen Public Library and Cultural Center reminds everyone that September is "Library Card Sign-Up Month." The most important school supply is an up-to-date library card. Visit the library this month and get a library card.
"Banned Books Week" is commemorated during the week of September 21-27. According to the Office for Intellectual Freedom, at least 46 of the Radcliffe Publishing Course Top 100 Novels of the 20th Century have been the target of ban attempts. The library encourages everyone to read a banned book during the month of September. Here are the first ten books on the list:
1. The Great Gatsby, by F. Scott Fitzgerald
2. The Catcher in the Rye, by J.D. Salinger
3. The Grapes of Wrath, by John Steinbeck
4. To Kill a Mockingbird, by Harper Lee
5. The Color Purple, by Alice Walker
6. Ulysses, by James Joyce
7. Beloved, by Toni Morrison
8. The Lord of the Flies, by William Golding
9. 1984, by George Orwell
10. Lolita, by Vladimir Nabokov
Monessen Public Library and Cultural Center, in cooperation with the Greater Monessen Historical Society, presents "Memories and Movies" each Wednesday afternoon in September and October starting at 1 p.m. See award-winning movies of the past that show America's role in keeping our country safe, and listen to readings of actual letters sent back home from our boys in the military. Remember the events, people and p laces that have kept America free. Popcorn will be served.
Claire McMullen will host her monthly "Beginning Genealogy" class on Saturday, September 13 at 11 a.m. in the Pennsylvania Room. The topic will be wills. She will discuss what important genealogical information can be derived from tracking down the last will and testament of an ancestor. The class is free and open to the public. Light refreshments will be served. Time is allotted each month for questions and answers on your own personal research.
Dr. John K. Folmar, Emeritus Professor of History at California University of Pennsylvania and President of the Mon Valley River Buffs Association, will the guest speaker for the September meeting of the Mon Valley Genealogy Forum, on Monday, September 15. Dr. Folmar will cover migration over water routes and how it affected genealogy by moving groups of people from one area to another. The session is open to the public and will be held in the Reading Area of the library. Light refreshments will be served.
Fall Storytime sessions will begin on Monday, September 22 at 6 p.m. in the upstairs Children's Room. The theme for September 22 is "Back to School" and has a pencil case craft. On Monday, September 29, the theme will be "Wind Chimes." Stop by the library and pick up a schedule of children's activities for the rest of the year.
The library welcomes the next generation of your library's digital collection with Overdrive e-books! We've made it faster and more intuitive to connect to the books you love. Through the Westmoreland Library Network, OVERDRIVE is available to valid cardholders who are registered at Monessen Public Library. Visit the OVERDRIVE eBook center here: westmoreland.lib.overdrive.com . Call the library for more information about e-books.
The Mon Valley Art Club will hold their annual art show in the library during September. Check the library web page or Facebook page for details.
Monessen Public Library and Cultural Center will be closed on Monday, September 1 for the observance of Labor Day. Winter hours resume the week of September 7, with the extension of Saturday hours being open from 9 a.m. to 4 p.m. | https://messengerpaper.com/index.php/news-2/library-news/7091-monessen-public-library-cultural-center-gears-up-for-library-card-sign-up-month-banned-books-week |
Nicholas Hoult and Kevin Spacey star in Danny Strong's new film.
Presumably hoping for better results than the documentary “Salinger,” Danny Strong’s upcoming biopic “Rebel in the Rye” will examine the early years of everyone’s favorite recluse. Nicholas Hoult stars as “The Catcher in the Rye” author J.D. Salinger, who died at age 91 in 2010 — 30 years after his final interview and 45 years after last publishing a new work. Watch the “Rebel” trailer below.
Here’s the brief synopsis from the film’s Sundance premiere: “This biopic of legendary author J.D. Salinger (Nicholas Hoult) details his relationship with socialite Oona O’Neill (Zoey Deutch), his experiences fighting in World War II, and his writing process for ‘The Catcher in the Rye.’” The trailer is heavy on Salinger’s inner turmoil, which gives life to his most famous creation: Holden Caulfield.
Kevin Spacey, Sarah Paulson, Lucy Boynton, Hope Davis, and Victor Garber co-star. IFC Films will release “Rebel in the Rye” on September 15. | https://www.indiewire.com/2017/07/rebel-in-the-rye-trailer-j-d-salinger-nicholas-hoult-1201857995/ |
Esme approaches the narrator because she says he looks lonely and immediately, a connection is made, unlike the never-ending struggle to communicate that Holden faces in Catcher in the Rye. Holden, being the Idealist that he is, searched to find everything that needs to be changed, but never gives an alternative to the situation or thing.
But underneath it all, many people, youth in particular, experienced an extreme dissatisfaction and emptiness. Thousands of little kids, and nobody's around -- nobody big, I mean -- except me. With the publication of Catcher in the Rye in the summer ofAmerica was introduced to Holden Caulfield, a character who would continue to remain in the American psyche for over half a century.
With the publication of Catcher in the Rye in the summer ofAmerica was introduced to Holden Caulfield, a character who would continue to remain in the American psyche for over half a century.
In the novel Catcher in the Rye by J. It is this same sentiment that spoke to a generation in the s that understood their shortcomings and their desire to not be perfect, yet still believed they were championing a good cause by rebelling against, or at least rejecting, what they viewed to be the detrimental conformist standards of their parents.
In The Catcher in the Rye, Holden views the world as an evil place where there is no peace. Holden Caulfield was believe it o They have not fought in the war themselves and are quick to put any memory of it behind them in order to more fully indulge in the opulence of the s.
Although Holden did not think of Pencey very favorably, friends of Salinger's say that as a young man, J. The Catcher in the Rye.
Peter Lang Publishing Inc. Putting on the Rye Putting on the Rye One of the many fascinating themes in the novel, The Catcher in the Rye, brings us face to face with a jarring assault not unlike road rage on modern society and serves as a wake up call to each succeeding generation of its readers.
From that point on, many critics, friends, and readers have speculated that much of Salinger's writing has been, at least in some part, autobiographical. The novel covered about four days from beginning to end.
Additionally, others have compared this passage to a direct comment on politics of the time and the arms race.
Catcher James Castle, who, likely not coincidentally, shares the same initials as Jesus Christ, was tortured and abused for speaking out against mainstream society. They'd get bored as hell doing that after a while, and then I'd be through with having conversations for the rest of my life.
Lane sat up a bit in his chair and adjusted his expression from that of all-round apprehension and discontent to that of a man whose date has merely gone to the john, leaving him, as dates do, with nothing to do in the meantime but smoke and look bored, perfectly attractively bored.
Holden is afraid of growing up and would prefer to remain an innocent child. He seems exhausted by his quest to find a good conversation and a good human connection in the midst of such falseness, that he is excited by the idea of never having another conversation for the rest of his life.
In the end of the story, after an entire afternoon of drowning their sorrows in numerous cocktails, Eloise breaks down and wonders how her life has turned into such a mess. His seclusion may actually result Zooey that he "That David Copperfield Kind of Crap" from an inability to make the social adjustments expected of mature members of society.
Holden's objection to the conformity he sees in the world around him is evident from the opening lines of the novel: Salinger's The Catcher in the Rye" www.
With the exception of Sybil, Seymour is surrounded by the same kind of phoniness that Holden identified in Catcher in the Rye. He is ambivalent towards sex, loathsome of aggression, and fearsome of death.
It also provides a glimpse into the extravagant lifestyle which people strived for during the mid-century.
This same man, not ten years after the publication and while still in the peak of his career, would depart from this society- the one tha Saint, Snob, or Somewhere In-between?In the case of Catcher in the Rye, it was a chance for Salinger to write out his own flaws; the novel could be seen as a type of introspection, a catharsis (Morris).
This secondary analysis of himself allows the author to point out his own flaws with astounding accuracy.5/5(1).
Catcher In The Rye Character Analysis Of Holden - 1, words Catcher in the Rye - Character Analysis of Holden Ever since its publication inJ.D. Salinger's The Catcher in the Rye has served as a firestorm for controversy and debate.
Without raw Alford fiber, it an analysis of discontent in the novel the catcher in the rye by jd salingers symbolizes very prematurely.
Unwelcome and anguishing, Leslie unleashed her underdevelopment or toy in some way. Most people of my generation read JD Salinger's A Catcher in the Rye back in high school, were amused by it's vulgarity and forthrightness and then forgot about it.
I personally haven't reread it since. Instead, for this online Yale class on US lit sinceI read Franny and Zooey as it is on the syllabus. It is an interesting diptych. — J.D. Salinger, one of contemporary literature’s most famous recluses, who created a lasting symbol of adolescent discontent in his novel “The Catcher in.
In this novel Hemingway deals with impotence. they both try "very hard to have a baby. the threats leveled at innocent passerby whom Hemingway perceived as "fairies". And Mrs. This is an obvious intrusion of the female into the male "sphere". | https://tolyxyb.urgenzaspurghi.com/an-analysis-of-discontent-in-the-novel-the-catcher-in-the-rye-by-jd-salingers-96038rm.html |
In The Catcher in the Rye, it is observed that the novel is about grief. There are 5 stages of grief: denial, anger, depression, bargaining, and finally acceptance. The Catcher in the Rye shows how Holden goes through the grieving process. By the end of the novel it shows how Holden has reached closure or a way to let go. Throughout the book, Holden is struggling to get by.
The struggle of adolescence combined with the themes of loss and isolation through one Holden Caulfield. This coming of age story of Holden in J. D. Salinger’s Catcher in the Rye is a famous all american masterpiece. Within the book, Salinger’s is known for his frequent and detailed use of symbolism from Holden’s hat representing his shield and childlike vulnerability to the ducks in Central Park as a reflection of his subconscious mind trying to get help. One famous symbolism is the small detail of Holden’s right hand, specifically his inability to make a fist gives a window into his character and reflects his current state of mind and his path to adulthood. Psychologically analysing Holden, his fist is an important symbolic indicator of
J. D Salinger´s masterfully created coming-of-age novel,” A Catcher in the Rye " takes place on Pencey Prep School and New York City during the early 1950´s, when the world is just recovering from the physical and psychological damage WWII caused. Holden Caulfield, a failed student at every school he attends, is still trying to figure out what he wants to do with his life. Holden is not only the main character, but he is also the narrator of the story. “A Catcher in the Rye” is not only a timeless classic that will live forever in the memories of whoever reads it, but it is also an incredible representation of the hardships of a common American teenager, an asset that few novels can brag about possessing.
Growing up is hard. How about trying to fit in Holden’s shoes? The Catcher in the Rye chronicles the events, retold by the anti-hero Holden Caulfield. After Holden flunked out of school, he decides to explore New York for a while until Christmas as he encounters people in hopes of finding his purpose in life. In the novel, Holden’s sporadic tendencies can be linked to his fleeting childhood as the call for maturation gets louder; his contrasting reality and blissful ignorance weighs down Holden physically and psychologically in three ways: Allie’s death, encounter with Sunny, and Phoebe’s carousel ride.
In The Catcher in the Rye, by J.D Salinger, Holden Caulfield recounts his experience in New York City after his expulsion from his third school. Holden, the central character of the novel, describes all characters he meets descriptively, yet he never provides an explanation of his motives. Luckily, Holden’s personality is reflected through the various symbols throughout the novel. J.D Salinger uses symbolism to create an intimate connection to Holden’s unique emotions in an ever changing society. To begin, we first gain insight of Holden’s character through his odd taste in choice.
Without actually partaking in similar decisions as Holden, readers vicariously live through Holden and experience the failure Holden receives when he makes a wrong, uninformed decision. Opposers of this book’s teaching in high schools may argue that other more tasteful books teach the same lessons as The Catcher in the Rye in a nicer manner. Other books simply do not provide accurate societal lessons as straightforward and frequent as The Catcher in the Rye. The messages of other books can often be lost in irrelevant details of plot and the avoidance of clear themes while Salinger’s lessons apply directly to the lives of readers who are in direct
For the 16 year old protagonist, Holden Caulfield, he experiences just that. But Holden isolates himself in order to protect himself from rejection. Though Catcher in the Rye was written over half a century ago, all of the issues outlined are still very much relevant because I’m sure we can all agree that being a teenager can be very difficult. The experience of teenagers has changed considerably over the last 30-40 years; including a significant increase in the rate of anxiety, depression and behavior problems according to new research from the Nuffield Foundation. This is a major problem because depression has fatal effects especially on adolescents as their minds are at a vulnerable state.
J.D. Salinger, the author of this story, writes and explains the life of a 16 year old boy growing up in the 1940s in New York City. The Catcher in the Rye is about alienation and the lack of acceptance Holden receives from his peers and his family. Due to Holden not applying himself academically, he has failed out of many high-class boarding schools. The main character Holden is assumed to be writing his story from a mental institution, but after finishing chapter
Why Catcher in the Rye Should be Banned Catcher in the Rye should not be included in the English department curriculum at North Quincy High. In Catcher in The Rye the main protagonist Holden Caulfield is portrayed as an emotionally unstable high school student who has been kicked out multiple schools for his behavior and poor grades. This book has already been banned in multiple schools for its use of inappropriate language, sexual implications, and Holden being an unfit model for adolescent readers, and for these reasons it should also be banned from our curriculum. Throughout Catcher in the Rye there were multiple instances in which inappropriate languages was used from various characters and Holden himself. Profanity was used from Goddamn to F*** ***.
Salinger’s The Catcher in the Rye, Holden is unhappy with himself throughout the book, and instead of trying to fix his life, he finds the phoniness in the people around him. Throughout the book Holden is seen observing anyone he sees, including friends, family, and even strangers. Because he is unhappy with his life, he makes sure that other people have faults in their life just like him. For example, Holden goes outside and sees himself standing next to a “dopey movie actor.., having a cigarette” (140). Holden observes that the actor is trying to act modest and like no one is staring at him, even though people are clearly watching him. | https://www.ipl.org/essay/Teenage-Shootings-In-Catcher-In-The-Rye-PCQJR5MQAQU |
Errors and uncertainties are inherent components in any attempt to observe,measure and predict (‘model’) our volcanic environments and their impacts on society. Epistemic uncertainty arises from a lack of perfect knowledge of the physical system, the possibility of alternative models, and limitations in our ability to pragmatically describe the system. Aleatoric uncertainty is associated with the difficulty of measurements of the natural phenomenon, the scarcity of data,the limited repeatability of observations, and irreducible randomness of volcano behavior. While we can work to reduce both epistemic and aleatoric uncertainty,they can never be eliminated; thus, it is important to quantify them when conducting any volcanic hazard assessment. The presence of errors or uncertainties do not necessarily make any model or data invalid; rather, effective assessments of accuracy and uncertainty can (1) identify limitations, (2) support model calibration,validation and benchmarking, and (3) give confidence in measurements and predictions. Furthermore, well constrained measurements of differences between reality and modelled/measured systems can improve our understanding of volcanic processes, support critical assessment of risk and ensure decisions are made using the best available data and models.This session aims to bring together scientists and practitioners to improve our understanding of volcanoes, their hazards and risk through the measurement,analysis and quantification of errors or uncertainty in both models and data. We welcome submissions from all aspects of volcanic environments, hazards and risk that quantify, use, and account for uncertainty in numerical, statistical and experimental models, as well as field, laboratory and remote sensing data. This session is supported by the IAVCEI Commissions on Statistics in Volcanology and Volcanic Hazards and Risks.
Core connection between the proposed session and societal risk mitigation: Errors and uncertainties are present in all models and data of volcanic processes as well a sin assessments of hazards, risks and benefits to society. Despite their pervasiveness, their evaluation and quantification is sometimes limited in volcanic hazard and risk assessment. This session seeks to open discussions on error and uncertainty, highlighting the benefits that quantification of data/model errors and uncertainties can bring and demonstrate ways it can enhance decision making for risk mitigation. Examples of submissions we expect to this session include model validation and benchmarking studies, model averaging approaches to improve hazard estimates and techniques to measure error/uncertainty in field and laboratory data. This session will be most relevant to decision makers such as volcano observatories, government officials and civil protection authorities who need to make effective decisions despite the presence of errors and uncertainty. | https://citiesonvolcanoes11.com/2022/01/17/s3-5-evaluation-and-quantification-of-errors-and-uncertainty-in-models-and-data-to-support-volcanic-hazard-and-risk-assessment/ |
This training course covers the basic concepts and techniques necessary to design, specify, and manage gas field production facilities. It includes a complete and up-to-date overview of gas conditioning and processing technology and provides a clear understanding of the equipment and processes used in common separation and gas treating systems.
This course will also cover gas dehydration, sweetening, and gas processing operations, and the integration between the individual processing operations will be clarified. The gathering, separation, and final treatment systems for natural gas will be discussed, as well as the concepts of export quality natural gas, field, and fiscal measurement error. The products (Natural Gas, Condensate, Commercial Propane and Commercial Butane, etc.) specifications and the processes available to condition the gas to meet these requirements will also be covered.
Hydrocarbon reconciliation and allocation of produced fluids to the contributing reservoirs are explained and supported by exercises to cement the learning of the various topics treated. This training course will enable the participants to develop a “feel” for the important parameters of designing and operating a production facility. The participants will understand the uncertainties and assumptions inherent in designing and using the equipment in these systems and the limitations, advantages, and disadvantages associated with their use
At the end of this course the participants will be able to: | https://mercury-training.com/c/9398.html |
scope:
1.1 This practice describes a model for establishing ISO 17025-compliant uncertainty budgets for the chemical analysis of metals, ores, and related materials. It is based on applying the Horwitz function to widely accepted, diverse interlaboratory test programs, such as interlaboratory testing of standard test methods and proficiency testing programs. This function expresses the interlaboratory standard deviations that can be expected for any concentration level as competent laboratories use optimized test procedures to analyze any matrix for any analyte. It may be used to set aim uncertainties against which to plan new standard test methods and to assess the performance of existing test methods.
1.2 An optimized test procedure is one in which the final test results are at least equivalent to alternative, state-of-the-art procedures. In the analytical chemistry community, this means that calibrations are carried out, verified, and controlled such that the final test results have no systematic, detectable bias. The elimination of sources of bias is a key responsibility of any person who designs analytical test methods. Hence, an analytical test method that contains systematic, measurable sources of bias would probably not be accepted as an ASTM test method and its performance data would probably not be in compliance with the procedures described in this practice.
1.3 The uncertainty budget model described in this practice is based on the assumption that, in a normally distributed, bias-free environment, measurement uncertainty will improve by the square root of two with each removal of a significant source of variation. Conversely, it is assumed that measurement uncertainty will worsen by the same amount with each addition of a significant source of variation. Furthermore, this model assumes that the hierarchy of increasing variation in any composition-based measurement system begins with calibration and progresses through control to intralaboratory standard deviation to interlaboratory standard deviation to product sampling for conformity assessment. Therefore, aim values for the expected uncertainties at any process step can be predicted using this model.
1.4 When using this model, the aim values generated using this model must then be validated, verified, and documented as part of the development and interlaboratory testing of any new test method, sampling practice, and product specification, as appropriate. It is also expected that each laboratory that elects to use that standard test method will generate data to show that the standard test method complies with the published uncertainties developed during interlaboratory testing of the standard test method. The principles in this practice can also be applied to the development of test methods used to determine the composition of other materials.
1.5 This standard does not purport to address all of the safety concerns, if any, associated with its use. It is the responsibility of the user of this standard to establish appropriate safety and health practices and determine the applicability of regulatory limitations prior to use. | https://standards.globalspec.com/std/3804673/astm-e2165-01 |
Source: Environmental Management. 47: 322-337.
Publication Series: Scientific Journal (JRNL)
Station: Rocky Mountain Research Station
PDF: Download Publication (689.34 KB)
DescriptionAssessing the impact of climate change on species and associated management objectives is a critical initial step for engaging in the adaptation planning process. Multiple approaches are available. While all possess limitations to their application associated with the uncertainties inherent in the data and models that inform their results, conducting and incorporating impact assessments into the adaptation planning process at least provides some basis for making resource management decisions that are becoming inevitable in the face of rapidly changing climate. Here we provide a non-exhaustive review of long-standing (e.g., species distribution models) and newly developed (e.g., vulnerability indices) methods used to anticipate the response to climate change of individual species as a guide for managers grappling with how to begin the climate change adaptation process. We address the limitations (e.g., uncertainties in climate change projections) associated with these methods, and other considerations for matching appropriate assessment approaches with the management questions and goals. Thorough consideration of the objectives, scope, scale, time frame and available resources for a climate impact assessment allows for informed method selection. With many data sets and tools available on-line, the capacity to undertake and/or benefit from existing species impact assessments is accessible to those engaged in resource management. With some understanding of potential impacts, even if limited, adaptation planning begins to move toward the development of management strategies and targeted actions that may help to sustain functioning ecosystems and their associated services into the future.
Publication Notes
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- (Please specify exactly which publication you are requesting and your mailing address.)
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- This article was written and prepared by U.S. Government employees on official time, and is therefore in the public domain.
CitationRowland, Erika L.; Davison, Jennifer E.; Graumlich, Lisa J. 2011. Approaches to evaluating climate change impacts on species: A guide to initiating the adaptation planning process. Environmental Management. 47: 322-337. | https://www.fs.usda.gov/treesearch/pubs/39150 |
Fair-value accounting: what's so fair?
Historical-cost accounting intentionally puts the onus on conservative measurement so that the worst-possible scenario will be reported as the financial position. Fair-value accounting allows managers to present more "good" information to investors, effectively ignoring the concept of conservatism.
For transparency's sake, investors who are interested in the fair value of a company can use a cost-to-market ratio and create their own fair-value report (basing it on the investor's own judgments). The management's financial report and its auditors should not be in a position to decide about the fair-value judgment on behalf of the investors.
Yigal Rechtman, CPA, CFE, CITP, CISM
New York, N.Y.
The author responds:
I understand the concern that a shift toward fair-value accounting might violate the accounting tenet of conservatism. In responding, I would like to discuss three issues related to the reader's concerns: the relevance of historical-cost versus fair-value accounting; the meaning of conservative reporting in FASB's viewpoint; and the role of conservatism in fair-value reporting.
Relevance of historical-cost accounting versus fair-value accounting. The current system of historical-cost reporting is not meeting the needs of investors. According to NYU professor Baruch Lev, the relationship between market values and book values of companies on the S & P 500 was approximately 1:1 in the late 1970s and early 1980s. Today that relationship is approximately 6:1. The historical-cost system, created during a time of fixed-asset-based companies that obtained financing primarily from creditors, does not provide a good representation of value in our knowledge-based economy. Reporting our best estimate of the current values of assets and liabilities and disclosing information about ranges of possible outcomes seems to provide more complete information than simply relying on historical-cost financial information that is conservative and reliable but not very relevant!
Most financial statement preparers, standards setters, and users would concur that the primary characteristic of financial information is that it should be useful in the decision-making process. The two primary characteristics that contribute to usefulness are relevance and reliability. Our article discussed these characteristics at length, and, to summarize, it is frequently necessary to trade relevance for reliability. In the ideal world, we would like to increase relevance--the ability of information to affect a decision--and increase reliability--the fair representation of the financial information reported. New accounting standards and proposals place greater emphasis on providing relevant financial information to users, perhaps at the expense of reliability. This shift is evident in FASB's recent activities that increase the use of fair-value accounting. A recent example of FASB's focus on fair value is the exposure draft on business combinations.
The definition of conservatism in an accounting environment. Where does conservatism fit into the primary accounting qualities of relevance and reliability? In practice, the idea of conservatism has been altered from FASB's original intention. Statement of Financial Accounting Concept 2 defines conservatism as "a prudent reaction to uncertainty to try to ensure that uncertainty and risks inherent in business situations are adequately considered." This suggests that if the reliability of a measurement is not certain, the preparer should carefully consider how uncertainty would affect users' decisions and, thus, how information about the uncertainty should be portrayed. This definition does not imply that financial statements should always be pessimistic. The role of conservatism is for preparers to acknowledge that risks and uncertainties are present in financial information and to adequately account for those risks in the information that is presented to decision makers.
Conservatism in a fair-value environment. Based on the above discussion, how does conservatism impact the current movement toward measuring assets and liabilities at fair value? In an environment clearly moving toward fair-value measurements, the importance of conservatism, as originally intended by FASB, may be even more important than in an historical-cost environment. Specifically, conservatism was meant to encourage accountants to consider the uncertainties surrounding their measurements and the impact those uncertainties and risks might have on decision makers. This is critical in today's marketplace.
In a fair-value environment, financial statement amounts are determined by using estimates of discount rates, cash-flow streams, income streams, and others to establish the fair value of a particular asset or liability. When choosing between alternative assumptions, accountants should be conservative and consider the inherent uncertainties and risks of the asset or liability they are measuring. Furthermore, after establishing the best estimate of current value, the uncertainty and risks inherent in the fair-value estimates should be reported through detailed disclosures about the assumptions used and the range of possible outcomes if alternate assumptions were used. This is the approach followed in the fair-value-measurements exposure draft. The objective of the exposure draft is to improve the consistency and comparability of fair-value measurements and to require increased disclosures so that investors can adjust the reported values as they see appropriate. This process provides relevant financial statements with detailed information that would allow users to assess risks and thus allow them to create more-conservative estimates of corporate value.
To summarize, the current system of financial reporting frequently seems to focus on providing reliable information that is conservative, if not pessimistic, in nature. This focus on reliable information has resulted in an accounting system that produces financial information that is frequently not relevant to investors and other users of financial information. FASB's current focus on fair-value accounting would provide users with much more relevant information that may not be as reliable. One critical component of this new system is that preparers will have to be vigilant in disclosing information about the assumptions made to determine values, and report the uncertainties involved in those assumptions. Thus, accounting is shifting the focus of conservatism from reporting the worst-case scenario to providing detailed information about assumptions and uncertainties surrounding those assumptions, so that users can make informed decisions about corporate measures of fair value.
Rebecca Toppe Shortridge, PhD, CPA
Northern Illinois University, DeKalb, Ill. | https://www.thefreelibrary.com/Fair-value+accounting%3A+what%27s+so+fair%3F-a0148937463 |
What exactly is calibration?
Formally, calibration is a documented comparison of calibrated measurement device against a traceable reference standard/device. The reference standard may also be referred to as a “Master / Calibrator.” Technically, the master standard should have higher accuracy than the device to be calibrated.
Calibration is a comparison between a known measurement (the standard) and the test instrument.
One talks about verification when the calibration is carried out or supervised by an official body. Therefore, the quality of the displayed values is determined by both of these variants. No intervention to the measuring instrument itself is allowed. With the adjustment, it is understood that there is an intervention to the measuring device to minimize a detected measuring deviation. Typically, adjustment is followed by a further calibration to check and document the final state of the measuring instrument following the intervention.
In contrast to verification, which will lose its validity after a while set by law, the calibration validity period is subject to functional specifications such as manufacturer’s instructions, requirements of a quality assurance standard, or in-house and customer-specific regulations. Calibration must also be carried out to measure the instrument manufactures products subject to official supervision, such as drugs or foodstuffs.
How often do we have to calibrate?
You can calibrate once a year. It also depends on the usage of devices.
Now, what are the general terms in calibration?
- Accuracy: Accuracy is precision with calibration. Precision, however, does not ensure accuracy.
- Resolution / Least Count: smallest value measured by an instrument is called least count. Resolution is the smallest increment a tool can detect and display
- Deviation: Difference between standard reading and test reading
- Uncertainty: Measurement uncertainty is critical to risk assessment and decision making. Organizations make decisions every day based on reports containing quantitative measurement data.
- Calibration Certificate: Calibration certificates are required for all test and measurement equipment to control critical test functions or acquire test data.
PRESSURE:
How are pressure gauges calibrated?
To calibrate a pressure gauge, we need to source the pressure applied to the gauge. It is more common to use a pressure calibration hand pump to generate pressure and an accurate pressure measurement device (calibrator) to measure the pressure.
Why does a differential pressure transmitter need calibration?
This equipment will sense the difference in pressure between two ports and produce an output signal regarding a calibrated pressure range. In the Differential pressure transmitter, flow is directly proportional to Differential pressure.
Calibration of Differential Pressure Switch:
The differential pressure switch is one of the most widely used instruments in the BMS industry. It is used to sense the difference between two pressure sources with a switch to On/Off, which acts as a relay / Alarm. This switch plays a vital role. So calibration of the Pressure switch is very important.
TEMPERATURE:
The temperature sensor plays a vital role in the accuracy of the whole temperature measurement loop. The temperature sensor need regular calibration to have accuracy with any measurement instrument.
Do RTDs need to be calibrated?
There is no adjustment to an RTD after it is built, so any calibration checks the resistance at a given temperature. Measures determined that a better standard was required for temperature, and the International Practical Temperature Scale was born.
To calibrate a temperature sensor with any sensing element, one requires a temperature bath as a source to generate temperature and a reference Sensor of a similar sensing element to compare the values. Output can be measured as desired, like either temperature in degree C / Voltage / mA.
Temperature Transmitter:
The performance of temperature transmitters and related instruments can decline, especially in the harsh environments found in industrial settings. Temperature transmitter calibration maintains reliability and uptime. A temperature transmitter comprises a sensor and a transmitter in which both affect the final output displayed.
HUMIDITY:
Most calibration laboratory equipment and processes are to some degree sensitive to ambient temperature and relative humidity. Calibration uncertainties depend on maintaining temperature and relative humidity within certain tolerances. Deviations outside of limits can cause large uncertainties and disqualify calibration work.
The humidity generator selected for the calibration system had sufficient accuracy as the relative humidity standard. However, its inherent temperature accuracy was inadequate for this application. A separate temperature reference would need to transmit the temperature readings to the computer through a digital interface.
Calibrating one or two temperature/relative humidity sensors in an environmental chamber is common practice. In this case, the large number of sensors that needed calibration and the required low uncertainties were uncommon.
The chamber is the most significant factor that complicated the development of this calibration system. Special efforts are put into the design of the calibration system, achievement of low uncertainties, address these and other issues.
Calibration is a must because:
- Over time, sensors are deteriorating through different exposures to environmental effects such as vibrations and extreme temperatures.
- The possible drift is due to the long period of continuous usage while exposed to different factors in the environment.
- Increases production yields
- Optimizes resources
- Assures consistency
- It is fundamental to compliance with international, regulatory, or industry-sector specific standards that require measurements to be ‘traceable to national standards and, in doing so,
- Ensures measurements (and perhaps products) are compatible with those made elsewhere.
As a result, it is a very wise decision to calibrate the instruments regularly.
CALIBRATION CERTIFICATE:
When calibration is performed, the certificate or report is the end product and represents the only tangible evidence of the service that the purchaser can link to the expenditure. Its importance is obvious for that reason alone. Not only does it show the results obtained across the scope of testing, but it is also a key means of judging the quality of the calibration provider’s service.
Most calibration laboratories offer several forms of a certificate, but the apparent similarity in their names can be confusing. Before placing an order, understand what exactly the offer is to ensure it meets our needs.
Calibration is simply the process of comparing with a known standard and reporting the results.
For example: Applied = 1.30V, Indicated = 1.26V (or Error = -0.04V)
Calibration may include adjustments to correct any deviation from the value of the standard.
As it relates to calibration, verification is the evaluation of these results against a specification. Usually, the manufacturer’s published performance figures for the product.
No calibration is perfect. There is always some degree of uncertainty about the ‘true value of a measurement. Contributors to this ‘potential for inaccuracy’ include the performance of the equipment used to make the measurement, the test process itself, and environmental effects.
Measuring the behaviour of the item results in additional imprecision. A Technical person will assess and combine these various contributions in an uncertain budget. | https://www.sanc.in/calibration-what-is-it-calibration-of-pressure-temperature-and-humidity/ |
Engineers must deal with risks and uncertainties as a part of their professional work and, in particular, uncertainties are inherent to engineering models. Models play a central role in engineering. Models often represent an abstract and idealized version of the mathematical properties of a target. Using models, engineers can investigate and acquire understanding of how an object or phenomenon will perform under specified conditions. This paper defines the different stages of the modeling process in engineering, classifies the various sources of uncertainty that arise in the each stage, and discusses the categories into which these uncertainties fall. The paper then considers the way uncertainty and modeling are approached in science, in order to highlight the very different criteria appropriate for the development of models and the treatment of the inherent uncertainties in engineering. Finally, the paper puts forward nine guidelines for the treatment of uncertainty in engineering modeling. | https://experts.illinois.edu/en/publications/classification-and-moral-evaluation-of-uncertainties-in-engineeri-6 |
Hewitt, CN and Hayward, S. and Tani, A. (2003) Application of proton transfer reaction mass spectrometry for the monitoring and measurement of volatile organic compounds in the atmosphere. Journal of Environmental Monitoring, 5 (1). pp. 1-7. ISSN 1464-0325Full text not available from this repository.
Abstract
Proton transfer reaction-mass spectrometry (PTR-MS) is a new and emerging technique for the measurement and monitoring of volatile organic compounds (VOCs) at low concentrations in gaseous samples in more-or-less real time. Utilising chemical ionisation, it combines the desirable attributes of high sensitivity and short integration times with good precision and accuracy. Recently it has been exploited in applications related to atmospheric science. Here, the principles of operation of the PTR-MS are described, its advantages and disadvantages discussed, its inherent uncertainties highlighted, some of its uses in atmospheric sciences reviewed, and some suggestions made on its future application to atmospheric chemistry. | https://eprints.lancs.ac.uk/id/eprint/21395/?template=browse |
Dr Yi Yang is an Associate Professor of Mechanical Engineering at the University of Melbourne. His research includes combustion chemistry, low emission fuels, advanced combustion engines, and fuel/engine interactions. He received his PhD from the Pennsylvania State University in 2008 and conducted postdoctoral research at Sandia National Laboratories before joining the University of Melbourne in 2012. He is a member of the Combustion Institute and the Society of Automotive Engineers. He is an Associate Editor of the SAE International Journal of Engines and currently serves on the board of the Combustion Institute – Australia and New Zealand as the Section Secretary.
Abstract
Combustion chemistry models have been developed with inherent uncertainties in them. Whether a model developed using fundamental combustion experiments can reproduce practical combustion processes within typical levels of measurement uncertainty is an open question. In this talk, we quantify the uncertainty of engine autoignition simulation using the deterministic, bound-to-bound data collaboration approach. A case study is reported for autoignition of n-pentane in a standard octane rating experiment using a two-zone combustion model coupled with a detailed chemistry model. The results show that the prediction uncertainty of a comprehensively tested n-pentane model is substantially higher than the measurement uncertainty of engine experiments. In-cylinder thermochemical conditions, such as the temperature at the intake valve closure and the heat transfer coefficient, are found to be less important than reaction rate coefficients in determining the model uncertainty. The large prediction uncertainty can be reduced by constraining the model with fundamental experiments including ignition delays and species concentrations, and more significantly, with autoignition timings from well-calibrated engine experiments. Finally, the model prediction uncertainties are evaluated in terms of octane number measurement errors using two sets of CFR engine experiments, from which the uncertainty of the most constrained model is found to be comparable to the tolerance allowed for standard octane number tests. | https://me.sjtu.edu.cn/report/13945.html |
Steam generators in nuclear power plants have experienced varying degrees of under-deposit pitting corrosion. A probabilistic model to accurately predict pitting damage is necessary for effective life-cycle management of steam generators. This paper presents an advancedprobabilistic model of pitting corrosion characterizing the inherent randomness of the pitting process and measurement uncertainties of the in-service inspection (ISI) data obtained from eddy current (EC) inspections. A Markov chain Monte Carlo simulation-based Bayesian method, enhanced by a data augmentation technique, is developed for estimating the model parameters. The proposed model is able to predictthe actual pit number, the actual pit depth as well as the maximum pit depth, which is the main interest of the pitting corrosion model. The study also reveals the significance of inspection uncertainties in the modeling of pitting flaws using the ISI data: Without considering the probability-of-detection issues and measurement errors, the leakage risk resulted from the pitting corrosion would beunder-estimated, despite the fact that the actual pit depth would usually be over-estimated. & 2009 Elsevier Ltd. All rights reserved.
1. Introduction Steam generators (SGs) are a major pressure retaining component of great safety significance in nuclear power plants. A typical CANDU nuclear steam generator usually consists of thousands of small-diameter SG tubes through which flows heavy water ofhigh temperature and high pressure. The SG tubes are designed with nominal tube wall thickness ranging from 1.13 to 1.2 mm, depending on the type of tube alloy used. Due to various manufacturing, operation and maintenance activities, as well as material interaction with the surrounding chemical environment, the SG tubes have been subject to a number of degradation modes . Among them, theunder-deposit pitting corrosion at outside surfaces of the SG tubes just on top of the tubesheet support plates has had a serious impact on the integrity of the SG tubes . If left unchecked, the pits would develop to the extent of a leakage, which might further trigger a loss of coolant accident (LOCA) event. Therefore, an effective life-cycle management of steam generators, including both effectiveintervention methods and accurate prediction of pitting damages, is in great need for nuclear power utilities to manage the pitting corrosion problems. Current intervention methods include water lancing (WL) and chemical cleaning (CC), i.e., removal of the deposits in the steam
à Corresponding author. Tel.: +1 416 979 5000x6463; fax: +1 416 979 5122.
E-mail address: [email protected](X.-X. Yuan). 0951-8320/$ - see front matter & 2009 Elsevier Ltd. All rights reserved. doi:10.1016/j.ress.2009.06.001
generators, which have been proved effective and efficient . On the other hand, an efficient method is still lacking for estimating the number of tubes that require plugging and the probability of tube leakage in the next operating period. The objective of the paper is to... | http://www.buenastareas.com/ensayos/Corrocion-Science/422450.html |
Risks are inherent in any situation of practical interest. We tend to see them as something negative, in particular because they bring unexpected effects – and as we still have our evolutionary instinct of surprises, we don't really like surprised, particularly in corporate contexts. Uncertainty is troublesome because it limits the predictability we are accustomed to in moments of calm.
In fact, uncertainty is always present: in natural phenomena and the instruments we use to understand them; in the information we consume about our environment and in the effects of the decisions we make; in the behavior of markets and in the models we develop to analyze them.
Risk x Uncertainty
Risk and uncertainty are used almost as synonyms, but the represent somewhat different concepts:
Uncertainty represents any situation in which future events are apparently unknown to the decision maker – situations of uncertainty are neither quantifiable nor controllable.
Risks are quantifiable and therefore can be estimated and controlled – the effects of our actions, when in situations of risk, can be mapped according to probability functions. In fact, the risks would represent the probability of destroying or creating value for the decision maker.
Harry Markowitz, an American economist, applied these concepts clearly and pragmatically in his work on portfolio optimization, which won him the Nobel Prize in Economics in 1990. In his work the risk of financial assets is quantified as a function of the deviations of their returns from an historical average – in statistical terms, its variance.
The relationship between risk and return, long known intuitively, was thus formally defined and and the door was opened to increasingly sophisticated analytical models. Risks could be analyzed, quantified and controlled. More "risky" investments and investments having higher expected returns could be balanced with other initiatives that are less uncertain but that conferred limits – or reduced exposure – to potential losses, facilitating the valuation of portfolios, projects, and organizations.
Management of Risks in the Management of Energy and Utilities
The evolution risk assessment models, the development of new and more robust quantitative measures (e.g., Value at Risk), and the incorporation of analytical techniques (e.g. Monte Carlo simulation) in user-friendly computational tools have helped to popularize the discipline of Risk Management and to make its application essential in decision-making processes of high relevance.
In the management of energy and utilities, the management of risks is fertile ground with extensive possibilities for value creation (or reduction of the changes of loss of value). In the context of Industry 4.0, production units are fully used, generating large volumes of data that can provide information, beyond the levels of production and consumption of energy inputs, on the efficiency and resilience of processes, the condition of productive assets, and the opportunities for reducing costs and losses.
However, any physical instrument is of course uncertain, and consequently the information it produces is also uncertain. Knowing these levels of uncertainty and controlling them – by proper calibration, application of data quality heuristics, network measurement redundancy, and reconciliation of information on energy and mass balances – increases the chances of obtaining good results from operational and energy efficiency initiatives.
Also read: Seven reasons why energy efficiency programs do not generate the expected results
Similarly, in the functions of energy and utilities planning, risk management offers interesting opportunities, especially when uncertainties are observed in the information involved and in medium- and long-term effects.
For example, the future levels of energy demand of an industry depend on various factors, in particular the production levels required to meet the expectation of market demand and the energy consumption levels of the assets involved in the production of those goods.
Both the behavior of the market and the energy behavior of production equipment are uncertain, but can be modeled as random variables that represent the levels of risk and expected values.
For their part, future electricity rates can vary as a function of many other random variables: rainfall, reservoir levels, expectations of increases in economic activity and energy consumption, different perspectives on the evolution of production capacity and the transmission system, in addition to the current political situation.
Such elements also directly influence the risks associated with contracts in the free energy market. Such risks can be quantified financially as a function of the levels of demand and the respective rates contracted by an organization given the values of energy commanded in the spot market. The negotiation of parameters like price, flexibility, duration, and seasonality directly influence the conditions of risk and of the attractiveness of contracts.
Similarly the establishment of energy contracts and investments in production capacity and in the capacity of energy co-generation also have their value given by elements of risk associated with demand levels and future prices. And yet the use of these same assets at economically efficient levels depends on the characteristics of production programs, the availability of energy inputs, and short-term rates, among many other elements that are no less uncertain.
In all cases the different results arising from the realization of risk variables can be modeled as scenarios representing known states with estimated probabilities and impacts and that make it possible to determine the most appropriate strategies.
The analysis and determination of ideal policies for each scenario can be made both by qualitative techniques like "what if?" planning popularized by Shell and 4by quantitative techniques, both offering opportunities for understanding, prioritization, and mitigation actions for identified risks.
For example, if an organization's strategy is to diversify its energy matrix in the long term, it can be interesting to evaluate different future scenarios for availability and for the prices of different sources of energy, considering technical, environmental, and market uncertainties as well as uncertainties of competitive strategy and of politico-economic perspectives. For each scenario various options of investment in co-generation, in contracting in the free market, and in efficiency can be prioritized – and revisited when the triggers that characterize each scenario arise.
As we have seen, uncertainty is a characteristic inherent to any practical decision-making process, and it is fundamental that any decision maker have in hand the knowledge and tools needed to constructively handle the risks inherent in energy and utilities management processes.
The Viridis platform for energy and utilities management provides capabilities to directly support the management of risks associated with functions of energy and utilities management in industrial and administrative organizations, covering monitoring, planning, contracting, costing, measurement and verification, simulation, and optimization of the consumption and generation of energy. The monitoring functions permit the capture and analysis of energy performance indicators of assets at any organizational level, taking into account the uncertainties associated with measurements, the balancing of networks of measurement, and the reconciliation of mass and energy balance data. The integration of monitoring data with planning functions facilitates the development of robust models for predicting consumption, which permits the analysis of different scenarios of future consumption, and consequently the exposure of the organization to risks – operational and financial – associated with short- and long-term energy contracts. The analysis of scenarios also promotes the identification and quantitative assessment of risks related to the results of energy efficiency projects, contributing to the proper valuation of these investments. Click here to find out more about our solutions. | https://viridis.energy/en/blog/how-handle-risks-energy-and-utilities-management |
This paper focuses on the specific growth rate estimation problem in a Polyhydroxybutyrate bioplastic production process by industrial fermentation. The kinetics of the process are unknown and there are uncertainties in the model parameters and inputs. During the first hours of the growth phase of the process, biomass concentration can be measured online by an optical density sensor, but as cell density increases this method becomes ineffective and biomass measurement is lost. An asymptotic observer is developed to estimate the growth rate for the case without biomass measurement based on corrections made by a pH control loop. Furthermore, an exponential observer based on the biomass measurement is developed to estimate the growth rate during the first hours, which gives the initial condition to the asymptotic observer. Error bounds and robustness to uncertainties in the models and in the inputs are found. The estimation is independent of the kinetic models of the microorganism. The characteristic features of the observer are illustrated by numerical simulations and validated by experimental results. | http://sedici.unlp.edu.ar/handle/10915/136983 |
The large uncertainties in many of the published dates for volcanic rocks in the Yucca Mountain region (YMR) strongly affect probability and consequence models of volcanism, especially models focusing on Quaternary volcanism. Dating techniques for post-10 Ma basaltic rocks in the YMR have inherent limitations and uncertainties, which are rarely discussed in detail. Dates produced from the most widely available techniques have uncertainties that generally increase with decreasing age of the rock. Independent evaluation of most published dates is difficult due to a lack of information on analytical techniques, sample characteristics, and sources of error. Neogene basaltic volcanoes in the YMR have reported dates that generally reflect the precision and accuracy of the analytical technique, although the number of samples dated for each volcanic center only ranges from one to three. Dates for Quaternary volcanoes in the YMR have relatively large reported uncertainties and yield averages with large errors when reported uncertainty is propagated through statistical calculations. Using available data, estimates of the average ages of the Quaternary YMR volcanoes are 1.2±0.4 Ma for Crater Flat, 0.3±0.2 Ma for Sleeping Butte, and 0.1+0.05 Ma for Lathrop Wells. These dates generally do not represent the best dates possible with currently available geochronological techniques. Uncertainty in the age of Lathrop Wells is relatively small and does not affect current probability models significantly. However, the relatively large uncertainties in the ages of Crater Flat volcanoes strongly affect probability models.
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Citation / Publisher Attribution
A Review and Analysis of Dating Techniques for Neogene and Quaternary Volcanic Rocks, Nuclear Regulatory Commission Contract NRC-02-88-005, CNWRA 93-018
Scholar Commons Citation
Hill, Brittain E.; Leslie, Bret W.; and Connor, Charles B., "A Review and Analysis of Dating Techniques for Neogene and Quaternary Volcanic Rocks" (1993). School of Geosciences Faculty and Staff Publications. 1622. | https://scholarcommons.usf.edu/geo_facpub/1622/ |
A number of fundamental perspectives on designing have been described in the literature, in particular problem/solution coevolution and information use. However, these different perspectives have to-date been modelled separately, making holistic description of design activity difficult. This paper takes the first steps towards linking these disparate perspectives in a model of designing that synthesises coevolution and information processing. How designers act has been shown to play an important role in the process of New Product Development (NPD) (See e.g. Badke-Schaub and Frankenberger, 2012). Modelling design activity in NPD is typically done in one of three ways; object-, subject- or process oriented. First, it can be modelled by focusing on the object of design: the product. Second, it can be modelled by describing the social interaction and knowledge exchange between actors. Third, design activity can be modelled by describing the steps and phases that entails a specific design activity (Bedny & Harris, 2005). In all aspects and stages of the NPD process, uncertainty plays a key role both within the project itself as well as in relation to the project environment (Huang, Liu & Ho, 2015). In order to resolve uncertainty, both individuals and teams need to engage in decision making. In the case of decision making in a team, there is also greater scope for uncertainty, since personality and cognitive style influence decision making (Dewberry, Juanchich & Narendran, 2013) and every person has a different perception of uncertainty. This difference can for example lead to a lack of agreement on the best solution. In NPD projects information is used to minimize the uncertainties inherent to innovation (Stockstrom & Herstatt, 2008; Huang, Liu & Ho, 2015), however, it is important to accept that there are uncertainties that can not be minimized and are inherent to the project itself (Ullman ,2009).Thus, in NPD, the designer's activity is impacted by a wide range of variables.First, uncertainty is significant both inside and outside the project (as in the market for example), and is perceived and acted upon by the designer. Uncertainty perception can be connected to personal characteristics and cultural background, as well as experience and domain specific knowledge. The designer may perceive uncertainty arising from the design of the artefact, from the market, from consumer use, from prototyping, and others. Second, the designer's perceived uncertainty is the motivation to start a process of collecting, exchanging, and integrating knowledge. This has been formalised in Information-Processing Theory and more generally described by authors such as Aurisicchio et al. (2013) who describe design as an information transformation process. Here the aim of the activity is to reduce the perceived uncertainty through identifying and integrating external information and knowledge within the design team. For2example, when perceiving uncertainty the designer might seek new information online, process this information, and share with their team in order to assess e.g. opinion, after that they process this knowledge and information together with their interpretation, giving a context to it and finally analysing if the new knowledge is helpful.Third, the designer's perceived uncertainty might also be the motivation to start a process of synthesizing information and ideas into new design propositions through the process of simulation. That is, design work is characterised by an iterative process between problem and solution space, also termed design coevolution (Poon and Maher, 1997; Dorst and Cross, 2001). This describes how problem and solution coevolve over time and have a mutual effect on one another, helping the designer to resolve high levels of uncertainty (Christensen & Ball, 2013).Thus in resolving NPD projects two fundamental processes are the manipulation and evolution of the problem and solution spaces (Christensen & Ball, 2013), and the transformation of information (Aurisicchio et al., 2013). However, prior research has traditionally modelled these perspectives separately; making holistic description of designer activity difficult. Thus, the aim of this paper is to propose a model that links design coevolution and information processing via uncertainty perception. This brings us to the following question: How are coevolution, information processing, and perception of uncertainty connected? The paper is structured in the following way. First, it presents the definitions and literature review of Uncertainty Perception, Information Processing, and Coevolution highlighting connections between them. The proposed model is then presented and explained. The paper closes with conclusions, limitations, and suggestions for further studies, including testing of the model itself. | https://orbit.dtu.dk/en/publications/a-model-of-designing-as-the-intersection-between-uncertainty-perc |
History matching using 4D seismic time-lapse data provide a method to manage uncertainties of multi-models, but it remains a great challenge without reaching any clear statements or practical methodology or good practise to follow. What makes the SHM so difficult is mainly the nature of the seismic data. Indeed, acquisition, interpretation, processing, make this data embedded with uncertainties, due to the physics and measurement issues. One of the challenge is to be able to extract and quantify the uncertainties carried over by the seismic data and use it to guide decisions. The way we insert seismic data and its inherent uncertainty into the workflow is the key to further enforce progress in 4D seismic history matching. A comprehensive workflow is implemented which allows shape to estimate uncertainties using weighted factor. In the proposed history matching workflow, 4D seismic attributes are converted to binary images which are representative of fluid saturations, then binary maps are compared using a pattern-matching objective function which can capture the main feature of the seismic data. Novelty is that weighted binary maps are generated on different estimation of the uncertainty within seismic attribute, to explore and screen performance on the seismic history matching procedure. Weighted maps are associated with error/uncertainty quantification of 4D seismic signature, which allow us to identify even specific governing region of seismic reflecting fluid properties, also it shows greatest general-usage potential. An adaptive derivative free optimisation has been applied for the history matching process. Global and local properties are parameterised in the history matching loop, which includes permeability, porosity, fault transmissibility and net-to-gross. Numerical experiments with a UKCS field shows this methodology is quite flexible and efficient, which circumvent large uncertainty in seismic data and use of uncertain petro-elastic model. This study also implies that the seismic history matching achieves a reasonable production matching while constrains saturation changes derived from time-lapse data using weighted binary seismic history matching method. | https://researchportal.hw.ac.uk/en/publications/seismic-history-matching-uncertainty-with-weighted-objective-func |
P. V. Coveney, T. L. Hughes, P. Fletcher
Inherent batch to batch variability, ageing and contamination are major factors contributing to variability in oilfield cement slurry performance. Of particular concern are problems encountered when a slurry is formulated with one cement sample and used with a batch having different properties. Such variability imposes a heavy burden on performance testing and is often a major factor in operational failure. We describe methods which allow the identification, characterisation and prediction of the variability of oilfield cements. Our approach involves predicting cement compositions, particle size distributions and thickening time curves from the diffuse reflectance infrared Fourier transform spectrum of neat cement powders. Predictions make use of artificial neural networks. Slurry formulation thickening times can he predicted with uncertainties of less than +/-10%. Composition and particle size distributions can be predicted with uncertainties a little greater than measurement error but general trends and differences between cements can be determined reliably. Our research shows that many key cement properties are captured within the Fourier transform infrared spectra of cement powders and can be predicted from these spectra using suitable neural network techniques. Several case studies are given to emphasise the use of these techniques which provide the basis for a valuable quality control tool now finding commercial use in the oilfield. | https://aiide.org/Library/IAAI/1996/iaai96-275.php |
As new environmental management policies for watersheds are implemented, there has been a growing interest for new monitoring alternatives. Traditionally grab sampling has been the method of choice for monitoring purposes, but may not be adequate or economically viable, to meet the requirements of the new policies. Passive samplers for monitoring of aquatic pollutants have been described in the literature for almost three decades, but they are only beginning to gain acceptance outside the scientific research community. The potential advantages of passive samplers over other sampling and measurement strategies include the ability to integrate pollutant levels over extended sampling periods (up to several weeks), as well as inherent speciation capabilities, allowing for critical in situ speciation of metals. Passive samplers are relatively low-cost and do not require secure locations or additional infrastructure, making them ideal devices for certain monitoring tasks. The research presented in this thesis aims at further developing passive sampling for aquatic monitoring. This research includes field trials, the development of a novel application for nutrient monitoring in waste water treatment plant effluents and the identification of scenarios for which passive samplers can be used. An analysis of measurement uncertainties associated with passive samplers is also presented. | https://research.chalmers.se/publication/176403 |
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Question Where are volcanoes found? What is a hot spot? Answer Volcanoes form along the boundaries of Earth's plates. An area where material from deep within the mantle rises, and then melts, forming magma.
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a weak spot in the crust where molten material, or magma, comes to the surface
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A molten mixture of rock-forming substances, gases, and water from the mantle.
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When magma reaches the surface.
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a major volcanic belt formed by the many volcanoes that rim the Pacific Ocean.
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along diverging plate boundaries such as mid-ocean ridges and along converging plate boundaries where subduction takes place.
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Along the rift valley, lava pours out of cracks in the ocean floor, gradually building new mountains.
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Volcanoes can form along diverging plate boundaries.
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Many volcanoes form near converging plate boundaries where oceanic crust returns to the mantle.
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When the older, denser plate sinks beneath a deep-ocean trench into the mantle, some of the rock above the subducting plate melts and forms magma. Because the magma is less dense than the surrounding rock, it rises toward the surface. Eventually, the magma breaks through the ocean floor, creating volcanoes. Volcanoes can also form where oceanic crust is subducted beneath continental crust.
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Volcano boundaries where two oceanic plates collide to create a string of islands
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Japan, New Zealand, Indonesia, the Philippines, the Aleutians, the Caribbean islands
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an area where material from within the mantle rises and the melts, forming magma
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They formed over millions of years as the Pacific plate drifted over a hot spot.
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When lava that has erupted from a volcano cools, it forms solid rock. In this way, volcanoes add new rock to existing land and form new islands.
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At the boundaries where plates diverge (pull apart) or converge (push together), the crust is weak and fractured, allowing magma to reach Earth's surface
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Lava erupted from the hot spot and built a volcanic island. The Pacific plate is slowly moving over the hot spot, so it carried the island away from the spot. Another volcanic island formed at the hot spot and then was carried away. Over time, a chain of islands formed.
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Magma is molten, rock-forming material underground. Magma that reaches the surface is called lava.
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a weak spot in Earth's crust where magma comes to the surface
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a belt of many volcanoes that rim the Pacific Ocean
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a chain of volcanic islands that forms at the boundary where two oceanic plates push together and one plate subducts under the other plate
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How Are Volcanoes Formed?
In February 1943, in one of the regions of Mexico, people witnessed a rare and amazing spectacle: in the middle of a cornfield, a new volcano was born! In just three months, a conical mountain with a height of 300 meters was formed. As a result, it destroyed two cities and buried the vast territory under a layer of ash and lava. We will tell you about three ways of how volcanoes form and volcanic causes.
So How Does the Formation of Volcanoes Proceed?
First of all, we should remember that the temperature in the depths of the Earth rises as we approach the center of the Earth. At a depth of 35-40 km, most of the rocks are in a molten state.
When minerals turn from solid to liquid state, they increase in volume. As a result, new mountain ranges rise at various points of the Earth’s surface. It leads to a decrease in pressure in the thickness of the Earth’s crust, and under the newly formed mountains, huge lakes of magma can appear.
Magma rises, filling the cracks that appeared in the process of mountain formation. When the pressure in the underground lakes becomes too high, the stone vaults bend upwards and form a new volcano.
Formation of the volcanic eruption can be dangerous because a mixture of hot gases, molten rocks, and solid fragments is pushed to the surface from the depths. As they cool down, they form a conical peak of the volcano, with an indentation in the center. In the middle of the crater is an opening – a vent leading to the thickness of the Earth’s crust.
The material ejected through the vent to the surface is mainly a mixture of gases, but a large amount of lava and solid particles in the form of ash erupts with them.
Lava is a magma arising from a volcano but differs from the latter in its physical and chemical properties. Changes occur when the magma rises to the surface, and its temperature and pressure drop dramatically.
Where Do Volcanoes Form?
In the area of cities such as New York, London, or Paris, there are no volcanoes, and they are unlikely to appear in the future. However, in some parts of the world, there are several volcanoes in one place.
The Pacific coast of Central America is one of the most active places of volcanic activity in the world. More than two-thirds of active volcanoes are located in this place.
In these places, the Earth’s crust is weak compared to other areas of the globe. A volcano appears in sick parts of the Earth’s crust.
As we already know, the core of the Earth is hot. As the depth increases, so does the temperature. At a depth of 25 km, the temperature is so high that all rocks (here the temperature reaches 1000-1100 ° C) are in the molten state.
When the rock melts, it increases in volume – it needs more space. In some areas of the Earth, new rock systems were formed not so long ago (this means several thousand years ago). Under them and this area, the pressure is lower than in other areas. It is a kind of weak area in the Earth’s crust.
Molten rock, called “magma, penetrates these areas, creating reservoirs of molten rock. Magma rises through cracks formed by the rise of the earth’s rocks. When the pressure in such a reservoir exceeds the forces holding back the magma underground, the molten rock will burst out to form a volcano. The eruption stops with the end of the associated gas emission.
The eruption mainly releases gaseous substances, as well as large amounts of molten rock “lava and solid particles in the form of ash. An eruption is an explosion of gases, but part of the lava turns to dust, and during this process, we see a cloud of black smoke.
Great! So useful article.
How often volcanoes can erupt? Does this threaten the planet now? | https://naturalworldisasters.com/how-are-volcanoes-formed/ |
Volcanoes are Earth's geologic architects. They've created more than 80 percent of our planet's surface, laying the foundation that has allowed life to thrive. Their explosive force crafts.. A volcano is a rupture in the crust of a planetary-mass object, such as Earth, that allows hot lava, volcanic ash, and gases to escape from a magma chamber below the surface. On Earth, volcanoes are most often found where tectonic plates are diverging or converging, and most are found underwater A volcano is an opening on the surface of a planet or moon that allows material warmer than its surroundings to escape from its interior. When this material escapes, it causes an eruption. An eruption can be explosive, sending material high into the sky. Or it can be calmer, with gentle flows of material The purpose of the Volcano Information Center (VIC) is to provide links to websites that are resources for data not contained in VIC and to inform the user about general volcanology in an organized way, including features of volcanoes, volcanic eruptions and volcanic hazards The mission of the USGS Volcano Hazards Program is to enhance public safety and minimize social and economic disruption from volcanic unrest and eruption. We accomplish this by delivering effective forecasts, warnings, and information about volcano hazards based on scientific understanding of volcanic processes
volcano, vent in the crust of Earth or another planet or satellite, from which issue eruptions of molten rock, hot rock fragments, and hot gases. A volcanic eruption is an awesome display of Earth's power The Global Volcanism Program (GVP) seeks better understanding of all volcanoes through documenting their eruptions--small as well as large--during the past 10,000 years. The range of volcanic behavior is great enough, and volcano lifetimes are long enough, that we must integrate observations of contemporary activity with historical and geological records of the recent past in order to prepare.
ALASKA VOLCANO OBSERVATORY WEEKLY UPDATE U.S. Geological Survey Friday, August 13, 2021, 1:24 PM AKDT (Friday, August 13, 2021, 21:24 UTC). GREAT SITKIN VOLCANO (VNUM #311120) 52°4'35 N 176°6'39 W, Summit Elevation 5709 ft (1740 m) Current Volcano Alert Level: WATCH Current Aviation Color Code: ORANGE Eruption of a lava dome in the summit crater of Great Sitkin Volcano continued over the. However, we follow different publications that regard Fagradalsfjall as own volcanic system (or volcano in a wider sense). Fadradalsfjall mountain is a Pleistocene table mountain in the Reykjanes Peninsula NE of Grindavik, and the remnant of a subglacial eruption during the latest glaciation. --- Source: Smithsonian / GVP volcano information
A volcano is a mountain that opens downward to a pool of molten rock below the surface of the earth. When pressure builds up, eruptions occur. In an eruption, gases and rock shoot up through the opening and spill over or fill the air with lava fragments A volcano on Earth is a vent or fissure in the planet's crust through which lava, ash, rock and gases erupt. A volcano is also a mountain formed by the accumulation of these eruptive products Volcanic eruption data available from the NOAA National Centers for Environmental Information and collocated World Data Service for Geophysics, Boulde What is a Volcano? Facts & Information - Geography for Kids | Educational Videos by Mocomi - YouTube
Current Eruptions. Overall there are 43 volcanoes with continuing eruptions as of the Stop Dates indicated, and as reported through the last data update (24 June 2021), sorted with the most recently started eruption at the top. Information about more recently started eruptions can be found in the Weekly Report Volcanoes.org.uk has been online since 2012. Enjoy a browse of the volcanoes site to find fascinating information, facts, and data about Volcanoe Volcano InformationPowered by DisasterAWARE® Your source for volcano information Our DisasterAWARE platform, including Disaster Alert™, provides information about volcano activity happening around the world. Information is derived from a variety of scientific monitoring agencies. Reporting Threshold Aviation Ash Cloud Code Yellow and Explosivity Risk Index = 0; or no ash cloud but. Learn what a volcano is and how does it erupt Hey kids! Have you ever heard of a volcanic eruption? Do words like Molten Rock, Lava and Magma scare you? Well..
Information Report A volcano is a geological feature which is an opening, or rupture, in a planet's surface or crust, which allows hot magma, volcanic ash and gases to escape from the magma chamber below the surface. Volcanoes tend to exist along the edges between tectonic plates, massive rock slabs that. The landscape around the volcano in Iceland changes daily, as lava piles up and spreads across valley floors. Published May 12, 2021. Image of the Day Heat Land Volcanoes. Image A Curious Case of Clouds in Iceland. Waves in the atmosphere can form for a variety of reasons, from rugged topography to the collision of air masses volcano erupts. Survive DURING. Listen to alerts. The VNS provides up-to-date information about eruptions. Follow evacuation orders from local authorities. Evacuate early. Avoid areas downwind and river valleys downstream of the volcano. Rubble and ash will be carried by wind and gravity. Take temporary shelter from volcanic ash where you are. A volcano is a mountain that has lava (hot, liquid rock) coming out from a magma chamber under the ground, or did have in the past. Volcanoes are formed by the movement of tectonic plates.. The Earth's crust has 17 major, rigid tectonic plates.These float on a hotter, softer layer in its mantle. Volcanoes are often found where tectonic plates are moving apart or coming together
Volcanoes 101. Volcanoes prove that beneath its calm surface, Earth remains a living planet. Volcanoes, like Mauna Loa in Hawaii, are effusive. Rather than a violent explosion, lava pours or flows out. Fatalities from effusive volcanoes are rare because people can usually outrun the lava. However, some people get too close or become trapped. (See Volcano Acentenago for more information) Volcán Fuego, one of Central America's most active volcanoes, is one of three large stratovolcanoes overlooking Guatemala's former capital, Antigua. The scarp of an older edifice, Meseta, lies between 3763-m-high Fuego and its twin volcano to the north, Acatenango One of the largest volcanic eruptions in the past 10,000 years occurred in approximately 1620 BC on the volcanic island of Santorini in the Aegean Sea. This astronaut photograph illustrates the center of Santorini Volcano, located approximately 118 kilometers to the north of Crete . The United States Geological Survey reported a magnitude 3.9 quake in the United States near Kailua Kona, Hawaii County, Hawaii, only 10 minutes ago. The earthquake hit in the morning on Wednesday 7 July 2021 at 7:41 am local time at a shallow depth of 6.5 miles
This volcano worksheet sets the task of making a volcano model to the pupils and has some examples of volcano models on it with some information to help you get started. Plate boundaries - drawing a labelled diagram. Matching PowerPoint available too. Included in the full lesson are: Teacher notes Paricutin volcano, also known as 'Volcan de Paricutin' is located in the state of Michoacan, Mexico. It is one of the Seven Natural Wonders of the World. It is famous because it is the youngest volcano to form in the Northern Hemisphere, developing in a farmer's cornfield. The lava flow from the volcano smothered the Mexican villages of Paricutin and San Juan Parangaricutiro Volcano Information - Pompeii. V olcanoes don't just happen! Volcanoes are from when two plates collide. Particularly when one plate goes underneath another. This type of plate interaction is called subducting. Actual volcanic eruptions can occur when two plates move away from each other and the pressure differential cause by this movement can. Here's more information on the active volcanoes in the world. 4. Volcanoes can Grow Quickly: Although some volcanoes can take thousands of years to form, others can grow overnight. For example. Information on volcano for school 1. Information on volcanoes<br />Social studies project<br /> 2. Volcano - What is it<br />A volcano is an opening in the planet's surface or crust, which allows hot magma, volcanic ashes and gases to escape from below the surface
The links below provide additional advisories about Alaskan volcano activity. Volcanic Ash Advisory Center. Alaska Volcano Observatory. USGS Volcano Website. Interagency Volcano Plan 2011 (PDF) Alaskan Region. Airspace-Rulemaking. Alaska Aviation Cams. Alaska FSS Links All About Volcanoes Information PowerPoint; Volcanoes Finding Facts Worksheet; Or take a look at our Volcanoes Homework Help Guide for more information, diagrams and activities for you to try. How is a Volcano Formed? A volcano is formed when ash, gases and hot molten rock escape from an opening in the Earth's surface When a volcano erupts, hot, liquid rock called magma escapes through holes in the Earth's surface. A volcanic eruption can be violent, pushing huge amounts of ash and gas high into the sky, but some eruptions are less dramatic, producing long, oozing flows of runny lava. Volcanoes can form steep cone shapes or have gentle, sloping sides Volcanoes. A volcano is an opening in the Earth's crust that allows molten rock, gases, and debris to escape to the surface. Alaska, Hawaii, California, and Oregon have the most active volcanoes, but other states and territories have active volcanoes, too. A volcanic eruption may involve lava and other debris that can flow up to 100 mph. is a Philippine national institution dedicated to provide information on the activities of volcanoes, earthquakes, and tsunamis, as well as other specialized information and services primarily for the protection of life and property and in support of economic, productivity, and sustainable development. It is one of the service agencies of the Department of Science and Technolog
VOLCANOES. Mayon Volcano, a beautifully symmetrical but dangerous composite volcano on Luzon Island, Philippines. A volcano is a mound, hill or mountain constructed by solid fragments, lava flows, and or dome-like extrusions deposited around a vent from which the material is extruded Vesuvius, also called Mount Vesuvius or Italian Vesuvio, active volcano that rises above the Bay of Naples on the plain of Campania in southern Italy. Its western base rests almost upon the bay. The height of the cone in 2013 was 4,203 feet (1,281 metres), but it varies considerably after each major eruption The volcano consists of a central dome and lava flow complex, surrounded by pyroclastic debris. The irregular coastline of Augustine Island is due to the repeated catastrophic collapse of the summit dome, forming debris avalanches down the flanks and into Cook Inlet. At least 11 avalanches have occurred in the past 2000 years with an average.
Effective volcano information communication through PHIVOLCS InfoPress. A total of 88 participants consisting of media practitioners, public information officers, and Disaster Risk Reduction and Management (DRRM) personnel from LGUs with monitored active volcanoes attended the PHIVOLCS InfoPress last 8 July 2021 Our Information text about Volcanos includes detailed information about different Volcanos around the globe such as Krakatoa, Mount Fuji, and Mount St Helens, explanations of how volcanoes are formed, the stages of a volcanic eruption, and much more, so your pupils will gain a fantastic in-depth understanding of these important geological features
Phivolcs unveils mobile app for 'easy-to-read' volcano information. The Philippine Institute of Volcanology and Seismology (Phivolcs) on Monday, June 21, released a new mobile application to enable the public to have easy access to its latest volcano bulletins and advisories. The VolcanoPH Info mobile app provides an abridged and visually. A volcano is formed when hot molten rock, ash and gases escape from an opening in the Earth's surface. The molten rock and ash solidify as they cool, forming the distinctive volcano shape shown here. As a volcano erupts, it spills lava that flows downslope. Hot ash and gases are thrown into the air. Some volcanoes are covered with snow and ice
AGUNG VOLCANO HISTORY AND GENERAL INFORMATION. Information on the history of Agung volcano. Two published, peer-reviewed papers on Agung: Self and Rampino, 2012. The 1963-1964 eruption of Agung volcano (Bali, Indonesia). Fontijn et al., 2015. A 5000-year record of multiple highly explosive mafic eruptions from Gunung Agung (Bali, Indonesia. From Miller and others (1998) : Pavlof Volcano is a largely snow-covered, cone-shaped mountain with a high ridge extending to the southwest towards the rim of Emmons Lake Caldera.The volcano is approximately 7 km in diameter and has active vents on the north and east sides close to the summit .It is situated high on the northeastern flank of Emmons Lake Caldera along a northeast-trending. A volcano is a mountain where lava (hot, liquid rock) comes from a magma chamber under the ground. Most volcanoes have a volcanic crater at the top. Click to see the fact file below for more information and volcano facts or alternatively, you can download our comprehensive worksheet pack Mount Tambora is an active volcano located on the Indonesian island of Sumbawa. Mount Tambora famously erupted on 10 th April 1815, after a series of smaller eruptions. It was one of the largest volcanic eruptions in history. Explosions from the volcano could be heard over 1,600 miles away Kilauea, the world's most active volcanic mass, situated on the southeastern part of the island of Hawaii, Hawaii state, U.S. Located in Hawaii Volcanoes National Park, it is an elongated dome built of lava eruptions from a central crater and from lines of craters extending along east and southwest rifts, or fissures
In August of 2018 Poás Volcano National Park partially re-opened to the public with a number of significant changes - scheduled tickets in advance are required, visits are one group per hour, limited to 50 people in the park at a time and 20 minutes at the crater overlook/viewpoint. Detailed instructions for purchasing online tickets for foreigners and residents Violent eruptions! Huge plumes of gas! Rivers of molten lava! This movie investigates all this stuff and more 30 Volcano Facts For Kids. Here are a few facts about volcanoes that you can share with your children. The word volcano is derived from the name of the Roman god of fire, Vulcan. Magma refers to the liquid rock inside the volcano. When it comes out of the volcano and onto the Earth's crust, it is referred to as lava volcano definition: 1. a mountain with a large, circular hole at the top through which lava (= hot liquid rock) gases. Learn more
VOLCANOES By Robert I. Tilling. Volcanoes destroy and volcanoes create.The catastrophic eruption of Mount St. Helens on May 18, 1980, made clear the awesome destructive power of a volcano. Yet, over a time span longer than human memory and record, volcanoes have played a key role in forming and modifying the planet upon which we live Directory by the World Organisation of Volcano Observatories. Look through the list for your local observatory. Link to aviation ash forecasts - then click on map. Volcanic Ash Advisory Centers. Airports, wastewater, water supply, transport, electricity. Preparedness posters from AELG VISG. Weekly activity reports, volcano histories Volcano Name Country Type Latitude (dd) Longitude (dd) Elevation (m) Abu: Japan : Shield : 34.5 Utah's Volcanic Hazards. The two white layers within the Sevier River Formation, near the bottom and the top, are airfall volcanic ash deposits. Stratovolcanoes erupted in western Utah between about 40 and 25 million years ago. At this time, Utah was closer to a continental-oceanic plate boundary where an oceanic plate (Farallon) was.
A volcano is active if it's currently erupting or showing signs of unrest. The Smithsonian Global Volcanism Program defines an active volcano as having erupted within the last 10,000 years. A. Eyjafjallajokull volcano, Icelandic volcano whose name is derived from an Icelandic phrase meaning 'the island's mountain glacier.' Lying beneath Eyjafjallajökull (Eyjafjalla Glacier), its summit rises to 5,466 feet (1,666 meters) above sea level. Records show eruptions in 920, 1612 or 1613, 1821-23, and 2010 Thera, island, southernmost island of the Cyclades group, southeastern Greece, in the Aegean Sea, sometimes included in the Southern Sporades group. Geologically, Thera is the remaining eastern half of an exploded volcano. Its bow-shaped rim and the remnant isles of Thirasia and Aspronisi form an open lagoon Volcano Gallery - Volcano Artist Studio creating Handmade Koa Wood Gifts, Island style Jewelry, Hawaii Photography, and Decorative Art. FREE Local Information for Volcano Lodging and Hawaii Volcanoes National Park Visitor Information Volcano definition is - a vent in the crust of the earth or another planet or a moon from which usually molten or hot rock and steam issue; also : a hill or mountain composed wholly or in part of the ejected material. How to use volcano in a sentence
More information about Capulin volcano is at the website for Capulin Volcano National Monument. Additional images of Capulin volcano. Is Kilbourne Hole a volcano? Kilbourne Hole is an excellent example of a special volcanic feature called a maar. Maars are volcanic craters formed by shallow explosive eruptions caused by the vaporization of. Standing some 13,100 feet above sea level and encompassing more than 2,000 square miles, Mauna Loa bears the title of the second largest active volcano in the world. It last erupted in 1984. An erupting volcano can blast ash, lava, solid rocks and gases into the air, creating hazards that can kill people, disrupt air travel and destroy property many miles away. If you live near a known volcano, active or dormant, following these tips will help you keep your loved ones safe We would like to show you a description here but the site won't allow us Volcanoes occur when two plates meet at a subduction zone. When one plate sinks beneath another, the heat from the core of the earth melts the rock of the sinking crust into boiling lava. The hot lava is much less dense than the rock, and it becomes pressurized in the lava chamber, so it rises, boiling to the surface until it erupts through the.
Volcanoes are vents, fissures or openings in the Earth's crust from which hot ashes, gases and magma erupt. On land, volcanoes usually take the form of mountains or hills with one or more volcanic vents. But the vast majority of the world's volcanoes lie beneath the sea along the global oceanic ridges. Around 50 to 60 land-based volcanoes are. , public officials, and the public at large to plan for evacuations, rescue and recovery in the event that short-term prediction suggests another eruption Taal Volcano is situated on Volcano Island, an island near the middle Taal Island, and is listed as a Permanent Danger Zone, with permanent settlement on the island not recommended
. The ages of the last eruptive activity at active and potentially active Hawaiian volcanoes are. Receive volcano updates by email: USGS VNS This website is supported by the U.S. Geological Survey under Cooperative Agreement Grant G19AC00060 and G19AC00171. Mention of trade names or commercial products does not constitute their endorsement by the U.S. Geological Survey
Volcanoes can erupt with massive force, as a small explosion, or just a steady dribble. Deep underneath Earth's outer, rocky layer, which is called the crust, the rock is not all solid. In some places it has melted into a very hot liquid called magma. The magma rises through a gap in the crust and is trapped in an area called a magma chamber A volcano is an opening in the Earth's crust where hot liquid rock from deep within the Earth, called magma, erupts to the surface. When rock beneath the Earth's surface gets really hot, it becomes molten or liquid. While it's still below the surface, it's called magma. Once the magma erupts to the surface through a volcano, it's called lava This wonderful volcano PowerPoint helps children learn all about volcanoes!In this resource, the aim is for the kids to understand what volcanoes are and where in the world they can be found.This beautifully illustrated teacher-made resource goes into detail describing first of all, what our earth is made up of and ends with ponderings on whether volcanoes can be found on other planets other. 35 years of volcano adventures 21 years on the Internet 2000-2021 The world's first volcano news and volcano travel website. Volcano Live is an educational website providing information on active volcanoes, produced by John Seach. Volcanoes are the most exciting and powerful natural event on earth, and provide dynamic and varied landforms
. Adding Volcano Bay to the Premiere pass will be $149. As of now, the Premier pass has no blackout dates for Volcano Bay. The other three passes are blacked out July 1-31. Current Florida resident 2 park annual pass prices: Seasonal pass: $259.99; Power pass: $319.9 A volcano is an opening in the Earth's crust that allows magma, ash and gasses to erupt from below the surface. It is made up of a magma chamber, a vent, a crater and a cone shaped mountain made of layers of ash and lava. Magma chamber → Magma from the Earth's mantle collects in a large underground pool. The magma in a magma chamber is. Other volcano activity alerts; For water and wastewater facilities: Suggested activities to help facilities prepare. Recover from a volcanic eruption Health issues: Current air quality (ozone, particulates) Particle pollution (particulate matter): Basic information about particle pollution; Particle pollution and your healt
List of extinct volcanoes includes volcanoes which scientists consider unlikely to erupt again. A volcano which has not erupted in the past 10,000 years is often listed as extinct. The extinct volcano no longer has a lava supply. An extinct volcano is no longer near an active geologic hot spot, if it ever was The Hawaiʻi Volcanoes National Park was established in 1916 and now encompasses over 500 square miles of land that provide unique hiking and camping opportunities. Overview of the Kilauea Iki caldera, This caldera hosts one of the most spectacular (and moderately easy) hikes on the island. Even if the Kilauea volcano is not your main reason to. | https://interesantesiendo.com/us/earth/volcanoes/6dljek36246-47 |
Essay/Term paper: Volcano mount vesuvius - Dream Essays Essay Mount Vesuvius is a volcano located in southern Italy, near the bay of Naples and the city of Naples. It is the only active volcano on the European mainland. Vesuvius rises to a height of 1277 m (4190 ft). Vesuvio (Vesuvius) is probably the most famous volcano on earth, and is one of the most dangerous. Impact Of Volcanic Activity On The Environment - UK Essays Volcanoes, provides strikingly natural beauty which can attract tourist .An example demonstrated is the volcanic eruption which occurred between 1963-1965 in costa rica ,called the Irezu volcano. The eruption was reported to be responsible for 4.3% increase in the number of tourists between 1963-1964 . 10 Interesting Facts About Volcanoes - Universe Today 2. Volcanoes Erupt Because of Escaping Magma: About 30 km beneath your feet is the Earth's mantle. It's a region of superhot rock that extends down to the Earth's core. Types of Volcanoes - factmonster.com
So here is a essay on volcano.i hope you guys like this video. ... A Short Essay on Volcanoes Diamonds Video ... All About Volcanoes: How They Form, Eruptions & More! ...
VOLCANO Essay. A VOLCANO Essay is a mountain or hill formed by the accumulation of materials erupted through one or more openings in the earth’s surface. Most volcanoes have steep sides but sometimes they can slope down or even be flat. The volcanoes above sea level are the best known, but the most volcanoes lie beneath the… Essay on eruption of pompeii - Aphrodite’s vision Essay on eruption of pompeii - Get Proper Shoes 21 hours ago On eruption pompeii of Essay. Uncle toms cabin analysis essay short essay on maths in daily life worksheet, an essay concerning human . Pompeii essays. Latin was one of the first languages ever invented meaning that the ancient Romans weren’t the first group of people to speak it. Volcanic eruption - Simple English Wikipedia, the free ... A volcanic eruption occurs when hot materials from the Earth's interior are thrown out of a volcano. Lava, rocks, dust, and gas compounds are some of these "ejecta". Eruptions can come from side branches or from the top of the volcano. Some eruptions are terrible explosions that throw out huge amounts of rock and volcanic ash and can kill many ... Writing About Volcanoes - TeacherVision
The Teachers College Reading and Writing Project Classroom…
Short essay on the causes of Volcanoes - World’s Largest ... Short essay on the causes of Volcanoes Article shared by Volcano is the coming out the molten material from the crust of the earth through a vent or pipe which is connected to underlying magma (molten material) chamber.
Effects Of Volcanoes - Earth Facts and Information
Volcanic eruptions happen when lava and gas are discharged from a volcanic vent. The most common consequences of this are population movements as large numbers of people are often forced to flee the moving lava flow. Volcanic eruptions often cause temporary food shortages and volcanic ash landslides called Lahar. How Volcanoes Influence Climate | UCAR Center for Science ... How Volcanoes Influence Climate A huge cloud of volcanic ash and gas rises above Mount Pinatubo, Philippines, on June 12, 1991. Three days later, the volcano exploded in the second-largest volcanic eruption on Earth in the 20th century. What Is a Volcano? - NASA Space Place A volcano is an opening on the surface of a planet or moon that allows material warmer than its surroundings to escape from its interior. When this material escapes, it causes an eruption. An eruption can be explosive, sending material high into the sky. Or it can be calmer, with gentle flows of ...
According to the Global Volcanism Program, an extinct volcano is one people don't expect to erupt again, while an active volcano is one that has erupted in the last 10,000 years. Place these important facts into your report along with the definition of dormant: a volcano expected to erupt one day, but which hasn't in the last 10,000 years. | https://writezylwr.firebaseapp.com/claytor33902ti/short-essay-about-erupting-volcanoes-1276.html |
Volcanoes look like mountains, but they’re not.
A volcano is an opening in the earth’s crust. When a volcano erupts, hot gases and molten rock (liquid) rise from deep within the earth to find the surface.
Parts of a volcano
Volcanoes look like mountains, but inside, volcanoes are very different. These are the parts that make a volcano a volcano:
Magma: is a molten or liquid rock inside the earth.
Magmatic chamber: it is the place that houses the magma.
Chimney: it is a conduit that connects the magmatic chamber with the crater.
Crater: it is the hole at the top of the volcano where the magma is expelled.
Lava: when a volcano erupts, the magma comes out through the chimney to the crater, once it is on the surface, it is called lava. Lava hardens as it cools to form igneous rocks. Some examples of igneous rocks are basalt and granite.
Volcanic activity
A volcano can be active, dormant, or extinct. An active volcano is one that has recently erupted or is currently erupting. A dormant volcano is one that has not erupted for many years, but is capable of erupting. An extinct volcano is one that volcanologists (scientists who study volcanoes) believe will not erupt again because its last eruption occurred hundreds of years ago.
Did you know . . . ?
✔ The word volcano comes from Vulcan, the Roman god of fire.
✔ Pumice is a very special volcanic (igneous) rock that can float on water. It is also used in beauty salons to remove calluses from the feet.
✔ Volcanoes are found on planets other than Earth. An example is Olympus Mons on Mars. | https://babynamesforgirls.org/what-is-a-volcano-science-and-technology-science-for-kids/ |
What do volcanoes and mountains have in common?
Answer: A mountain is a landform that stretches above the surface of the Earth that can be steep like a peak or not as steep. Volcanoes are similar to mountains; however, the pressure inside a magma chamber creates an orifice through which lava and hot gases erupt into the atmosphere.
What is the similarities of volcanoes?
Eruptions. Each type of volcano erupts as a result of the same basic process. … These eruptions generally occur in the same locations because they involve the same plates. Volcanoes evolve when molten lava—magma above ground—cools, forming the basic volcano types.
Could a mountain turn into a volcano?
A Mountain is made up of a series of volcanic rocks that represent different types of volcanic activity. The mountain itself is not a volcano. … The mountain continues to erode. As volcanoes erupted near A Mountain, around 25 million years ago, they left evidence of their activity in the form of different rocks.
What are the four main characteristics of a mountain?
A mountain has 4 main characteristics 1. High, rocky land 2. Steep sides 3. Pointed or rounded top …
What makes a dome mountain?
Dome Mountains are formed from hot molten material (magma) rising from the Earth’s mantle into the crust that pushes overlying sedimentary rock layers upward to form a “dome” shape. Unlike a volcano, the magma typically does not reach the Earth’s surface.
What area is both a major earthquake zone and volcano zone?
Earthquake and Volcano Unit
|A||B|
|What kind of eruption produces runny lava with low viscosity and few trapped gases?||quiet|
|Which of the following is NOT a major volcano cone type?||mantle plume|
|This area is both a major earthquake zone and volcano zone.||Pacific Ring of Fire|
Is Blue mountain a volcano?
Jamaica is believed to be the product of prehistoric volcanoes. The central ridge of the Blue and John Crow Mountains range comprises metamorphic rock that has pushed through surrounding limestone during the land ascent from the sea floor.
What are the advantage and disadvantage when volcanoes erupt?
1) Volcanic eruptions help to stabilize the heat of the core part of our planet. 2) Volcanic eruptions also form new land forms after the drying process of liquid lava. 3) The lava ashes are used for different purposes. 4) Sometimes the volcanic eruptions work as natural destroyer instead of TNT etc. | https://lauriekutilportraits.com/winter-types/what-are-the-similarities-and-differences-between-a-volcano-and-a-dome-mountain.html |
Convection patterns in the molten zone for rotating or counter-rotating rods are very complicated. To explain them, the existence of upper and lower convection cells has been suggested. A schematic explanation of convection flows in the molten zone and their influence by rotation is shown in Figure 8.1.5. Because the flows on the convection. Convection currents describe the rising, spread, and sinking of gas, liquid, or molten material caused by the application of heat. An example of convection current is shown in Fig. 7.16. Inside a beaker, hot water rises at the point where heat is applied. The hot water moves to the surface, then spreads out and cools. Cooler water sinks to the. The Convection Cell System of Earth's Mantle Heat transfer within the Earth and how it is revealed on its surface ©Steingrímur Þorbjarnarso Molten rock, or magma, rises in convection cells like water boiling in a pot. A hot spot may arise from a heated plume originating from the. mantle-core boundary (left), or one originating from higher up in the mantle (right). The magma reservoirs of the Yellowstone hot spot originate at a much shallower depth than the mantle plume. Lower Mantl The heat makes the molten rock to move in convection cells pattern, consequently causing the plates to move. and rock. In the inner core, the temperature is higher than the temperature on the surface of the Sun, setting the materials on the outer core and the molten rock in the mantle in motion. hot magma rises and forms crust on the.
The convection currents cause the magma to circulate that pulls the lithosphere apart. Plates are hottest near the mid oceanic ridges and cool down as the move away. As the plate materials cool down, density increases so it starts sinking into the molten rock beneath and is easily dragged downwards into the subduction zone . In such bodies, warmer material tends to rise, displacing cooler matter, which is circulated elsewhere; the continuous movement created by this process is known as a convection cell . Convection Currents and How They Work - Thought On the coast, the sea is colder than the land, so the air above the land heats up and rises, while the colder air arrives and settles in the space left by this other when ascending. This is called a convection cell and is the reason why it feels cooler when looking out to sea and the breeze blows against your face on a hot day. At night the. The hot, low density water rises, and cooler, denser water sinks and flows in from the sides. This water then gets heated and rises, and the cycle continues. This creates a circular pattern of rising and sinking water called a convection cell. (To test this, try sprinkling a few flakes of spice in the center of a rapidly boiling pot of water 8. Hot Air Balloon. The reason why hot air balloons are able to rise up is because of the principle of convection. You might have seen the heater at the base of the balloon. This heater heats up the air, which moves upwards. The hot air which rises get trapped inside the balloon, and, hence, causes the balloon to rise up too
Now, place a cup of hot water near the side of the plate and a cup of ice under the center of the plate. 9. Squeeze 1-2 drops of color above the hot water. How does the food color move this time? Fill out the Student Record Sheet. Closure and Evaluation . The students have now created a convection cell. Convection is the movement of mass. As the plates pull apart, hot molten material can rise up this newly formed pathway to the surface - causing volcanic activity. Presenter: Reiterate the process by going through the diagram, including the presence of mantle convection cells causing the plates to break apart and also as a source for new molten material Most polar substances are stopped by a cell membrane, except perhaps for small polar compounds like the one carbon alcohol, methanol. trees, convection cells in which warm air rises near the equator, cools as it travels poleward at high altitude, sinks as cold air, and warms as it travels equatorward, freestanding mountains surrounded by a sea.
Iceland is unique in that many researchers believe that a mantle plume is rising up through the Mid-Atlantic Ridge here. Thus melting at Iceland probably involves both high-temperature melting due to a thermal anomaly and decompression melting related to the divergent boundary. This may explain why eruption rates are so high (a significant eruption occurs once every 2-3 years), and why it is. . It is new material from the Earth's center that rises and old.
As the water boils, the rise of the hotter water and the compensating fall of cooler water from the top forms what is called a convection cell. Convection of molten rock helps carry heat up through the Yellowstone caldera. Near the surface, convection of hot ground water drives geysers, hot springs, and fumaroles. Convection accounts for. dergo thermal convection wherein cold material is dense and sinks while hot material is light and rises (liquid water near freezing being one of the rare exceptions to this process). Planetary at-mospheres, oceans, rocky mantles and metallic liquid cores convect and are subject to unique patterns of circulation in each domain. Silicat
As a result, the rock moves toward the surface very, very slowlyin huge convection cells of solid rock (Fig. 4.19B). Near the surface, the hot rock moves laterally while losing some of its heat. Cool rock is dense (heavier than hot rock); therefore, it tends to sink back into the deeper parts of the mantle Conduction - Hot molten lava spilling into the ocean. She is also warmed by convection as the heat from the sand warms the air above the sand, which rises and starts a convection cell. heat transfer by . lava lamp 16. car sitting in parking lot in summer. Walking on hot sand. The material on this site can not be reproduced, distributed.
Convection is a way for heat to transfer from one part of the fluid to another. It works because the fluid near the heat source warms up and makes the atoms more more. This increase of atomic motion requires that the material need more space - and therefore becomes less dense than the surrounding material - and it begins to rise As opposed to the actively upwelling plumes, MOR volcanism is not associated with the excess buoyancy of hot material but rather with its passive rising in response to lithospheric spreading motion; this is, for example, evident in the East Pacific Rise, which is the fastest-spreading ridge on Earth and is devoid of a gravity anomaly or deep. There are two places in the world that spring to mind immediately, where this process takes place. One is of course California, where the North American Plate is sliding past the Pacific Plate, resulting in the San Andreas Fault, which cuts Califo.. happens the circulation is called a convection cell. This pattern of rising and falling air is constantly happening in and around the Earth. Students can see this by heating some water and throwing in some rice or small macaroni. The heated water wants to expand and so rises up to the top. It then cools and falls back down toward the heat.
Convection — where the heated part of a molten material rises to the top, to be replaced by the denser, colder part on top — keeps this metal moving. And just like a dynamo, where you have. Convection Last updated February 01, 2020 This figure shows a calculation for thermal convection in the Earth's mantle.Colors closer to red are hot areas and colors closer to blue are in warm and cold areas. A hot, less-dense lower boundary layer sends plumes of hot material upwards, and likewise, cold material from the top moves downwards Decompression melting involves the upward movement of Earth's mostly-solid mantle. This hot material rises to an area of lower pressure through the process of convection. Areas of lower pressure always have a lower melting point than areas of high pressure outer core molten • And because they are hotter on the bottomconvection can occur • Hot material rises, cool material falls convection cells, shown at right • Convection is similar to differentiation, but does not need different materials • It is very slow in the Earthone turn around a convection cycle in the mantle (pictured
In the asthenosphere, the molten material rises in a convection current until it hits the bottom of the upper layer of Earth's interior consisting of the crust and the mantle. Here, it can not rise any farther and begins to move horizontally. Figure 2 depicts the movement of the convection cells in the asthenosphere Observing Convection Currents 1. Look at the materials for the activity. The jar contains a special fluid (r heoscopic fluid) that is a flow that has continued from the Hadley cell rises around the 60th parallel. The rising warm air cools as it increases altitude and regions to form convection cells remains a mystery Convection currents rely on the constant cyclical motion of air, water and other substances to distribute heat. As heated air rises, for example, it pulls cooler air into its place -- where it can be heated, rise, and pull in more cool air
• The convection process can be modeled by boiling water in a pot on the stove. As the water at the bottom of the pot is heated, the water at the bottom expands and becomes less dense than the cooler water above it. • The cooler, denser water sinks, and the warmer water rises to the surface to create a cycle called a convection cell Narrator: It happens because hot rock rises, heated by the Earth's core. [Perspective switches to a view from above, with molten mantle material flowing upward toward a divergent plate boundary and rotating away from the boundary and downward, forming a convection cell
the material below it, so it sinks slowly back down toward Earth's core. This rising and sinking due to differences in heat in the mantle material is a convection current. Some evidence indicates that convection currents in the Earth cause material that is hotter than the material around it to rise as a column of upward flowing magma in the. Convection is the transport of energy due to density differences when not in a free-fall (microgravity) environment. As a liquid or gas is heated it expands and becomes less dense and therefore lighter. If a cooler denser material is above the hotter layer the warmer material will rise through the cooler material to the surface
Mantle convection cell, Wikimedia Commons. In this generalized model, relatively cool mantle from near the lithosphere-asthenosphere boundary sinks at convergent plate boundaries (i.e., subduction zones), while relatively hot mantle from near the core-mantle boundary rises at divergent plate boundaries (e.g., mid-ocean ridges) The fi rst cell is a convection cell called the Hadley Cell. Hot air rises at the equator and moves to the top of the troposphere. Then, the air moves toward the poles until it cools and sinks back to Earth's surface near 30° latitude. The fi rst cell is completed when most of the air returns toward the equator near Earth's surface So since the semantic label demons have already struck molten rock above the surface of the earth is called Lava. That same molten rock below the surface of the earth is called Magma. I believe I understand what you are asking and so does ever..
Convection is the transfer of heat by the actual movement of the heated material. Through convection, movements deep within the Earth, which carry heat from the hot interior to the cooler surface, cause the plates to move very slowly on the surface Onset of oscillatory convection in molten gallium 393 at Gr=1.5×105 and Gr=3.9×104, respectively.For a larger-aspect-ratio cavity of 17.9×17.8×1.0, Hung & Andereck (1988) obtain oscillatory longitudinal modes in qualitative agreement with Hart (1983). However, the observed critical Grasho The material cools because it is no longer near the core. It eventually becomes cool and dense enough to sink back down into the mantle. At the bottom of the mantle, the material travels horizontally and is heated by the core. It reaches the location where warm mantle material rises, and the mantle convection cell is complete (Figure below). Cor According to this model, decompression melting of hot plume material produces large amount of magma, which intrude into the ductile lower crust, and triggers crustal melting and convection. The crustal convection cell exists for up to several tens of millions years where plume magma and partially molten lower-middle crustal rocks interact and. A little-understood zone, between 50 miles and 10 miles deep, in which blobs of hot and partly molten rock break off of the flattened top of the plume and slowly rise to feed the magma reservoir. | https://legjobb-vediet.com/how-do-convection-currents-occur-in-the-earths-mantle-s53264fbe9-- |
said of a volcano that is erupting and shows signs of errupting in the near future.
aftershock
an earthquake that occurs after a larger earthquke in the same area
anticline
an upward fold in rock fromed by compression in Earth's crust
batholith
A mass of rock formed when a large body of magma cools inside the crust
basalt
a dark,dense,igneous rock , with fine texture, found in oceanic crust
caldera
the large hole at the top of the volcano formed when the roof of the volcano's magma chamber collaspes
cinder cone
a steep cone shaped hill or mountain made of volcanic ash, cinders, and bombs piled up at the volcano's opening
composite volcano
a tall, cone-shaped mountain in which layers of lava alternate with layers of ash and other volcanic materials, also know as a stratavolcano
crater
a bowl shaped area that forms around a volcano's central opening
dormant
a volcano that doen't show sighn of errupting in the near furture
earthquake
the shaking that results from the movement of rock beneath Earth's surface
epicenter
the point on Earth's surface directly above an earthquake's focus
extinct
said of a volcano that is unlikely to errupt again
fault
a break in the Earth's curst where slabs of rock slip past each other
fault-block mountain
a mountain that forms where a normal fault uplifts a block of rock
fold
a bend in rock that forms where part of Earth's crust is compressed
footwall
the block of rock that forms the lower half of a fault
geyser
a type of hot spring that builds up pressure underground and errupts at regular intervials as a fountain of water and steam
hanging wall
the block of rock that forms the upper part of a fault
hot spot
an area where magma from deep within the mantle melts right through the crust above it
island arc
a string of islands formed by the volcanoes along a deep ocean trech
lava
liquid magma that reaches the surface
liquefaction
loose soft soil is turned into liquid mud during violent earthquakes
magma
a molten mixture of rock forming substances,gases, and water from the mantle
magma chamber
the pocket beneath a volcano where magma collects
normal fault
a fault on an angle, caused by tension, where the hanging wall slides downward. Example: Rio Grande Rift Valley
P-wave
primary wave: a type of seismic wave that compresses and expands the ground
pyroclastic flow
the explusion of ash, cinders, bombs, and gases during on explosive volcanic erruption
reverse fault
a fault at an angle, caused by compression, where the hanging wall moves upwardExample Aplalachain Mountains
richter scale
a scale that rates the seismic wavesas measured by a paticular type of mechanical seismograph
ring of fire
a major belt of volcanos that rim the pacific ocean
s-wave
secondary wave; a type of seismic waves that moves the ground up and down or side to side
shearing
the stress force thet pushes a mass of rock in two opisite directions
sheild volcano
a wide gentle slopping volcano made of layers of lava and formed by quiet erruptions.
silica
a material that is formed from the elements oxygen and silicon:silica is found magma and sand
stress
a force that act on rock to change its volume or shape
strike-slip fault
a fault, caused by by shearing, where rocks on either side move past each other sideways with little up and down motion. Example; San Andreas fault
surface waves
a type of seismic wave that forms when p-waves and s-waves reach Earth's surface
syncline
a downward fold in rock formed by compression in Earth's crust
tension
the stress force that pulls on the crust, streching rock to make it thinner
Tsunami
large waves that are formed when water is displaced by earthquakes
volcano
a weak spot in the crust where magma has come to the surface
fault line
a crack
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A mountain is a large-scale topographic feature that is set apart from the local landscape by being much higher in elevation (topographic means having to do with the shape of the land surface).
When the edge of a plate of Earth's crust runs over another plate, forcing the lower plate deep into Earth's elastic interior, a long, curved mountain chain of volcanos usually forms on the forward-moving edge of the upper plate. When this border between two plates forms in the middle of the ocean, the volcanic mountains form a string of islands, or archipelago, such as the Antilles and the Aleutians. This is called an island arc.
When the upper plate is carrying a continent on its forward edge, a mountain chain, like the Cascades or the Andes, forms right on the forward edge. This edge, heavily populated with volcanos, is called a continental arc.
A continent or island arc runs into a continent, shattering and deforming the rocks of the collision area, and stacking up the pieces into a mountain range. This is how the Appalachians, Alps, and Himalayas were formed: the rocks of their continents were folded just as flat-lying Mountain in Banff National Park, Canada. This mountain shows rock folds which are the result of the collision of the earth's plates. JLM Visuals. Reproduced with permission. cloth folds when pushed. Imagine how much taller your school would be if it were squeezed by bulldozers so it remained the same length east to west as it is now, but from north to south measured the width of a school bus. The result would be a tall wall of compressed material, and that is just what a collisional mountain belt is. Collisional mountain belts are one of three types of boundary between plates of the earth's crust, along with mid-ocean ridges and inter-plate strike-slip faults. Mountains rise relatively quickly, over a few million years, such as the Appalachians did more than 200 million years ago. As these mountains begin to erode, the topography continually changes and develops. Hard rock layers influence the development of streams, because they resist erosion and form the ridgetops in the mountain range.
One special type of orogeny that can happen during a continental collision is the rise of ophiolite mountains. On rare occasions the crust beneath the ocean floor fractures along the tectonically active coast of a continent, and oceanic crust is thrust up over the shore and forms mountains. This spectacular form of plate-tectonic back-fire is not supposed to happen, yet it does often enough to have its own name: obduction, meaning "over" (ob-) "leading" (-duction). A piece of oceanic crust, and the mantle rock beneath it, is heaved up onto the land to form mountains. The Taconic Mountains that rose in upstate New York 430 million years ago were an obducted ophiolite, as are the uplands around Troodos in Cyprus.
Fault block mountains: When a continent-sized "layer cake" of rock is pushed, the upper layers can be pushed more readily than the lower layers. The easy-to-push upper layers split from the deeper rocks, and a broad sheet of the upper crust, a few miles thick, begins to move across the continent. This thrust sheet floats on fluid pressure between the upper and lower sections of the crust. The horizontal split in the crust that separates the motionless lower crust from the floating upper layers is called a detachment fault in English, or a decollement in French.
Like a hydroplaning tractor trailer (viewed in very slow motion), the upper fault block glides until it runs into something. When the thrust sheet runs into something that resists its forward motion, the detachment fault turns into a ramp, leading up to the surface. The moving layer of upper crust is pushed up the ramp-like fault, and the front of the fault block rises out of the ground. The mountains thrown up where the thrust fault reaches the surface are one kind of fault block mountains. The mountains of Glacier National Park slid along a thrust fault over younger rocks, and out onto the Great Plains. Chief Mountain, a remarkable square mountain in Montana, moved to where it is now by sliding out onto the prairie on a thrust fault. The broad, flat fault block it belonged to, called a thrust sheet, has long since disappeared, leaving Chief Mountain standing alone.
Another kind of fault block mountain comes from stretching of Earth's crust. As the crust stretches, it pulls apart, making long faults that run perpendicular to the direction of pulling. These faults grow and connect with each other, isolating mountain-sized, wedge-shaped fault blocks. Some of these fault blocks begin slipping downward between more stable blocks that still rest on a firm foundation of deep rock. The stable blocks are called horsts, and the sinking blocks, that form valley floors, are called grabens.
The longest mountain chain on Earth, the mid-ocean ridge system is entirely under water. Twisting down the center of the Atlantic Ocean, it continues through the Indian and Pacific oceans. It is one of three types of boundary between plates of the crust, along with inter-plate strike-slip faults and collisional mountain belts. Along this ridge, lava continuously erupts, releasing heat from the planet's interior and extruding new strips of ocean floor.
Popocatepetl, Mt. Fuji, Vesuvius, and Mt. Ararat are all stratovolcanos. The prefix strato-refers to these moun tains' characteristic layers, the result of alternately erupting ash and lava. Spectacularly tall and pointed, stratovolcanos may grow to an elevation of 2-3 mi (3.2-4.8 km) before collapsing. It is not certain that every stratovolcano collapses into a crater of superheated steam and molten rock. But the continents are dotted with the remains of these mountains' self-annihilations, some of whose like has not been witnessed in human history.
These volcanos build a pile of pyroclastic gravel and boulders (pyroclastic is derived from "fire" and "broken pieces") that forms a pointed or rounded cone. Because they are made of loose material, they quickly erode away unless further eruptions continue to build them.
Often solitary volcanic mountains form as a volcano piles up rock above the ocean floor over millions of years. Hawaii, Bermuda, and the Canary Islands are shield volcanos. These islands, and others like them, are the work of hot spots (hot spot is a volcanically active site heated from below by a concentrated flow of heat out of the earth's mantle). Iceland is a hot spot that sits astride the mid-ocean ridge system. Shield volcanos also occur on continents, particularly in rift valleys where a continent is being ripped in two. Kilimanjaro is the classic example of a continental shield volcano. Olympus Mons on Mars is another classic shield volcano, and is the largest known mountain in the solar system.
In a cinder cone, lava rises through a vertical pipe before it erupts. The mountain resembles a huge pile of gravel. After an old cinder cone becomes extinct, the underground pipes that brought it lava from below solidify, and the pile of erupted material begins to wear away. Solid lava, usually a very hard rock, often fills the extinct volcano's vent. In a cinder cone, the solidified lava will resist the forces of erosion far longer than the ash, cinders, and other loose material of which the volcanic pile is made. Thus, as rain, wind, and frost scrub the soft exterior of the volcano away from the hard interior, a columnar mountain emerges. Shiprock, in New Mexico, and Devil's Tower, in Wyoming, are classic examples of these mountains, called volcanic necks.
Plutons are masses of hard, visibly crystalline igneous rock that form deep in Earth's crust. Plutons rise through the earth's crust when they are molten, and freeze into solid rock far below the surface. Plutons can be as small as a highway roadcut, or as large as an entire mountain range. Mountains emerge from a landscape as erosive forces strip away the rocks that cover a pluton. A small pluton called a stock forms the granite core of Mount Ellsworth in southern Utah. The Sierra Nevada mountains are entirely made up of massed plutons, collectively called the Sierra Nevada batholith. The Yosemite Valley cuts into the solid granite interior of these mountains. | https://science.jrank.org/pages/4490/Mountains.html |
Rocks of Ages
With house-size boulders tumbled across its scarred surface and slanted, twisted peaks looming over its iconic namesake trees, Joshua Tree National Park’s preternatural terrain evokes extraterrestrial landscapes and celestial visitation. What else, it seems, could have inspired such otherworldly shapes and perched enormous rocks atop one another with such precision? In fact, our roiling, restless Earth, bubbling below the surface with volcanic activity, shifting continents and scraping tectonic plates, patiently created this masterful canvas with slow brushstrokes 2 billion years in the making.
The park’s 800,000 acres offer a fascinating array of geologic formations, according to Joshua Tree National Park Geology, by D.D. Trent and Richard W. Hazlett. Some of the park’s rocks — ranging from marble to quartzite to gneiss — sprang from a long-eroded mountain range that spanned from northern Europe to Australia across a gargantuan supercontinent called Rodinia.
This image represents a “classic Joshua Tree National Park scene,” says D.D. (Dee) Trent, the book’s author and professor emeritus at Citrus College’s Department of Geology. “It illustrates perfectly the near-horizontal ‘lift joints’ and the near-vertical joints that combine to set the stage for subsurface chemical weathering that results in the gorgeous boulder piles and inselbergs,” he says. The distinctive and abundant inselbergs, popular with rock climbers, are steep-sided bedrock knobs that are 7 to 9 million years old. The once rolling, vegetation-covered hills eroded over eons, leaving only these hardy, heavy, granite outcroppings.
This balanced boulder appears to have been dropped from above; it’s actually a product of erosion. Bedrock slowly “floated” to the surface of the Earth from miles below; Dee likens this process to icebergs popping up, then being shaved down by erosion, allowing more “ice” or, in this case, bedrock, to buoy to the surface. The rock weathered along the joints, or cracks; the joints in turn became filled with soil created from that organic debris. This loose soil eroded away over time, leaving only the rounded boulders.
This smooth granite rock in Joshua Tree National Park contains a near-vertical dike. Sometimes called “broken terrace walls,” a dike, Dee explains, is a “sheetlike igneous intrusion that cuts across the grain of the rock into which it has intruded.” Igneous rocks are formed from molten material that cools and crystallizes below the Earth’s surface; dikes occur when this rock pushes its way into existing joint fractures. Types include aplite, pegmatite and andesite.
A glimpse at Proterozoic-era gneiss with dike intrusions. Gneisses are metamorphic rocks, meaning they were altered from pre-existing rocks due to heat or fluids. In gneisses, mineral grains form bands, called foliation, created when rocks stretch in response to stress. The looks and types vary throughout the park, depending on the kind of rocks from which they metamorphosed. Varieties include spotted, injection, mylonitic tonalite and mylonite, formed in fault areas without melting.
Malapai Hill on the park’s Geology Tour Road “represents the deep core of a once-large volcano that has been eroded away, leaving the more erosion-resistant core of the volcano’s plumbing system in bold relief,” Dee explains. Estimates of the age of the basaltic mass range from 100,000 to 8 million years. Volcanic activity heightened in the region approximately 35 million years ago, possibly from the collision of India and Eurasia, disrupting the Earth’s internal current. Lava flows are still visible in the park’s Pinto Basin; cinder cones near Twentynine Palms indicate local volcanic activity as recently as 2,000 years ago. Amboy Crater may have been active as recently as 1,000 years ago.
The San Andreas Fault is visible from Keys Point, along with the Indio Hills (“a ‘ridge’ formed by movement and deformation along the fault,” Dee says). The fault line began forming off the Southern California coast about 25 million years ago and has “migrated” inland, chewing off pieces of the North American Plate and adding to the Pacific Plate along the way, Dee details in his book. The fault doesn’t run in a straight line; it bends in Southern California, where the two plates simultaneously collide and scrape past each other, creating rugged topography. The fault plane reaches 9 miles into the Earth’s crust.
Box Canyon, also in Mecca Hills, shows an arroyo (dry wash) with a wall of tilted sedimentary rocks.
Ladder Canyon in Mecca Hills shows layers of sedimentary rock in hues of pinks, purples and greens, formed over millions of years as the San Andreas and associated faults have thrusted and folded rocks.
This exhumed pediment in the park likely formed in a three-step process. In the first stage, the mountain front eroded away, leaving a layer of sediment over the bedrock at its base. Over time, as the climate warmed, the disappearing vegetation set the stage for erosion that stripped away the last of the sediment cover, fully exposing the pediment seen here.
The juxtaposition of light and dark rock here marks the contact between Proterozoic gneiss (dark rock) and the granite pluton (light rock) in the Hexie Mountains. Plutons are igneous rock, born of magma, that cooled and solidified deep below the Earth’s surface.
This stunning shape near Arch Rock Trail is an example of an “arch rock formed by cavernous weathering working from opposite sides of a rock rib blocked out by a pair of vertical joints (cracks in the granite),” Dee says.
The aptly named Skull Rock, on the park’s main east-west road, is a prime example of the mysterious hollowed-out features sometimes called tafoni. The granite “eye sockets” began to form below an ancient soil surface. Chemical activity at the points where soil and granite met was caused by localized concentrations of acids from plant decay and biological soil processes. As the ancient soil was stripped away by water and wind erosion, the eye sockets were exposed and enlarged further by those same elements. | https://www.desertsun.com/story/desert-magazine/2016/01/06/rocks-ages/78324646/ |
It is often difficult to visualize how calderas form. Magma is molten rock - rock that is so hot it has turned into liquid. Magma is usually studied as lava or igneous rock. Download Video Right-click and save to download. The simplest explanation is that Devils Tower is a stock—a small intrusive body formed by magma which cooled underground and was later exposed by erosion (Figure 1). Shield volcanoes are formed in areas where magma is very fluid. Video of Geologic materials cycle through various forms. The cascading flows of molten rock spread over the land and eventually harden. Magma can cool to form an igneous rock either on the surface of the Earth - in which case it produces a volcanic or extrusive igneous rock, or beneath the surface of the Earth, - in which case it produces a plutonic or intrusive igneous rock. When magma erupts onto Earth’s surface, it is called lava. Due to the underlying pressure and heat, the magma/mantle rises and tries to make its way through the crust thus bringing about a volcanic eruption when it manages to reach the earth surface. But most Hawaiian lava remains in liquid form and pours from the site of the fountain. The result of this process is the landform known as a shield volcano. But most magma remains molten or partly molten beneath Earth’s surface. When the tectonic plate sinks, it completely melts to form magma. These little blebs of melt migrate upward and coalesce into larger volumes that continue to move upward. Lava cools much more rapidly than magma when it is below the surface. In a cooling lava, mineral crystals do not have time to form and are very small. The dome is formed of viscous lava that oozes into place.It should first be noted that magma is molten material inside the earth, whereas lava is molten material on the surface of the earth. Video Transcript (Public domain.) Welcome to Our Earth, Its Climate, History, and Processes. In 1907, scientists Darton and O’Hara decided that Devils Tower must be an eroded remnant of a laccolith. In this lecture, I want to talk about the generation of magma. As the rocks move upward (or have water added to them), they start to melt a little bit. Detailed Description. In fact, magma has only been discovered three times in its “natural” habitat deep in Earth’s crust. Magma forms from partial melting of mantle rocks. 1- Partial melting. When tectonic forces thrust sedimentary and metamorphic rocks into the hot mantle, they may melt and be ejected as magma, which cools to form igneous, or magmatic, rock. A caldera is a large, usually circular volcanic depression formed when magma is withdrawn or erupted from a shallow underground magma reservoir. Geothermal drilling projects discovered two magma sites on the “Big Island” of Hawaii, and one on Iceland. Recall the question that I posed in the last video, if the upper asthenosphere is only about 1% melted, and the mantle as a whole, is largely a solid, then where does this magma, this liquid rock come from? Sediments composed of weathered rock lithify to form sedimentary rock, which then becomes metamorphic rock under the pressure of Earth's crust. Sources of Magma. They may collect in a magma chamber or they may just come straight up. The chemical composition will be the same as if the magma cooled slowly. The magma intrusions that formed range in size from many kilometres to just a few centimetres, and many have contributed to the surface topography and geomorphology across Britain.
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Geological Terms Beginning With "L"
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Labradorescence
A display of spectral colors caused when light enters a material, strikes twinning or other planar surfaces within the stone and then reflects from them. Different twinning surfaces within the stone can reflect different colors of light to produce the visual effect of a stone with different color domains. This phenomenon is best known in the mineral labradorite, for which it is named. Highly labradorescent specimens of labradorite are given the trade name of "spectrolite" for their bold spectral colors.
Labradorite
A gemstone variety of plagioclase feldspar that produces flashes of iridescent blue, green, yellow, orange, or red when moved under incident light. This luster is known as labradorescence.
Laccolith
An igneous intrusion that has been forced between two layered sedimentary rock units. The pressure of the injecting magma was high enough to deform the overlying strata. The roof of the intrusion is convex upwards and the floor of the intrusion is nearly flat.
Lacustrine
The word "lacustrine" means "of a lake." In geology the word is used for the depositional environment or a habitat that is found in lakes. Lacustrine environments are usually, but not always, fresh water. They are also usually, but not always low energy. The USGS image shows scientists sampling glacial lake clays associated with landslide problems at Tulley Valley, New York.
Lahar
A mudflow composed of water and volcanic ash. Lahars can be triggered by the flash melting of the snow cap of a volcanic mountain or by heavy rain. Lahars are very dangerous because they can occur suddenly and travel at great speeds. They can travel faster than the streams in the valleys that they pass through, sweeping up stream water, sediment and other debris, and growing in mass as they flow. The photo shows a lahar exiting the crater of Mount St. Helens in 1982. The lahar flowed down the mountain, entered the North Fork Toutle River valley and eventually entered the Cowlitz River about 50 miles downstream.
Laminar Flow
A state of uniform flow within a fluid in which the moving particles travel along parallel paths (compare with Turbulent Flow).
Landslide
The movement of rock, soil, volcanic ash or other material, downslope under the influence of gravity. There are many types of landslides that include: slumps, creep, earthflows, debris flows, debris avalanches, topples, rock falls, mudflows, and debris slides are examples. Landslides are often triggered by rain fall, snow melt, overloading or earthquakes.
Lapilli
Volcanic rock materials which are formed when magma is ejected by a volcano. Typically used for tephra that ranges between 2 and 64 millimeters in diameter.
Larimar
Larimar is a rare blue variety of pectolite found only in the Dominican Republic. It is popular because of its delicate blue color. It must be used with care because it is fragile and will fade with long exposure to bright light.
Lateral Moraine
An accumulation of rock debris along the sides of a glacier in contact with the valley walls. It is mainly weathering debris that fell from the valley wall rather than material moved by and deposited by ice.
Lava
Molten rock that has erupted onto Earth's surface. The word is also used for the solidified flows and fragments after they have cooled. The image shows a pahoehoe flow on Kilauea Volcano, Hawaii. Not to be confused with "magma," which is the same material while it is beneath Earth's surface.
Lava Channel
Pathways of lava movement across the surface of a volcano. They can be straight or meandering depending upon the steepness of slope and the obstacles. The photo is a lava channel on the surface of Kilauea Volcano, Hawaii in 1990.
Lava Dome
A round, steep-sided extrusion of very viscous lava that is slowly squeezed from a volcanic vent without major eruption. The lava is too viscous to flow and is composed of rhyolite or dacite. The dome shown in the photo is the vent of the Novarupta eruption of 1912, the largest volcanic eruption of the 20th century. The small dome was overlooked when the source of the eruption was originally determined and the wrong volcano was blamed. Also called "volcanic dome" or "dome volcano".
Lava Flow
An outpouring of molten rock onto Earth's surface, either from a volcanic cone or from a volcanic fissure. The name "lava flow" is used for the erupted material in either the molten state or in the solid state after the molten lava cools and solidifies.
Lava Tube
When the surface of a lava flow solidifies but the lava keeps flowing below, a tunnel can remain after all of the lava drains away. The photo shows an opening into a lava tube at the Lava Beds National Monument in California.
Leaching
The removal of soluble constituents from a rock or soil by moving groundwater or hydrothermal fluids.
Lease Bonus
Money paid to a mineral rights owner in exchange for granting a lease. This payment may be in addition to any rental or royalty payments.
Left-Lateral Fault
A fault with horizontal movement. If you are standing on one side of the fault and look across it the block on the opposite side of the fault has moved to the left. (Also see Right-Lateral Fault.)
Lepidolite
A lithium-rich mica with a rose to lilac color and an aventurescent luster that is sometimes used to make cabochons, tumbled stones and other lapidary projects.
Levee
A long continuous ridge built by people along the banks of a stream to contain the water during times of high flow.
Limb
One side of a fold. The dipping rock units between the crest of an anticline and the trough of a syncline.
Limestone
A sedimentary rock consisting of at least 50% calcium carbonate (CaCO2) by weight. Picture of Limestone.
Lineament
A straight topographic feature of regional extent which is thought to represent crustal structure. A fault, line of sinkholes, straight stream stretch or a line of volcanoes can be considered linear features.
Liquefaction
Liquefaction occurs in unconsolidated sediments that often have pore spaces filled with water. A sudden shock or vibration, produced by an event such as an earthquake, can mobilize the sediment with a loss of grain-to-grain frictional contacts. This causes the sediment to lose strength and fail by compaction, subsidence, or downslope flow. On a subaqueous slope, the failure can result in a subaqueous slump or in severe situations a turbidity current. In the photo, a loss of foundation strength caused by liquefaction caused the buildings' foundations to settle.
|Dictionary of Geological Terms - Only $19.99
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All scientific disciplines have an essential vocabulary that students and professionals must understand to learn and communicate effectively. A geology dictionary that is used regularly is one of the most important tools for developing professional competence. A good dictionary should be on the desk of every geologist and within easy reach. This dictionary is compact and inexpensive at only $19.99. More information.
Liquefied Natural Gas (LNG)
Natural gas that has been converted to the liquid state by reducing its temperature. (At standard surface temperature and pressure, the liquification temperature is about -260 degrees Fahrenheit.) Liquification will reduce 610 cubic feet of natural gas into a single cubic foot of LNG. LNG provides a convenient and efficient way to transport natural gas from one port to another where pipelines are not available. Image copyright iStockphoto / Mayumi Terao.
Lithification
The processes through which sediments are converted into sedimentary rock, including compaction and cementation.
Lithology
The study and description of rocks, including their mineral composition and texture. Also used in reference to the compositional and textural characteristics of a rock.
Lithosphere
The rigid outer shell of the earth which includes the crust and a portion of the upper mantle.
Lithospheric Plate
A large slab of the lithosphere that can be moved by convection current motion within the mantle.
Load
The total amount of sediment being carried by a stream or a glacier. Includes suspended materials, dissolved materials and materials moved along Earth's surface. (Also see: bed load, dissolved load, suspended load.)
Lode
A rich accumulation of minerals in solid rock. Frequently in the form of a vein, layer or an area with a large concentration of disseminated particles. (See placer deposit for contrast.)
Longitudinal Dune
A long, narrow sand dune that has its long dimension oriented parallel to the direction of the wind. It moves in the same direction as the wind.
Longitudinal Profile
A cross section of a stream or valley beginning at the source and continuing to the mouth. These profiles are drawn to illustrate the gradient of the stream.
Longshore Current
A flow of water parallel to a coastline that is caused by waves striking the coast at an oblique angle.
Longshore Drift
The movement of sediment along a coastline caused by waves striking the coast at an oblique angle. The waves wash sediment particles up the beach at an oblique angle and the swash back to the sea carries the particles down the gradient of the beach. This produces a zig-zag path of particle movement along the beach.
Lopolith
An igneous intrusion that has been forced between two layered rock units. The floor of the intrusion is convex downwards and the roof of the intrusion is nearly flat.
Losing Stream
Also known as an "influent stream." A stream, usually flowing in an arid area, that loses water into the ground through the bottom of its channel. This loss occurs because the water table is below the channel of the stream. Influent streams decrease in discharge in a downstream direction and often lose all of their water into the ground.
Lowland
A relatively flat area in the lower levels of regional elevation.
Low-Velocity Zone
A zone within the upper mantle where seismic wave velocities are relatively low. This zone is located about 35 to 155 miles below the surface.
Luster
The manner in which light reflects from the surface of a mineral. Metallic, submetallic and non-metallic are the basic types of luster. Other types of luster include: vitreous, dull, resinous, adamantine, earthy, pearly, greasy, silky, and waxy. The intensity of luster is often described in simple terms such as bright or dull. In the photo are specimens of tumble-polished hematite with a bright metallic luster.
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|More General Geology|
|Igneous and Volcanic Features|
|Geology Dictionary|
|Gifts That Rock|
|Ticks|
|Minerals|
|Roadside Geology Guides|
|Divisions of Geologic Time|
|Angel Falls|
Find Other Topics on Geology.com: | https://geology.com/dictionary/glossary-l.shtml |
As a Spanish major, you will study great Spanish texts and will do so with an eye to gender roles, traditions, communities, individual freedom, social obligations and many other topics of critical importance today. You will also undertake a rigorous study of the Spanish language. This major is housed in the Department of Romance Languages and Literatures.
Which are the cultures that shape what Spain is today? This course explores the diversity of the Iberian Peninsula through its literatures and cultures. As part of both the Mediterranean and Western Europe, the Iberian Peninsula has been shaped through a dynamic of conflict and negotiation between various cultures, languages, and religions. Students will engage themes such as internal colonization, imperialism, multiculturalism, regional identities, nation formation, migration, media and popular culture, modernization, and gender and race relations, as they relate to our understanding of the country today. Focuses may include but are not limited to Muslim and Jewish Spain, the effects of the Civil War and dictatorship, visual arts and performance, identity narratives and power relations, regional nationalism, immigration and the current economic crisis in Spain.
An introduction to the scientific study of the Spanish language, this course focuses on each of the major linguistic subsystems, including the sound system (phonetics and phonology), word formation (morphology), formation of phrases and sentences (syntax), and the use of the language to convey meaning (semantics and pragmatics). At each level of analysis, selected comparisons are made between Spanish and English and between Spanish and other languages. The course also examines different historical, regional, and social varieties of Spanish and situations of Spanish in contact with other languages. | https://artsci.wustl.edu/explore-academics/spanish-major |
The study of languages and their evolution is always a fascinating experience, especially when it comes to two or more languages coming together. This is the closest thing the linguistics world has to magic - the melding of different languages to become a new entity. The birth of a new language!
There are two different types of these languages: pidgins and creole languages. In this article, we will be taking a look at how they come to be and what sets them apart.
How Do Pidgins and Creoles Appear?
Pidgins appear as a sort of a bridge for people of two cultures to communicate with each other. The grammar structure of this common language is very barebones, making it easy for all sides to pick it up without much issue. It is basically a bridge for communication.
Pidginization gives way to creolization when this language goes from being a second language to gaining native speakers - usually second-generation residents. That is what sets the two apart. Creole languages become native, and the grammar becomes more robust and formalized.
It should not come as a surprise that pidgins and creole languages most often show up in places with a history of colonialism and slavery, as there was often mass migration involved. The meeting of disparate cultures often necessitated some form of language contact to communicate questions and receive answers.
Over time the vocabularies of these languages merge to become something of a mishmash that all groups involved can comfortably understand. Think of Esperanto, for example. Though not a true pidgin, it is a language that most Europeans can understand because it shares vocabulary and syntax with a lot of languages. This places it squarely in McWhorter's classification of "simple languages", much like many creole languages.
Grammar Specifics and Differences
As we said before, the syntax of pidgins is more unstable and loose. This is to be expected as it is a mixture of different languages. The best example we have of pidgins turning into creoles and becoming a lingua franca is the Hawaiian Creole, which is a mixture of English, Spanish, Chinese, Hawaiian, and a bunch of other languages.
The lexicon of pidgins is straightforward, and this leads to easy relexification and creolization. Haitian creole took words from French and West African languages and turned them into a new, native language for the residents of the Caribbean.
However, the situation is more complex than a general evolution over time. Yes, creole languages have a more sophisticated grammar and syntax, but not all pidgins complete their life cycle into becoming a creole before becoming the first language. An extended pidgin like Tok Pisin, which is spoken throughout Papua New Guinea, stands a good chance of gaining native speakers over time.
Linguists agree that language change and language nativization involves linguistic features from a socially dominant superstrate language and those of substrate languages. The lexicon of the pidgin and the subsequent creole depends on the superstrate language. For example, Cape Verdean creole, which is spoken in the Atlantic isles of Cape Verde, has Portuguese as the major lexifier.
The former colonies of European powers, in particular, have a lot of pidgin and creole languages among their ranks. Pidgin English is a very widespread phenomenon, along with French, Dutch, and Portuguese pidgins.
Distinct Phonetic Features
There are many interesting factors that make the phonology of pidgin and creole languages interesting, and in this section, we will take a look at them.
- From a typological perspective, these languages most resemble isolating languages.
- Their clausal structure is surprisingly uncomplicated, with a marked absence of embedded clauses.
- The use of syllable codas is either severely limited or completely eliminated.
- Consonant clusters are either reduced in frequency or broken down using epenthesis.
- Sound changes and aspirations are, more often than not, done away with.
- Monophthongization is a common occurrence, and the use of basic vowels (a, e, i, o, u) is heavily implemented.
- There is a distinct lack of morphonemic variation.
- Unlike the many Austroasiatic, Sino-Tibetan, Niger-Congo, and indigenous languages of America, pidgins and creole languages do not have tones.
- There is often no grammatical gender or number. It is usually replaced by reduplication for plurals and superlatives and other parts of speech that represent the concept of the quantity increasing.
- There are no tenses as we know them. Usually, there is a word preceding the verb that dictates its tense.
- Lack of clear parts of speech or word categorization; common use and derivation of new vocabulary through conversion, e.g., nominalization, verbification, adjectivization, etc.
To find out more, you can always refer to the journal of pidgin and creole languages by John Benjamins or take creole studies yourself. Following the works of Mufwene, McWhorter, Muysken, Holm, and other greats in the speech community will also help you gain a better and deeper understanding of the morphology of pidgins and creoles. Cambridge University Press has a selection of their books available - you can look up both ISBN and DOI numbers for them.
Conclusion
As we saw, pidgins and creoles play a very important part in sociolinguistics. They allow for language contact between social groups with no commonality in culture or geography and lead to new national and cultural identities. It unifies different groups like nothing else and contributes to the cultural and social tapestry of a region like Haiti, for example. There was no reason for French and West African languages to come together - except for the purposes of business. Now, it is a thriving, vibrant language in its own right.
Pidgin and creole languages, though they might not transplant English as a universalist language, they do take on that role in the region in which they are born. They give new identities to the people speaking them and engender ideas of common belonging. Thus, while it is exciting enough to witness the birth and evolution of new languages, pidgin and creole languages will always mean a whole lot more both to those who speak them and to those who study them.
Feel that you need help with your studies? Our experts can help you with: | https://studybay.com/blog/differences-between-pidgins-and-creoles/ |
Mobility and cultural evolution
We study how culture evolves in space and time, focusing on the evolution of language. We explore how languages spread, reconstruct past human interaction and reveal the influence of geography on cultural evolution.
Expansion, migration, and diffusion
Over the past 10,000 years, some language families have spread over enormous areas: Indo-European in Europe and Asia, Bantu in sub-Saharan Africa, Sino-Tibetan in Asia or Austronesian in Oceania. Phylogeography, a sophisticated statistical method, promises to reconstruct the spread of language families and find their homeland. But does phylogeography work?
Our recent publication shows that phylogeography fails to recover migration, where languages leave one place for another. However, it works well when languages gradually expand their territory, for example, to cultivate more crops and sustain a larger population.
Interaction
When speakers of different languages interact, they are likely to exchange properties. The English word language, for example, was borrowed from French. We develop statistical tools to find traces of cultural contact in language evolution.
Recently, we published sBayes, a Bayesian spatial clustering algorithm to find hidden spatial clusters in space and identify areas of language contact.
The influence of geography on evolution
Geography influences the distribution and the characteristics of languages. Spatially isolated languages, for example, tend to be more complex than centrally located languages with many neighbours. | https://www.geo.uzh.ch/en/research/Peter-Ranacher.html |
From hieroglyphics to emojis, and grunts to gestures, humans have always used multiple modes to communicate, including language.
|Modes of communication [Credit: Wits University]|
Dr. Gilles Baro, a sociolinguist at Wits, says that what we consider languages today are "organised, systematised guides to communication". "People have always communicated using multiple modes, such as gestures, sounds, words, scripts and images. Languages are one of those modes and they are not 'invented'. Rather, people—usually the elite—decide on a norm for communication, and that is what we consider 'language' today."
Linguistic migration
Over time, this code evolves, says Maxwell Kadenge, Associate Professor and Head of the Department of Linguistics in the School of Literature, Language and Media at Wits. And where this code will be in future is anyone's guess.
"Languages evolve naturally as a result of the migration of people, which in turn results in languages getting into contact with each other. Think of Afrikaans, which was originally spoken by the Dutch, but began to develop distinct characteristics as a result of its contact and borrowing from South African languages, especially Khoe and San languages."
Similarly, says Kadenge, South African spoken languages that evolved because of contact between existing languages include Fanagalo and Tsotsitaal. "Both of them have borrowings from Bantu languages like Zulu, Xhosa, English and Afrikaans. Chilapalapa developed in Zimbabwe [then Rhodesia] from the contact between English, Shona varieties and Zambia languages," he says.
Brave new word
Baro says that along with migration, new environments and technology also influence how language evolves. Emojis and text language are an example of how spoken language has merged with digital communication.
"Today, considering the internet, language is more open and in a way more vulnerable to be changed or influenced. We are exposed to a lot more variations than in the past. For example, a study done at the University of Cape Town showed the increasing use of the word 'like' as a quotative, hedge, or discourse particle by young South Africans was influenced by their exposure to North American popular culture, via movies and songs. Often the accent and vocabulary of a nearby community will influence a language too, through the borrowing of words."
A quotative is a grammatical device to mark quoted speech—essentially "spoken quotation marks"—while hedge and discourse particles make speech less direct and manage the flow of dialogue.
Degrees of understanding
"The word 'language' is broad and fluid, as it has both linguistic and political connotations. In simple terms, a language is a communally owned means of communication, which is passed on from one generation to the other through the process of socialisation," says Kadenge.
The reason we have differences in languages and dialects is essentially to understand each other in a particular space and time. "One of the criterion that are used to consider varieties such as dialects of the same language, or as distinct languages, is mutual intelligibility. This simply refers to the degree to which speakers of different languages understand each other in the same conversation," he says.
Kadenge explains: "Normally, varieties that are mutually intelligible are considered dialects of the same language. For example, the Zimbabwean language—Shona—is made up of four main dialects, namely Karanga, Zezuru, Korekore and Manyika, whose degree of mutual intelligibility varies. These varieties are considered dialects of the Shona language. However, Scandinavian languages—Danish, Norwegian and Swedish—are mutually intelligible, just like the Shona dialects, but are considered different languages, probably because they are spoken in different countries. Against this background, the question on what makes a language a language is not easy to define."
EmpoWORDment
Some would argue that language is steeped in our identity, and can separate communities. Baro says variations in language are also clues to particular traits of identity. "So when hearing someone use language, we can guess their gender or sex, race, class, etc."
Language, being a social aspect of life, has the power to divide as much as it brings people together. In South Africa particularly, it is contentious when public discussions are held in a language that only some can understand. People who cannot speak the language would undoubtedly feel excluded from the group.
"Languages signify identity and belonging. This is primarily because people who speak the same language understand each other, the languages contain words that all the members of a community understand," Kadenge says.
"In South Africa, due to internal colonialism, some big and politically powerful groups tend to suppress smaller groups. This is evident in language policies and practices. Why is it that the national anthem has English, Afrikaans, Nguni and Sotho languages but does not include Venda and Tsonga languages? The national anthem is one of the main national symbols; sacrosanct heritage and rallying point of the country. This tells you who is in power and who is not. Language symbolises power, and when you exclude some languages in the linguistic landscape, such as a national anthem, you are disempowering the speakers."
Culture carrier
But language also allows us to pass our cultural values and sensibilities from one generation to another, says Kadenge. "Hence, we usually say language is a carrier of culture. It is the means through which we share our values and socialise our children."
Simultaneously, language also allows us access into other cultures. "Many people around the world now have access to the Chinese culture because the Chinese language is spreading around the world through the establishment of Confucius Institutes and the teaching of the language all over the world. This is how English culture has spread around the world. English is now considered a global language. Right now, South Africa is strengthening its links with East Africa by introducing the teaching of Swahili in its education system. It is why Swahili has been taught at the University of Zimbabwe for a while."
Thinking aloud
While the number of spoken languages is said to be reducing globally, language code is developing in other ways. English is being manipulated, moulded and restructured using psycholinguistics, or psychology of language, which considers the way that it is shared and understood.
Baro adds, "Agency is important, meaning that people purposefully make use of different variations of language in order to perform aspects of identity. Formality versus informality, humour, or wanting to sound serious, for example."
"Because of our agency to use language as one form of communication, we get to express ourselves using language based on how the language and its different forms or variations are perceived in society. One will use different forms of language if they want to appear friendly or unfriendly, for example. This is why language is considered a system, because each word, sound, accent, variant, indexes a particular meaning," says Baro. | https://www.xissufotoday.space/2019/11/why-words-make-language.html |
This started as a discussion on Requires Hate’s blog. RequiresHate questioned, among many other things, Mary Robinette Kowal’s usage of “patois” in a recent story in Apex magazine. Since this is something I happen to know a lot about, I chimed in with comments about language generation through contact, be it in colonial contexts or otherwise.
I feel this is worth reposting here, with slight modifications, to hopefully start a discussion about sociolinguistics and languages in SFF settings, and/or help people think about these issues in more nuanced ways.
Note that this is an entry in specifically about pidgins and creoles. There are other models of languagage generation, language suppression, attrition, and death – if this is of interest, let me know, because this could become a series. In the interests of full disclosure, I am 1) an academic working in this area, 2) a multilingual directly affected by processes of language attrition and death.
Caveat: This is a discussion of languages in contact. This not a place to discuss Mary Robinette Kowal’s story, which I have not read. Please do not derail. Thanks.
Also important: real life situations are significantly more complicated than the exposition below, and there is no unanimous agreement among scholars regarding theory, terminology, and/or specific scenarios. For an in-depth treatment of any of these issues, please consult peer-reviewed literature.
If two linguistic groups are in close contact, new languages may arise. A very common scenario is the process of pidginization/creolization.
A pidgin is usually defined as variant which arises when two or more linguistic groups come in contact. A pidgin usually has simplified vocabulary and syntax; it usually has no native speakers. “Usually” is important, because there are exceptions, such as extended pidgin languages, which have complex vocabulary and syntax. Creoles are commonly said to develop from pidgins that have acquired native speakers (there is a fair bit of nuance and debate here, that I cannot get into); a creole as a rule develops extended vocabulary and syntax in opposition to a pidgin, though a creole that has developed from an extended pidgin (which already has complex vocabulary and syntax) may not change that much. Pidgins are not by definition “temporary languages” that always give way to creoles. Some are long-lived; trade pidgins especially may have a long lifespan.
While pidginization/creolization is a common scenario to language birth through contact, there are other scenarios, such as fusion languages, and other language contact scenarios which do not, strictly speaking, lead to the creation of lasting new variants, such as language attrition and death. All of those processes tend to be of great emotional significance to speakers and cultures, as they directly touch upon issues of identity, belonging, displacement, and access to one’s cultural heritage, which is very often encoded through a specific language or languages. These processes are also very often tied to issues of power, prestige, and hegemony.
Languages do not randomly come in such a close contact as to generate new variants. There are a few common scenarios, most centrally trade, multi-ethnic work environments, slavery, and colonialism. Note that there are more than two sides to this equation, which may be balanced or unbalanced in terms of power, so let us consider each of these scenarios separately.
Trade: a pidgin arises between two or more language groups who engage in trade, e.g.the Yimas-Alamblak pidgin (Tanim Tok) in New Guinea. While pidgins are said to often arise from trade, I personally believe that this is no longer the main scenario for pidginization due to the prominence of colonial processes to language generation. Note that there is no obvious power imbalance in the creation of a trade pidgin – multiple sides participate as equals. Yet power can certainly be a factor even here, when one trade group is for some reason stronger than others.
Multi-ethnic work environments: pidgins can develop in multiethnic crews, e.g. Melanesian Pidgin English was first used by multiethnic whaling ship crews in the Pacific; Fanagalo is a language used by miners and is one of the rare example of Pidgins and Creoles based on an indigenous language (in this case, Zulu) rather than on a colonizing language.
Slavery: not that different from multiethnic work environments except the power balance is completely different. Here, multiple linguistic groups are forced together in a context alien to them, say on a plantation. This scenario is so common that some scholars speak of “plantation creoles.” There has been some recent literature that suggests that many of these creoles started forming already in Africa, in interactions between slave traders and the colonized. Both theories show creolization as a process in which the enslaved form or continue to develop a new language using the colonizing power’s language as its base. An example of this process is Haitian Creole, with French at its base; though the exact processes that gave rise to Haitian Creole are not documented, it is a language that arose as a result of colonialism and slavery, even if trade has been a component at its earliest stages. The process is similar for Gullah Creole, which has English at its base. Some scholars claim that AAVE (African-American Vernacular English) is a Creole, since it shares certain grammatical features with other Creoles and is likely have arisen through similar processes; others dispute this. Note again the power imbalance: such languages tend to draw heavily on the hegemonic language, but the speakers of hegemonic languages look down upon the speakers of such languages (more on this below).
Colonialism: Please consult this list of English Creoles, most of which arose as a result of colonialisms. An English Creole can compete with indigenous languages and may endanger or marginalize the indigenous languages, in a process not dissimilar to that of World Englishes. Again, the power imbalance is present, since this process is a direct result of colonization.
There are additional scenarios, but those are the common ones.
We must, we absolutely must think about what it means to perpetuate these linguistic stereotypes.
Every time you hear things like “they are butchering the language”, or “they cannot even speak English properly” said about a native speaker, the processes of power, prestige (often associated with class and race divides), and/or forces of colonialism and oppression are at play through linguistic judgments.
Creoles and similar languages often struggle with recognition and literacy. E.g. Haitian Creole was recognized as a state language only in 1961. French served as literary language, which is to say the language of prestige and literacy was the language of colonizing power. Since literary languages are gateways to status and power through education and advancement, such situations (by no means unique to Haitian Creole) are often stratified by race and class, where the disempowered have less access to a hegemonic language and thus advance less.
I think this is enough theoretical discussion for now.
I grapple with those issues as both an academic and a writer. In my recently finished novel Bridgers, one of the protagonists is a linguist from a marginalized culture who travels to study another marginalized culture. Ulín is not a sociolinguist (sociolinguistics does not exist yet in Birdverse), but when she, for the first time in her life, interviews a lower-status speaker, she discovers that speech can be significantly stratified by class, and that this realization can affect every aspect of our understanding. While Ulín has this realization and is trying to follow where it leads her, the privileged people around her are trying to convince her that only the hegemonic dialect should be studied as the most “pure” and “representative” of what language is.
The book is about more than just linguistics, but I am curious to see what people will think about it.
Questions and thoughts most welcome.
This was fascinating. Thank you so much for posting it.
Thanks for reading, Hel. I am glad you liked it!
FWIW, I’ve removed the “butchered” language from the Haitian Creole article. Wikipedia is supposed to be unbiased, but words are put in Wikipedia articles by people, many of whom (quite possibly more of whom than in the general population, I’m sad to say) are assholes.
David, thank you very much for editing the Wikipedia article. I was hoping somebody would after reading this; between the “butchered” and the “African imports” my head just about exploded.
This is incredible. Please, please do a series! I would be very interested!
I just read your other essay on language and world-building as well. I can’t thank you enough for writing it. I obsess about language a lot as a writer — I question myself a lot, and worry a lot about Getting It Right, because it’s *important.* So again, thank you, and I’d definitely be interested in reading more of whatever you’d like to share on the subject. | http://roselemberg.net/?p=451 |
There are certain languages that have been created as a result of the difficulty of communication between people who speak distinct languages but have common interests. Faced with this linguistic situation, the speakers are capable of creating a specific language for these contexts in which there is a community of interests; this common communication system is known as the lingua franca.
The aim of these pages is to analyse the lingua franca created on the shores of the Mediterranean Sea from the 15th century until the late 19th century. There is no intention to describe its linguistic system but to define what exactly must be understood by the lingua franca of the Mediterranean. For this it will be necessary to delimit this concept with others closely related and to present, in general terms, the social, political and military factors that helped the birth of a common communication system throughout the Mediterranean basin.
Towards the end of 1951, the lingua franca was defined as what was normally used by speakers of different mother tongues in order to be able to establish communication between them (UNESCO, 1972: 689).
When using a lingua franca, the speakers of different linguistic systems pursue one objective or a variety of ends: trade, political, military, cultural, administrative or religious relations. These ends are those that justify some of the synonymous, or almost synonymous, terms of the lingua franca that form part of the bibliography of the subject: trade language, contact language or international language. All these terms have the common denominator of forming a language created by the need to bring different linguistic communities together.
However, to better understand what a lingua franca is we must finish defining it in relation to other terms with which it tends to be confused: koine, pidgin and jargon.
A koine and a lingua franca are linguistic systems shared by speakers of different vernacular languages. However, koine can be identified with one of these vernacular languages or with any of the varieties of the same language.
Moreover, pidgin is an interlinguistic variety – a mixed language – which is not acquired as the mother tongue by any social group (Silva-Corvalán, 1989: 190). When pidgin is established linguistically and socially – the process of “pidginisation” –, expanding its vocabulary and making its system more complex, it can give way to what is known as a Creole language, which is acquired as the mother tongue and usually establishes itself as the national language. According to Samarin (1972), a lingua franca is a pidgin language, a hybrid or mixed language.
In addition, jargon, just like koine and pidgin, is a variety of common language which is only used by determined groups or social communities.
Specifically, the lingua franca which is the object of this study was born at the end of the Middle Age with the political and, above all, economic expansion of the main maritime cities of the Mediterranean, which would leave so many marks throughout their area of influence. A language of international communication was constructed, which developed a more or less uniform lexicon. It seems that the base of this lingua was configured fundamentally by the presence of the Romance languages but also by Arabic, vulgar Greek and Turkish, all languages that contributed not only to the lexicon or the morphosyntax but also to the phonetics.
From the 10th century, indigenous inhabitants from different points of the Christian West established political and trade relations on the coasts of the eastern Mediterranean. Because of this colonising expansion, a series of Latin states was constituted governed by western nobles and sovereigns.
With this situation it was to be expected that the mark left by westerners would not only be military and political, but also linguistic and cultural. Soldiers, sailors and merchants constituted quite compact ethnic groups that even settled their own neighbourhoods. The influx of emigrants to these eastern lands continued for centuries and each group was able to maintain its Romance language of origin. This was the perfect space for the coexistence of several Romance and non-Romance languages; a space of colingualism was produced. Both the presence of mixed marriages and the need for communication between speakers of distinct vernacular languages brought about the existence of multilingual speakers, whether through the learning of the mother tongues by the colonising population or by the learning of the language of the colonisers by the native population. Simultaneously, the need for communication between the speakers of different languages also gave rise to the presence of interpreters.
In this social and geographical framework of the 15th, 16th, 17th and 18th centuries a paralanguage was developed, a language of linguistic exchange created from the strong Venetian presence in navigation and trade of the East. This would be a vehicular language created by non-natives, derived from the Romance language adapting it to the needs of communication (Metzeltin: 11).
Simultaneously, a paralanguage of similar features was developed in other territories of the Mediterranean, varying its characterisation according to the Romance languages that came together in each place. This paralanguage, also known by the name of lingua franca, was born out of the mix between one or several Romance languages and any eastern or Levantine language. It was used for some communicative situations and was well understood and spoken by people of a certain cultural level and certain social ambits: commercial, administrative or maritime.
This lingua franca from the 15th century until the 19th century was the product of a pidgin language, the result of which was that none of the groups that used it felt the need to learn the other’s language and, therefore, resorted to less complicated mechanisms; in other words, they created a new language from a mixture whose lexical and morphological base – the base of pidgin – is the Romance component, exactly the language of the most powerful group in these relations and which varies according to historical period.
On the threshold of the 16th century, following political and social events, the lingua franca of the Mediterranean gradually acquired a Spanish linguistic base
On the threshold of the 16th century, following political and social events, the lingua franca of the Mediterranean gradually acquired a Spanish linguistic base. Thus, it is necessary to recall the historical events that brought about the contact between Spanish and the other languages of the Mediterranean. Algeria belonged to the Almoravids and the Almohads from the 11th century until the 13th century and, after being divided into independent tribal zones, its coastal cities carried out piracy. To counter this advance, the Spanish occupied Oran and other cities in 1509. Faced with the affront of the attempts by the Spanish to conquer Algiers, the Algerians were protected and helped by the Greek-Turkish corsairs; however, they finally occupied the city, and the whole country was subjected to Ottoman authority.
On the linguistic situation of the city in the second half of the 16th century, Fray Diego de Haedo, in his Topographia e historia general de Argel (1612), distinguishes five linguistic communities, formed by Turks, apostate Christians, captive Christians, Jews and Moors. Among the captive Christians were the Spanish, Portuguese, French and Italians. Each one of these communities conserved the mother tongue used so that the members of the same community could communicate with each other. However, it should not surprise us that they were able to understand and speak the language of their masters – after five or ten years or more of captivity.
It was not only among the captured Christians that the learning of second languages or the start of the creation of the lingua franca took place. The presence of the Spanish in the North African baths of the kingdoms of Algiers, Tunis and Salé was also the perfect situation for the formation and later development of this lingua franca. For example, in the baths of Fez, Tétouan, Vélez de la Gomera, Algiers and Constantinople speakers of many languages from numerous and varied geographical areas met.
However, of the colingualism which emerged between the five communities in the city of Algiers mentioned by Fray Diego, only three languages stand out, those that became common languages which allowed members of distinct communities to communicate.
First is Turkish, spoken by the Turks, the apostate Christians who had relations with them, the Moors and by captive Christians.
Second, and together with this language, is the morisco language, which was not only used by the moriscos (Muslim converts to Christianity), but also by the Turks and Christians who had contact with them.
The presence of the Spanish in the North African baths of the kingdoms of Algiers, Tunis and Salé was the perfect situation for the formation and later development of the lingua franca
And, lastly, comes the common language of everyday relations between slaves and masters, captives and redeemers, merchants and buyers, Muslims and Christians; this is the lingua franca, which responds to the language and Christian way of speaking. With this language, communication with the Christians was easier, given that it was a mixture of several Christian languages, whose terms were mostly Italian and Spanish, in addition to some Portuguese. It should be added that the Lusitanian influence was because of the colonial policy that the monarchy of Portugal applied to Morocco; for this reason, the presence of a great number of Portuguese in Tétouan and Fez persisted until the defeat of King Sebastian in Alcazarquivir, in a crusade against Morocco.
The use of this lingua franca was general due to the constant presence of Christians. In this way, even native children and women of North Africa used it or, at least, could understand it when spoken by Christians. Moreover, it should be noted that learning could also be developed in distant lands, as in the case of the Turks who were captive in Spain, Italy or France, as well as a large number of apostates and Jews who were in Christian territory and could speak three languages: Spanish, Italian and French.
Captives and travellers throughout the 17th and 18th centuries testify that the designation of lingua franca, of eastern origin, could have been taken to Algiers by the Greek-Turkish corsairs when they went to the aid of the Algerians and ended up holding the hegemonic power.
Following the creolist Robert A. Hall (1966), the alleged lingua franca of the 19th century was a French pidgin. When France embarked on the conquest and consequent colonisation of Algeria in 1830, it was in the old pirate states of Tripoli, Tunisia and Algeria where the lingua franca widely used throughout the 19th century was developed. In this way, the linguistic consequence was quite clear: the lingua franca, until that time based on Italian and Spanish, changed its base, became Frenchified, acquiring the denomination of sabir.
As a counterpoint to its birth and evolution, we see that the decline of this last Mediterranean lingua franca and its later disappearance must be situated in the late 19th century and early 20th. It is notable, for example, that in Algeria the dissemination of French, irregularly learned by the North Africans through the French themselves, was a decisive factor for the disappearance of the lingua franca spoken in Algiers. The process was not so much a substitution of the lingua franca by an interlanguage, French or Arabic, but that the Algerians stopped learning the lingua franca because of the growing Frenchifying of the Arab community.
In short, the lingua franca of the Mediterranean was born out of the linguistic levelling of the different languages that coexisted in the Mediterranean basin. This lingua franca was the result of a pidgin whose formation, simplification and evolution was due to the situation of constant interference to which it was subjected throughout its ongoing creation, as well as to its limited dominions and its interlinguistic contacts.
In this way, we discover a Mediterranean linked not only by the same waters, but also by a single language: further proof of the different twinning established in the course of the life of Mare Nostrum. | https://www.iemed.org/publication/an-approach-to-the-lingua-franca-of-the-mediterranean/ |
Second language learners of English find it difficult to use the inflectional morphemes properly when writing. The difficulties in using the morphemes arise because of the structural differences between the English language and the mother tongue of the learners. This study explores and highlights the causes of the problems faced by Igbo learners of English as a second language in using the morphemes. The study reveals that the Igbo language lacks inflectional morphemes to show pluralization, genitive case, and third person singular present tense. The only inflectional morpheme the Igbo language possesses is past tense marking in verbs which is only marked following regular patterning. Therefore, the disparity between the English language and the Igbo language is found to be the cause of the problems in using the morphemes. Through the findings in this work, recommendations were given to curriculum planners, teachers and learners to help minimise the problems.
TABLE OF CONTENTS
Title Page
Table of Contents
Abstract
Chapter One: Introduction
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Scope of the Study
1.6 Research Questions
1.7 Limitations to the Study
Chapter Two: Literature Review
2.0 Conceptual Framework
2.1.0 Concept of Morpheme
2.1.1 Free Morphemes
2.1.2 Bound Morphemes
2.1.3 Inflectional Morphemes
2.1.4 Verb Inflection
2.1.5 Noun Inflection
2.1.6 Derivational Morphemes
2.2 Concept of Error
2.3 Interference
2.4 Inter-language
2.5 Problems of Using the Inflectional Morphemes of English
2.5.1Problems of Using the Verb Inflections
2.5.2 Problems of Using the Noun Inflections
Summary
Chapter Three: Theoretical Framework and Methodology
3.1 Theoretical Framework
3.2.0 Methodology
3.2.1 Design of the Study
3.2.2 Area of Study
3.2.3 Population of the Study
3.2.4 Sample of the Study
3.2.5 Sampling Technique
3.2.6 Instrument for Data Collection
3.2.7 Method of Data Collection
3.2.8 Method of Data Analysis
Chapter Four: Data Analysis, and Summary
4.1.0 Research Question 1
4.1.1 Errors of Omission
4.1.2 Errors of Misuse
4.1.3 Errors of Pronunciation
4.2 Research Question 2
4.3 Research Question 3
4.4 Summary
Chapter Five: Discussion, Conclusion, and Recommendations
Discussion of the Findings
Conclusion
RecommendationsWorks Cited
CHAPTER ONE
1.1 Background to the Study
A second language (L2) is a language next in rank to a bilingual person. In Nigeria, the English language is a second language to most people. In addition to the mother tongue (MT) which most Nigerians acquire as children, English ranks second in the Nigerian context. It is the functional language used for wider communication by most Nigerians – literate and illiterate alike. This is as a result of the British invasion on Nigeria. However, after the ousting of the British government, the language remained partly because of the prestige it gained during the colonial rule, and partly because Nigeria is made up of so many ethnic groups with different languages. These ethnic groups were always in contact with one another
- either through trade or migration, and, of course, they needed a general language in which to communicate with one another and the English language became the best choice since it was a common and general language to serve as Communication Bridge between the indigenous languages.
However, since the language is not indigenous to Nigeria, and it is not acquired or learned in a natural setting, it has been greatly influenced by the MTs of the different ethnic groups using it as L2 in Nigeria. Most of these influences are negative, because, many times they have hindered communication and intelligibility. It is worthy to note here that English has become a global language. Therefore, if Nigerians must use English, it has to be the English that is intelligible and acceptable to all for communication to be effective. Mother tongue (MT) influence has been noted to be a major cause of the problems associated with using the language in Nigeria (Sam Onuigbo and Eyisi “English Language…” 103; Femi Akindele and Adegbite “The Sociology…” 69). This is because most Nigerian users of the English language tend to structure the language to fit into the frame of their MTs. The act has given rise to errors because of the structural differences between the two languages. Also, the two languages in question (English and L1) are not closely related. They belong to different language families. Therefore, transferring the features of one into another are bound to create errors. Also, the learners in trying to reconcile the features of the two languages in contact, develop an inter-language – a kind of intermediate language developed by L2 learners - which they use to express themselves in a language foreign to them.
Another problem faced by the learners is the irregularity and inconsistency which mark the English grammatical rules. Sam Onuigbo and J. Eyisi summarise the above thus:
The … English in Nigeria and in any second language situation is affected by two important factors. The first factor which is a very strong one derives from the interference from the native languages and other languages in contact. The second one, which is equally crucial results from the inherent irregularities within the structure of the second language itself. (103)
No English rule is followed blindly to the end because each rule is marked with exceptions. The learners, who are learning English in a formal setting – classroom - are made aware of the rules of the language which they are expected to master. However, the mastering of the rules is not properly internalized by the learners who always get confused on where and when to apply the rules. The inflectional morphemes on which this study is based upon pose usage problems to learners.
Inflectional morphemes which are one of the two types of bound morphemes in the English language serve as grammatical markers that indicate tense, number, possession and comparison. According to George Yule (The Study… 77), the inflectional morphemes are not used to create new words in the English language. They only perform grammatical functions in words. In other words, they do not change the grammatical category of the word they are attached to. They are used to show plurality and the genitive case (ownership) in nouns, tense.....
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CHAPTER ONE
1.0 Introduction
This project is centered on An In-depth Study on Lexical Borrowing from English to Hausa, with the aim to study the English and Hausa lexical loan words. The concept borrowing has been defined and explains by different scholars. It is a universal socio-linguistic phenomenon which is as a result of different cultures in contact, as a result of this contact cultural items filter freely from one culture to another.
This is true in the case of language as there is a dare need for communication between speakers of different language communities who come into contact. This is therefore in the case with language development through lexical borrowing in English and Hausa.
It is a common fact that no language can live in isolation without interacting with neibouring or other language around it. The interaction could be political, economic and social In a situation where a language remains without new words, there is every tendency that such language would logging behind other language.
The borrower words are often referred to technology e.g. machine, engine, telephone e.t.c. language which is the major need of any society.
It is almost impossible for any language to remain purely on its own unless the speakers do not leave their domain for another and similarly do not allow speakers of another language in to their domain. Lexical borrowing is common in most languages because no language is an inland on its own, it is on this note this project will discuss the phenomenon of language development through lexical borrowing. It is going to deal with study of English and Hausa language as each borrowing from one another. | https://codemint.net/linguistics/an-indepth-study-of-lexical-borrowing-from-english-to-hausa/index.html |
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