“An Inconvenient Truth” by Al Gore (Global Warming) Essay

â€Å"An Inconvenient Truth† by Al Gore, is a documentary that tells us about Global Warming. As he tells us, Global Warming involves solar radiation, in the form of light waves, passing through the atmosphere. Most of this radiation is absorbed by the Earth and warms it. Then some of the energy is radiated back into space, by the Earth, in the form of infrared waves. However during this process, some of the outgoing infrared radiation is trapped by the Earth’s atmosphere and warms it; which in return keeps the temperature at a livable and somewhat constant level. However, the atmospheric layer is now being thickened by the harmful pollution and because of that more of the infrared waves are being trapped and are now warming more worldwide. Throughout the documentary Gore is targeting the people who want to know about global warming and those who need to make a change in order to stop the current, unrealized harm that global warming is causing. This is analyzed by the way he does his presentation. He performs his presentation in front of a live audience, an audience who is diverse. Diverse in the way that he has presented this slide show in many diverse places such as Aspen, Portland, London, Vienna, Italy, Spain, China, and South Korea just to name a few, and with males and females of every age. Gore also presents this slide show to people who want to know more about the situation. Which in return, we can assume that if the audience is attending his presentation, then they have little or no knowledge about the situation at hand and it is highly likely that they have not done much of anything in order to prevent global warming from becoming a future dilemma. In order for Gore to reach his audience he uses visuals and techniques. The documentary actually begins with a beautiful, peaceful visual of a flowing river with rustling leaves and chirping birds, all of which start the audience out with an idea of what will cease to exist and what they will lose if global warming does not cease. His visuals are also precise. For instance graphs derived from scientific research yet at the same time they were easy for everyone to understand due to Gore’s detailed explanation of each one. An example of this would be the graph he used that dated back 650,000 years. When he presented this graph he explained that it measured  CO2 and temperature related measurements. He then continued to explain that when there is more carbon dioxide then the temperature becomes warmer. He is also sure to include the fact that today’s CO2 measurement/concentration is higher now than ever before and that scientists project a great and dangerous increase in less than 50 years if there is no change. Al Gore also makes sure that during his speech he uses visuals that have sentimental value and that can also be remembered by the viewers once the documentary is finished. For example, he showed many photographs of deteriorating landmarks across the world, many of which are well known to a majority of viewers even if they have just heard of the names. A specific technique Gore also includes is a story telling technique. He used a story from his past that included a fellow classmate asking if the east coast of South America and West Coast of Africa were once joined together. He ended this story with a comical statement while also stating the answer to his fellow classmate’s question. This story telling technique allowed his presentation to appear more upbeat and entertaining to his audience rather than dull with only strict statistics. Last but not least, Gore uses humor as a technique. He does this by including a clip from the Simpsons, a comedy cartoon shown nationwide. The clip involved global warming and was used as a way to explain things in a different way and/or view to people who may not understand fully, while adding a slight humor to the serious situation. The visual argument was prominent throughout Al Gore’s documentary. When he was not using the many pictures and videos consuming mostly of the drastic changes that are already taking place, he was showing the graphs of scientific study and predictions for the near future all because of global warming. The pictures contained mountains that were once covered with snow caps but are now dry and desolate, glaciers that once stood 700 feet tall but now crack and crumble only to melt in the infrared warmed waters, lakes that once flowed freely down their lively paths but now almost cease to exist, and even trees that were once colorful and forcefully standing but now weak and drained of pigment. These were strong visual arguments as much as they were emotional stimuli. Strong arguments because the pictures spoke for themselves and no one can argue against the facts they can see with their own two eyes and strong emotional stimuli because people could now see  what their children wi ll never or no longer be able to see or enjoy. Another example of visual argument that provokes emotional responses would be the weather changes. For instance, global warming can be held accountable for the severity of Hurricane Katrina. This astonished people simply because Hurricane Katrina had also hit the state of Florida when it was titled as a category one hurricane, however Katrina then traveled over warm waters and became much stronger by the time it reached New Orleans. To prove this point Gore included a statistic that showed how the top ten hottest years occurred in the past fourteen year, 2005 being the ultimate hottest year on record. All of which affects the ocean waters as well as producing additional stronger storms such as tornados, typhoons, flooding, and even droughts. This truly affected them emotionally by actually seeing how the world is practically falling apart due to global warming. The specific emotional response that occurred to the viewers was despair and astonishment, mainly because many were actually viewing and understanding the harm that is being done by them and everyone else who is failing to respond to global warming warnings. In conclusion, the visual arguments, such as the videos and pictures, were greatly appropriate for Gore’s purpose because it actually allowed the viewers to see a reality that they on other terms may have never been able to see. It hopefully also gave the viewers the urge to change their ways in order to fight the bigger crisis that may come in the future because of global warming. Like Gore said, â€Å"This is not really a political issue, so much as it is a moral issue, if we allow global warming to happen it is deeply unethical.†Authority also plays a role in the documentary. Gore, for instance, is a great example of authority on the topic of global warming. He has a great knowledge on the subject from his constant research and is looked up to by many people because of his standing on politics, since he is a well known political figure. The sources of other authorities, such as the sources of the scientific studies, the photographs, and short informational videos, are all named at the end of the documentary, if not stated by Gore himself during his presentation. The sources of information are current as well as a few years old, after all there were studies done in the past that were used in order to compare today’s statistics. Also, the authorities are respected by the audience in the way that the audience simply believes the information being given to them through out the  documentary. In addition, Al Gore includes â€Å"little movies† of his life throughout the documentary. These movies consisted of when he was running for the presidency against George W. Bush, how he became interested in global warming, how his life was growing up, and even life changing moments involving his son and best friend. By including moments of his presidential campaign against Bush it showed his audience how he can bounce back from a loss and sill be determined to inform the people of problems in order to help them. It also shows that if he would have won, he would have made global warming a main issue. â€Å"Little movies† of his young life allow his audience to see ways he actually relates to them. Whether it be the closeness he held with his family or the way he moved from place to place to accommodate his father’s lifestyle as a tobacco farmer and his senate duties. Gore even included the way he has had to deal with a loss of a best friend whom died long before she should have because of lung cancer due to smoking. He included this as a comparison to the situation of global warming. Gore explains that his father would always find excuses to continue growing tobacco after the surgeon general’s warning until the death of his close friend. This is just like people coming up with reasons to avoid paying attention to global warming situation. Gore also includes information about his son when he was hit by a car and was put into critical condition. This would relate to the majority of the audience who has children themselves and at the same time show everyone that he has tragedies in his life just like every other ordinary person does. Another important part included through the little movies, possibly the most important little movie because it contained main emphasis on the topic, was how he became interested in global warming. He informed his viewers that his interest was jump started by an image, an image shown to him in college by a favored professor. He then explains that this college professor was also a talented scientist who would send weather balloons over the pacific in order to get statistics of his own. The professor recorded his findings and shared them with his classmates, all of which Al Gore absorbed like a sponge and became interested. In conclusion, Gore’s purpose for this documentary is to inform the people of global warming and how it is effecting the earth now. It also evidently shows how it will severely effect us in the future if we do not act on it. He wants everyone to realize this is something to start worrying about now and not put it off any longer. He also wants to give people hope that they can overcome this and change the process of global warming. After all we, as a whole, have overcome wars, famines, slavery, the right for women to vote, defeated totalitarianism, desegregated schools, cured fearsome diseases like polio, worked together to bring down communism, and have even fixed a hole in the atmospheric layer, which was said to be impossible. Another main purpose is to help everyone understand the alternative ways we can bring carbon emissions to zero in order to defeat this issue. These alternative ways include changing they electricity we use, the cars we drive, and even the things we buy. It is necessary to encourage everyone to make a change. Buy energy efficient light bulbs, increase insulation, plant trees, walk or ride a bike rather than drive, switch to renewable energy sources when possible, and even vote for leaders who pledge to solve this problem. In Al Gore’s own words, † It’s separating the truth from the fiction and the accurate connections from the misunderstandings is part of what you learn here but when the warnings are accurate and based on sound science then we as human beings, whatever country we live in, have to find a way to make sure the warnings are heard and responded to.† Gore, Al. â€Å"An Inconvenient Truth†. Documentary. 2006.

The Importance of Training to Quality

Introduction Many theorists have suggested that it is crucial to adequately train stuff in order to improve the overall quality of the service or product offered. Today employers are increasingly depending on the skills of all their employees for improvements in efficiency, quality and customer service (Motwani, Frahm, & Kathawala, 1994a). This review will focus on the findings of the main theorists in the quality management field and their views on the importance of employee training. It will outline the factors which influence employee training and suggest how quality training should be implemented. The review will also provide some insight into alternative methods of quality employee training. The Importance of Training to Quality Motwani, Frahm, & Kathawala (1994b) state that training is the critical variable in the success or failure of a company’s quality improvement programme. They go on to say that training enables a company’s workforce to acquire the skills needed to improve and maintain the quality production process. As the challenge of improving product and service quality becomes more important for all organizations so does the challenge to the training and development profession (Motwani, et al. 1994a). Motwani, et al. , (1994a) agree with other authors such as Cocheu (1992) and Ishikawa (1976), that quality begins and ends with training. According to Kaeter and Cothran (1992), training influences the process that help to improve quality. Ishikawa (1976) who has been a leader in stressing employee participation and the man who advocated the use of cause and effect diagrams (also known as ishikawa diagrams) to diagnose quality problems, has stressed that it is crucial to train managers and employees to improve quality. Deming (1982) notes that all employees should be trained continually as the needs of the customers are constantly changing over time. It is not enough to hire good people for the business organisation. They constantly have to acquire new skills for new materials and new methods of production. Deming (1982) considers training to be a long-term investment in people and the future of the company. Continuous training helps employees to improve their quality performance and the quality of the work processes they are responsible for (Deming 1982). When identifying key practices of quality management, most authors agree that training is an important factor. Saraph, Benson & Schroeder (1989) list training as one of the eight critical factors of quality management. Lakhal, Pasin, & Limam (2006) go on to state that employee training and employee participation are two of the eight critical factors of quality management. Eight key employee practices to improve quality have also been suggested by Smith (2001) and they are: recruiting, selection, retention, teamwork, training and development, appraisal, rewarding quality and employee involvement. Just knowing that training is important is not enough; training must also be effective (Cocheu, 1992). Cocheu (1992) proposes that to improve quality, organizations can use a six-step strategy, which includes: 1. Preparation, 2. Planning, 3. Awareness, 4. Deployment, 5. Implementation, and 6. Continuous improvement. This strategy should be supported by a six-phase training approach: 1. Understanding and commitment, 2. Quality management systems, 3. Improvement teams, 4. Customer service, 5. Process improvement, and 6. Advanced quantitative methods. Each phase of the quality training curriculum should build on the preceding hase of the training to give people at every level of the organization the knowledge and skills they will need. This includes both the employees and the management. (Cocheu, 1992) The Importance of Management to Training Most authors agree that quality management is crucial for the successful training of the employees. Without the wholehearted commitment of top man agement, spending time on quality training is pointless. Employees look to management to see if a company is really serious about quality training. If the management does not commit itself to change than the workers will not do so either (Motwani, et al. 1994b). Successful implementation of any change programme requires proper education and training of those who would be involved in the implementation process (Ernest Osseo-Asare Jr & Longbottom, 2002). Management needs to be sincere and to devote adequate time and resources to the on-site training effort so that employees believe it is important. Whether on-site or off-site training is employed, the skills learned by employees need to be applied immediately. If this is done, employees will receive the quality message (Motwani, et al. , 1994b). Anjard (1995) argues that it is no longer a luxury or a question as to whether Total Quality Management (TQM) philosophy should be adopted. He states that â€Å"unless we adopt the concepts of continuous improvement, we are guaranteeing organizational obsolescence†. TQM is a visionary movement which represents a final recognition of a management philosophy that encourages employees to share responsibility for delivering quality services and products. Commitment from the top as well as a willingness to transform an organization from the bottom up is essential for effective implementation. More importantly Anjard (1995), goes on to say that effective TQM managers lead, coach and mentor amongst other things and that managers must train everyone and provide them with the knowledge, skills and tools needed for continuous quality improvement. Mathews, et al. (2001) add that the training that underpins quality management determines the likely effectiveness of the quality initiatives undertaken. Quality is achieved where employee satisfaction results from high-quality management, which places great importance on employee motivation and morale (Crome, 1998). Clear objectives in line with vision should be shared with staff through proactive leadership, highlighting areas that work well, creating champions of good practice and being supportive and motivational (Curry & Lyon, 2008). Donaldson (2004) states that achieving true quality takes much more than just learning the basic skills and technical concepts, you also have to get the human element right. This means providing education and training opportunities for all involved, plus support and empowerment from above. The author adds that emphasis should be placed on employee empowerment and training to improve quality of service. Bharadwaj & Karkera (2001) add that it is not realistic to think that mangers can achieve control by simply hiring good people, aligning incentives and hoping for the best. Today’s managers must encourage employees to initiate process improvements and new ways of responding to customers’ needs – but in a controlled way. Also, the employees must be told specifically what is expected of them. Specific training makes employees more confident and reduces staff turnover rates. This in turn increases quality (Pollitt, 2006). Smith (2001) agrees and states that employee involvement is positively linked with improved quality. As a result of this employee empowerment, some trainers responsible for self-guidance of the development process, become concerned that the philosophy implies their role within the organization will eventually become redundant. Quality control managers have subsequently discovered that the move to TQM has not reduced the importance of their job role. In fact, quite the reverse is usually the case because the quality manager’s new responsibilities as quality facilitator and mentor across all aspects of the organization’s activities is inevitably more rewarding and demanding than their old role of â€Å"organizational gamekeeper† (Chaston, 1994). Many companies have established written quality requirements for the products that they produce but few have developed internal requirements that must be met as process flows from one operation to another. Still fewer have developed requirements for the process itself – what must be done in what order to produce a conforming output (Oversmith, 1990). The author stresses the importance of using recognition systems that encourage participation and the involvement of employees in the quality process. Oversmith (1990) adds that companies achieve quality by making every single employee a â€Å"quality manager†. Each employee has to know what part they are playing in the quality improvement process. It begins when the employee is orientated into the company. The employee learns the requirements expected of all employees as well as the specific requirements for the job to be performed. This initial training should be followed up within the first few weeks of employment by formal quality education to stress the importance of the individual’s role in the quality improvement process as well as specific actions an employee is expected to take to avoid or eliminate quality nonconformance (Oversmith, 1990). Formal training in group problem solving and the proper use of teams to eliminate quality problems further prepares an employee to participate in improvement process. Smith (2001) also agrees that team based learning is important and suggests that incentives should be used to promote quality. Incentives for Quality and Alternative Methods of Training In order for the employees to use their training and improve the quality of the products/services, the management must provide them with incentives. If valued incentives exist for desired behavior, training that enables such behavior is likely to succeed as well: Many people receive a fixed amount of pay for the hours they work. They will not make more money immediately if they do a better job and they will not receive less, unless they are fired, for doing a poorer job. So, for these people, pay is an incentive for being present and for doing a minimally acceptable job – and not much more than that. Fortunately for employers, other incentives exist: approval and compliments, respect and trust, access to valued resources – tools, people, a window with a sunny view, awards, increased power and authority, more interesting or desirable assignments (Allen, 2003). Allen (2003) suggests that employers consider providing meaningful and memorable experiences through interactive multimedia to help employees see how the impact of their work determines the success of the group and ultimately affects quality. Burns (2005) suggests use of e-learning to train employees to improve quality. The key being interactivity. E-learning provides the potential to bring quality to life. When people are having fun, they won’t realize how much they are learning. If the average employee doesn’t enjoy learning he or she won’t absorb much about quality. Computers allow simulations to be built as an aid to learning and this is very relevant in lean Six Sigma training where factors such as throughput, work in progress, touch time and cycle time interact could be difficult to demonstrate. This would not just be effective but it will also be more enjoyable and people learn better when they are enjoying the learning experience (Pollitt, 2007). Pattison (2001) agrees that activities and interactivity make learning and training more enjoyable. Burns (2005) adds that humor is another means of providing motivation to learn about quality. Conclusion Upon review of literature on the importance of training to product and service quality it is evident that staff training is a vital part of any quality process. Quality products and services depend on a quality workforce. In order to sustain competitive advantage companies need to develop and implement quality training measures. A strong support from management is needed to constantly motivate and facilitate the employees training. Investing in employees training directly correlates with how the quality of the company’s products and services is viewed. If training continues to improve, if it continues to reinforce quality messages, then employees will believe quality truly is the foundation of their company’s long term culture. References Allen, M. (2003). Training rewards good performance. Quality, 42, 28-29. Anjard, R. P. (1995). Keys to successful TQM training and implementation. Training for Quality, 3(1), 14–22. Bharadwaj, G. , & Karkera, R. (2001). Employee training in quality in the new millennium. Quality Congress. ASQ's †¦ Annual Quality Congress Proceedings, 517-528. Burns, T. (2005). E-Learning: The Future of Quality Training. Quality Progress, 38(2), 50-56. Chaston, I. (1994). Managing for Total Training Quality. Training for Quality, 2(3), 11-14. Cocheu, T. (1992). Training with Quality. Training & Development, 46(5), 10. Crome, M. (1998). Call centres: battery farming or free range? Industrial and Commercial Training, 30(4), 137. Curry, A. , & Lyon, W. (2008). Call centre service quality for the public: a Scottish framework for the future. Managing Service Quality, 18(2), 194-208. Deming, W. E. (1982). Quality, Productivity and Competitive Position. Cambridge: MIT Press. Donaldson, D. P. (2004). Getting the People Part Right. Quality Progress, 37(7), 6. Ernest Osseo-Asare Jr, & Longbottom, D. (2002). The need for education and training in the use of EGQM model for quality management in UK higher education insitutions. Quality Assuarance in Education 10(1), 26-36. Ishikawa, K. (1976). Guide to quality control. Tokyo: Asian Productivity Organisation. Kaeter, M. , & Cothran, T. (1992). Pioneering Quality Training. Training(April 1992), 13-18. Lakhal, L. , Pasin, F. , & Limam, M. (2006). Quality management practices and their impact on performance. International Journal of Quality & Reliability Management, 23(6), 625-646. Mathews, B. P. , Ueno, A. , Periera, Z. L. , Silva, G. , Kekale, T. , & Repka, M. (2001). Quality training: findings from a European survey. The TQM Magazine, 13(1), 61-68. Motwani, J. G. , Frahm, M. L. , & Kathawala, Y. (1994a). Achieving a Competitive Advantage through Quality Training. Training for Quality, 2(1), 35-40. Motwani, J. G. , Frahm, M. L. , & Kathawala, Y. (1994b). Quality Training The Key to Quality Improvement Training for Quality 2(2), 7-12. Oversmith, G. E. (1990). Developing Employee Ownership of the Quality Improvement Process. Hospital Materiel Management Quarterly;, 12(1), 38-45. Pattison, S. A. (2001). Staff meetings: an opportunity for accelerated training of employees. Journal of Workplace Learning, 13(4), 172 ±178. Pollitt, D. (2006). Holiday Extras is flying high Call-center training improves call time, quality and staff retention. Human Resource Management International Digest, 14(7), 22-24. Pollitt, D. (2007). ING Direct banks on the quality of its call centre employees. Training & Management Development Methods 21(4), 579-582. Smith, W. L. (2001). Customer service call centers: managing rapid personnel changes. Human Systems Management, 20 123–129.

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Window Shopping in Britain - Case Study Example The reports by the media that shopping is a major pastime activity in Britain, is true. Zara Fashions is one of the fashion and clothing companies that invest heavily in marketing its products. Shopping is an important activity in Britain. Shopping is not taken just as a necessity whereby individuals go to buy what they need; it has more of a social meaning. In Britain, shopping is one of the pastime activities. Shopping for necessities such as food is done on a regular basis and without much thought. However, shopping for goods that are not necessities is more organized. For luxurious goods, more effort is put in shopping with prior preparation that involves research on potential shopping areas. Most of the people in Britain do their shopping when they have enough time rather than when they are in a hurry. Thus, most of the shopping is done during the evenings and on the weekends. As a social activity, most shopping is not done just by an individual rather; most of the shoppers are accompanied. Window shopping has a high social meaning in Britain. This behaviour is observed in most of the cities and towns in Britain. Most people admire products in shopping marts and supermarkets. Window shopping plays a big role in helping most people make decisions on the kind of products to buy. Although window shopping is common in almost all products; clothing and fashion marts attract most of the window shoppers (Sullivan, Adcorck, 2002). This shopping behaviour in most of the Britain people has influenced the way marketing for clothing and fashion is done. Window displays are a key means of marketing fashion and clothing. The trend of fashion and clothing involves frequent changes in fashion. In consequence, the taste of the customer also changes. Most customers are attracted to fashions that are new to the market and are attractive to their eyes. Thus, before making a decision on the kind of fashion or clothing to buy, individuals must have come across the fashion or clothing. In making decisions, most customers base their decisions on having seen someone else in the fashion or having come across the fashion in a display window. A display window is the first thing that a customer comes across before entering a fashion shop (Leydenfrost, 2006, 230). When entering the shop, the customer usually has an idea on the kind of clothing that he or she is attracted to. Most people go for window shopping in fashion shops to update themselves on the new fashions in the market. Thus, the displays in the fashion shops are made in a manner that is attractive to customers and that send a good message about a product of a business Zara Fashions is one of the most successful fashion and clothing company in the world. In London, the company has a store along Regent Street. In all its stores, Zara fashion takes its marketing very seriously. The displays in the stores enable the different varieties of fashions to be displayed under different categories (Sullivan, Adcorck, 2002, 23). The major categories in the London Zara fashion store are the men's and women's apparel. The other categories are children's fashion and fashions for various occasions. Occasions such as weddings, executive affairs, church and casual dressing are featured in the store. The window display in Zara fashion aims to attract all categories of customers. Men's and women's clothing are displayed in the window. The display in the store portrays a sense quality. The fashions

Manage People and Performance Essay Example | Topics and Well Written Essays - 1500 words

Manage People and Performance - Essay Example Considering that Maslow’s theory presented us with five orders of needs it is clear that all of those were fulfilled by the job he had with Avant Garde. He had a competitive salary which took care of his basic needs for nourishment; he had a company car, free healthcare, personal pension plan and a job he liked which took care of his needs for safety, security and social affiliations. The fourth order need in term of esteem could have been fulfilled by his rising position within the company even through his first class travel as he worked for Avant Garde. Even in terms of self actualization, he could have attained some level of it through his making the HR Department of the company the envy of others. Recognition by others within his social circle and even outside his social circle would have come from this achievement and it is likely that he would have continued working for the company till his retirement. However, there was a fly in the ointment which caused him to rethink his decision and his life as well since his third order needs were put in danger. From being socially accepted within the company he found himself being excluded from meetings when the company he was working for was taken over by someone else. In fact, he even lost his position as part of the strategic decision making group of the company. The final straw as put by the case study was the requirement for Phil to eliminate a large portion of the company through making many of his co-workers redundant. These developments put Philip in a position where he could not continue working for the company. While his basic needs were being fulfilled, his higher order needs were not being met which made him look for other opportunities. Amongst these opportunities was the chance to work at his Alma Matter and he took that knowing that he had had positive

Metaphysics and Realism Proponents St. Essay Example for Free

Metaphysics and Realism Proponents St. Essay Definition: *Realism may be defined as any philosophical position that asserts: 1. The objective existence of the world and beings an it and relatives between these beings independents on human knowledge and desires: 2. The knowability of these objects as they are in themselves 3. The need for conformity to the objective reality in man’s conduct *Realisms an educational philosophy which advocates that education should be concerned with the realities of life and should prepare a person for his/her duties in life. Ontology (Reality) for realism is a world of things. Epistemology (how we know) realists use their senses of observation Axiology of realism (values) is the laws of nature that can be revealed through the application of scientific reason Proponents: *John Milton believe that education must prepare one for life in the real world *Francois Rabelaisadvocated that all forms of studies be made pleasant, with games and sports being utilized toward the physical development of the child and for practical development of the child and for practical application later in life. Michael de Montaigneaccording to him, the aim of education, is not to produce scholars and professionals but to prepare a young boy to live the life of a gentleman in the world of affairs John Amos Comeniusfirst educator who advocated the use of visual aids in classroom teaching Francis Baconaccording to him, knowledge of nature is the only real and fruitful knowledge and should be the basis of all scientific progress. Richard Mulcaster he advocated that all teaching processes should be adopted to the pupils and that the mother tongue or vernacular should be used to instruct pupils aged 6 to 12. *Wolfgang Ratkeadvocated the use of vernacular as the medium of instruction as the child need no longer learn the language and thus can concentrate wholly on the lesson being studied. *Aristotle is the foremost proponent of realism, as Plato student, had his philosophical beginning rooted in platonic idealism, yet developed his own regarding the nature of reality later on. Aristotelian realism proposes that ideas can free float without having matter, whereas matter cannot exist without some semblance of form, and this form is independent of mental cognizance. *Religious realism was put forth by Thomas Aquinas in the 13th century stating that true reasoning lies with supreme reasoned-God—and that by aligning our rational minds with his tenets,we too can understand the universe and the nature of reality In more modern time’s philosophers such as Francis Baco, John Locke and later G. E. Moore and Ayn Rand forwarded theories regarding moral realism. Political realismproponents were Otto Von Bismarck and Carl Von Clausewitz. Moderate realism proponents St. Thomas Aquinas and John of Salisburyheld that universals exist only in the mind of God. Implication of Realism AIM The aim of education is to provide the students with the essential knowledge he will need to survive in the natural world. According to John Luis Vives aducation should develop personality Rabelais,was for the development of a whole man Milton believed that education was to prepare for actual living CURRICULUM The realists believe that the most efficient and effective way to find out reality is to study it through organized, separate, and systematically arranged subject matter. This is called the subject matter approach to curriculum which is composed of two basic components†¦the body of knowledge and the appropriate pedagogy to fit in the readiness of the learner. METHODOLOGY The teacher is expected to be skilled in both the subject matter that he teaches and the method of teaching it to students. The school task is primarily on intellectual one. In the elementary level, emphasis is on the development of skills for reading, writing, arithmetic, and study habits In the secondary and collegiate level,students will be required to recall, explain, compare, interpret and make inferences.

Energy Balance For An Internal Combustion Engine Engineering Essay

Energy Balance For An Internal Combustion Engine Engineering Essay The main objective of the experiment is to measure the energy contributions to the diesel engine, which is treated as a thermodynamics system. The energy contributions that are not measured may then be estimated from an energy balance. There are two main, unmeasured energy contributions to identify:- An energy loss from incomplete combustion, in which some of the fuel is not burned completely. An energy loss by heat transfer to the air surrounding hot engine components. Introduction A Petter four stroke diesel engine will be used to investigate the efficiency of a diesel engine. Diesel engines are  internal combustion engines  designed to convert the chemical energy available in the fuel, into mechanical energy. This mechanical energy moves the pistons up and down inside cylinders. The pistons are connected to a crankshaft, and the up-and-down motion of the pistons, known as linear motion, creates the rotary motion needed to turn the wheels of a car forward. We are already aware of the fact that internal combustion engines have very low efficiencies, but the purpose of such experiment is to study where and how the energy is used and lost. This would help us to improve the efficiency of the internal combustion engines where ever possible. Theory Both diesel engines and petrol engines convert fuel into energy through a series of small explosions or combustions. The major difference between diesel and petrol engines is the way these explosions happen. In a petrol engine, fuel is mixed with air, compressed by pistons and ignited by sparks from spark plugs. In a diesel engine, however, the air is compressed first, and then the fuel is injected, because as the air is compressed it heats up to around 400 °C, it is hot enough to ignite fuel. A four stroke diesel engine uses the following cycle (illustrated in Figure1): Intake stroke   The intake valve opens, and fresh air (containing no fuel), is drawn into the cylinder, moving the piston down. Compression stroke   As the piston rises, the air is compressed, causing its temperature to rise. At the end of the compression stroke, the air is hot enough to ignite fuel. Combustion stroke   As the piston reaches the top, fuel is injected at just the right moment and ignited, forcing the piston back down. Exhaust stroke   The piston moves back to the top, pushing out the exhaust created from the combustion out of the exhaust valve. Figure 1 24075-004-613c6f14.gif Eq1From the basic steady flow energy equation, using the air-cycle method, we may write:- The value of can be approximated, closely, to: , Cpe is taken as 1100J/KgK It is convenient to replace by in order to make an allowance for the possibility of incomplete combustion. *Where, FL, is the proportion of fuel energy that is not available because of incomplete combustion. Heat transfer, (Qr), is the sum of energy transferred to cooling water and energy lost to the surrounding from hot engine components, therefore we can write: Qr = -dot mw Cpw ( Tout Tin ) + Qrn Replacing all quantities in Eq1 we get: Symbols explained as follows: rate of heat energy transfer of system rate of the work done by the system (power) combustion air mass flow rate fuel mass rate specific enthalpy of products of combustion specific enthalpy of combustion air specific heat of water 4190 J/kgK Apparatus The Apparatus used in this experiment is mentioned as follows: Petter Diesel Engine: A four stroke, single cylinder, 659CC Petter Diesel Engine was used to conduct the experiment. Figure 2 shows the picture of Petter Diesel Engine used in the experiment. Ear Muffles: Ear muffles were used to protect the ears from the loud noise of the diesel engine; prolonged exposure to such loud noise without ear protection can lead to hearing impairment. Barometer: A Barometer was used to measure the atmospheric pressure at the time of experiment. Atmospheric pressure was needed to calculate the mass flow rate. The Barometer gives readings in mmHg. Figure 3 shows the picture of barometer used in the experiment. IMG_4763.JPGIMG_4767.JPG Figure 2 Figure 3 Experimental Procedure The purpose of this experiment was to investigate the efficiency of a diesel engine. To start with the experiment, all the gauges on the apparatus were pre set to default readings and as a safety precaution all students were provided with ear muffles. Each individual group member was assigned a task by the module lecturer. My assigned task was to measure the oil and at the same time, time the engine as it consumed the set amount of diesel. Similarly other students were given tasks, which they carried on doing as the experiment progressed. The engine was started and after waiting for the recommended time of ten minutes, all the readings were taken off gauges. A weight of 5kg was already placed onto the torque arm before starting the engine. Measurements such as fuel flow rate, cooling water flow-rate, spring balance, orifice plate pressure drop, speed gauge and electric thermometer were taken. Electric thermometer reading is divided into four parts, mentioned as follows: Exhaust temperature Cooling water inlet temperature Cooling water outlet temperature Air inlet temperature After taking all the readings, engine was shut down and ear muffles were removed. The readings taken off the gauges were then used to work out the energy balance for an internal combustion engine. Results MEASURED PROPERTY VALUE UNITS Atmospheric Pressure 764 mmHg Engine Speed 1500 rpm Spring balance reading 15 N Mass on torque arm 5 Kg Amount of Fuel measured 20 ml Time to consume fuel 97 Seconds Relative density of fuel 0.864 Orifice plate pressure drop 31 mmH2O Exhaust gas temperature 260 Degrees Celsius Cooling water inlet temperature 69 Degrees Celsius Cooling water outlet Temperature 75 Degrees Celsius Air inlet Temperature 18.5 Degrees Celsius Cooling water flow-rate 5 litres/minute Following readings were obtained from the gauges: 1. Shaft power output= torque* shaft rotational speed = W(kg load -dial reading)*rt*N(rpm)*2Ï€/60 = (5*9.81)-15*0.4*1500*2Ï€/60 = 2139.42 Watts = 6.13 10-3 kg/s 3. Fuel flow rate = = (20 10-3/1000) (864) = Kg/s 4. Heat transfer rate to the cooling water = {(l/min)/60} * 4.196* (Tout Tin) = *4.196*(75-69) = 2.098 kJ/s 5. Heat transfer to exhaust gases = (6.24 = 1.70 kJ/s 6. Energy Balance: Fuel Energy Input = mf*LCV = (1.7810-4) x (43106) = +7654W Shaft Power Output= + 2139.42W Cooling Water Heat Transfer= +2098W Exhaust Heat Transfer = +1700W Energy Transfer =Qm-mf *FL = -7654+2139.42+2098+1700 = -1716.58W Efficiency = n=useful work output fuel energy input =2139.42 x 100 7654 =27.95% (Useful Work) Energy to surroundings = (Heat supplied in fuel Useful work done Energy to coolant Energy to exhaust) = 7.66 2.14 2.10 1.68 = 1.74KW Percentage energy to coolant = Energy to coolant 100 Heat supplied in fuel = x 100 = 27.41% Percentage to exhaust = Energy to exhaust 100 Heat supplied in fuel = x 100 = 21.93% Percentage loss to the surrounding = Energy to surroundings 100 Heat supplied in fuel = x 100 = 22.71% pie chart.jpg Figure 5 Figure 4 Discussion Engine efficiency refers to an engines ability to transform the available energy from its fuel into useful work. The modern petrol combustion engine operates at an average of roughly 20 to 30 percent engine efficiency. The remaining 70 to 80 percent of the energy is lost to the surroundings in form of exhaust heat, mechanical sound energy and friction. Diesel engines are a bit more efficient. The  diesel engine  uses high compression to ignite its fuel. This higher compression compensates for the engines heat losses and results in roughly 40 percent engine efficiency. This engine efficiency is only observed by direct injection diesel engines (discussed later). Rest 60 percent energy, like the petrol engine is lost to the surroundings. The Petter diesel engine which was the subject of this experiment showed a poor overall efficiency compared to an average diesel engine. The overall efficiency of the Petter diesel engine was only 27.95 percent. The reason for such poor efficiency was that most of the energy was lost to surrounding, but that doesnt mean that the engine cannot me made more efficient. See Figure 4 and 5 for the distribution of energy lost and utilised. There are many ways to improve the efficiency of a diesel engine, some are discussed below: Turbochargers: The purpose of a turbocharger is to compress the air flowing into the diesel engine, this lets the engine squeeze more air into a cylinder and more air means that more fuel can be added; basically a turbocharger converts waste energy from an engines exhaust gases into compressed air, which it pushes into the engine. This allows the engine to burn more fuel producing more power and improves the overall efficiency of the combustion process, hence making the engine more efficient. However, the only disadvantage of a turbocharger is that, if it is in a cars engine it would take a few second to respond as the driver presses the pedal, this phenomenon is known as lag. Turbocharger suffers from lag because it takes a few moments before the exhaust gases reach a velocity that is sufficient to drive the impeller/turbine. Direct Injection: With direct injection, the diesel fuel is directly injected into the cylinder i.e. fuel is mixed with air inside the cylinder, allowing for better control over the amount of fuel used, and varies depending on demand. This makes the engine more fuel efficient. Before direct injection, the fuel was mixed with air in the cars intake manifold. Variable Valve Timing: Valves open and close to allow air and fuel to enter cylinders and for the products of combustion to exit. Different valve timings produce different results (more power and or better fuel economy). Many modern engines can vary valve timing, allowing the default low RPM range of the engine to have more economical timing, and the higher RPM range to go for max power. Cylinder Deactivation: Internal Combustion Engines, with this feature can simply deactivate some cylinders when less power is required, temporarily reducing the total volume of the engine cylinders and so burning less fuel. This feature is mostly found on V6 and V8 engines. Super Charger: Superchargers increase the intake of air into the combustion chamber. This means, more air into the combustion chamber and with more air, more fuel can be added, and more fuel means a bigger explosion and greater  horsepower. Adding a supercharger is a good way to increase the power of a normal-sized engine and thus making it more efficient. Superchargers also create better fuel efficiency by increasing the amount of oxygen available to an engines combustion chambers, because superchargers increase the power of the engine by utilising more oxygen, they do not require a larger engine and therefore also increase fuel efficiency by allowing cars to be lighter. The biggest disadvantage of superchargers however, is that they steal some of the engines horsepower. A supercharger can consume as much as 20 percent of an engines total power output but also generates as much as 46 percent additional horsepower. Since, it generates more power than it requires, it is generally th ought to be good option to increase engines efficiency. Conclusion Diesel engines are a form of Internal Combustion Engines. They are very inefficient if working on their own. Generally about 25-30 percent energy is used in work and the rest is lost to surroundings. The efficiency of a diesel engine can be enhanced by at least 10-15 percent if combined with the modern technological devices, such as turbochargers and superchargers. Other clever techniques can also be used to improve the fuel efficiency and overall engine efficiency of the engine, such as direct injection, variable valve timing and cylinder deactivation. Unfortunately, from the very beginning the focus on an internal combustion engine has been on producing more power rather than providing a better fuel economy, but nowadays due to growing awareness of environment and rising oil prices, engineers have shifted their attention on to producing more fuel efficient engines. For example, BMW is researching on ways to increase the fuel efficiency of a conventional engine by 10-15 percent by looking to  recover and reuse heat energy  lost through the exhaust and that absorbed by the engine cooling system. With such initiatives we can see a future of more efficient and more environmentally friendly engines.

From Romantic to Victorian Essay -- essays research papers

From Romantic to Victorian   Ã‚  Ã‚  Ã‚  Ã‚  The Victorian Age came after the Romantic Age and took place between the years of 1832 and 1901. Throughout the Romantic Age many authors/poets concentrated and focused on the rights of the people, as well as the idea of individualism. We are going to see how those beliefs helped spring into the Victorian Age. There are three main things concerning the Victorians during this specific time period: evolution, industrialism, and women. Along with these three comes doubt. These changes were confusing to many and began to make them wonder if what they had believed in all these years wasn’t true after all.   Ã‚  Ã‚  Ã‚  Ã‚  The evolution doubt came into effect when two men began to question nature and disturb the originality of the way things are suppose to be. These two men were Marx and Darwin. Although Marx isn’t mentioned as much as Darwin, we know that he was a very radical person who began to question the economic injustice of things, as well as the class system. Darwin on the other hand, was questioning the Bible and how things got to be the way they are. He brought about the idea of â€Å"natural selection† and that lead to biblical/religious doubts in people. Before Darwin came out with his idea on natural selection and evolution, scientists had exhibited doubt when the Neanderthal skeletons were discovered. This was the beginning of religious doubt. It wasn’t until Darwin came out with his explanation that people really began to take into consideration...

Dietrich Bonhoeffer :: essays research papers

Dietrich Bonhoeffer was a very great man. He did so much to help a race of people that he knew little about and that did nothing for him. He just did it because he knew it was the right thing. Also he did his best to over throw Hitler’s reign by joining different anti activist groups. Even though he did all this he still was a very educated man. He went to high-school and later went on to college. Later in his life he went back to that college to be a teacher there. He also did many other things like travel to the United States of America and become a Pasteur at a church in New York City.   Ã‚  Ã‚  Ã‚  Ã‚  Bonhoeffer was born in Breslau Germany on February forth 1906. His father was a doctor who worked with Hitler, but not for him. This was when he was in jail before he came to power in World War I. Dr. Karl Bonhoeffer tried to deem Hitler insane while he was in jail. That was his attempt to keep him there in jail before he could hurt anyone. In jail Hitler liked to talk about what he was going to do when he became the leader of Germany. His ideas were of what later happened what he accualy did become a leader in Germany. His parents were not very religious, but they still distilled him with lots of values such as discipline, kindness and many others. These were some of the reasons that he decided to fight the fight he chose. Bonhoeffer went to an all boys’ school and later studied at the University of Berlin and wrote his doctor discretion at the age of twenty-one.   Ã‚  Ã‚  Ã‚  Ã‚  Dietrich did many things for a man who lived so little. First he went back to his old college, the University on Berlin to be a teacher. There he taught theology. He wrote many books, some of which were from jail when the Nazis imprisoned him. Books like Winderstand und Ergebung and Letters from prison were both written from jail. Dietrich Bonhoeffer had a great involvement with prejudice. Although he did not give any or receive any prejudice he still had a predominant role in it. He tried to stop it. He did his best to stop Hitler’s rule and his prejudice against the Jews even though he wasn’t Jewish himself. He joined groups that tried to assenate him but all his attempts on Hitler’s life were put to a stop before they could be executed.

Changing Roles of Managers at Corporate Insurance Essay -- business, m

Over the course of the past two years, I have worked in a call center environment within the Corporate Insurance Company. A typical day is fast paced, yet structured. Up until recently, I had the responsibility of taking anywhere from 70 – 100 inbound calls daily from either troubled agents or inquiring customers. Of these calls, a few are monitored on a monthly basis to ensure the accuracy of the information that I am giving out. Customer service representatives here are also held accountable for our time on and off the phone as well as any data entry or what we call â€Å"after call work†. Again, this job family has operated with full structure and accountability. One of the repeated issues facing all phone counselors in this job family is the changing of the roles of managers. This is due in part to Corporate being a growing Fortune 500 company. Lately, about every four to six months, there has been a need for restructuring and reassigning of managers and team mates. We strive to work cooperatively as a team and just as we begin to effectively motivate one another, things change. Personally, in two years I have had five different managers and three different teams. Each manager has their own management, leadership and coaching styles and within each team there are ever changing inter and intra-personal dynamics. As I eluded, I have also changed job families and again, have had to become accustomed to a new manager, as well as the inter workings of a new job family all together. I now work diligently as an Account Processor, processing 70 – 100 policy changes daily. In this role, there is greater flexibility, less structure, and less support. However, the responsibility to provide the best service for the customer has no... ...ze our natural talent, and bring this out. They also have the skill to put their self in the shoes of those they manage. This will help them understand what employees are like and what motivates them, and then they can slowly work to mold them and help them to do their best. Those are some of the primary differences between leadership and management. I’m the type of leader or manager who would lead by example. As a leader I would eliminate potential barriers my employees couldn’t see. Also I would expand my vision with the insight of others, and this would potentially create a better vision and end result. As a manager, I would delegate work to my employees, so they felt as though they were apart of the big picture. Also I would get to know each of my team members, both personally and professionally. All in all I think I would do just fine as a leader or manager.

Infamous Robber on Loose

He has successfully escaped from prison three times and this is his fourth escape from his past few years. One of the guard witnessed that Gladden had escaped by breaking through the timber ceiling and lowering himself to the ground with a rope fashioned from bed sheets. The other guards said that he had been hit by Gladden, when trying to go after him. When the other guards came, Gladden was too fast to catch, even though they brought their dogs to track and hunt him. Gladden is an infamous American robber, burglar and thief.He was born into a poor family; he was apprenticed as a self-employer in tool supplier but took to theft and burglary in 2007, with little more than a year of his training to complete. He was arrested and imprisoned 4 times and escaped; making him an infamous public figure. When he was 6, his father died and no one continued his father Job's as a tool supplier. His mother then sent him to an elementary school. Gladden was treated badly and therefore became irres ponsible and brutal. He was never graduated from the school, so his mother took him back home, and let him continue his father's work .His business was not running well. He started his crime by robbing a woman in the market and stabbing her to death, because she did not want to give him her bag. He Is a small man, only 6'0†³ tall and medium built, but deceptively strong. He has a pale face with large, green eyes, a wide mouth, and a quick smile and has thick black hair. If anyone sees him, please report and call 333. He Is very dangerous person, whoso armed with handguns and a 9 millimeter rifle. There is a reward $50000 for Information leading directly to the arrest of John Stuart Gladden

Lab Questions – Business

Money is a medium of exchange representing something's worth, usually through coins or banknotes. 2. How did religious views influence money-lending In early Italy? When did money lending become acceptable? Many religions frowned upon money lending. Italy contained many Christians and Jews and their biggest question was whether money lending was worth living eternally In hell. The practice of lending money only became acceptable when the Meddle family rose around the asses. 3. How did the Medici get around the usury laws?The Medici got around the usury laws by changing how people studied God, and by buying the ruling of the pope, since the pope could do no wrong, this made them exempt from Illegal money lending. 4. How did the bond market develop? The bond market Is a financial market where new debts are Issued; It Is used to support the expenditures of the public and government. 5. What Invention did the Dutch have that influenced the stock market? The Dutch invented the stock excha nge in Amsterdam, which acted as the first stock market in the world. Their first traded stock was for the East India company, and the idea blossom soon after that. What was the first joint-stock company? What determined the stock prices? A joint-stock company is a business entity that is owned by shareholders. The first joint-stock company was the Company of Merchant Adventurers to New Lands in 1553. Their stock prices were determined by how many shareholders their were. 1 . What is money? Coins or banknotes. 2. How did religious views influence money-lending in early Italy? Whether money lending was worth living eternally in hell. The practice of lending money only became acceptable when the Medici family rose around the asses. Exempt from illegal money lending. 4. How did the bond market develop? The bond market is a financial market where new debts are Issued; It Is used to support the expenditures of the public and government. 5. What Invention did the Dutch have that influence d the stock market? The Dutch Invented the stock exchange In Amsterdam, which acted as the first stock market In the world. Their first traded stock was for the East India company, and the Idea blossom soon after that. 6. What was the first Joint-stock company? What determined the stock prices?A Joint-stock many Is a business entity that Is owned by shareholders. The first Joint-stock company was the Company of Merchant Adventurers to New Lands In 1553. Their stock prices were determined by how many shareholders their were. Lab Questions – Business By architects 1 . What is money? Money is a medium of exchange representing something worth, usually through The bond market is a financial market where new debts are issued; it is used to support the expenditures of the public and government. 5. What invention did the company is a business entity that is owned by shareholders.

Communication In The Classroom Essay

What is the difference between discussions you would have in a college class and a casual conversation with a friend? I think there are many differences between a college discussion and a casual conversation, I feel this way because when classmates get together they discuss the things that they learned in class. The difference in a casual friend conversation is the use of their language. When I was attending Colorado Technical school, we had to conduct group sessions via being on a telephone speaker, and I noticed that a during a college discussion the students spoke clean, clearly, and respectfully toward one another. When I was involved in discussions with my group we kept a positive attitude and never spoke to one another in a negative manner. I later noticed that when I spoke to a casual friend, the conversation was totally different, we used slang words and somethings we used foul language. So, with this said, there is a lot of difference in the communication in the classroom between fellow classmates and friends. My friends understand our language between ourselves, but, I wouldn’t try to communicate with people in the same manner, because both relationships are totally different and need to be handled in a separate manner at all  times. What are the three different ways you can demonstrate respect for your fellow classmates during discussions. When I read the information about the communication in the classroom, it brought back memories of when I was attended Colorado Technical College, we had a simular discussion concerning how we should demonstrate respect for my classmates. I learned from the reading and from my previous class, that it’s always good to think about what I am going to say first, before I raise my hand. My opinion is that we should show respect for our classmates, by giving them a chance to share their opinions, ask questions or  even answer questions. I also think raising your hand shows respect to the professor, but, in our case, we attend class online. I feel showing respect while in class can consist of such paying attention and making eye contact to a person who is speaking. I’ve noticed in my pass experiences, doing this shows the person that they have your full attention. Last, I feel that a way to demonstrate respect is to always address people with their names. Or, by their nicknames if they are okay with being addressed in that manner. It’s also respectful to address the professors, the University staff in a proper manner as well.

Linear B Archives and the Mycenaean World

What part do the Linear B archives make to understanding the Mycenaean universe in regard of one of the followers: societal administration, cult patterns, stock genteelness and agribusiness, warfare, bronze working? The Linear B archives provide us with the earliest primary grounds about Mycenaean palatial civilizations [ 1 ] and an alone penetration into the nature of Mycenaean warfare. The archives consist of about five 1000s clay records [ 2 ] and contain information on armor, arms, chariots, naval warfare and subordinate inside informations about possible military personnels. The importance of these paperss is greatly enhanced by the complete deficiency of historical histories [ 3 ] from this epoch, and besides the fact that about all of the ideographs used in the archives are devoted to armor, arms, Equus caballuss and chariots [ 4 ] agencies that they are of intrinsic value to the apprehension of warfare in the Mycenaean universe. However, there are restrictions with the Linear B archives, peculiarly in footings of their chronological scope, stock list manner and possibly bias representation of the importance of warfare under normal fortunes. It is besides of import to see what other finds have made critical parts to our apprehension of Mycenaean warfare, such as the castles themselves, lasting arms and representations of war or armor in art. Since all of the tablets come from the palatial Centres, one of their most of import parts is that they tell us straight about the economic systems of the castles and that their chief focus’ were ‘military preparedness’ [ 5 ] , defensive schemes and the wealth to back up these things. The Linear B archives record information about the production, renovation and besides the distribution [ 6 ] of many different types of military equipment. It is possible to construe from the archives, that the Mycenaean’s used a really centralized system to garner and organize military equipment and that this was based around the chief palatial composite. Evidence for this can be seen in a tablet from Pylos which lists 16 different topographic points that were responsible for providing an sum of bronze in the signifier of caputs for pointers and lances [ 7 ] . The tablets besides straight show the extent that these castles were concerned with holding a to the full equipped fo rce [ 8 ] , this is chiefly due to the sheer figure of mentions to armor and arms throughout the archives. The many tablets picturing armor are particularly utile when seeking to understand Mycenaean warfare. Tablets at Tiryns [ 9 ] , Pylos and Knossos all record suits of armor and supply us with grounds for the usage of armor across a wider scope of palatial Centres than archeological discoveries would propose. At Pylos the tablets mention at least 20 suits of armor with the ideographs for a cuirass and a helmet, and at Dendra there are at least one hundred and 40 suits recorded in the chariot tablet [ 10 ] . The ideograms themselves are of great value because organize them you can see the manner and type of armor which is really similar to the suit which was discovered at Dendra and those described by Homer [ 11 ] . Not merely do the archives provide grounds for the usage of armor they besides give us some indicant of the value of the armor itself. In some tablets the ideograph for armor is replaced with one for a bronze metal bar [ 12 ] , this could be interpreted as a representative of the value of the armor or possibly as an approximative measure of stuff used to do the armor itself. A farther part made by the archives is the being of an illustration on the contrary of a tablet. The drawing shows a adult male have oning cracklings and pulling his blade, and was likely the work of a Scribe while he was waiting to do his recordings [ 13 ] . This is peculiarly interesting as it allows us to see the influence that warfare may hold had on a member of Mycenaean society who chose to chalk out this scene and its shows the arm and armor which was associated with a soldier. Weapons are an indispensable portion of warfare and were a major resource recorded in the tablets. The importance of arms to the Mycenaean’s can be clearly seen in a tablet from Pylos which records a measure of recycled bronze by the figure of pointer or spearheads it would be able to do [ 14 ] . The tablets besides contribute to our cognition of which stuffs were being used to fabricate arms, for illustration we can state that most arms were being made from bronze because articles of Fe were ne'er mentioned in the tablets [ 15 ] . The usage of ideographs to picture arms allows us to partially see how the arms would be used ; thrusting lances, throwing javelins, slings and bows are all shown in the tablets [ 16 ] . The ideographs are besides utile because it is possible to compare types of blades or stickers by looking at what is different between each separate ideograph. In the Linear B archives there have been big Numberss of tablets devoted to chariots or their furnishings. Many of these parts have unsmooth terrain so this is frequently seen as peculiarly surprising. One illustration is the part around Knossos, which was, and still is, particularly cragged and the lone manner to utilize a chariot would be to convey it to the beach or to the fields some distance off [ 17 ] . Records associating to chariots include ; a tablet from Pylos naming one hundred and fifty one chariot wheels [ 18 ] , and the Knossos tablets having several hundred chariots and trim parts [ 19 ] along with single stock lists which record a name, chariot, Equus caballuss and a suit of armour [ 20 ] . However, of peculiar involvement in footings of chariots are a few texts from Knossos and Pylos. The first, from Knossos, records the distribution of defensive armor to each of the chariot crew [ 21 ] . The texts from Pylos, which were found in the Northeast Workshop, list leather points that relate to chariots, some illustrations are reigns, hackamores, espousals and saddlebags [ 22 ] . These groups of tablets provide us with information that non merely supports the other Linear B grounds, but besides archeological discoveries every bit good. The archives have far more limited information in footings of naval warfare. At Pylos there are some ill-defined mentions to over six 100 ‘rowers’ [ 23 ] , and lists of coastal colonies [ 24 ] , when considered together, these could be interpreted as naval administration or defensive readyings. A farther of import add-on to our cognition of naval warfare is the pulling found on the contrary of a tablet in Pylos, its shows an image of a ship. The image is non merely comparable to an ideograph used on a tablet from Knossos, but it besides resembles the ships used non by the Mycenaeans but the Minoans [ 25 ] . One could reason that there were possible convergences in the manner of ships used from the Minoan period into the Mycenaean epoch. The parts made by Linear B are undeniable, but on the other manus it is besides critical to see the disadvantages that these archives have. The records themselves were non intended to be long permanent [ 26 ] as they were merely preserved by opportunity. They are in a manner comparable to the modern post-it note: a disposable, inexpensive and movable manner of entering informations. The endurance of the tablets is besides wholly random [ 27 ] , which means that we are frequently left with disconnected subjects and it impossible to state how complete the archives we have are. The archives are besides merely based on a certain group of palatial Centres and so there is a possibility that there were some differences bing between these and others [ 28 ] . Therefore intending that utilizing the archives to acquire a image of the full Mycenaean universe is non dependable. A farther job with the tablets is the possibility that there are inaccurate. For illustration, those found in the ‘Room of the Chariot tablets’ , have been interpreted, by some, to be scribal exercisings and non echt records, the ground for this reading is that they were all written by different custodies in the same characteristic manner [ 29 ] . If this was the instance so much of our grounds for chariots would no longer be valid and the statement for their usage in cragged countries would be far weaker. The archives besides have immense chronological restrictions in footings of their scope as they are either limited to the last twelvemonth or so before the devastation of the castles, or they are random dateless old ages [ 30 ] . The maximal scope of the archives has been dated to between 14 hundred and twelve hundred BC, and each of the paperss merely refers to the current twelvemonth [ 31 ] . This makes it highly hard to determine information sing tendencies or forms across the whole of the Mycenaean epoch. It is besides of import to take into consideration that these records represent what can merely be seen as a period of agitation for the Mycenaean civilizations. The twelvemonth before the devastation of the castles would hold likely been far more militaristic than ordinary twenty-four hours to twenty-four hours life. In the tablets we see illustrations of particular commissariats made for this clip of warfare, one such illustration was Bronze Smiths being excused from holding to pay revenue enhancement because they were so busy doing arms [ 32 ] . The tablets from Pylos include records of parts of gold [ 33 ] and specific weights of bronze [ 34 ] from local functionaries ; it could be possible that this was to finance the war attempt. These records may so be giving us imbalanced position of the precedences of the Mycenaeans, and that possibly under less pressing times there is a much smaller focal point on warfare. Since the Linear archives are about wholly made up of stock lists [ 35 ] , it is exceptionally hard to understand either how objects were used or the nature of warfare itself in the Mycenaean universe. This is peculiarly important when you consider that none of the paperss record the being of an existent ground forces [ 36 ] . It seems apparent that although the archives provide us with a great sum of information, they do hold their restrictions. In order to to the full understand Mycenaean warfare it is besides necessary to see the archeological grounds that we have available. For illustration, the castles themselves show grounds of a demand for strong defense mechanisms. The edifice works which took topographic point before their devastation are a clear indicant of readying for besiegings and onslaughts ; in peculiar the debut of H2O supplies [ 37 ] that would let those inside the walls to last, even under a long term besieging. Furthermore the parts in footings weaponry from the archives are much more valuable to us when we use it aboard existent lasting arms and armor. One of the most of import finds was the Dendra armor, a full bronze corselet and neckpiece [ 38 ] which is made from a figure of single sheets of bronze [ 39 ] . Armours of this type were recorded in tablets at both Knossos and Pylos [ 40 ] and the armour type can be clearly recognised by the ideograms themselves. We can besides utilize comparings between archeological grounds and the tablets to follow different types of blade, and by making so it is possible to see some possible alterations in military patterns [ 41 ] . Since the archives consist largely of stock lists it is utile to see these points as represented by the Mycenaeans, in peculiar through art, which gives us the chance to see word pictures of chariots, arms and armor in usage. One such illustration of this is the ‘Silver Siege Ryhton’ from Shaft Grave four, which depicts an onslaught on a walled colony [ 42 ] . What is peculiarly interesting is that this is a seaborne onslaught and so could associate to the tablets naming coastal colonies from Pylos ; it besides shows an bowman [ 43 ] which supports information on arms. Another vas which provides utile information is the ‘Warrior Vase’ from Mycenae, this shows six work forces processing on each side of the vase. The work forces all wear white spotted, horned helmets, and carry lances and shields. They wear cracklings, abruptly fringed skirts and corselets [ 44 ] . The subject of processing soldiers is besides seen on the ‘Painted Grave Stelae’ from Mycenae [ 45 ] . It is possible so to acquire some thought of how the equipment of a soldier would be put together and to see that warfare had a large influence on Mycenaean art. The usage of Sus scrofas tusk helmets is far more emphatic through art than in the archives, for illustration ; in the fresco from Akrotiri which is dated to about 16 hundred BC [ 46 ] , and on a carven tusk alleviation from the house North of the ‘Oil Merchants’ which shows a Mycenaean warrior have oning a Sus scrofas tusk helmet. These illustrations are important because they represent the demand to see the Linear B tablets every bit merely one portion of the image, and non as a exclusive subscriber to our apprehension of Mycenaean warfare. In decision,

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