College Debate Essay

In Katherine Porter’s essay, â€Å"The Value Of a College Degree†, Katherine answers the question to whether continuing education beyond high school is worth it or not. Since college costs are increasing radically every year, many students and parents aren’t considering a two- or four-year college education a necessity. Her essay is reaches out to those parents and students who are in doubt, with the use of cited evidence and her many research studies, she is determined into convincing those who question attending college to pursue further education. Although the question of whether continuing education beyond high school is worth it or not remains unsettled by many, it should definitely be considered. First off, a valuable college education brings out the best in a person; it makes them stronger and builds an immense amount of confidence. Some may consider pursuing a college education as something that’s completely out of reach, but I might just have to say that you’re wrong. A college education not only builds strength and confidence, it also helps you grow. College students are situated in different types of situations, environments and or settings in which they encounter all kinds of people. To explain much further, as said in a source found in Google: â€Å"College education has a profound effect on a person and his or her life. It helps people choose their careers more wisely and the college experience makes people become more confident and can make better and well judged decisions. † (Google. com, Value of College Education) A College education develops growth in terms of adulthood and maturity, built from experience. Many high school students believe that doing well academically would be enough. That is only somewhat true; most colleges consider well-rounded students, like those who participate in extra curricular actives, activities such as being involved in sports, volunteering, and community work. Keeping an open mind when considering college selections is a very important factor when it comes to decision making. Parents and students should not allow money or locations limit their thinking when researching schools. By attending college fairs, and purchasing college guide books they’ll learn about colleges that ‘fit’, in an overall aspect. Scheduling interviews, preferably on-campus interviews, will allow students to demonstrate genuine interest and allows him or her the opportunity to make a valuable link. All in all, the key factor isn’t getting a college degree itself but the degree owner. A college education is now a necessity, and the average American couldn’t possibly make it through these times and those that are to come without one. â€Å"Get in(worry about the money later. †

Irish People and Father Flynn

In order to answer the broad question, the term ‘possibility’ will be analysed in the context of the characters of the texts and in the ‘possibility’ for their personal growth and opportunity for change, be it spiritual, physical or emotional. The essay will focus thematically on four chosen texts: James Joyce’s The Sisters and Langston Hughes’ poems I, too, New Yorkers and Harlem. Firstly this essay will analyse how the city of Dublin represented in The Sisters is shown, through Joyce’s literary devices, to both offer and restrict possibility for each of its central characters.Key themes identified will then be used as a basis for further analysis of how these themes are more widely represented within the selected New York poems to either confirm or refute Lehan’s statement that ‘The city both offers and restricts possibility’. Textual analysis of The Sisters reveals numerous literary devices that explicate the theme of the repression of possibility by the city of its people.Throughout, Joyce uses symbolism, metaphors, and ellipsis to emphasise his themes whilst allowing the reader to infer its meanings without the need to describe them explicitly. The italicised words ’paralysis’, ‘gnomon’ and ‘simony’ (page 1) is one such technique and immediately underscores the physical, spiritual and religious restrictions found within the story that Dubliners symbolises as a ‘paralysis’ (p1) of the city and its people.The story’s young, intelligent, and sensitive (unnamed) protagonist comes to experience first-hand the reality of paralysis and death: he achieves his desire to ‘look upon’ (p1) both the physical paralysis and death of Father Flynn, with whom he was ‘great friends’ (p2) and the more subtle psychological ‘paralysis’ of those around him – his Aunt, Uncle Jack, Eliza and Nanny Flynn and Mr Cotter. The story shows that the Dublin adults are mentally immobilised – metaphorically paralysed, by their conformity to the conventions of their city lives, for them, the beliefs of the Irish church is a given.Eliza, Cotter and the church men consider Flynn and not the church to be the cause of his predicament ‘the duties of the priesthood was too much for him’ (p9). They appear unable to acknowledge the truth of a priest ‘nearly smothered’ (p4) by his understanding of the demands of his – and their- church. The perceptive boy, finds the adults surrounding him ‘tiresome’ (p1) and notices how Nannie Flynn’s skirt was hooked ‘clumsily’ (p6).His judgemental and sometimes precocious style seems at times somewhat harsh ‘the old woman’s mutterings distracted me’ (p6) and his character seemingly reflects the ‘scrupulous’ nature of Father Flynn. The friendship between this fatherless boy and the priest also offered important possibilities for growth to our protagonist, he was taught ‘a great deal’ (p2) such as ‘how to pronounce Latin properly’, told stories ‘about Napoleon Bonaparte’ and was questioned until he ‘could make no answer’ (p6).This education, when contrasted to the ‘principle’ of education described by his Uncle as a ‘cold bath’ (p2), is something that, without Father Flynn, the boy might not have had access to. The question of whether, in the ‘sensation of freedom’ from (p4)Flynn’s death, the boy takes up this possibility for change or succumbs to the paralysis caused by the restrictions of the city is one which Joyce leaves unanswered. In the case of Father Flynn the city of Dublin both offered and restricted possibility.From a lower class upbringing in ‘Irishtown’ (p9) Flynn was able to travel to, and be educated in, ‘the Irish col lege in Rome’ (p5). Yet once he returned to the city and took up his post, he became the ‘disappointed’ (p9), Father Flynn who was paralysed by his ‘too scrupulous’ (p9) nature. Perhaps this is a reference to the potentially paralysing psychological disorder ‘scrupulosity’ which would explain his ‘nervous’ (p10) disposition and his failed attempts to perform his office – represented by the symbolic chalice that ‘contained nothing’ (p9) and the ‘idle chalice’ (p10) he ‘loosely retained’ (p6) in death.The story’s namesakes, the Flynn sisters, were perhaps the most restricted by their Dublin lives. Flynn’s economically and socially impoverished siblings lived with him in the ‘unassuming shop, registered under the vague name of Drapery’ (p3) have been forced to receive the debilitating legacy of a ‘truculent’ (p6) defector whose fortunes once t ook him to college in Rome. Their lack of education becomes apparent through Eliza’s malapropisms ‘freeman’s General’(p8) and ‘rheumatic wheels’ (p9) and the fact they remain unmarried is made clear through the address of ‘Miss Flynn’ (p8).The sacrifices the sisters made for their brother’s career within the Irish church, is clearly represented by the symbolic communion of sherry and cream crackers when they receive the boy and his Aunt into the death-room, all highlight the sacrifices they have made. Joyce does not veil his opinion that the Catholic Church is responsible for a large portion of Dubliner’s paralysis of will and also hints at another malefactor: England. The death notice on the door of the shop on ‘Great Britain Street’ (p3) states that the priest died on 1st July 1895.This date coincides with the Battle of the Boyne (1690) in which Catholic supporters of James II were defeated by William III in a defeat that ‘brought death to the Irish hopes for national and religious freedom. ’(Walzl, 1965, p45) . The date is also that of the Feast of the Most Precious Blood which is symbolic of Father Flynn, his strokes, the broken chalice and the communion served in the death-room. This analysis has demonstrated a number of themes in The Sisters that restrict (paralyse) the possibility of its characters growth, and fewer that display the offering.The paralysis of its character’s resolution for change, caused by the restrictions of the city, is a theme that is also echoed throughout the rest of Dubliners. Joyce presents the city as an ever present â€Å"channel of poverty and inaction† (p. 35) which often leads to a life of â€Å"commonplace sacrifices closing in final craziness† (p. 33). Trapped by poverty and political and religious repression, Joyce's citizens cannot summon  the hope or energy that Gallaher  from ‘A Little Cloudâ€⠄¢ did, to â€Å"revolt against the dull inelegance† of the city (p. 68). However, Joyce's portrait of Dublin is not entirely bleak.Joyce could simply have condemned Dublin, as  Gallaher  does, or followed the example of Duffy, who, in A Painful Case, seeks refuge in brittle, lonely seclusion. But Joyce chose the more challenging course of confronting and accepting the loss of the ‘dear’ in ‘dear, dirty Dublin. ’ (p70) The city’s ability to supress its citizens hope of, or will to change, is something that it is clear, the paralysed characters of The Sisters had experienced, and it is this theme that this essay will now explore further, in an attempt to draw conclusions as to the validity of Lehan’s statement.The chosen Langston Hughes’ poems I, too, Harlem and New Yorkers display continuity of the theme of ‘paralysis’ through the restriction of a city on its citizens although in differing ways and to differing e xtents. Langston Hughes’ poem, I, too, is a poem whose main character is in complete contrast to the those of Joyce. Hughes positions the readers to feel the emotions of guilt and sympathy by applying his personal narration and allows the readers to recognise the inequality of the ‘darker brother’ who is sent ‘to eat in the kitchen /when company comes’ (lines 3-4).The isolation of the ‘darker brother’, his presence an embarrassment to the people around him, serves to anger and motivate his determination for change that is so differing to that of Joyce’s Dublin characters. When he ironically states, ‘But I laugh,/And eat well,/ And grow strong’ (5-7) the speaker is making clear his determination to utilise even the worst situation as an opportunity for growth. Hughes’ use of humour and irony demonstrates this positivity and certainty of change for the future which is in complete contrast to that of Joyce’ s characters.The physical symmetry of the anthem-like poem centres around the line ‘tomorrow’ (8) and seems to gain momentum and passion, as he defiantly promises white America that he will not be spoken for ‘Tomorrow, /I’ll be at the table/ when company comes. / nobody’ll dare say to me,/ eat in the kitchen [†¦] they’ll see how beautiful I am’ (8-16). Hughes positions the reader to feel both sympathy and admiration in the statement, ‘and be ashamed’ (17).The word ‘beautiful’ seemingly symbolises both the speaker’s skin colour and his cultural heritage, his pride demonstrating that he does not want to change himself so the city will accept him, but for the ‘white’ city to awake from its own paralysis and to actively accept change by valuing their separate and distinctive black culture, establishing that he, acting as a representative for the rest of his culture, is as part of the city a s â€Å"I [he] too am [is] America† (18).The theme of ‘paralysis’ is also present in Hughes’ poem Harlem albeit in different way to that of I, too. The speaker’s tone of disdain towards the city is instantly clear through the powerful imagery of it being situated on ‘the edge of hell’ (line 1). This is then compounded by the frequent punctuation and repetition of ‘old’ (3-5), successfully portraying the tedium and hopelessness that it is clear the speaker feels about the situation.The narrative uses the term ‘we’ suggesting that, like I, too, that the speaker is not just speaking as himself but acting as a ‘voice’ for a wider, black culture. When he speaks of the price increase of sugar, bread and the ‘new tax on cigarettes’ (11) he suggests political repression, when he speaks of the job they ‘never could get/and can’t have now/Because we’re coloured’ (13-15 ) he displays his embitterment towards the city and its reluctance to change. The feeling of hopelessness is carried through to the end of the poem, ‘We remember. a sombre statement echoing the ‘remembering of old lies’ (5) from the beginning and accurately portraying the sense of time passed over which they have been ‘patient’ (5) despite what ‘they told us before’ (5). The sense of hopelessness present within the speaker, and by association the African-American culture, is one that Hughes is suggesting has been gradually attained through their sacrifices for, and repression by, the city in which they live, much like that of Joyce’s Dublin upon his characters.The third poem which this essay will use to explore the validity of Lehan’s statement is that of New Yorkers. The first stanza opens introducing the male character as that of a native New Yorker ‘I was born here’ (line 1), the internal rhyme of ‘that ’s no lie, he said/right here beneath God’s sky’ (2-3) draws attention to the apparent need to reassure the female character that he was telling the truth, the implication being that they had been subject to previous dishonesty.If, like in Hughes’ other two poems we assume that each ‘voice’ represents the voice of their particular cultures we can infer a deeper meaning to the previous statement: that the female voice who ‘wasn’t born here’ (4) represents the new immigrants, the statement therefore seemingly echoing the ‘old lies’ seen in Hughes’ Harlem that promised of better possibilities. ‘where I come from/folks work hard/all their lives/ until they die/ and never own no parts/of earth nor sky’(6-11) Hughes draws attention to her belief of the better possibilities that the city would offer and the fact that they were misguided, by his use f her believing she could own a piece of ‘s ky’ (11). The repetition of the word also serves to demonstrate the similarities between the ‘sky’ of the place from which the immigrant originates and that of the city’s despite her initial beliefs that the city would offer more ‘Now what’ve I got? ’ (13). The following declaration of love ‘You! ’ (14) acts to convey that an unexpected possibility for emotional growth has been offered. However the hint of irony in the final line ‘The same old spark! perhaps implies that she has closed her mind to her original dreams of expanding possibilities, for what might be a temporary ‘flame’. In conclusion, Hughes’ poems, like The Sisters, all indicate the offering of, and restrictions on, the possibilities within a city and therefore confirm Lehan’s statement. Both authors, upon first glance, seemingly highlight more restrictions than opportunities. It is important to remember however, that as each c ity changes, so do the opportunities and restrictions offered, and at the time of writing, both cities were in a period of dramatic change, to which there is always resistance.At the conclusion of The Sisters we are left wondering how much of a character's plight is due to the city’s restrictions Joyce so specifically illuminates, and how much is due to human qualities that transcend environment. Perhaps the lesson in both Joyce’s and Hughes’ work, is that a city is made up of individual characters, and as long as its individuals remain backward-facing, without hope and closed to change, they will be paralysed from seeing the possibilities that the city has to offer them.Word Count 2186 Bibliography †¢ A230 Assignment Guide,( 2010) TMA 04, Open University press †¢ Bremen, B (1984) â€Å"He Was Too Scrupulous Always†: A Re-Examination of Joyce's â€Å"The Sisters† James Joyce Quarterly  , Vol. 22, No. 1 pp. 55-66 †¢ Haslam, S & Asbe e, S (2012) The Twentieth Century, Twentieth-Century Cities, Open University Press †¢ Haslam, S & Asbee, S (2012) The Twentieth Century, ‘Readings for part 1’, Open University Press James Joyce (2000 [1914]) Dubliners (with an introduction and notes by Terence Brown), Penguin Modern Classics, London, Penguin. †¢ Walzl, F (1965) The life chronology of the Dubliners , James Joyce Quarterley Websites: †¢ A230-11J, Study Guide: Week 26: Extra Resources, Milton Keynes, The Open University, http://learn. open. ac. uk/file. php/7066/ebook_a230_book3_pt1_chpt4_langston-hughes-poetry_l3. pdf (accessed 21st March 2012) †¢ http://us. penguingroup. com/static/rguides/us/dubliners. html

Biology Lab Essay Example for Free

Biology Lab Essay 1.Discuss how to protect yourself from body fluids, such as saliva and blood. oGloves protect you whenever you touch blood, body fluids. The use of gloves also decreases the risk of disease transmission if you are pricked with a needle. Always wear gloves for handling items or surfaces soiled with blood or body fluids. oWash your hands and other skin surfaces immediately after they come in contact with blood or body fluids. oMasks and protective eyewear, such as goggles or a face shield, help protect your eyes, mouth, and nose from droplets of blood and other body fluids. Always wear a mask and protective eyewear if you are doing a procedure that may expose you to splashes or sprays of blood or body fluids. oAprons protect you from splashes of blood or body fluids. Always wear a gown or apron if you are doing a procedure that may expose you to splashes or sprays of blood or body fluids 2.Why should you consider a body fluid capable of infecting you with disease? o I think you should be aware and alert because its precaution to practice when youre working in a lab setting. 3.Describe how to dispose of waste material contaminated with body fluids. o You should dispose all waste material in the correct disposal area, and you can throw away the waste materials in the biohazard container. 4. Explain how to safely plug and unplug an electrical device. o When you plug in such electrical equipment, make sure you include the ground plug round. Hold the plug firmly by the insulating cover when plugging it in or unplugging it. Never unplug an electrical device by pulling on its cord. 5.Discuss how to protect yourself from preservatives used on biological specimens. o You would protect yourself from preservatives used on a biological specimen by wearing gloves and safety glasses. Do not shake the container or put the specimen back in the container. 6.Why are special biohazard containers used for biological waste? o Biohazard containers are used to separate infectious, contaminated or dangerous material from other materials that wouldn’t be labeled as such and to protect us and the environment. Also the disposing of biohazard material is done differently than normal material. Biology Lab. (2016, Oct 02).

Consumer Behaviour Business Degree with Marketing Assignment

Consumer Behaviour Business Degree with Marketing - Assignment Example Marketers need to know what their customers need and want and they also need to know how their customers make decisions about buying and using products. As such, this report for Starbuck’s senior executives seeks to explore different factors that influence the behaviour of different customers towards a particular product or service. The report is divided into two parts and the first part is mainly concerned with establishing the extent to which motivation and the benefits sought by the customers go hand in hand towards the satisfaction of the needs of the targeted consumers. The second part seeks to establish the significance of understanding the family life-cycle and family decision making in order to make the organisation to be in a position to market their products and services more successfully. The report will also focus on how the marketers can focus on different factors which influence customer behaviour in order to positively change it through the effective use of diff erent elements of the marketing mix. Recommendations will be given in both cases. 1. Motivation of the customers is mainly influenced by their behaviour hence it is imperative for the marketers at Starbuck’s to first establish the behaviour of their consumers in order to be better positioned to satisfy their needs. Hawkins et al (1998, p.7) define customer behaviour as â€Å"the study of individuals, groups, or organisations and processes they use to select, secure, use and dispose of products, services, experiences or ideas to satisfy needs and the impacts these processes have on consumer and society.† This definition implies that there are indirect influences on consumer decisions. As such, any profit oriented organisation must satisfy the needs and wants of the customers. The realisation that long term survival of companies is only possible if customer satisfaction has been achieved has led the companies and their employees to motivate the customers towards their pr oducts. In their quest to satisfy their needs, customers also seek to derive benefits from consumption of particular products hence the attempt to satisfy these benefits by the marketers goes hand in hand with the concept of motivation. To understand motivation is to understand why customers do what they do. The philosophy of marketing rests on the premise that customers’ needs are the starting point from which all other activities can be planned (Cant, 2002). However, there is need to take a motivational approach to establish the needs of the customers which influences their buying behaviour. Basically, motivation occurs when a need is aroused that the customer wants to satisfy. A need refers to something physical or psychological that the body must have to function and develop (Cant, 2002). As such, motivation is the driving force within the individuals that drives them to act in a particular way. According to Kotler & Armstrong (2004), a motivated person is ready to act an d he is influenced by his or her own perceptions of the situation. People have different perceptions of the same stimulus and when they act, they learn something new. In the process, they acquire beliefs and attitudes that will shape their behaviour if they are satisfied that they will derive benefits f

Persuasive Writing Folio 1250 words 30% Essay Example | Topics and Well Written Essays - 1250 words

Persuasive Writing Folio 1250 words 30% - Essay Example I am really excited and honored to proclaim that, the establishment of the hospital in the city. The reasons for constructing this hospital nearby to your town is to give you ease in a framework include all aspects of your life. This hospital offers not only the most basic requirements but it also offers many advanced services and operation facilities as well. This hospital will play an important role in serving the residents of the city in a better way and preventing us from different diseases as well. This hospital will also help in reducing the dependency on other hospitals in the city like Bush hospital and Bendalong Regional hospital. Therefore, it will help you all as you do not have to go too far, plus you do not have to wait for such a long time as the volume of customers will reduce from these hospitals as well. So, with fewer patients it will also help in improving the efficiency and giving more time to patients. I have seen and identified the problem of different patients waiting for their turn at other hospitals in the city and with too much workload; I felt that the doctors were not happily serving each and every patients. Same was the case observed with the support staff. Thus, considering this situation I planned to give a gift to the residents of Bilby by establishing another hospital and after discussion with the ministry and with the efforts of residents of Bilby, today we are have been able to accomplish our dream. The hospital will not only be serving the residents of Bilby but people from different cities and states will also be allowed and encouraged to avail the services of the hospital. In addition to this, the hospital will be helpful in creating more jobs for the residents. Moreover, with better healthcare facilities in the country, it will also encourage other investors to invest in the city and thus the city may see more ventures in near future. In the end I am again inclined to give credit to all of you to be here with me and I am a lso thankful to all of those people who have given their assistance at each stage of this project. Persuasive Writing Plan for Bilby Land Care Pro-environment Campaign 1. Analysing the situation and defining the problems and opportunities you face Situation Analysis: Bilby Land Care group wants to promote the concept of environment preservation and oppose the construction of hospital at the grasslands / graveyard location. The grasslands / graveyard location cannot be used for the construction of hospital as environment is sensitive and it is important to preserve environment and greenery as increasing population growth has negatively affected the overall environment. The grasslands / graveyard location provide support to the growth of grass and other greenery along with orchids which otherwise are extinct in the region. Apart from this it is also essential to preserve and protect the ecological systems and elements which reflects and shows the overall Australian environment and the local species. The graveyard and wetlands provide feasible environment and circumstances for the growth of grass-fog which is also extinct. 2. Outlining your purpose or objectives describing how you intend to measure whether or not these objectives have been reached Purpose: To inform and persuade the members of the Bilby Land Care g

How Inflation Affected Ford Motor During the 2007-2009 Recession Essay

How Inflation Affected Ford Motor During the 2007-2009 Recession - Essay Example The damans of the machinery from FORD MOTOR decreases and hence the company cannot sustain a large number of workers. The table below shows how the recession affected the employment in FORD MOTOR and other companies in America. As a result of inflation and reduced purchasing power, the entire income raised by households is spent on necessities. As such, there is little disposable income to invest in shares. This is seen when the number of outstanding shares of the FORD MOTOR gradually increased as a result of decreased demand during the recession as shown in the table below: When real income falls below potential income due to a recession, FORD MOTOR laid-off workers, so the unemployment rate goes up and hence households earn less income. The cyclical unemployment rate increases during recessions as FORD MOTOR could not raise sufficient revenue to sustain a large number of workers.  

Peer Critique 1.1a Essay Example | Topics and Well Written Essays - 1000 words

Peer Critique 1.1a - Essay Example This also led me to believe that the author would also go into some detail about the research that has already been done so that they can show why there are holes in the current research, which I discovered to be true the more that I read on. Within this introductory paragraph, the author makes it known that research has already been undergone on the topic of the harms and benefits of artificial sweeteners, though this paragraph does not reveal the specific kinds of research that they will be focusing on. However, the author sets up the literature review to explain that further research needs to be on this topic; the purpose of the literature review is not only to show what research has been done and what conclusions have been made, but also to reveal the holes in the these findings. The author feels that the current findings from research are outdated and, by showing the past studies and their conclusions, reveals that this is true. The author chose to organize the research that they are reviewing by first offering an introduction to their topic, then introducing the body of the research, which discusses the cancerous side effects of artificial sweeteners, which looked at the findings of research centered on discovering cancer-related downfalls of artificial sweeteners, as well as the areas where more research should be done. The next portion of research looks to the non-cancerous side effects of artificial sweeteners. This is then followed by a section that is dedicated to the studies that have proven that artificial sweeteners also have their health benefits, such as weight loss. In these aforementioned sections, each section is also ordered based on gender in terms of who is affected the most by the sweetener. The literature review then closes out with a conclusion that briefly goes over what was discussed throughout the rest of the literature review. The structure described above is a

Asset Inventory Essay Example | Topics and Well Written Essays - 1250 words

Asset Inventory - Essay Example Account Management Procedure Avoid transmission of un encrypted sensitive data Software Application and Operating system software Exploitation of faults in application and operating system software $2,000,000 High Malicious use, Unauthorized use and System compromise Change Management Standard High 0.8 Low 0.05 0.2 LOW $24,000 IT System Interoperability Security Standard Patches and updates from a reliable sources Hardware Internal server Hardware Issues/Equipment Failure or loss Loss or theft of data from server $8,000, 000 Vital System Unavailable Data Backup and System Restore Standard High 0.8 Low 0.05 0.2 LOW $96, 000 Continuity of Operations Planning Standard Equipment failure is addressed by design, policy or the stated practice. Databases Inadequate Database Support Data corruption or loss $500,000 critical Computer crime, system compromise, unauthorized access Data Storage Media Protection Standard Medium 0.7 Low 0.05 0.3 Low $9750 Remote Access Standard Project Management S tandard Maintenance of databases is sustained and supported at appropriate security levels Data Disclosure Disclosure of sensitive personal information issues. $100,000, 000 low Malicious use, system compromise, unauthorized access Data Classification Standard Medium 0.7 Medium 0.1 0.3 MODERATE $390,000 Acceptable Use Standard Data is made known only to individuals who have a true operational need for the data. Asset Inventory Introduction An IT oriented company is more prone to information security risks than a regular institution. The company in consideration, Employment Development Department (EDD) provides services to millions of people under Disability Insurance program which is a complex task requiring complete security to its clients. The company also offers other services such as Unemployment Insurance, payroll taxes audit and collection, labor and workforce information among others serving a workforce of over 15 million individuals. The company information assets inventory is conducted using Asset Inventory and Risk Assessment table and shows threat analysis for some selected assets, their associated threats and the top risks faced by the company and the strategies taken to mitigate them. The strategies ensure achievement of goals, management of risks; make use of resources, and carefully assesse the achievement of the information assets security program. Information assets for the company entails all aspects of information may it be spoken, written, printed or electronic. It also covers information handling that involves information creation, viewing, storing or transporting. The information assets that exist in the Company Information assets for this agency encompasses hardware / physical devices that include computer equipment, internal server and Removable Media such as key drives, Data CD/DVDs and portable external) hard drives. Software Applications, operating systems, development tools and utilities are also constituted in the information asset inventory. Processes in computing and transmission of critical data (ccommunications), Information databases, system documents and standards and filled information are integral components of asset inventory. On another note human resource especially system administrators

Self education made Malcolm X one of the most influential leaders of Essay

Self education made Malcolm X one of the most influential leaders of his time - Essay Example He belonged to a Christian family where his father was a Baptist Minister and a strong supporter of Marcus Garvey's Universal Negro Movement. He had a tragic childhood that made him a burglar. While Malcolm X was a child, his house was set on fire one day and his family had to face constant harassment. Due to this, they migrated to Michigan where his father was murdered. His mother could not cope up with the needs of the family and the death of his father. She was finally committed to a mental institution. . [Malcolm X El-Hajj Malik El-Shabazz , 2005]. Malcolm X and his siblings were send to different foster homes. [Malcolm X, 2005]. Although, he was a bright student, Malcolm X did not attain education after eighth grade. He migrated to New York were he worked as a waiter in Harlem. Later he was indulged in selling and using drugs, gambling and finally resorted to burglary. He was arrested at the age of 20 and sentenced to ten years of imprisonment. [Malcolm X, 2005] The art of self-education guided Malcolm X to become a voracious reader and enhanced his language skills. While Malcolm X was in prison, his life took a drastic turn. He transformed himself from a burglar to a great follower of Islam. He learned the existence of Ejjah Mohammed and movements of the black Muslims from his siblings who had converted to Muslims. While he was in the prison, he started writing letters and only then, he realized his poor communication skill in English . Due to his immense dedication to enhance reading and writing skills, he got himself a dictionary. He started writing all the words and their meaning in a book and read them aloud. Through this technique, he improved his vocabulary. After acquiring this skill, he could read all the books with ease. He became a voracious reader and attained vast amount of knowledge through these books about slavery and the history of black civilization throughout the world. He read about Gandhi's struggle to attain freedom in India, Abolitionist Anti Slavery society, genetics, religion and philosophy. [Burke, 2004]. Due to the art of self- education, Malcolm X became one of the most influential leaders of the blacks in the 20th century. Due to the language skills that he had acquired in the prison, Malcolm X became a great spokesperson and propagated Islam. He fought for the dignity of the blacks and rose to the position of a minister at the Nation of Islam. [Malcolm X - Black American History, a history of black people in the United States, n. d]. Later he objected to certain viewpoints of Islam and deviated from it. He went to Mecca and propagated that not all whites were devils. He returned to United States and formed the organization of Afro-American Unity. Malcolm X attained this height of success through self-education. [Carson, n. d]. Through his exemplary communication skills, which he mastered through the art of self-education, helped him become a great spokesperson. If not for this technique of education, Malcolm X would have still lived his life in the streets of New York doing petty crimes. The reading habit that he acquired in the prison was his motivating factor in understanding the various concerns faced by the blacks and propelled him to fight for their justice. Conclusion Malcolm X exemplifies the benefits that an individual attains through self -education. This technique teaches an

Subtle Issues in Revenue Recognition Essay Example | Topics and Well Written Essays - 1500 words - 1

Subtle Issues in Revenue Recognition - Essay Example This is not to say that management should ignore social responsibility such as protecting consumers, paying fair wages, maintaining fair hiring practices and safe working conditions, supporting education and becoming actively involved in environmental issues. Stakeholders other than stockholders can no longer be enrolled. These stakeholders include creditors, employees, customers, suppliers, communities in which a company operates and others. The impact of decisions must be recognized. The Enron controversy resulted to different political and economic changes which affected both government and private agencies. Enron has developed into becoming a part of America’s top ten companies in the span of nearly two decades. Their sudden rise to power seemed impossible to many industries in the financial world. However, the scam which brought upon Enron success was discovered. Deception was the name of the game for Enron. They concealed their controversial and suspicious dealings and transaction with their growing debt so that they appear debt-free and admirable to stockholders and the public. At last, every lie and cover up was made known to many when the company suddenly and unexpectedly filed for Chapter 11 Bankruptcy. That was their last resort. Not even company partnerships and affiliations could save the money and the glory of Enron. When the news of bankruptcy of Enron was revealed, the reasons behind Enron’s downfall remained unclear and uncertain. There were mixed reactions among businessmen, politicians, stockholders, and others. Most of them were enraged while some felt concerned. There were those who were not surprised that the discrepancies with the financial statements could actually happen. It was as if it was the common habit among those who wish to decrease their debt. Questions such as the reason behind the downfall as well as the possible ways and means for preventing bankruptcy rose among the interested public.  

Innocence and Experience Essay Example for Free

Innocence and Experience Essay In Encarta Dictionary the meanings of the word ‘innocence’ are absence of being guilty of crime or offence, freedom from sin, lack of worldly experience The meanings of ‘experience’ are knowledge and skills and the sum total of things that have happened to a person and of his or her past thoughts and feelings. This essay states that innocence and experience are two states of human being. At some point of time, the child in us makes the journey from innocence to experience. We lose innocence by gaining experience through knowledge and real life incidents. The experience we gain is inevitable, whether good or bad. This is explained through two literary works: Thomas Hardy’s novel ‘Tess of the d’Urbervilles’ and Blake’s two poems,’ The Lamb’ and ‘The Tyger’. In ‘Tess of d’Urbervilles’, the innocent girl Tess gains experience by losing her virginity. By killing Alec D’Urbervilles, her seducer, she loses her innocence completely and gains the experience of a criminal. She pays the price of experience by her death. Hardy’s inclusion of elements of ‘coincident’ and ‘fate’ and ‘destiny’ shows the inevitability of such experiences and the resulting tragedy in the novel. Blake in his poem ‘The Lamb’ the meek and mild lamb is the symbol of innocence and Tyger in his poem’ The Tyger’ is the symbol of experience. Through these poems Blake wants to convey that innocence and experience are â€Å"two contrary states of human soul† with respect to creation. In ‘Tess of the d’Urbervilles’, Tess is an innocent country girl who is unaware of the evils of society. Her parents as well do not advise her about the danger in men-folks so she is easily seduced by Alec. Hardy writes: â€Å"Why it is that upon this beautiful feminine tissue, sensitive as a gossamer and practically blank as a snow as yet, there should have been traced such a coarse pattern as it was doomed to receive†. Again, after her loss of virginity, she gains experience and matures as a woman, her beauty is enhanced. Angel notice her and they fall in love with each other. She enjoys happiness and bliss for the time being. His love for Tess is abstract, as he calls her â€Å"Daughter of Nature† or â€Å"Demeter. † Tess is more an archetype or ideal to him than a flesh and blood woman with a complicated life. Therefore he cannot accept that Tess is not chaste, as a result he abandon hers. He realizes his mistake too late. She takes the aid of Alec after misfortune befell her family. She loses her innocence completely when she commits the crime of murdering Alec and as a result she is hanged. Hardy’s writing style of using elaborate descriptions, long sentences, elements of coincidence, fate and destiny shows Tess’ inevitable journey from innocence to experience and the resultant doom. In Blake’s poem ‘The Lamb’, Lamb symbolizes Jesus and the child is also associated with Jesus. So the lamb and child in Jesus symbolizes innocence. In The Lamb the style of repetition in the first and last couplet of each stanza helps to give the poem its song-like quality. The flowing ls and soft vowel sounds add to this effect, and also imply the bleating of a lamb or the lisping character of a childs song. In Blake’s poem ‘The Tyger’, Tyger is the symbol of experience. It is strikingly beautiful at the same time undeniable because of the underlying evil and violence. To describe the Tyger, Blake uses the imagery of ‘fire’, which is destructive at the same time illuminating. The ‘Tyger’ presents evil in society, something that cannot be denied. The style of regular and rhythmic meter of the quatrains; its hammering beat suggests the work of the creator, which is the poems central image. Blake believed that a person has to pass through a state of innocence, the Lamb as well as understand the contrasting conditions of experience, Tyger, to reach a higher level of consciousness. Blake’s vision of a creative force in the universe which makes a balance of innocence and experience is at the heart of the poem. The two literary works Hardy’s ‘Tess of d’Urbervilles’ and Blake’ ‘The Lamb’ and ‘The Tyger’ show that Innocence and Experience, both exist in human life and society and experience is an essential part of human existence whether good or bad. Work Citation: â€Å"The Tyger†. 8 October 2007. http://www. cs. rice. edu/~ssiyer/minstrels/poems/66. html â€Å"’Songs of Innocence and Experience’: ‘The Tyger’ by Blake†. 8 October 2007. http://www. sparknotes. com/poetry/blake/section6. rhtml â€Å"’Songs of Innocence and Experience’: ‘The lamb’ by Blake†. 8 October 2007. http://www. sparknotes. com/poetry/blake/section1. html

Design Of A Sulfuric Acid Production Plant Engineering Essay

Design Of A Sulfuric Acid Production Plant Engineering Essay This project is prepared according to the requirements of chemical engineering department, and its also a preliminary study of sulfuric acid production plant. The project begins with chapter one which includes introduction, definition of sulfuric acid and shows the main uses of sulfuric acid which have made it an important chemical in the world, followed by chapter two which talks about literature, market survey and the history and current processes for production the sulfuric acid also it gives small glimpse of the prices trends of the raw material and product. That is followed by description for various processes to produce sulfuric acid in chapter three, which ends with the selection of the best process which is the double contact process; the description and flow sheet of the selected process are discussed in chapter four. Material and energy balance results are listed in chapter five and the location of the plant is selected in chapter six by comparing different locations, and the best location for the plant (as its set in this report) is Aqaba city. . Finally, material and energy balance details are discussed in the appendix, that includes the used charts and references. CHAPTER ONE INTRODUCTION 1.1 Definition Sulfuric acid is a strong mineral acid with the molecular formula H2SO4. It is a clear, colorless, odorless, viscous liquid that is very corrosive. It is soluble in water at all concentrations. Sulfuric acid has many applications, and is one of the top products of the chemical industry. There are another names for sulfuric acid, it is sometimes called oil of vitriol.1 Its chemical formula is Figure (1.1.1): Sulfuric Acid Formula1 1.2 Physical and Chemical properties This table shows the main chemical and physical properties of sulfuric acid Sulfuric acid IUPAC Oil of vitriol Other name H2O4S Molecular formula 98.08 g molà ¢Ã‹â€ Ã¢â‚¬â„¢1 Molar mass Clear, colorless, odorless liquid Appearances 1.84 g/cm3, liquid Density 10  Ã‚ °C, 283  K, 50  Ã‚ °F Melting point 337  Ã‚ °C, 610  K, 639  Ã‚ °F Boiling point Miscible Solubility in water à ¢Ã‹â€ Ã¢â‚¬â„¢3 Acidity(pka) pungent odor Odor Non-flammable Flash point 26.7 cP (20  °C) Viscosity 0.3 Ph Table (1.2.1): physical properties1 1.3 Application and Uses Sulfuric acid is a very important chemical commodity, and indeed, a nations sulfuric acid production is a good indicator of its industrial strength. It is used as electrolyte in lead-acid batteries (accumulators) . It is important in the production of fertilizers such as ammonium sulfate (sulfate of ammonia), (NH4)2SO4, and superphosphate, Ca(H2PO4)2, which is formed when rock phosphate is treated with sulfuric acid. It is used to remove oxides from iron and steel before galvanising or electroplating . Concentrated sulfuric acid is used as a dehydrating agent, that is, to remove water, since it has a tendency to form hydrates such as H2SO4.H2O, H2SO4.2H2O. Sulfuric acid is used in the production of nitroglycerine, an inorganic ester organic nitrate, which is used as an explosive. It is used in petroleum refining to wash impurities out of gasoline and other refinery products. It is used in manufacturing of hydrochloric acid, nitric acid, phosphoric acid, ether, plastics, metal sulfates, cellophane, dyes, drugs, perfumes, disinfectants and even glue.1 This chart shows the distribution of using sulfuric acid Figure (1.3.1): Sulfuric Acid Distribution.1 Specification of raw materials sulfur, S, 16 Name, symbol, number 32.065g ·molà ¢Ã‹â€ Ã¢â‚¬â„¢1 Standard atomic weight Yellow colored lumps, crystals, powder, or formed shape Appearances Lumps 75-115 lbs./ft3 Powder 33-80 lbs./ft3 Bulk Density 388.36  K,à ¢Ã¢â€š ¬Ã¢â‚¬Å¡115.21  Ã‚ °C,à ¢Ã¢â€š ¬Ã¢â‚¬Å¡239.38  Ã‚ °F Melting point 717.8  K,à ¢Ã¢â€š ¬Ã¢â‚¬Å¡444.6  Ã‚ °C,à ¢Ã¢â€š ¬Ã¢â‚¬Å¡832.3  Ã‚ °F Boiling point Insoluble Solubility In Water Solid Physical State 1.819 g ·cmà ¢Ã‹â€ Ã¢â‚¬â„¢3 Liquid density at maps. Table (1.3.1): Physical Chemical Properties of Sulfur.1 CHAPTER TWO LITERATURE AND MARKET SURVEY 2.1 History and Current processes The discovery of sulfuric acid is credited to the 8th century chemist and alchemist, Jabir ibn Hayyan (Geber). The acid was later studied by 9th century Persian physician and alchemist Ibn Zakariya al-Razi (Rhazes), who obtained the substance by dry distillation of minerals including iron(II) sulfate heptahydrate, FeSO4 ·7H2O, and copper(II) sulfate pentahydrate, CuSO4 ·5H2O. When heated, these compounds decompose to iron(II) oxide and copper(II) oxide, respectively, giving off water and sulfur trioxide, which combine to produce a dilute solution of sulfuric acid. 1 This method was popularized in Europe through translations of Arabic and Persian treatises, as well as books by European alchemists, such as the 13th-century German Albertus Magnus.1 There are two major processes (lead chamber and contact) for production of sulfuric acid and it is available commercially in a number of grades and concentrations. The lead chamber process, the older of the two processes, is used to produce much of the acid used to make fertilizers; it produces a relatively dilute acid (62%-78% H2SO4). The contact process produces a purer, more concentrated acid but requires purer raw materials and the use of expensive catalysts. n both processes sulfur dioxide is oxidized and dissolved in water. The sulfur dioxide is obtained by burning sulfur, by burning pyrites (iron sulfides), by roasting nonferrous sulfide ores preparatory to smelting, or by burning hydrogen sulfide gas. Some sulfuric acid is also made from ferrous sulfate waste solutions from pickling iron and steel and from waste acid sludge from oil refineries. 1 2.2 Supply and Demand This table shows the production rates of sulfuric acid (in metric tones) in some countries at different years. Production of sulfuric acid in metric tones Year country 1994 1997 2000 2006 France 2227 2242 2269 1755 Germany 3380 3496 4898 4595 Greece 360 675 688 815 Italy 1228 1590 1043 1616 Spain 2348 2810 2418 3500 United kingdom 1225 1205 1058 447 Sweden 518 630 629 1010 Table (2.2.1): Production Rates of Sulfuric Acid.3 This table shows the production and sales amounts of sulfuric acid and the consumption rate of sulfur in Jordan from 2000 to 2005, these amounts in (ton/year). Sulfur consumption (ton/tear) Ù Sulfuric acid Year Sales (ton/year) Production (ton/year) 370925 43824 1108605 2000 309816 46614 919548 2001 351011 43307 1055208 2002 265865 51445 961208 2003 364301 49661 1102899 2004 346345 48323 1046540 2005 Table (2.2.2)Jordan Production, Sales and Raw Material Consumption.5 2.3 Prices trends of the raw material and product The global sulfuric acid market experienced an unprecedented rise and fall in pricing between fall 2007 and spring 2009. Consumption of sulfuric acid for fertilizers fell steeply in the second half of 2008 due to the collapse in the global economy. The second half of 2009 is expected to experience almost flat to slightly positive growth, anticipating the improvement in market conditions in 2010. Trade is expected to fall globally, except for Southeast Asia, which would continue to depend on imports. As of early spring 2009, the market is continuing to deteriorate as the supply shortage situation has been replaced by product oversupply in almost all regions. And the world sulfuric acid supply trends are shown in the following chart. Figure (2.3.1): World Sulfuric Acid Supply.2 CHAPTER THREE PROCESS SELECTION Process Selection Sulfuric acid is an important raw material used in many industrial processes, such as phosphate fertilizer production and to a much lesser extent for nitrogen and potassium fertilizers, sulfuric acid is produced by catalytic oxidation of sulfur dioxide to sulfur trioxide, which is subsequently absorbed in water to form sulfuric acid. There are no major variations of commercial interests on this mentioned chemistry. There are alternatives as to source of Sulfur dioxide and method of conversion to sulfur trioxide. The two most common methods for the conversion of sulfur dioxide to sulfuric acid are: 1. Lead Chamber Process. 2. Contact Process 3.1 Lead Chamber Process This is an old process and was introduced in Europe in near the middle of 18th century, its used to produce much of the acid used to make fertilizers; it produces a- relatively dilute acid (62%-78% H2SO4).The classic lead chamber process consists of three stages: Glover tower, lead chambers and Guy-Lussac Tower. In this method hot sulfuric dioxide gas enters the bottom of the reactor called a Glover tower where it is washed with nitrous vitriol (sulfuric acid with nitric oxide, NO, and nitrogen dioxide, NO2, dissolved in it) and mixed with nitric oxide and nitrogen dioxide gases. The Glover tower serves two functions: concentration of the chamber acid and stripping of nitrogen oxides from the liquid to the gas. Concentration of the chamber acid (62% to 68% H2SO4) is achieved by the hot gases entering the tower which evaporate water from the acid. Some of the sulfur dioxide is oxidized to sulfur trioxide and dissolved in the acid wash to form tower acid or Glover acid (about 78% H2SO4). The dissolved nitrogen oxides are stripped from the acid and carried with the gas out of the Glover tower into the lead chambers. From the acid tower a mixture of gases (including sulfur dioxide and trioxide, nitrogen oxides, nitrogen, oxygen, and steam) is transferred to a lead-lined chamber where it is reacted with more water. Sulfuric acid is formed by a complex series of reactions; it condenses on the walls and collects on the floor of the chamber. There may be from three to twelve chambers in a series. The acid produced in the chambers, often called chamber acid or fertilizer acid, contains 62% to 68% H2SO4. After the gases have passed through the chambers they are passed into a reactor called the Gay-Lussac tower where they are washed with cooled concentrated acid (from the acid tower); the nitrogen oxides and unreacted sulfur dioxide dissolve in the acid to form the nitrous vitriol used in the acid tower. Remaining waste gases are usually discharged into the atmosphere. Product acid at a concentration of 78% H2SO4  is drawn from the cooled acid stream that is circulated from the Glover tower to the Guy-Lussac tower.   Nitrogen losses are made up with nitric acid which is added to the Glover tower. The major disadvantage includes the limitations in throughput, quality and concentration of the acid produced, also the environmental pollution. Figure (3.1.1): Typical process flow sheet for the lead Chamber. 3.2 Contact Process Because of economic reasons Contact plants are widely used compared to the lead plants, they are classified according to the raw materials charged to them: elemental Sulfur burning, spent sulfuric acid and hydrogen sulfide burning, and metal sulfide ores and smelter gas burning. The contributions from these plants to the total acid production are 81, 8, and 11 percent, respectively. The contact process incorporates three basic operations (stages), each of which corresponds to a distinct chemical reaction. First, elemental sulfur is received in a solid form containing various impurities. The sulfur is melted in the sulfur melter in the presence of hydrated lime which neutralizes any acidity present in the sulfur. This neutralization prevents problems of acid corrosion which would otherwise be encountered. Heat for the melting of the sulfur is supplied from steam coils. The molten sulfur is kept agitated to improve heat transfer, to prevent solids settling on the bottom of the sulfur pits and to prevent a crust forming on top. The dirty sulfur is filtered to remove impurities present and after filtering is transferred to the clean sulfur pit where it is kept molten until it is pumped to the burner. Molten sulfur at a temperature of 130 °C is sprayed into the burner in the presence of warm, dry air. The sulfur burns, forming sulfur dioxide S + O2 â‚ ¬Ã‚  Ã¢â€š ¬Ã‚  Ã¢â€š ¬Ã‚  Ã¢â€š ¬Ã‚   SO2 à ¢Ã‹â€ Ã¢â‚¬  H = -300 kJ mol-1 The resulting sulfur dioxide is fed to a process unit called a converter, where it is catalytically oxidized to sulfur trioxide (SO3): 2SO2 + O2 â‚ ¬Ã‚  Ã¢â€š ¬Ã‚  Ã¢â€š ¬Ã‚  Ã¢â€š ¬Ã‚  2SO3 ΆH = -100 kJ mol-1 Its apparent that the equation gives a decrease in volume; this reaction would be aided by pressure. High conversions are however, obtainable with catalysts at 400 to 500oC with a small excess of oxygen and the use of pressure. The available methods to maximize the formation of SO3: As this is an exothermic process, a decrease in temperature by removal of the heat will favour the formation of SO3. Increased oxygen concentration. SO3 removal (as in the case of the double absorption process). Increased pressure. Catalyst selection, to reduce the working temperature (equilibrium). Longer reaction time. In the contact processes, the sulfur dioxide is converted to sulfur trioxide by the use of metal oxide catalyst, the characteristics of the used catalyst are: Porous carrier having large surface area, controlled pore size and resistance to process gases at high temperature; in pellet form if used in fixed bed and powdered form if used for fluidized bed. Ex- Alumina, silica gel, zeolites. Active catalytic agent: Preparations are generally kept secret for the competitive reasons but they usually consist of adding water soluble compounds to gels or porous substrates and firing at temperature below the sintering point. Promoter: Alkali and/or metallic compounds added in trace amounts to enhance the activity of the catalytic agent. A catalyst, vanadium pentoxide (V2O5) is used to increase the reaction rate because its relatively immune to poisons, also because of its low initial investment and only 5% replacement per year. It is only effective above its melting point of 400  °C. The greatest conversion of SO2 to SO3 is reached by passing the gas over several catalyst beds, cooling the gas between each pass so that the reaction temperature remains between 400 and 500  °C. As can be seen the figure. The disadvantages of using the V2O5 catalyst are that it must use dilute SO2 input (7-10%), as a catalyst it is less active and requires high oxygen or sulfur dioxide to give economic conversions also it requires larger converters and thus higher initial investment. Finally, the sulfur trioxide is absorbed in to very concentrated sulfuric acid (a 98-99 percent solution of H2SO4 in water), This operation takes place in the absorbing tower where the gas travels up through the tower, counter-current to the acid falling from the top of the tower producing a thick fuming liquid called oleum, the oleum is mixed carefully with water to avoid producing fine mist of sulfuric acid that is difficult to condense and could escape to pollute the air, the sulfur trioxide in the oleum reacts with the water as follows: SO3 + H2O â‚ ¬Ã‚  Ã¢â€š ¬Ã‚  Ã¢â€š ¬Ã‚  Ã¢â€š ¬Ã‚  Ã¢â€š ¬Ã‚  Ã¢â€š ¬Ã‚  Ã¢â€š ¬Ã‚  Ã¢â€š ¬Ã‚  H2SO4 à ¢Ã‹â€ Ã¢â‚¬  H = -200 kJ mol-1 It is clear that the reaction is exothermic and the absorbing sulfuric acid has to be cooled continuously; the heat is available at a relatively low temperature and is not worth recovering. The efficiency of the absorption step is related to : The H2SO4 concentration of the absorbing liquid. (98.5 99.5%). The temperature range of the liquid (normally 70 -120 0C). The technique of the acid distribution. The raw gas humidity (mist passes the absorption equipment). The mist filter. The temperature of incoming gas. The co-current or countercurrent character of the gas stream in the absorbing liquid. Main disadvantages of the contact process are that concentrated acid (98%) of high purity can be produced directly and that compact plants of quite high capacity have now become rather common place. The contact process can be applied in different techniques; three of those techniques are described in the following sections 3.2.1 Single contact / single absorption process After purification and drying, the SO2 is converted to SO3 using a series of four catalyst beds, containing alkali and V2O5. Afterwards, the SO3 is absorbed in concentrated sulfuric acid and, if necessary, an oleum absorber is installed upstream. SO3 reacts with the water contained in the absorber acid to yield H2SO4. The absorber acid is kept at the desired concentration of approximately 99% w/w by addition of water or dilute H2SO4. The single contact/single absorption process is generally used for gases with an SO2 Content from 3 6 %. New single contact plants are built only for inlet gases with substantial fluctuation of the SO2 content. The investment cost of this technique is low compared to the investment cost of double contact plants. Figure (3.2.1.1): Typical process flow sheet for a single catalysis plant. 3.2.2 Double Contact/ Double Absorption Process The double contact process was implemented to develop the single contact/single absorption process. In this process a primary SO2 conversion of 85 95 % is achieved in the first catalysis stage of the converter before entry into an intermediate absorber, depending on the arrangement of the converter beds and the contact time. What makes the double contact/double absorption process more advantageous is that its ability to feed gases with higher SO2 concentrations than would be possible with the single catalysis process. Which leads to smaller gas volumes and therefore smaller equipment with comparable production capacities. This results in a considerably higher conversion rate, if the residual gas is passed through the following converter beds (usually one or two). The SO3 which is formed in the second catalysis stage is absorbed in the final absorber. In general the process uses gases with an SO2 content of 10 t o11 %. The inlet gas temperature is about 4000C. Gases with lower temperatures require reheating from 50 to 4000C. This is usually carried out with recovered heats from the conversion process. Operating the double contact process at an elevated pressure of 5 bar increases the conversion rate by shifting the conversion equilibrium and favouring the formation of SO3. The disadvantages are higher electricity consumption and, at the same time, less steam production. Higher NOx emissions are caused by higher sulfur combustion temperatures (18000C), but savings of 10 -17 % on investment costs are gained. Figure 3.2.2.1: Typical process flow sheet for a sulfur burning double catalysis plant. 3.2.3 Wet catalysis process The wet catalysis process is applicable to wet SO2 gases. The potential for the formation of sulfuric acid mist might require tail gas treatment. Wet SO2 gases (eg. from the burning of H2S gases or from the catalytic conversion of H2S gases) are directly supplied into the contact tower without previous drying. SO3 formed by the catalytic conversion immediately reacts with the moisture of the gases, thereby forming the acetic acid. The sulfuric acid is condensed in a condenser installed after the contact tower. Factors Sulfuric Acid Production By Lead Chamber process Sulfuric Acid Production By single contact/single absorption process Sulfuric Acid Production By double contact/double absorption process Sulfuric Acid Production By Wet Catalysis process Health and safety hazards involved Less safe, waste gases are discharged to the atmosphere Less amount of SO3 is absorbed so the rest is discharged to the atmosphere A larger amount of SO3 is absorbed A larger amount of SO3 is absorbed Operating cost High operating cost Less operating The least operating cost Less operating cost Raw material SO2, NO, NO2, O2, H2O. Melted sulfur, O2, SO2, SO3. Melted sulfur, H2O, O2, SO2, SO3. Wet SO2 gases, H2S, O2, SO3. Waste products and by products Exhaust gases are discharged to the atmosphere Large amounts of SO2 gas are discharged to the atmosphere Less amounts of SO2 gas are discharged to the atmosphere, less heat released after each successive catalyst bed. A larger amount of SO3 is absorbed Equipment Acid Tower (Glover Tower), Lead Chambers, Reactor (Gay-lussac Tower) Air dryer, burner, waste heat boiler, converter, single absorption column. Air dryer, burner, waste heat boiler, converter, intermediate and external absorption column. Burner, convertor, acid tower. Yield Yields 78% H2SO4 New plants achieve 98 to99 % conversion rates Yields about 98% Yields 70 to 80 % H2SO4   Environmental pollution More gases are discharged to the atmosphere More gases discharged to the atmosphere Less gases discharged to the atmosphere More gases are discharger to the atmosphere Purity of products Low purity Low purity High purity Low purity Table (3.2.1): Process selection Factors Sulfuric Acid Production By Lead Chamber process Sulfuric Acid Production By single contact/single absorption process Sulfuric Acid Production By double contact/double absorption process Sulfuric Acid Production By Wet Catalysis process Health and safety hazards involved 5 5 5 3 Operating cost 6 4 7 5 Raw material 6 5 7 5 Waste products and by products 6 6 7 5 Equipment 7 5 8 6 Yield 5 6 7 9 Environmental pollution 5 5 6 4 Purity of products 6 5 7 9 Total (80) 46 41 54 46 Table (3.2.2): Process Selection According to the discussion and the data presented above we choose the Double Contact/Double Absorption process. CHAPTER FOUR PROCESS DISCRIPTION 4.1 Production of H2SO4 by double contact process The process begins in the burner, in which the melt sulfur is pumped to the burner where it is burnt in an excess of dry air. The gas exiting the burner is maintained at (8 9%v/v) sulfur dioxide and approximately 830 °C due to the heat produced by the exothermic reaction. Sulfurs on burning gives about one third of heat combustion of coal ,and this heat raises the temperature of combustion gases roughly in accordance with the figure (4.1.1) as shown. Figure (4.1.1): Theoretical Flame Temperature.8 This heat is high in temperature and there is plenty of it, consequently it is worth utilizing and the hot gases are led across pipes through which the water passes. The water is heated, steam is raised and the gases are cooled. The sulfur dioxide/air gas mixture is then passed through the stream to converter. The sulfur dioxide is converted to sulfur trioxide by reacting with oxygen over a catalyst. This reaction is described by the equation: 2SO2 + O2 â‚ ¬Ã‚  Ã¢â€š ¬Ã‚  Ã¢â€š ¬Ã‚  Ã¢â€š ¬Ã‚  2SO3 ΆH = -100 kJ mol-1 This reaction occurs in the converter, a four-stage reaction vessel with each stage consisting of a solid catalyst bed through which the gas is passed. The catalyst used is vanadium pentoxide (V2O5), and potassium sulphate dispersed on a silica base which forms a porous support, giving a large surface area for reaction. This reaction is exothermic and its equilibrium constant decreases with increasing temperature (Le Chatelier.s Principle). Figure (4.1.2) shows the percentage conversion of SO2 to SO3 that would be reached at an SO2 concentration of 8% v/v and a range of gas temperatures. However, the reaction rate is also temperature dependent, so that if the temperature becomes too low the equilibrium point will not be reached. In practice, the gas temperature must be maintained between (400 500 °C) to maintain a high reaction rate and also high conversion equilibrium. As the reaction is exothermic, heat is generated across each of the catalyst beds. This heat must be removed between each stage to maintain the optimum reaction temperature into the following stage. The temperature rise through each catalyst bed and the inter-stage cooling is shown in Figure (4.1.2). Figure (4.1.2): The Temperature Rise Through Beds.7 The gas after passing through three catalyst bed goes to the first absorption tower where the Sulfur trioxide is removed. The gas is then reheated to about 420 C, passed through the fourth catalyst bed, then cooled and sent to a second absorption tower. The gas mixture goes to the first and second absorption tower, a packed tower where SO3 is absorbed into a counter-current flow of 98 99% sulfuric acid. The overall reaction can be described by the following equation, where sulfur trioxide reacts with the free water to produce sulfuric acid: SO3 + H2O â‚ ¬Ã‚  Ã¢â€š ¬Ã‚  Ã¢â€š ¬Ã‚  Ã¢â€š ¬Ã‚  Ã¢â€š ¬Ã‚  Ã¢â€š ¬Ã‚  Ã¢â€š ¬Ã‚  Ã¢â€š ¬Ã‚  H2SO4 à ¢Ã‹â€ Ã¢â‚¬  H = -200 kJ mol-1 The circulating sulfuric acid must be maintained at about 98% concentration and temperature is controlled in the desired rang of (70 °C_90 °C) to maximize the absorption efficiency. The acid strength is important because the vapor pressure of sulfur trioxide above sulfuric acid is at a minimum at an acid strength of 98% (see Figure (4.1. 3)). At higher concentrations the increased vapor pressure is caused by SO3 and at lower concentrations the water vapor pressure increases sharply and the resultant acid mist is not readily re-absorbed and escapes to the atmosphere. A stream of sulfuric acid is continuously bled off and cooled through a plate heat exchanger before being passed into the storage tanks. Figure (4.1.3): Relation Between Vapor Pressure and Concentration.7 Figure (4.1.4) : Flow Sheet CHAPTER FIVE ENERGY AND MASS BALANCE 5.1 MASS BALANCE *Drier: Components Amount % H20 1.27 1.3 O2 21.12 23 N2 69.4 75.7 Temperature 25C pressure 1 atm M1 M2 Components Amount % H2SO4 39.4 98 H2O 0.8 2 Temperature 150C pressure 1 atm M3 Components Amount % O2 21.12 23.3 N2 69.4 76.7 Temperature 25C pressure 1 atm M4 Components Amount % H2SO4 39.42 95 H2O 2.1 5 Temperature 150C pressure 1 atm *Burner: M3 Components Amount % O2 21.12 23.3 N2 69.4 76.7 Temperature 26C pressure 1 atm M5 Components Amount % S 3.76 100 Components Amount % SO2 28.16 29 O2 7.04 7 N2 69.4 64 Temperature 830C pressure 1 atm   M6 *Converter: M6 Components Amount % SO2 28.16 29 O2 7.04 7 N2 69.4 64 Temperature 400C pressure 1 atm M7 Components Amount % O2 2.11 2 N2 69.44 66 SO2 8.45 8 SO3 24.64 24 Temperature 450 pressure 1 atm M8 Components Amount % SO2 26.72 26 O2 1.69 1.6 N2 69.44 66.4 SO3 26.72 26 Temperature 450 pressure 1 atm M9 Components Amount % SO2 0.314 6 O2 0.0768 1.5 N2 3.47 66.5 SO3 1.36 26 Temperature 450 pressure 1 atm M10 Components Amount % SO2 0.314 6 O2 0.0768 1.5 N2 3.47 66.5 SO3 1.36 26 Temperature 450 pressure 1 atm M11 Components Amount % SO2 6.08 6 O2 1.54 6 N2 65.97 66.5 SO3 25.84 26 Temperature

Saudi Education System

Saudi Education System The previous chapter sought to clarify the research motivation, presented the rationale for the study and outlined the specific research questions. Given that this work was undertaken in Saudi Arabia, it is pertinent to provide an over view of the Saudi education system particularly its general characteristics, structure, curriculum being used in it. This chapter provides general background regarding the basic objectives of the Saudi education system. The strategies it employs for its on going development and advancement. 2.2 The Saudi Education System: A brief preview Education in all parts of Saudi Arabia was traditional until the late nineteenth century, the education was mainly restricted to reading, writing and recitation of the Quran. Higher education in religious studies existed only in the main cities of Saudi Arabia. The beginning of the Modern Education took place towards the end of the nineteenth century in the then Ottoman provinces of Hijaz and Al-Ahsa. By 1920s a few private schools began offering non-religious subjects in some major cities and larger towns. In the beginning of 1951 a network of secondary schools was set up. The ministry of Education was established in 1954 and prince Fahd Bin Abd al-Aziz became the first minister. The first non wholly religious university was opened up in 1957. In spite of the strong opposition of the conservatives of the Saudi clan the public education for girls began in 1964. The Ministry of Higher Education was established in 1975, and the development plans of 1970s and 1980s characterized remarka ble development in the Education setup, improving Saudi Education system considerably. The literacy rate in Saudi Arabia in 1970 was 15% for men and 2% for women. By 1990 it was 73% for men and 48% for women , and, in 2002 it reached 90.9% and 70.2%, respectively . According to the Central Intelligence Agencys World Factbook 2002, the literacy rate in 2002 was estimated at 84.2% for males and 69.5% for females and according to the latest facts it stands at 86.6% overall, with male literacy rate at 90.4% and female literacy rate at 81.3%. The reason for the positive results in combating illiteracy can be attributed to government support and encouragement. Private education institutions and Quran schools proved successful in increasing the literacy rate. The very first syllabus to educate adults, especially in terms of reading, was laid down in 1956. Initially, the period of education was reduced to three years, and then after some experimentation, four years. After this four year timeframe, the student attended a follow-up programme after which a he or she was then eligible for a primary school certificate. Around the mid 1950s, Saudis quickly started to realise that education, and reading in particular, were absolutely vital for the future of their country. Today, they look on in pride at a well-educated and successful nation. Saudi business is booming, and the rate of attendance at schools has reached 98.7 percent. Meanwhile, rectification work is continuing on educating elderly people who may have missed out on previous reading programmes. 2.3 Characteristics of Saudi education System Education in Saudi Arabia has four special characteristics: an emphasis on Islam, a centralized educational system, separate education for men and women, and state financial support. Islam is the core of each Muslims curriculum, with time each week devoted to the study of the Muslim sacred text, the  Quran, Islamic tradition, jurisprudence, and theology from primary through higher education. Religion is not separate from but is a part of the disciplines of education, economics, sociology, psychology, medicine, and law. It is expected that the  Quran  will be memorized, interpreted, and applied to all aspects of daily life. The centralized educational system for men is under the jurisdiction of the Ministry of Education; and for women, under the General Presidency of Girls Education. All schools at all levels utilize the same methods of instruction, textbooks, evaluation techniques, curricula, and educational policy. As stated in Article 155 of the Educational Policy of Saudi Arabia, there is strict separation of the sexes at all levels of education with the exception of kindergarten, nursery, and some private elementary schools, and in some medical schools. The separation of the sexes is related to the respected social status of women accorded to them by Islam. With the exceptions of physical education and home economics, the curricula are the same. The Saudi government is committed to the development of education at all costs and maintains exclusive control. Education is free but not compulsory beyond the elementary level. The government provides free tuition, stipends, subsidies, and bonuses to stude nts entering certain fields of study and to those continuing their education outside the country. Free transportation is provided for female students. 2.4 Objectives of Saudi Education Policy The objectives of the Saudi educational policy are to ensure that education becomes more efficient, to meet the religious, economic and social needs of the country and to eradicate illiteracy among Saudi adults. The main educational purpose of Saudi education system is a continuation of its Islamic Educational heritage. To prepare highly qualified individuals, scientifically and intellectually, so that they can perform their best in order to benefit their country and the development of their Nation. To play a positive role in the field of scientific research in order to contribute to the global progress in arts, science and inventions. To translate the scientific knowledge to the language of Quran (Arabic) and the development of the wealth of the Arabic language, to meet the needs of Arabization, by making knowledge accessible to the largest number of people. There are several government agencies involved with planning, administrating and implementing the overall governmental educational policy in Saudi Arabia. The Ministry of Education sets overall standards for the countrys educational system (public and private) and also oversees special education for the handicapped. Early in 2003 the General Presidency for Girls Education was dissolved and its functions were taken over by the Ministry, to administer the girls schools and colleges, supervise kindergartens and nursery schools and sponsor literacy programs for females.   The Structure and Curriculum of Saudi Public Education The Public education in Saudi Arabia, for boys and girls, is divided into three levels: elementary, intermediate, and secondary. Also, there is optional kindergarten level. The school year at all three levels consists of two semesters, which are fifteen weeks long. Classes per week vary from 28 to 33 class. The length of each class is 45 minutes. Passing the exam at the end of the school year is essential for moving to next grade or level. Students who fail need to take another test in the subject that was failed. Before the new school year starts, if the student fails again, he needs to repeat the grade. Elementary Education: Elementary education consists of six grades. Students start at the age of six. (May accept 3 months or 4 in Gregorian calendar- less than 6). Elementary education focuses mainly on Islamic religion and the Arabic language; mathematics, history, geography, and science. 2.7 Elementary School Curriculum: 2.8 Intermediate Education: Passing the sixth grade examinations is required to enter the intermediate level. The age of the intermediate student is between 12 and 15 years old. Students in the intermediate level study, besides Islamic and Arabic language courses, more general education courses. Completion of the third year of the intermediate level and passing the examination, students can select one of three options: (1) regular secondary school, (2) vocational education, (3) Quranic schools. 2.9 Intermediate School Curriculum Secondary Education Before 1937, there was no secondary-level education in Saudi Arabia. The first high school was the Saudi Institution opened in 1926. The real beginning of secondary education coincides with the development of the Foreign Mission preparatory school in 1937. The initial purpose of this school was to prepare Saudi students for higher education in Egyptian universities. The curricula were similar to the Egyptian curricula and most of the teachers were from Egypt. Secondary education is three-year program. The economic development in the oil sector in 1950s and 1960s led to dramatic industrial and commercial growth in Saudi Arabia. The need for an immediate reform of the secondary education system and more secondary schools became clear. The Saudi Supreme Committee of Education embarked on a large-scale expansion of the Saudi education system, which was influenced by the American education system. There are now three types of secondary education available in Saudi Arabia: Quranic school, (2) general (academic) school, and (3) vocational (professional) school. The first Quranic high school opened in 1977. General high school follows a general curriculum in the first year. Then, each student specializes in either liberal arts or science for the next two years. The general high school curriculum has been changed several times, as educational policymakers and curriculum planners have determined that the curriculum did not meet individuals and national needs. The Ministry of Education established the first comprehensive secondary school in 1975, as an experimental modern high school in the city of Riyadh. In 1977 and 1978, they opened three more schools in other cities round the Kingdom of Saudi Arabia. The intent in establishing these schools was: To prepare students for real life by affording them with the knowledge and skills they need for employment, To meet the needs of both individuals and groups in society, To allow students to select the courses and activities that they need, To offer students access to an academic adviser to guide and help them during their studies. Because of the need to expand secondary education and include additional academic programs and areas of study, the comprehensive secondary education program was replaced by developed secondary education in 1983. This school allowed students to choose the courses that correspond to their interests, as well as developing a high school structure which allows students to experience different activities. Saudi educational policymakers phased the developed high school plan out in 1993 because of the negative social consequences for both students and the society. Higher Education Higher education became the focus of Saudi Education system when country embarked on its development ascent in 1970s. The oldest university in Saudi Arabia was opened in 1957 as Riyadh university which was renamed as King Saud university in 1982. In the academic year 2007-2008 the university had 42,312 students (Albaikan, 2010). There were only two universities in Riyadh, King Saud university (KSU) and Al-Imam Muhammad Ibn Saud Islamic university until 2004 when the first women university was established by combining women colleges. The ministry of Higher Education was established in Saudi Arabia in 1975 to supervise and regulate the higher education in the country. The ministrys major objective was to establish new higher education institutions throughout the country and expand the existing ones and to commence and renew the undergraduate and post-graduate programmes in most disciplines in these universities and colleges. Saudi universities and higher education institutions offer Di plomas, Bachelors, Masters and PHD degrees in various humanities and scientific specializations. A Bachelor degree requires four years study programme in the field of Humanities and Social Sciences and five to six years in the field of Engineering, Medicine and Pharmacy. The medium of instruction in science and technological fields is English, while the other subjects are taught in Arabic. Saudi universities have been increased in number from eight public universities to twenty one since 2004 (Ministry of Higher Education, 2008) Most of these universities were pre-established colleges, which were later upgraded to the status of universities. A large number of vocational institutes and private colleges have been established more recently, such as The Prince Sultan University and Arabic Open University. A considerable amount of annual budget is allocated for these higher Education institutions by the Saudi Government to ensure their smooth working and continuous advancement, For instance the budget in 2010 spent $36.7 billion on education and training out of $146 billion total budget. The Higher Education budget of 2010 covered funding for establishing new universities across Saudi Arabia and the expansion of the existing ones and increasing the students enrollment in Higher Education and scholarship programmes abroad. There are approximately more than 80.000 Saudi stude nts studying at Higher education universities around the world with Government scholarships. Moreover, The worlds largest Women University, The Princess Nora Bint AbdulRahman University, was inaugurated in the first quarter of the year 2011 by the then King Abdullah of Saudi Arabia, at the outskirts of the capital city Riyadh. The university has the capacity of accommodating 50.000 students and aims to improve womens access to courses such as Business and Science. The university has its own teaching Hospital , state of the art laboratories and libraries. The Movement to transform the Saudi society into a Knowledge Society was emphasized by the Minister of Higher Education in a speech, during the First Higher Education Symposium held in March 2010: The premises of Higher Education development adopted by the Ministry  are based on specified fundamentals, most important of them is  supporting Saudi society be transformed into a knowledge society. One  of the most important means to achieve this transformation is to develop  and employ a view of knowledge economy where knowledge is produced,  disseminated and ultimately consumed at various community products  and service works. Toward this there was collaboration with universities  to build real and realistic partnerships with production and services  sector, both governmental and private whether local or international.  Such move is justified in a view of a university or educational institution role as a manifestation of a balance stroked between producing knowledge and utilization of this produced knowledge, education output  that is fit for national development needs and those needs of labour  market. Such balancing highlights the real role and the positiv e  reflection of universities and Higher Education organizations at serving  their communities, not forgetting too their pioneering role at educating  and conducting research. (Ministry of Higher Education Portal, 2010): (para. 7) The Use of Internet In Saudi Education System Saudi Arabian citizens were enabled to access Internet in the year 1999 for the first time. According to the Communications and Information Technology Commission (2007) There were approximately 200.000 Internet users in Saudi Arabia in December 2000, the number which rose to 2.54 million users by the year 2005 and by 2007 it jumped up to 6.4 million users, making it nearly one third of the Saudi population which is approximately 24 million (Albaikan, 2010) The major reason for this rapid growth is that around 60% of Saudi population comprises of young people who are in their twenties or even younger (ArRiyadh Development authority, 2007) and they are adapting to the latest technologies faster than expected (Albaikan,2010). It is expected that Internet use will continue to grow In Saudi Arabia at the same pace, hence, raising the issue of incorporating methodologies to provide new learning strategies that include use of technology. In the major cities of Saudi Arabia, the residential, business and metropolitan areas including universities have been provided with the Asymmetric Digital Subscriber Line (ADSL) recently. Asynchronous virtual learning is used in the country due to the limitation in the bandwidth. The manager of Al-Dawalij company (Saudi Educational Software Producing Company) said supporting his view that his company has stopped producing online educational material for schools because of the network connection problems that prevented schools accessing that material (Albaikan, 2010). Therefore their soft wares and products are only available on CDs and DVDs (Abu-Hassana Woodcock, 2006). The ministry of Higher Education of Saudi Arabia has encouraged the use of Information and Communication Technology (ICT) in education sector, providing development projects to establish adequate IT infrastructure and content development for students seeking Higher education. Recently some universities and institutions have also been provided Commercial learning Management Systems such as blackboards, white boards, WebCT and Tadarus (Arabic Language Learning Management System) to facilitate online tea ching and learning. However, the number of instructors and lecturers who utilize these systems is limited, due to the lack of sufficient training workshops and practice. King Fahd University of Petroleum and Minerals (KFUPM) and King AbdulAziz University (KAU), established E=learning centers a few years ago, that provide assistance to their lecturers to develop interactive web-based supplementary material for traditional courses (Albaikan, 2010). The KAU, was the first Saudi university that employed a virtual learning environment, by offering online Bachelor degree. However in August 2007, the Islamic University of Al-Imam Muhammad Ibn Saud began offering a distance learning program that delivers instructions entirely through the Internet (Albaikan,2010), but only a few universities up till now have begun implementing E-learning for their distance learning programmes and offer online courses. To further aid and assist the development of education system, the Ministry of Higher Education of Saudi Arabia has established the National plan for Information technology which encourages the E-learning and distance learning for higher education. The National Centre for E-learning and Distance learning was established in 2006, to support E-learning and blended learning implementation in universities (Albaikan, 2010). The National centre provides tools, technical support and the necessary means for the development of digital education content for Higher education through out the country. Due to the lack of adequately trained lecturers and the ever-rising number of students, The National Centre of E-learning and Distance Learning has started various programmes that aim to enhance E-learning in Saudi universities. The principal goals and objectives of the National centre for E-learning, 2008 were: To work across all Higher Education Institutions to develop a national and international E-learning infrastructure. To develop infrastructures for the centre. To establish awareness of E-learning programmes. To provide full E-learning solutions to atleast three strategic partners by the end of 2010. To collaborate with Higher Education, government and corporate partners to provide solutions for complex E-learning problems. To develop new E-learning projects. To develop rules and regulations to supervise and govern E-learning programmes in Saudi Arabia. To establish alliance with with atleast two international E-learning bodies to share E-learning resources. King Saud University, King Abdulaziz University, Baha University, Taiba University, Qassim University and Madinah Islamic University all have memoranda of understanding with the Ministry to introduce the E-learning scheme as per the ministrys instructions. (Albaikan, 2010) The National centre of E-learning has established a training programme for academics in the universities who want to adopt e-learning. A digital repository called, Maknaz has also been started by the centre, it will contain various educational content such as learning objects, which can be uploaded and modified by lecturers and retrieved by students. Jusur, The Learning Management system was created in 2007 to provide the learning management features in Arabic for Saudi institutions. Jusur is an user-friendly system and it has already been upgraded to the second version within a year of its innovation. The system provides online help desk and support, allowing people to send in their queries, using an online ticket for technical assistance and receive a prompt reply in their email accounts. Jasurs website also offers printed manuals specifically for students and lecturers both. Summary This chapter has covered the background of the Saudi education system and the important factors that influence it. The general structure, characteristics and curriculum of Saudi education system have been highlighted in the chapter. This chapter also explained the use of internet in the context of Saudi education system, the developing role of ICT in it and the role of the Centre of E-learning and Distance Learning has also been discussed. Saudi Arabia is still striving to respond to the technological evolution in Education. It has only been fifty years when the first university was established with only twenty one students, today the country proudly hosts twenty one public universities and a number of private universities along with the worlds largest women university. Female education is given considerable priority and the focus is on to establish quality learning conducive environments for face to face and E-learning.

Media Manipulation Exposed in George Orwells Shooting an Elephant Essa

Media Manipulation Exposed in George Orwell's â€Å"Shooting an Elephant† The phrase â€Å"the power of the press† is used often, but what exactly is the power of the press? Since the beginning of news reporting, it’s been known that what actually gets into the news reports is monitored and carefully picked by higher authorities. What isn’t widely known, however, is that the media can use specific wording and phrases that, on the surface, look like normal news coverage, but are actually a technique of the media to control the images people see and the words they hear and read. From this, people then form their ideals, but are these actually ideals of those people if the media from which they based them off of was controlled to begin with? It is the power of the press to control and manipulate the public’s ideals by what is released in the media. In childhood, it’s evident from the start that the parents are the ones who hold the power. As the child grows and develops, the parents show him that they are in control by correcting the things he does wrong and by making it clear that they know more than he does about life. Until the child is old enough to create his own ideals of what is right and what is wrong, the parents shape his ideals for him. As the child grows older, however, the parents relinquish this hold on him and allow him to form his own ideals of the world around him. But as he ventures out in the world, is he actually forming his own ideals, or is he still being shaped by an even larger, more powerful source? In George Orwell’s Shooting an Elephant, Orwell suggests just that; one can form his own ideals, but they will either be changed by the media (symbolized in his essay by the Burmese natives) or constructed from... ...d and has left them with only the ideals which the press wanted them to have in the first place. The power of the press is not to share the truth about everything; it is the power to control what everyone thinks about everything. Works Cited Crocker, Brandon. â€Å"What Really Matters.† The American Spectator. 11 May 2004. Farah, May. Rev. of About Baghdad, pro. Sinan Antoon. The Daily Star. 30 June 2004. Franklin, H. Bruce. â€Å"From Realism to Virtual Reality: Images of America’s Wars.† The Brief Arlington Reader. Ed. Nancy Perry. Boston: Bedford/St. Martin’s, 2004. 384-400. Murphy, Maureen Clare. Rev. of Peace, Propaganda, and the Promised Land, dir. Bathsheba Ratzkoff & Sut Jhally. The Electronic Intifada 26 March 2004. Orwell, George. â€Å"Shooting an Elephant.† The Brief Arlington Reader. Ed. Nancy Perry. Boston: Bedford/St. Martin’s, 2004. 334-339. Media Manipulation Exposed in George Orwell's Shooting an Elephant Essa Media Manipulation Exposed in George Orwell's â€Å"Shooting an Elephant† The phrase â€Å"the power of the press† is used often, but what exactly is the power of the press? Since the beginning of news reporting, it’s been known that what actually gets into the news reports is monitored and carefully picked by higher authorities. What isn’t widely known, however, is that the media can use specific wording and phrases that, on the surface, look like normal news coverage, but are actually a technique of the media to control the images people see and the words they hear and read. From this, people then form their ideals, but are these actually ideals of those people if the media from which they based them off of was controlled to begin with? It is the power of the press to control and manipulate the public’s ideals by what is released in the media. In childhood, it’s evident from the start that the parents are the ones who hold the power. As the child grows and develops, the parents show him that they are in control by correcting the things he does wrong and by making it clear that they know more than he does about life. Until the child is old enough to create his own ideals of what is right and what is wrong, the parents shape his ideals for him. As the child grows older, however, the parents relinquish this hold on him and allow him to form his own ideals of the world around him. But as he ventures out in the world, is he actually forming his own ideals, or is he still being shaped by an even larger, more powerful source? In George Orwell’s Shooting an Elephant, Orwell suggests just that; one can form his own ideals, but they will either be changed by the media (symbolized in his essay by the Burmese natives) or constructed from... ...d and has left them with only the ideals which the press wanted them to have in the first place. The power of the press is not to share the truth about everything; it is the power to control what everyone thinks about everything. Works Cited Crocker, Brandon. â€Å"What Really Matters.† The American Spectator. 11 May 2004. Farah, May. Rev. of About Baghdad, pro. Sinan Antoon. The Daily Star. 30 June 2004. Franklin, H. Bruce. â€Å"From Realism to Virtual Reality: Images of America’s Wars.† The Brief Arlington Reader. Ed. Nancy Perry. Boston: Bedford/St. Martin’s, 2004. 384-400. Murphy, Maureen Clare. Rev. of Peace, Propaganda, and the Promised Land, dir. Bathsheba Ratzkoff & Sut Jhally. The Electronic Intifada 26 March 2004. Orwell, George. â€Å"Shooting an Elephant.† The Brief Arlington Reader. Ed. Nancy Perry. Boston: Bedford/St. Martin’s, 2004. 334-339.

Sports Mascots Honor the Native American Indian Essay example -- Native

  Ã‚  Ã‚  Ã‚   The year is 1991.   The Atlanta Braves had just completed their first trip to the Fall Classic in four decades, and the Washington Redskins were undefeated, well on their way to their third Super Bowl title.   All across the eastern seaboard, sports fans were tasting success - while American Indians were in an uproar.   This year witnessed the peak of the protests over the use of mascots with American Indian themes.   With two of the major professional sports teams in question making front-page news across the country, many of us heard American Indians' complaints for the first time.   Suddenly, thanks to the cries of thousands of demonstrators, the names of many Americans' favorite teams had become synonymous with "nigger."   American Indians believe that the use of these mascots presents a slanderous stereotype of their society, and they demand immediate cessation of such usage.   Are these demonstrators justified?   According to the or ganizations in question, the choice of mascots based on American Indian themes was not intended to be derogatory and in most cases was instead intended to honor certain American Indian tribes or individuals.   In stark contrast, "nigger" was intended from its inception as a derogatory term for African-Americans; it is purposefully used to belittle its victims.   American Indians have made themselves victims here, choosing to be insulted where no insult was intended.   Because the intentions behind them are not slanderous, the use of mascots with American Indian themes should be continued.      Ã‚  Ã‚  Ã‚  Ã‚   Since its birth, "Indian's" definition has never been derogatory.   It dates back to the 15th century, when Christopher Columbus mistakenly applied the label to the natives of the ... ... - Heroic Symbol at Florida State." Seminoles Official   Ã‚  Ã‚  Ã‚  Ã‚   Athletic Site.   18 May 1993. Online. Available:   Ã‚  Ã‚  Ã‚  Ã‚   http://www.fansonly.com/schools/fsu/trads/fsu-trads-seminoles.html. 28 February   Ã‚  Ã‚  Ã‚  Ã‚   1999. "Louis Sockalexis: The Cleveland Indian (1871-1913)." The Official Cleveland Indians   Ã‚  Ã‚  Ã‚  Ã‚   Baseball Club Homepage. Online. Available:   Ã‚  Ã‚  Ã‚  Ã‚   http://www.indians.com/history/sockalexis.html. 25 February 1999. Munson, Barbara. "Common Themes and Questions about the Use of 'Indian' Logos."   Ã‚  Ã‚  Ã‚  Ã‚   American Comments: A Web Magazine.   1997.   Online.   Available:   Ã‚  Ã‚  Ã‚  Ã‚   http://www.iwchildren.org/barb.htm. 25 February 1999. "Native Americans." Microsoft Encarta 96 Encyclopedia. 1996 ed. CD-ROM. Microsoft Corporation, 1995. "Seminole Wars." Microsoft Encarta 96 Encyclopedia. 1996 ed. CD-ROM. Microsoft Corporation, 1995.