Can Ethics be tought

The notion that ethics is a process of communication that gives way to new understandings and commitments to our social fife has been utilized herein to explore several questions. Should ethics teaching be via standalone modules or embedded in ethics discussion within curricula? Clearly both have merit yet we argue that authentic ethics discussions should pervade curriculum, be conceptualized and multifaceted. This attention to implementation and the notion of a possible ethics framework to structure student experiences was explored.Key Words : Ethics, Teaching, Curriculum, Instruction Introduction Ethics is often presented in classes by well meaning educators as a moral philosophy hat infuses critically assumed beliefs which are used to search for a good† human life. To most this is a classical understanding, however if we were to suggest ethics could be inherent in the duties humans owe to each other we would be touching upon a modern understanding. Educators and students con fronted with these understandings may frequently face a predicament.The educator may discover or currently know that they cannot teach ethics because of religious (spiritual) and cultural disagreements linked to what should be taught (curriculum). Many students draw upon background pre-understandings and are perplexed when confronted with ethical understandings of both peers and professors (Emerson & Convoy, 2004). To choose to not discuss ethics may be a safer path yet avoidance sends messages that this topic is a private matter and not suitable for discussion.It is not a private matter yet avoiding discussion of ethics at all levels of education may only fuel mystification and/or ignorance. Discussing ethics should not be a private matter it should be within educational programs and rightly so, according to the many business school deans who rank ethics among the top five learning goals for their programs (Martial & Cauldron, 2005). Herein, we could consider ethics as, the general study of goodness and the general study of right action †¦ [which] constitute the main business of ethics.Its principal substantive questions are what ends we ought, as fully rational human beings, to choose and pursue and what moral principles should govern our choices and pursuits. (Audio, 1995, p. 3) This study of right action could be viewed as a system of rules or principles rooted in the legal system however ethics can also be understood as a set of skills (acts) yet this understanding has limitations. Ultimately, we can view ethics as a process of life. Our argument is that we should discuss ethics in educational programs order to develop our understandings and enrich our lives.Our present day society is reeling from ethical wrongdoing (crime) and challenges (bad decisions) reported in the media yet these ethically challenged people behind these scandals share a common experience, school. O Centre for Promoting Ideas, USA www. Subsistent. Com Perhaps, each person attend ed school until the law no longer required them to attend or until the person attending deemed they were ready to leave school. Many complete only secondary school and work their way into executive positions; some go Arthur and deeper in post-secondary stepping directly into professional roles.The path we examine is of importance herein since the following words address and illuminate the teaching of ethics at the post-secondary level within the subject area of business over the past thirty years and we ask: Can ethics be taught? Secondly, if it is to be taught, than how should it be taught? 1. 0 Curriculum: Can ethics be taught? Current research and the researchers behind this research were searching to discover the root causes of well reported ethical problems, dilemmas and challenges in all areas of society (Frank, Bookie, & Garnished, 2010).The investigation of unethical activity may lead back to a common experience point for the people within the scandal and that often is schoo l. Herein we launch into a cursory inspection (due to page limitations) of the construction and delivery of curricula within business at the post-secondary level over the past thirty years. We illuminate the issues and discover if there is or was a linkage between what is, or is not taught, and the causes of unethical behavior which has inspired many researchers to take an even closer look at how texts are written and how professors teach within business courses.Stark (1993) indicated that the unethical behavior is not the result of an absence of business ethics curriculum since, â€Å"over 500 business-ethics courses are currently taught on American campuses; fully 90% of the nation†s business schools now provide some kind of training in the area† (p. 38). Perhaps the problem lies not in the sheer number of ethics courses offered, but possibly the ethics courses are not being taken seriously (Emerson & Convoy, 2004; Stephens & Stephens, 2008).Alternatively, it could be that professors, who hold questionable ethical philosophies, inadvertently rejecting this onto their students or it could be a dearth of real life† application in textbook case studies (Wittier, 2004). The reason for our current predicament is puzzling. There exists an argument as to whether or not ethics should be taught in a post-secondary environment (Ritter, 2006). Dodo (1997) explains that, â€Å"†¦ The primary reason for discussing ethical issues in the business classroom is for the students to develop a process which considers the ethical implications of business decisions† (p. 96). Weber (1990) reviewed four studies and found that three of the four indicated a costive shift in ethical reasoning as a result of ethics education. Boyd (1981) indicated an increase in moral reasoning and Stead & Miller (1988) saw an increase to students† awareness and sensitivity towards social issues following ethics coursework. Burton, Johnston and Wilson (1991) also sh owed an increase of ethical awareness when compared to a control group within their research.Even though published research has indicated that ethics education improves ethical attitude, there are others that have shown a negative relationship (Cohen & Bennie, 2006; Stephens & Stephens, 2008). Crag (1997) argued that ethics cannot be taught and a study conducted by Bishop (1992) further supported this assertion. Bishop (1992) concluded, that â€Å"another interesting criticism of ethics is that as long as we have laws that dictate what is permissible; we do not need courses in ethics† (p. 294). Pavement (1991) found that† †¦ There are serious flaws in the very foundation of the business ethics course – [and] ethical theory itself† (p. 92) because most of what is provided in business ethics texts does not involve ethical dilemmas and many instructors place too much emphasis on ethical situations dealing with policy Pavement, 1991). Crag (1997) and Ritte r (2006) unidentified other groups, such as, the Association to Advance Collegiate Schools of Business (CABS international) who have questioned this dilemma. Ritter (2006) suggested, â€Å"academics concerned about including ethical decommissioning strategies or other content in their classroom are hard pressed to find simple answers in either the theoretical or empirical research† (p. 153).Perhaps this situation arises due to the fact that within Goldberg†s Theoretical Model on Moral Development, â€Å"character development has already occurred by the time an individual reaches college age† (Ritter, 2006, p. 154). McCabe et al. (1994) supported this perspective while researching MBA students utilizing the Research Terminal Values Scale as a means to gauge the ethical predisposition of respondents; similar to what was done in the 1994 study conducted by Skull and Costa. This longitudinal study used the same sample of respondents over a two year period, yielding n o significant changes in their ethical attitude.Areola and Lurch (1983) also conducted a similar study where respondents were contacted years after administration of the original study, indicating a deterioration of ethical attitude. 45 1. 1 Morals and Ethics. Churchill (1992) believed that there was a misconception behind whether or not ethics can be trained because many who attempted to answer this question often confused the terms â€Å"ethics† and â€Å"morals† suggesting they shared a similar meaning. He defined morals as the behaviors of a human and ethics as a â€Å"†¦ Systematic rational reflection upon that behavior† (p. 297).Crag (1997) noted a similar distinction between moral standards and ethics when he stated: I do not want to teach moral standards; I want to teach a method of moral reasoning wrought complex ethical issues so that the students can apply the moral standards they have in his view, the primary function is to teach ethical systems of analysis, not moral standards of behavior. (p. 19) Being able to teach ethics within a program requires instructors to be able to grasp the process of moral reasoning to a point where this can be taught as a necessary route to arrive at ethically sound outcomes.Instructors therefore need to have an understanding of the moral relationship with ethics, something that may take a great deal of experience with the unique curricula o fully grasp. Gunderson, Capitol and Raja (2008) supported the development and implementation of ethics curriculum suggesting â€Å"individuals should become more ethical as they increase their educational accomplishments because of increasing exposure in both receiving and administering ethics curricula† (p. 315). Hence, the ethics course advances along with the instructor†s understanding of the ethics curricula and related instructional theory. . 2 Teaching ethics: Goal establishment. Regardless of the method of instruction utilized to deliv er business ethics; strategic Laos and objectives must be first identified within the curricula. Weber (1990) believed that ethics instruction must achieve some goal or set of goals before integrating it into the curricula. For instance, Belton and Sims (2005) highlighted several goals when teaching business ethics at the undergraduate level, stating, 1 . Assist student in the formation of their personal values and moral ideas, 2. Introduce them to the broad range of moral problems facing their society and world, 3.Provide them contact with important ethical theories and moral traditions and 4. Give them he opportunity to wrestle with problems of applied business ethics, whether personal or professional. (p. 388) Bishop (1992) also reported a set of ethical curriculum objectives created by The College of Business. Similar to the objectives outlined by the Belton and Sims (2005) study, The College of Business wanted to help guide and plan the implementation of ethics curriculum. Belt on and Sims (2005) suggested that it is also vitally important to know the backgrounds of each of the students.Some cohorts of students might have a mixture of backgrounds, while in another cohort students might be composed of tauter students coming directly from industry for retraining. In order to achieve goals or objectives, approaches to curriculum might be based on the backgrounds of the students in the classroom. Belton and Sims (2005) explain: Students, especially those with little exposure to the larger world, often bring to the classroom values that they have adopted from their parents, church affiliations, peer groups, or similar persons or forces of influence.The students in their thinking and actions simply reflect the values of their reference groups without having examined or evaluated them. P. 389) Business ethics education is about helping the student bring to consciousness their own set of values, but also, recognize how their values may conflict with the values of the business world (Belton and Sims, 2005). Ritter (2006) agreed and concluded that ethics education must be relevant to the student in order for it to transfer once they have graduated and are out working. 1. Coursework: The stand-alone ethics course. Offering business ethics as a stand-alone course or integrating it across the curriculum has sparked much debate. Henderson (1988) believed that by offering rouses solely devoted to business ethics † .. Sends a powerful message: A top priority at this school is for all students to know and follow the generally accepted rules of business† (p. 53). Weber (1990) identified, in a national survey of graduate and undergraduate students, that fifty three percent of students prefer to have a separate course in ethics.More recently, the CABS†s Ethics Education Task Force (2004) put forward this position: Business schools must encourage students to develop a deep understanding of the myriad challenges surrounding corporate res ponsibility and corporate governance; revive them with tools for recognizing and responding to ethical issues, both personally and organizationally; and engage them at an individual level through analyses of both positive and negative examples of everyday conduct in business (p. 9).What is certain is that ethical dilemmas occur, and within a context that is not always reproducible in coursework. Understanding and applying rules is but one half of the equation within an ethical dilemma because â€Å"the typical approach to ethical dilemmas is a two-step process: we locate a rule, and then we assume or Judge that it applies to our situation† (Labeled, 1985, p. 5). It is the ability to Judge or evaluate, which is a higher order thinking skill, which challenges us to do the right thing† within a situation. 1. 4 Embedding ethics curriculum.Researchers such as Ritter (2006); Ukuleles (1988) and Dodo (1997) argue that stand- alone courses are disconnected from real-world appli cation and that ethics must be integrated throughout the curriculum. Wynn and Meager (1989) conducted a study only to discover no significant changes in ethical decision making took place as a result of taking a course in ethics. Saul (1981) suggested that in order for business ethics to succeed, ethical considerations must be woven into every aspect of the â€Å"decision making repertoire as economic ones† (p. 273).Belton and Sims (2005) further supports this by stating â€Å"ethics is embedded in all business decision-making. A given decision may be described as marketing, production, or financial decision, but ethical dimensions are intertwined in the decision† (p. 381). Even if ethical decision making is integrated into business curriculum, Sims (2002) argued that the success of this approach would materialize only if the entire faculty and administration were in agreement. Alternatively, Stephens and Stephens, (2008) concluded: Ethics courses may be resulting in b etter ethical decision making.Perhaps alerting students to ethical violations is making them more aware of their decisions in the workplace. The results indicate that requiring an ethics course does make an immediate (albeit perhaps short term) difference in ethical decision making or in assessing potential ethical/unethical behavior. (p. 54) The variety of opinion is easy to find within the last few years hence the problematic nature of our question Should we (can we) teach ethics in classes?If yes, then how must it be done to achieve desired outcomes? 1. 5 Effective implementation. Ritter makes mention in her 2006 study that â€Å"†¦ Most theorists suggest that given the proper implementation, an ethics curriculum can be designed for effective learning† (p. 154). A study conducted by David, Anderson and Lawrence (1990) reported that only 24% of the respondents indicated that ethical issues were emphasized throughout their program.Surprisingly this study concluded, Full y 92% of respondents indicated they never attended a business ethics seminar in college; 80% never had a course in business ethics; 92% never wrote a business ethics term paper; 75% never heard a faculty lecture on ethics; and 56% never participated in a case study with ethics issues. (p. 29) The results of this study can be linked to a current study that concluded â€Å"professors are ill prepared or uncertain about how best to teach accounting ethics† (Frank, Bookie & Garnished, 2010).Alternatively, perhaps, it is not that ethics cannot be taught, but rather, how ethics education is delivered which might be the reason for poor ethical attitude amongst students and recent graduates. Ritter (2006) identified a multitude of perspectives throughout the iterate, and determined three common questions surfaced frequently which asked: â€Å"how [should we] teach ethics in business school, what to teach, and even if [we should] teach it at all† (p. 153). Burton et al. (1991) indicated that students preferred discussing ethical business scenarios instead of a lecture that is philosophical in nature.Researchers Pizzicato and Evil (1996) discovered that only 10% of the students preferred lectures, and yet this approach had been used 68% of the time. Students did, however, express their preference for class discussions when learning about business ethics (Pizzicato & Evil, 1996). More recently, Pettifog, Stay and Opaque (2000) conducted two-day workshops on ethics in psychology and after the workshop, the different teaching approaches used throughout (lectures, questions and answers, group discussions, videotapes, recommended readings, problem-solving, essays and exams) were rated by the participants.Ethical discussions for the workshop were divided into several categories: philosophy and theories of ethics, codes of ethics and guidelines, ethical decision-making, ethical sensitivity, legal issues, disciplinary issues and selfsameness. Preferred teaching ap proaches varied depending on the topic. 7 For example, when discussing philosophy and theories of ethics, respondents preferred lecturing and answering questions, whereas, students preferred discussing vignettes when reviewing codes of ethics, ethical dilemma decision making and sensitivity to ethical issues.When learning about legal aspects of ethics and disciplinary matters, respondents preferred video (visual). Pettifog et al. (2000) identified a unanimous rejection of the traditional approaches to learning: writing essays and studying for exams, but it was noted that essays or exams were not used throughout the workshops. Most intriguing, Pettifog et al. 2000) explained that the most effective teaching approach, not only depends on the student†s learning styles, but also depends on what is being taught (content). Preceding this research, Burton et al. 1991) also supported these findings, indicating a strong preference for in-class discussions of hypothetical scenarios vers us philosophical lectures on ethics. This 1991 study also indicated that gender and teaching method did not produce any results of significance (Burton et al. ). Earlier research conducted by Webber (1990) indicated that 50% percent of participant students felt as though ethics was not tresses enough and 53% felt as though a separate ethics course should be offered. 1. 6 Normative theory: A framework. Bishop (1992) defined a philosophically-oriented approach to ethics as â€Å". Rigorous in terms of theory, logical foundations, and abstract conceptualizations of business ethics problems† (p. 293). Later in the decade Dodo (1997) investigated students at a particular school who were required to complete an undergraduate degree with courses in philosophy and religion. It was these philosophy courses where utilitarian theories, deontological theories, theories of Justice and theories of rights were explored. The ethics content was infused in the curricula and yet the courses lac ked practical application depending predominately on theory.This imperfection within curriculum is commonplace and can be traced back to academic valuing of theory within course content over authentic societal issues, problems and dilemmas. Bringing the daily news and event s into the classroom is a start but threading this authentic content into curricula is a goal however; is this proper way to teach ethics? It may be a popular more with students but professors may not value this approach. Doing what is right and acting within a context calls upon each person†s understanding and perception, it is â€Å"not simply a matter of following rules or calculating consequences.It is a matter of discerning which rule are called into play in a situation † (Labeled, 1985, p. 29). Your values, morals and philosophical orientation among other variables come into play as your very perception filters the events. This fact can change the manner in which we teach a course in ethics as we need to discuss how one can make a distinction from what is important to that which is less so. 1. Issues: Students and Curricula Pavement (1991) contended, â€Å"what may be clear to the trained philosopher is not at all clear to the student.Philosophers have had extensive training in logical analysis and argumentation† (Pavement, 1991, p. 387). In many instances, students who register for an ethics class, are usually at the very introductory stages of learning philosophy and are not able to apply these abstract and sometimes contradicting philosophies to business scenarios (Pavement, 1991; Tuneless,2008). Pavement (1991) goes on to say â€Å"†¦ The texts† lack of specificity of method for applying theory, ND the lack of resolution in dealing with competing theories, is compounded by the professor teaching the course† (p. 387).For instance, even the Normative values framework is quite expansive and based upon several theoretical frameworks, for example: Egoism (hedonistic or otherwise), consequentialness utilitarian and non-, act or rule utilitarianism, moral sense theories, a veritable menagerie of deontological theories of varying stringiness, constitutionalism, natural law theories, etc. , are all in hot contention for the exclusive franchise on the Good and the Right. (Miller, 1991, p. 397) To expect a student entering an ethics course to have a grasp of these theoretical frameworks seems somewhat unfair to the student.It now becomes a challenge to identify a starting point in any ethics course. We need to know from the onset of the course, the level of preparedness of each student. Failing this, the course could literally miss its mark as the content could be too advanced. Historically researchers such as Farman (1990) explained that using a principle- based approach to learning ethics, assumes students are functioning at Goldberg†s autonomous stage, but it was through Farman†s experience she concluded that most de nts have difficulties breaking free from ethical relativism.Interestingly, Pavement (1991) analyzed two hundred syllabi and was able to identify an examination question that created confusion and influenced students to think in a relativistic or subjective way. 48 Pavement (1991) stated, â€Å"this typical question asks the student to analyze and discuss a particular business situation using â€Å"either† utilitarian or deontological theory †¦ The professor thinks that the use of either one is K† (p. 388).Farman (1990) added that poor ethical attitude â€Å"cannot be remedied in the course of a ten-week ethics lass; a reflection of my failure as a teacher; or, more significantly, a measure of the impracticality of teaching ethics in this way? ‘ (p. 32). Dodo (1997) explained that philosophy courses are usually offered in a department separate from the business department. These courses offer very little practical application that usually results in a weak t ransfer of ethical reasoning in a business context (Dodo, 1997).Offering a course from within the business department provides students with an opportunity to consider ethical decision making as it relates to everyday business activities. Business ethics provides a link from what is learnt in a philosophy course to what students are faced with once they get out into the work world. Dodo (1997) explains that there must be cooperation between the philosophy department and the business department to ensure students receive a balance between theoretical reasoning and their application into today†s world.Robertson (1993) defined normative research as † .. The values, norms, or rules of conduct which govern ethical behavior and which are presented as an ideal† and argued that much of the research in business ethics lacked validity because searchers did not incorporate these theories into their studies† (p. 586). Some studies in the area of business ethics are groun ded in normative theory while others are not. For example, Warner (1988) conducted a study on the rights of individuals and responsibilities of shareholders during a merger and acquisition.

Thermoelectric generator

Plantation for providing the necessary infrastructure out this project successfully. I also thank Dry. S. Maryanne, Dean, School of Mechanical & Building Sciences for his support and continuously encouragement in completing the project. I express my genuine indebtedness to Mr.. C. Rammers Kumar, Senior Assai. Lecturer, School of Mechanical & Building Sciences whose whole hearted guidance and valuable suggestions throughout this project helped us in completing it successfully, without which the project would not have attained a fine and final shape.I would also like to express our gratitude to all faculty members of the school for their timely encouragement and thought provoking suggestion to pursue our work. Last but not he least, we would like to thank all those who were directly and indirectly helped us in completion of this project. CHAPTER: I 1. 0 Introduction Man's constant evolution couldn't have been possible without fuels. Society is putting more emphasis on the mobile transp ortation sector to achieve future goals of sustainability and on low thermal efficiencies of ICC engine.About 60% of heat-energy liberated during combustion of fuel is not utilized in producing useful work and getting dumped into the atmosphere daily. To achieve these goals, society needs to jump to a new method to recover the lost part of exhaust energy. The recovering of heat from exhaust gases in automobiles is a typical area of generating steam (or) electricity using W. H. R. B. * (or) Thermoelectric. It depends on the basic principle of ‘Speck Effect'.It would be useful to demonstrate the potential of thermoelectric generation in the automobile industry using Thermoelectric Generator (Tee's). A thermoelectric generator, which can be driven by the temperature difference, incorporates fins into a thermopile to conduct heat toward or away from the alternating spaces between adjacent layers of different types of thermoelectric material. Vehicles are becoming more electrified and the higher electrical demands under nearly all driving conditions are required.On board electrical energy management and storage systems are more prevalent. TEE'S provides source of additional electrical power without increasing fuel consumption. The study reveals that about 6% of the exhaust energy can be taped from the exhaust there by increasing the thermal efficiency. It can be used to increase the overall efficiency of the engine without increasing the fuel consumption and thus there would be a separate source of the electricity that a vehicle needs for keeping its battery charged and for erring all of its on-board electric circuits. W. H. R. B. = Waste heat recovery boiler 1. 1 Problem Specification To design and fabricate the Thermo Electric Generator and its various components. To test the TAG under various conditions when used on Marti 800 standing engine. 1. 2 Objective To design the TAG and its various components using Silkworms (CAD) designing software and to fabrica te the same using various manufacturing processes. Then the manufactured model is tested for efficiency , power output under various conditions when tested with Marti 800 standing engine.CHAPTER: II 2 Literature Survey 2. 1 Thermoelectric Principle The Thermoelectric principle though established for long back found application only to the field of sensor industry. But recent advances in materials, especially in semi conductors have paved way for applications to the field of power generation. This project studies the application of Thermo electrics as a waste heat recovery solution in vehicles and their potential for the future. 2. 2 Speck Effect The Speck effect is the conversion of temperature differences directly into electricity.This effect was first discovered, accidentally, by the German-Estonian physicist Thomas Johann Speck in 1821 . He found that a voltage existed between wow ends of a metal bar when a temperature difference AT existed in the bar. Fig. 1. 3 – Speck ef fect AS and SUB are the Speck coefficients of the metals A and B, and TTL and TO are the temperatures of the two Junctions. The Speck coefficients are non-linear, and depend on the conductors' absolute temperature, material, and molecular structure.If the Speck coefficients are effectively constant for the measured temperature range, the above formula can be approximated as: Thus, a thermocouple works by measuring the difference in potential caused by the dissimilar wires. It can be used to measure a temperature difference directly, or to assure an absolute temperature, by setting one end to a known temperature. Several thermocouples in series are called a thermopile. This is also the principle at work behind thermal diodes and thermoelectric generators (such as radioisotope thermoelectric generators or Arts) which are used for creating power from heat differentials. . 3 Semiconductor Based Thermoelectric Though the thermo-electric principle was established in the early 19th century , it was only after mid-20th Century advancements in semiconductor technology, however, that practical applications for thermoelectric devices became feasible. Semi- inducting materials, (in conjunction with copper inter-connecting pads), have been found to offer the best combination of Speck coefficient, electrical resistively, and thermal conductivity.Semi-conducting materials provide another benefit, the ability to use electrons or â€Å"holes† (the absence of an electron in a crystal matrix) to conduct current. This last property is useful in assembling many thermoelectric Junctions in series to reduce the overall current flow in the device to manageable levels. 2. 4 Thermoelectric Modules (TEEMS) Bismuth Telluride-based thermoelectric modules are designed primarily for cooling r combined cooling and heating applications where electrical power creates a temperature difference across the module.By using the modules â€Å"in reverse,† however, whereby a temperature d ifferential is applied across the faces of the module, it is possible to generate electrical power. Although power output and generation efficiency are presently low, useful power often may be obtained where a source of heat is available. 2. 5 Teems for Power Generation Thermoelectric (ET) energy conversion for power generation is based on the â€Å"Speck effect†, where a temperature difference, TTS-TTS, across two dissimilar legs of nonconductor material produces a voltage, Avocado.This voltage is equal to the Speck coefficient of the material, a, times the temperature difference across the device. The dissimilar legs of semiconductor material, one p-type and one n-type, are called a thermoelectric couple. The p- and n-legs are Joined by an electrically conducting material at the p-n Junction. A thermoelectric module consists of a series of p-n couples, which are connected electrically in series and thermally in parallel. Electrically insulating material separates the electr ical connectors from the heat source and sink.When a temperature gradient is applied across the couple, the negatively charged electrons, e-, in the n-leg and the positively charged holes, h+, in the p-leg move from the heat source to the heat sink, conducting heat to the cold base. This flow of electrons and holes causes separation in an initially uniform charge carrier distribution, which results in a current flow, l, in the couple. A thermoelectric module used for power generation has certain similarities to a conventional thermocouple. With no load, the open circuit voltage as measured between points a and b is: V = a.AT Where: V is the output voltage from the couple (generator) in volts a is the average Speck coefficient in volts/K AT is the temperature difference across the couple in K where When a load is connected to the thermoelectric couple the output voltage (V) drops as a result of internal generator resistance. The current through the load is: ‘load = (a . I is th e generator output current in amperes RCA is the average internal resistance of the thermoelectric couple in ohms the load resistance in ohms The total heat input to the couple (Sq) is: Sq The . L) – (0. 5. 12 . + (KC .CAT) Sq is the heat input in watts Kc is the thermal conductance of the couple in watts/K couple in K 2. 6 Module Selection The is the hot side of the The selection of the appropriate module for power generation with required voltage and current output was done on the basis of literature survey and was found that bismuth telluride module best suited to our condition because of its high efficiency and high operating temperature. Bismuth Telluride module was used because of its easy availability, low cost and low operating temperature range with a considerable efficiency.Material used for fabricating the outer frame is Cast Iron of 5 mm thickness, Cast Iron is used because of its cheap and easy availability. Outer Frame structure made on Solid Works Real time out er frame Full Assembly of the Chamber After the frame was manufactured, it was connected to the main setup as shown low, The setup included the catalytic converter attached to the Marti 800 engine. The inlet to the frame (TAG) is attached to the exit of the catalytic converter and the exit of the frame is to release the final exhaust gas to the atmosphere through a pipe.Here heat energy is converted into electric energy using thermoelectric module and therefore two plates are used in this experimental setup one is hot which is in direct contact with the exhaust gases flowing through the frame on one side and the other side of hot plate modules are placed and the other plate is cold plate which is assembled with cooling chamber as shown below, Hot plate used here is Aluminum of 5 mm thickness, one of which side is connected to frame exposed to exhaust gases directly.The picture below is the hot plate when modules are attached to it with the interface pads in between to increase the t hermal conductivity and to reduce the thermal resistance between the plate and the module. The cold plate which is assembled with cooling chamber is shown below, After connecting all this plates and module the entire frame structure is made to stand connected to the engine as shown above in one of the figure, and below shows he final completed set up with the exhaust pipe connected to the frame.

Journal Entry

Wing evolution has been a highly debated topic in insects. Wings play a crucial role for insects since they are used to assist with collecting food, migration, fleeing from predators, and many other activities. There are three main theories that have been thoroughly researched to help explain the evolution of wings. These theories include the parental origin of wings, the tracheal gill theory, and the exit-endive theory. The parental origin of wings hypothesis states that wings developed from parental lobes.When insects fell on the ground, nobles first acted like a racquet so the insect can land swiftly on its feet and scurry away from predators. As nobles grew larger they developed from gliders into wings. The main evidence behind this theory is the presence of broad thoracic onto and wing like pornographic lobes on fossils Of Ephemerals, Plenipotentiary and Appropriate that show venation and articulation (Whitfield 324).The tracheal gill hypothesis postulates that wings developed f rom tracheae gills since both were thin, membranous and mobile. Gills first started off for being used for breathing in oxygen, then used as fins to promote locomotion, ND finally modified the spiracles which reduced water loss to permit gliding which eventually turned into flying. Wigglers supported this theory by stating that wings and legs could be found in the thorax if it was originated by exits (Whitfield 325).The exit-endive hypothesis proposes Koala-Peck's theory about wings developed from exits that were found on many leg bases of early insects. Later, it was found that those insects also had endives. This theory was us ported by the fact that wings are originated from a structural feature that already had the necessary muscles, tendons and appendages of insects. This was later proven by the dismissal of Montana's theory that insect's legs are different than other arthropods legs (Whitfield 326). Live that the exit-endive theory seems the most plausible since it is most lik ely that wings emerged from endives and exits since those features were already present in insects. Also this theory has the most support compared to the other two theories and there are not many who oppose this theory. For the tracheal gill hypothesis to be true, the invasion of land would have to happen twice to accommodate for both insects with wings and without wings, Journal Entry On the news there was a story about a new museum being opened up in the American South that depicts the belief in creationism instead of evolution. Basically, this museum depicts human beings being created by God alongside dinosaurs and does not recognize that the Earth is older than 10,000 years old. Many people are protesting the museum because they feel that it perpetuates a religious belief as science and that it cannot be considered truthful and shouldn’t be viewed as a museum. I feel that this article is important because it shows how different religions and cultures can clash and different viewpoints can cause conflict amongst people. This news story, that I saw on CNN, has a central theme revolving around the fact that religion and science can cause conflict in a community. This was very interesting because of the fact this is the first museum to depict creationism as a science and because it is making such an impact in the community, with so many people protesting it because they feel it shouldn’t be marketed as science but as religion. This is important because both religious and non-religious people need to live side by side in our communities and it raises questions about how this can happen in terms of their beliefs about creation versus evolution, and how this aspect can help shape each of us depending on our upbringing and personal beliefs. Journal Entry # 2 The article â€Å"Trial set to begin in Mississippi civil rights-era case† by Jerry Mitchell appeared the USA Today on May 24, 2007 and deals with the case of a man who is facing charges for killing two African-American teenagers in 1964. This is an interesting article because it shows how much different our culture is today from the culture of the civil rights-era United States. Back then, white men were not punished for killing blacks, but today our culture and society have changed enough that we can look to make the past right to make a better foundation for the future. In the past few years there has been a push in Mississippi to bring to justice former klansmen and other racists who killed civil rights workers and African-Americans during a time and in a place where discrimination was so abundant that no one would convict them. This case is one of these, and is an interesting look at how the justice system can be corrupt and yet, today, we can try to make things right. This is so important today because of the issue of racism that is still there below the surface in many instances. Journal Entry # 3 The article â€Å"Gold Star wives help a new generation of war widows† that appeared on CNN.com on May 26, 2007 is an interesting look at the way that our own suffering can be a basis for helping others in similar situations. The article deals with the social issue of war and how it affects not only the people in the midst of the war but the wives, husbands, and children that are left behind by the men and women who die in the war in Iraq. This article is about a woman named Marie Speer who lost her husband in WWII and how she founded this organization called Gold Star Wives, which was established to help war widows in many various ways, from friendship and compassion, to helping lobby for benefits for the wives and husbands of those lost in the war. This story is applicable to the real world because of how our culture has been affected by the war in Iraq and how society looks at this conflict and the people affected by it. This is interesting because it shows how Americans are coming together and using their own experiences to help others and try to bring them through the pain of loss and grief. This is so important today because of the loss of connection many of us have in relation to each other. For example, many people cannot connect with people of other generations but in this article it shows how a WWII war widow has so much in common with a widow of a soldier in Iraq. It shows how we can all connect with each other on some level, and this is important in a country that lacks that. Journal Entry # 4 On Glenn Beck there was a story about how Rev. Al Sharpton, who had just finished recently lobbying to get Don Imus fired for his racial remarks regarding the Rutgers basketball team, had said something discriminatory about Mitt Romney’s Mormon religion. This is an important issue because so many people can look at this and see that so many people have underlying racism or discrimination about other people’s race, ethnicity, or religion. This is an aspect of our culture that has shaped each of us, depending on where we grew up and who raised us, as well as what our own experiences have shown or taught us. The central theme of this news story is that sometimes we can see discrimination within others more than we can within ourselves and that this needs to be an issue that is raised to each of us when it comes to light. This is very interesting in one aspect because those who thought that the media made too much out of the comments by Imus could say that Sharpton had no right to complain because he then becomes embroiled in his own scandal, but others can look at it from a different perspective and say that comments about race and religion are completely different and shouldn’t be equally compared. This is so important in our politically correct society because it begs an answer to the question about what is discrimination and when does free speech cross the line, and how has society viewed free speech and political correctness. Journal Entry # 5 The article â€Å"The First Steps† by Alex Tresniowski, et al, appears in the May 7, 2007 issue of People Magazine and is a look at the healing process that is happening at the Virginia Tech campus in Blacksburg, Virginia following the massacre that killed 33 students in Norris Hall on April 16th. This article is unlike many of the others because instead of dealing with the dark, brooding gunman or all of the mistakes and issues that led up to the shooting, it deals with how the students affected will take steps to heal and help create a better environment for all students on campus. This article was interesting to me because it was not just another doom and gloom article about the tragedy but point out what was being done right by the Virginia Tech students, faculty, and campus administrators to help the college heal. It was interesting to read the stories about these heroes and the terrible trauma that they went through during the massacre. It was also interesting to learn about how the community and society has come together to help create a safer environment at colleges and to help these students through the tragedy. Violence has become such a huge social problem in our society and this issue was made even more glaring by this particular school shooting. The article’s look at the counseling being offered, the changes in the college, and most especially the way that the community, parents, and students are all reaching out to each other as a means of healing is incredible. It also shows how they are hoping to eliminate loners and outcasts like the shooter by reaching out to their fellow classmates in need. Instead of dwelling on the bad, they are looking for something positive to come out of the tragedy.                Journal Entry Wing evolution has been a highly debated topic in insects. Wings play a crucial role for insects since they are used to assist with collecting food, migration, fleeing from predators, and many other activities. There are three main theories that have been thoroughly researched to help explain the evolution of wings. These theories include the parental origin of wings, the tracheal gill theory, and the exit-endive theory. The parental origin of wings hypothesis states that wings developed from parental lobes.When insects fell on the ground, nobles first acted like a racquet so the insect can land swiftly on its feet and scurry away from predators. As nobles grew larger they developed from gliders into wings. The main evidence behind this theory is the presence of broad thoracic onto and wing like pornographic lobes on fossils Of Ephemerals, Plenipotentiary and Appropriate that show venation and articulation (Whitfield 324).The tracheal gill hypothesis postulates that wings developed f rom tracheae gills since both were thin, membranous and mobile. Gills first started off for being used for breathing in oxygen, then used as fins to promote locomotion, ND finally modified the spiracles which reduced water loss to permit gliding which eventually turned into flying. Wigglers supported this theory by stating that wings and legs could be found in the thorax if it was originated by exits (Whitfield 325).The exit-endive hypothesis proposes Koala-Peck's theory about wings developed from exits that were found on many leg bases of early insects. Later, it was found that those insects also had endives. This theory was us ported by the fact that wings are originated from a structural feature that already had the necessary muscles, tendons and appendages of insects. This was later proven by the dismissal of Montana's theory that insect's legs are different than other arthropods legs (Whitfield 326). Live that the exit-endive theory seems the most plausible since it is most lik ely that wings emerged from endives and exits since those features were already present in insects. Also this theory has the most support compared to the other two theories and there are not many who oppose this theory. For the tracheal gill hypothesis to be true, the invasion of land would have to happen twice to accommodate for both insects with wings and without wings,

Technological Advances In Video Games Research Paper

Technological Advances In Video Games - Research Paper Example 2000s – A virtual universe F. Future technological developments of the video game industry G. Conclusion Technological Advances in Video Games Through the Years The video game industry has evolved into what it is now through the advancement in technological developments. This essay aims to present the technological advances that the video game has undergone spanning more than 50 years of constant innovations. A. The early beginnings (1947 to 1960s) In January 1947, a patent was filed by Thomas T. Goldsmith Junior and Estle Ray Mann for the first electronic video game, the Cathode-Ray Tube Amusement Device, where the players hit targets printed on overlays through light beam missiles by just adjusting knobs (Polsson , par 1). Later in 1952, a tic-tac-toe game, Noughts and Crosses, became the first known computer game which was created by A. S. Douglas (KCTS Television 1). It ran on the Electronic Delay Storage Automatic Calculator (EDSAC), a big Cambridge University computer. T his game enabled a person to play tic-tac-toe against a computer player. Six years later, Tennis for Two, an interactive game which uses an analog computer and an oscilloscope as a screen was created by American physicist Willy Higinbotham to entertain visitors of the Brookhaven National Laboratory (KCTS Television 2). A milestone was achieved in 1962 when Steve Russell created the Spacewar! which ran on a PDP-1 computer and uses a vector-graphics screen. The game consists of two small flying spaceships which are controlled by two players with joysticks and buttons (Polsson , par 4). The â€Å"Brown Box†, the first console that works on a standard television was created by German-born television engineer, Ralph Baer in 1967. This marked the birth of the first television ping-pong video game system (Polsson , par 9). Baer later applied for a patent for his invention. B. 1970s – The video game empire is born a. Home game console The 1970s was the start of the video game empire. It was in the year 1971 when Nolan Bushnell created Computer Space, the first coin arcade-style game and first commercial video game (Polsson , par 19). This game did not gain much popularity though, as that of the Magnavox Odyssey, which was the first home game console which contains 12 different games, including Ping-Pong (KCTS Television 6). This console was also the first to use a light gun for target shooting. Cards are inserted to select the games. The Odyssey however only used â€Å"simple black and white graphics enhanced by plastic overlays for the television screen† (Miller , par 4). In 1975, Atari sold a home version of Pong whose â€Å"unique feature is the single chip that produces both an on-screen score and the sound the game makes when the paddle hits the ball† (Time Inc. 3). In August of 1976, Fairchild Camera and Instrument introduced the first programmable home video game system (Miller , par 11). Moreover, it boasted of 16-color graphics and a variety of games as programmed by removable ROM cartridges. A year after, Atari launched the Atari 2600 which is the first multi-game home console which had cartridges that store game information (KCTS Television 9). It included the famous games Space Invaders, Breakout, Missile Command and Combat. It was during this decade that home computers were released in North America such as the Apple II, the TRS-80 and the Commodore PET, along with the famous Atari 400/800. b. Arcades Aside from home computers, arcade games rose in popularity because consumers could just

360 Report of Guccio Gucci in China Coursework Example | Topics and Well Written Essays - 1500 words

360 Report of Guccio Gucci in China - Coursework Example These strategies include: advertising, craftsmanship, public relations, a touch of mythology, and word of mouth (Marketing Mentor, n.d.). In order to develop effective marketing campaing in China, it is vital to understand the luxry market in China and consumers’ behavior. The Chinese luxury market is huge and is projected to grow by 18% annually from 2010 to 2015, exceeding 20% of the global luxury market (GroupM and CIC 2011). Luxury buyers in China value the status they gain by wearing luxury goods. Chinese consumers like to show their off their shopping achievements and purchasing power. That is why sharing of shopping experience is common in the luxury segment (GroupM and CIC 2011). By developing a business expansion strategy in China, Gucci’s marketers have to focus on the top domestic markets by RMB 10 million-plus population. These cities inlcude: 1) Beijing, 2) Guangdong, 3) Shanghai, 4) Zhejiang, 5) Jiangsu, 6) Fujian, 7) Shandong, 8) Liaoning, 9) Sichuan, and 10) Henan (GroupM and CIC 2011). See the map below. Fast growing luxury market in China captures consumers with different motivations and behaviors. In order to develop effective marketing strategy for this Asian market, Gucci has to consider the purchase drivers common for Chinese luxury consumers. There are indentified four major segments of Chinese luxury consumers: aspirational buyers; quality pursuers; status seekers; trend setters (GroupM & CIC, 2011). Aspirational buyers are mainly white-collars and college students who are very sensitive to price and tend to purchase accessories of famous luxury brands. The purchase drivers include: brand awareness, style and design, and price (GroupM & CIC, 2011). For Qaulity pursuers quality and fine workmanship are the major criteria while purchasing the luxury brands. The purchase drivers include: quality, price, style and design (GroupM & CIC, 2011). The third category of Status seekers implies

Juxtapositions of the modern and the archaic Essay

Juxtapositions of the modern and the archaic - Essay Example It was extremely absurd; when his aunt continuously corrected him to be addressing respectable black man by the initials, Mr. Her aunt told him that he should address them by the name nigger. This went on until young children got used to addressing black people as Negros. White men held rituals that showed respect and affection to maintain the impression of personal relationship that never existed. Black men used the initials Mr. once addressing a white man and Miss to a woman (Ayers 100). This never happened when white people were addressing black people as they addressed them rather by their names, which was a sign of disrespect. Black women did not have the privilege of having the initials Mrs by their names but instead assumed the name of an â€Å"aunt† prior their first names. Black men’s address was Negros, which mostly was evident in the newspapers or just as two boys were killed. It was not customary for the two races to shake hands or socialize in public beside s black men to removing their hats in public places especially those meant for the whites, but white people did not remove hats in homes owned by black people. There were days that were set aside for black people to shop and socialize. Saturday was set aside for black people to shop and socialize thus white people did not go to towns. ... Many white and black people tried to create a humane relationship even though hate and dislike characterized the then atmosphere in the atmosphere. The whites believed that being kind to the old and respectable blacks was a sign of strong character. Rituals that revealed race relationship normally marked the Christmas holiday. Southern blacks celebrated Christmas as a moment of white giving gifts to the blacks and offering freedoms. However, the ritual went on fading, and it only remained in some plantations (Ayers 102). This practice remained in some parts since the white people deemed that black people were naturally beggars. This annoyed the white people as blacks begged from morning to evening. Besides, black Negroes demonstrated that there were laws in Christmas. They could move around the streets making jokes and shouting since they recognized themselves as equals to white people. When black people had nobody else to turn to, they sought help from the white people. They begged for bread and others edible stuffs during Christmas, though some could resolve to toil for themselves. For illustration, there was woman left by  the   husband, and he had to borrow food for Christmas. His husband who fled with another woman left her, and she worked all day long to provide for his family. There are laws, which barred or discouraged rural urban - race relations. Sectors like rural roads, cotton grins and stores; there was no evidence of segregation. Anglers and hunters respected laws and rules as long they were fair regardless of law. White and black men used to work together in these sectors besides seen around fireplaces while women cooked from the same kitchen,

Principles of Time and Stress Management Assignment

Principles of Time and Stress Management - Assignment Example Based on the facts presented in the case, there is no evidence linking organization in which Chet works, Norris Company to his level of stress. Norris Company has a perfect structure with effective reporting chain hence providing every employee with room for growth and development. Every employee knows clearly his/her supervisor in addition to roles and responsibilities. Therefore, Chet’s level of stress is unrelated to the organizational (structural) problems of Norris Company. Instead, such stress level is his making. Some of the personal characteristics that are likely to interfere with Chet’s productivity and contribute to his level of stress include emotional intelligence, cognitive style, personal values, orientation towards change, and core self-evaluation. Chet does not seem to be in a perfect mood and sense in managing himself as well as a relationship with others. The lack or insufficiency of emotional intelligence is seen on how he casually relates to people within the firm. He is of very little concern. No wonder, when he was asked to go through the project he has done very little on the same. In addition, his personal values and cognitive style may cause the decrease in productivity whilst increasing the level of stress. Actually, Chet does not seem to be having the zeal of gathering and processing information, especially on assigned tasks. In any case, Chet’s orientation towards change is not very clear within the case. Therefore, these are personal characteristics with a possibility of affecting productivity and level of stress that Chet is currently experiencing.

Professional Development as a Strategic Manager Essay

Professional Development as a Strategic Manager - Essay Example c management study: the first makes stress on the meaning of the strategic management concepts, the second focuses on the process and important factors. The essence of the decision making in strategic management is perfectly explained by the following citation: The role of strategic management in the organization should not be underestimated as it is very important. The issue is worth-discussing; therefore, in the given paper I would like to discuss my professional development as a strategic manager and prove that I can build the long-term business strategy for the company British Airways taking into account the organizational change in the new rapidly changing market conditions. Now leadership ideas get new sense in the transportation industry; leadership is thoroughly investigated from the theoretical and practical points of view. It is obvious, that transportation industry requires gifted leaders as any other, however as far as transportation sector has special characteristics, and is focused on offering the clients distinctive services, leadership in this industry can’t be considered as universal. Nevertheless, leadership ideas of other successful companies can be applied and adapted to the sphere of transportation business. Shelley Kirkpatrick and  Edwin A. Locke  (1991) state that "key leader traits include: drive (a broad term which includes  achievement,  motivation, ambition, energy, tenacity, and initiative), leadership motivation (the desire to lead but not to seek power as an end in itself), honesty, integrity, self-confidence (which is associated with emotional stability), cognitive ability, and knowledge of the business. According to their research, "there is less clear evidence for traits such as charisma, creativity and flexibility". Though transportation industry is considered to be the one, where many leadership initiatives can’t be completely appropriate and almost certainly requiring other methods, however leadership is still very

Management of the recruitment, selection and induction of employees Essay

Management of the recruitment, selection and induction of employees - Essay Example IBM, having one of the most professional workforces in the world, employs approximately 329,000 employees and operates business in 170 countries around the globe (IBM, 2009). They employ staff worldwide across different disciplines ranging from technical IT areas to the non-technical disciplines of Sales, Finance, HR and Legal (Monster, 2008). Being a globally integrated company, they need to keep changing their business model radically and shift its value proposition. Thus, attracting and developing individuals is critical to IBM’s success (Schmidt, 2005). There are three main steps in the recruitment process – identification of the requirements, attracting the right candidates and the selection from the applicants. The right job description and the job specifications help to attract the right candidate and eliminate unwanted work involved in the selection process. IBM has the reputation of being the resilient to market forces and strong leadership. They strongly follow the online recruitment process and it is their key recruitment strategy. Online recruitment includes their own website www.ibm.com apart from key online recruitment websites such as monster.com (Monster, 2008). Online recruitment supplements and complements other forms of recruitment. Online recruitment enables reaching a wider audience, and being in the IT industry, this reflects its nature of business. Besides, online recruitment process is cost effective and it also allows continuous improvement of the process. Online recruitment and selection process has saved time spent by as much as 25 percent (Kumar, 2003). They accept applications online as well as through emails. In addition, they adhere to the traditional forms of recruitment such as sourcing through headhunters and recruitment fairs. Thus, they outsource recruitment as well as keep it in-house their website. For graduate trainees they have a different strategy. Their inclusive work environment makes every

Recollection and reflection of recent hospitalization and medical Research Paper

Recollection and reflection of recent hospitalization and medical treatment - Research Paper Example Through this paper, the author of this article will discuss several facets of my pain, as well as discuss the medical treatments he attempted to get, and will note them down in such that he will be able to provide a description of the events that can be as detailed as possible. The researcher will also attempt to look back at his job history and try to look for a possible source or pattern for his hip pain. This paper will provide feedback and reactions will as much detail as the author can remember and will provide information that is objective when necessary and subjective if needed. This paper will break the topics down as such: †¢ A short history of hip replacement †¢ The author’s perception of the hip pain †¢ The first medical treatment the researcher attempted to seek †¢ The second medical treatment the researcher attempted to seek †¢ The author’s initial and subsequent reactions to the doctor's diagnosis †¢ The author’s stay at the hospital †¢ The researcher’s work history and how it may have affected his hip condition †¢ Conclusion and final thoughts According to an article on thehipdoc.com, one of the first hip socket replacements was performed in 1923 by a man called â€Å"Marius Nygaard Smith-Peterson.† the socket cup was constructed with glass, and as the article indicates, although that particular implant failed over time, it â€Å"paved the way to construction of hip cups in similar fashion, only using different materials such as plastic and metal.†. The next noticeable advancement came with the surgery performed by Sir John Charnley. After this, the advancement of hip replacement has evolved in such a way that patient’s needs can be met by custom-fitting the implants to be installed. My perception of the hip pain For the past few years of working with my current company ATT, I felt a pain in my right knee that slowly went from being a random annoyance, to such a pain as I preferred to not have any pressure on my right leg at all, even while standing. It felt like a sharp pain, similar to pressing down on a swollen muscle or joint, and at first it did not bother me much but the pain got worse and eventually became bad enough to affect my work and my day to day functions. I initially thought of the pain as just something that comes with age, or something similar to the parts of a car that may just wear out over time. I initially paid no mind to the pain, but eventually, it became hard to ignore it and I resorted to going for medical help. The first medical treatment I attempted to seek As previously said, th e pain in my leg, more specifically my knee, evolved to a point where it became alarming and it affected my work and general functionality, and I decided to seek medical attention. I went to a doctor who was recognized by my medical plan, and described him what I was experiencing and how bad the pain was. I told him the history of the pain and how and when it occurred. He had some X-ray scans done on my knee area and after he had checked the X-rays and further examined me. He concluded that it was just a case of arthritis, and advised me to take some medicine whenever the pain returned. This seemed to work for a short while, but eventually, even the medicine did not help, and my knee still did not feel right. I still experienced the pain in my knee and it did not feel right at all. I ended up seeking more medical treatment, this time, from an orthopedic specialist. The second medical treatment I attempted to seek My first attempt at seeking medical attention worked only as a tempora ry solution. The medication that was prescribed only worked for about a month, and even then, my knee still did

Interview questions Essay Example | Topics and Well Written Essays - 1750 words

Interview questions - Essay Example I am a Bihari, a person born in the northern Indian state of Bihar. I am a Hindu by religion. My father is a farmer. We have a big joint family. I have three brothers and two sisters. I am the third child in my family. We come from upper caste Brahmin Background. I am not an scholar in Hinduism, I can only tell u in bits and pieces. As far as I know it started in Vedic Indian period where people are being distinguished according to the kind of work they did. The society had been fragmented forming different social classes. The four major castes have been: The Brahmins, they were the priests, scholars and teachers. The Kshatriya, they were the ruling class and the warriors. Vaisya, these are the traders and in the lowest of hierarchy were Sudras the manual workers. With the passage of time the Brahmins and Kshatriya got the powerful status and started using their powerful position to exploiting other people. Like in my village were I spent my childhood there were different wells for different castes to draw water. People of lower castes were not allowed to sit on chairs in front of me as I am a born Brahmin. There are many evils in this caste system, so after independence of India many efforts are being made to eradicate this problem, special ly the problem of untouchability. The caste system is by the way less rigid in urban areas where people of different castes are living in coherence. One big reason is the unavailability of other option. But people in urban areas do ask about each others castes and usually get along with the people of same caste. However bad this caste system may appear it is still working because it has some utility. In my opinion it provides a close community base were people of same caste support each other in the different situations of life. Not every time. I think like everywhere else in this world Money does matters in Indian society too. But from the

The Paris Peace Conference Research Paper Essay Example for Free

The Paris Peace Conference Research Paper Essay The Paris Peace Conference is only one of many conferences throughout the world. This conference was led by not only by just a United States President, but by my blood lines. President Woodrow Wilson is my great, great, great grandfather. He had chosen to lead the delegation of the Peace Conference with Paris after World War I. Woodrow Wilson was also the first President to visit Europe in their term as president of the United States of America. This Paris Peace Conference had been known as another name, the Treaty of Versailles. This Treaty (Paris Peace Conference) was basically written to finish off, and declare the ending of World War I. This was held not just within Paris, but many countries had been involved, such as Germany, Russia, France, Great Britain, Italy, and the United States. These countries were all given the task of following the treaty to end this â€Å"war of all wars†. Although many people in having the basic knowledge of this Treaty, do not realize that this entire war ending Conference takes an entire Process. This process consists of Economists, Geographers, Ethicists, Military Experts, and of course the Ambassadors. Each person or group of people had their own set of tasks to accomplish during this Conference. The Economists were in charge of all the costs, and payments that may be due. Then the Geographers helped to determine boundaries over each country; this was to be placed in the Treaty. Next the Ethicists, to basically figure out how this war was even started in the first place; then the military experts were in charge of the power given to most people; this included the restrictions and certain regulations. Then the last groups of people are the Ambassadors, they usually hold the speeches and speak their own countries testimonies. This Paris Peace Conference was not just a sudden agreement either; there was an agreement leading up to the Peace Conference. This was called the Armistice. This was an agreement signed on November eleventh in 1918. This agreed to everyone holding a Peace conference discussing Post-war world. The Paris Peace Conference was held on the 12th of January in 1919. The ending of this Conference was dated to the 20th of January in 1920. There were countries that had their disagreements towards this Treaty, for example Great Britain wanted power over the Seas, but they were not the only ones, also they wanted control over Germany.

Technology And Agricultural Development

Technology And Agricultural Development The poverty in the developing countries can be reducing through a proper agricultural technology. The proper agricultural technology is not only the machines but also biotechnology and other modern knowledge that are applicable to increase the agricultural productivity so as to reduce the poverty and starvation; so that the assumption that agricultural technology automatically reduces poverty; antipoverty impacts have often been developed mostly for their adopters and focused exclusively on them. (Omilola 2009). On the other hand, (Kate Schneider and Gugerty 2011) clearly enlightens that there are Evidence suggests that there are multiple pathways through which increases in agricultural productivity can reduce poverty, including real income changes, employment generation, rural non-farm multiplier effects, and food prices effects. but the lack of proper investment in the agricultural sector may hinder og getting the seed, fertilizer technology and other necessary infrastructures such as the roads, for the food transport, therefore it is barriers to technology adoption, initial asset endowments, and constraints to market access may all inhibit the ability of the poorest to participate in the gains from agricultural productivity growths (Kate Schneider and Gugerty 2011). Most under-developing countries particularly, in those African continent, their land is very fertile and can produce enough food for their population and the rest of the others but there has been both financial and border barrier that hinders most African countries not acquire the technology they need according to the new World Bank report explains that the Africas farmers can potentially grow enough food to feed the continent and avert future food crisis if the countries removes cross border restrictions on food trade with the regions(Bank 2012). On the other hand the developing countries cannot cope with their traditional knowledge this current climate changes while most of them struggling to maintain security issues as they are fighting among themselves. Therefore the developing countries need the means to sustain their food production through new innovative and technology support from the developed world; so that they can transfer their conventional knowledge and practices with more advanced technology of agricultural industry to them. Such new advanced agricultural technology; most of the developing countries particularly African countries can reduce their food aid dependency as well poverty significantly because such agricultural technology can positive enhance the agricultural production because the Sustainable intensification of smallholder production will require a shift to knowledge-intensive agriculture that combines local knowledge and the latest sustainability science to adapt practices to local ecosystems and increase resilience to climate change, price and other shocks. Poor farmers, often women, usually cultivate in more extreme environments in addition to being less connected to markets(UN 2011) The lack of the agricultural technology in the developing countries, the food production cannot be sustainable, because the growing number of population and less food production will cause huger, vast starvation among the poor communities, as they remain food dependency, therefore this is cannot be overcome unless the under-developing countries have enough financial support for reaching the advanced agricultural technology; so they can sustain their agricultural production and relief their food aid dependency. On the other hand, active and proper agricultural in the under-developing countries contributes the local labor market and supplies the food within the communities, as this further increases the economic growth through production and consumption linkages.(Dethier and Effenberger 2012) Food and agricultural production sustainability demands an effective intervention both in financial and proper planning in the areas of technology transfer and capacity building, therefore It also requires a radical change in existing policies a change that would result in a strengthening of currently fragmented systems of innovation, a redesign of the education system, and investment on agricultural development throughout the whole supply chain and in sustainable resource management through innovative partnerships with farmers (UN 2011) Similarly these agricultural (farms) locates demands to have proper infrastructure that can enhance the food production marketing, while the government encourages the local production such promotion gives hope that the farmers to produce more. Beside that the agriculture is not focusing the farmers but includes growing crops, rearing livestock, producing fish and maintaining forests in developing countries must undergo a significant transformation (UN 2011) in order to supply the demanding food in the developing countries particularly the African continent . Agricultural Technology The Green Revolution is very much a product of technological innovation in the international public domain where Western and Third World governments, public supported non-profit national and international agricultural research institutions, universities, multilateral aid agencies, and Western charitable organizations collectively worked together to increase agricultural productivity.(Parayil 2003). Therefore the historic agricultural development that has been achieved for the last two centuries were discussed many different agricultural books. The most important we can recall here is that the traditional or the shifting cultivation system into rotational fallow toward permanent cultivation; Green Revolution, Gene Technology. Where in the shifting cultivation was important to the rotational fallow that maintains the soil qualities and fertilities, while it preserves the environment and helps to control the weeds, and other diseases while Many of the studies on the effects of agricultural technology on poverty tend to show that there are strong complementarities between physical infrastructure and human capital (see, for instance, Biswanger et al. 1993; Canning and Bennathan 2000; Datt and Ravallion 1997, 1998). (Cited in Omilola 2009). There has been clear indication links that agricultural development reduces the poverty, such literatures that Babatunde Omilola discussed this quote of (Mellor 1976.; Mellor 2001) by arguing that the predominant literatures on the poverty linkage effects of agricultural growth during the 1970s tend to show that technical change in agriculture leads to more production, which in turn leads to increased incomes for households with land The latter are believed to use most of the incomes they make from agricultural production in purchasing labor-intensive goods and services, thereby leading to second- and third-round effects of providing food security and more employment opportunities for the poor (Omilola 2009). Nevertheless, the agricultural technology is an integral part to develop agricultural sector particularly in the under-developing country, where there has been major food insecurity happens constantly; while the developed countries had achieved a tremendous agricultural and food production through agricultural technology; such agricultural technology are included the modern agricultural machinery, fertilizer and knowledge. Agriculture is an important sector in the developing countries makes agricultural growth an important instrument for decreasing poverty. (Dethier and Effenberger 2012) Importance of the agricultural technology The inadequacy of explicit agricultural technology-poverty linkages for several decades has not only complicated efforts to understand the relationship between agricultural technology and poverty reduction and to design ways to make agricultural technology more effective in lifting poor people out of poverty (Omilola 2009). Importance of the agricultural technology has been felt wisely during the 1960s when the green revolution comes to in use. The Agricultural technology was an exceptionally important determinant of farmings contribution to rural development. As the discussions of agricultural technology policy frequently revolve around an extension of the green revolution model (Tripp 2001). It has been noted the importance of the technology transfer to adopt to the under developing countries to sustain their food production accordingly; this transfer is aim to develop the knowledge and research capacity, such agricultural technology is important for under developing countries (Parayil 2003); while the, agricultural technology is mean to reduce current poverty in the developing countries, it can positively effects on both the agricultural output, while it increases the level of rural employment, and secures the food and food prices, and the overall socio economic welfare.(Omilola 2009). Potentially lower food prices increase the purchasing power of poor consumers. The magnitude of these effects for poverty reduction depends on the specific circumstances of an economy. For example, if technological progress in the agricultural sector is labor-saving, farm employment might not necessarily increase. (Cited in Dethier and Effenberger 2012) Agricultural technology may reduces the widely the existing and prolonged poverty in under developed countries thorough direct effects on output levels, employment, food security, food price, income and overall socioeconomic welfare; The type of technology adopted tends to be responsible for the type of poverty-reducing impacts that can be expected from agricultural technology (Cited in Omilola 2009); The agricultural technology will certain and positively increase the agricultural food production, while it maximize the food production yields; and we claims that with the evidence that the north or the developed countries reached through the agricultural and food sustainability through agro-technology and is therefore agricultural technology answers the constant and wide hunger; starvation caused both the man made and the nature, such as the climate change.(Dethier and Effenberger 2012). Most the donor countries felt the responsibility about the hunger and lack proper agricultural investment in the development countries and pledged sums for investing in the agriculture for instance the G8 countries promised $22 billion during their meeting in Aquila, Italy in 2009. (Dethier and Effenberger 2012). Kind of Agricultural technology The green Revolution The Green Revolution is dated by in the mid of the 20th century, when Norman Borlaug invented the high yielding dwarf wheat in Mexico at what is known as the International Maize and Wheat Improvement Center or CIMMYT,(Parayil 2003). The myth of the green revolution was to relief the imminent hunger due to the increasing population in the world, and Green Revolution provides the capacity to cope with and produce enough food supplies through genetic food engineering and chemicals; furthermore the most literature reviewed, shows that the intention of the invention of Green Revolution during the 1940-60th was very promised to end the hunger through the miracle seeds; the miracle seeds In contrast to the original green revolution strategy of providing widely adapted varieties that could be planted in a range of environments, many of these new varieties will have characteristics that address specific conditions (e.g. pest or disease resistance), environments (e.g. acid soils), or markets (e.g. high nutrient varieties).(Tripp 2001). Not only that but also the Green Revolution was responsible for a significant increase in crop production, contributed to rural employment, and lowered food prices (Cited in Tripp 2001). On the other hand the GE had used excessive fertilizer and irrigation; which made the possibility of the mass production such as the grain and rice which have resistance to disease etc. Positive and negative impact of green revolution The Positives side of the green revolution is very wide, that are includes the increasing food production and sustainability of yielding in local farmers. Accordingly over the last four decades, it is evident that chemical applications have revolutionized agricultures. On the positive side, the fertilizers and pesticides have increase crop production and the amount of organic matter returned to the soil. However, the soil and water contamination is very high in many place with increased agricultural intensification(Ademola K Braimoh and Vlek 2008). On the other hand, in the positive perspective side of the GR have mentioned in numbers of other relevant studies, which have pointed out that the Indian agricultural production had increased; as the agriculture has made great substantial gain in highly yielding variety, these studies have been measured through index of total factor production, TFP. The measurements of agriculture production have shown that the gains in productivity had co ntributed about 1.1 per cent per annum since 1956. The TFP and conventional inputs contribute roughly 2.3 per cent growth rate per annum in total crop output (Cited in Praduman Kumar and Mittal 2006). In addition to that the betterment of land usages through the multi cropping pattern, made that enough food is produced during the harvesting season; at the same time. According to (Evenson and Gollin 2003) clearly explains that The Green Revolution has also facilitated significant expansion of irrigation and multiple cropping in many countries, thereby adding to the total acreage of these crops. Due to fact that the GR has enabled many developing countries to achieve impressive rates of growth in national food grain production since the mid-1960s.(Evenson and Gollin 2003); On the other hand, the GR has caused and sets very widely alarm depletion both in soil and water conservation system. In spite of the fact that these positive agricultural contributions from the GR have shown in the mass agricultural production that can help many poor nations to come over and control their inefficiency of agricultural sector; but negativity of the chemicals, pesticides goes along which affects both human and the environment negatively. Since this ecological problem was not taken into consideration in the first time; but everyone was looking for to sustain food production and the negativity of environmental problem needs to be considered and studies with the best to retain the soil degradation because the Farming in areas of fragile soils, poor management of crop, soil and water interaction, and unsustainable exploitation of soil nutrients are some of the major causes of land degradation.(Cited in Hazell and Wood 2008). Owing to that fact, to have a productive land that can cope, the need of the growing population in the world, particularly the under-developing countries, requires a friendly ecosystem GR that the chemical, pesticides and cannot harm further, so that current people should not be those pushing the environmental degradation to its last stages of thresholds that cannot restored both through nature and human conservation. Conclusion Due to lack of economic viability for the developing countries, particularly those in Africa who cannot invest properly their agricultural sector; will continue to be food dependency during the harsh and difficulty time, as nowadays the climate changes and prolonged conflicts has deeply affecting those sub-Saharan countries. Accordingly the African leaders acknowledged about the economical dependency as they have argued that the view with disquiet the overdependence of the economy of our continentà ¢Ã¢â€š ¬Ã‚ ¦This phenomenon has made African economies highly susceptible to the external development and with detrimental effects on the interests of our continent(Cited in Nana 2008). Hence most under-developing countries particularly, in the African continent their land is very fertile and can produce enough food for their population and the rest of the others but there has been both financial and border barrier that hinders most African countries not acquire the technology they need according to the new World Bank report explains that the Africas farmers can potentially grow enough food to feed the continent and avert future food crisis if the countries removes cross border restrictions on food trade with the regions(Bank 2012). Not only has that but the history of lack of African development perspectives touched upon many aspects that are included the industrial, social economic and education and reasoned is by the inequality of both economic and political power with the predominantly what the white man calls tribal an racial dimension (Nana 2008)

Creatine Monohydrate And Its Effects On Sprinters Physical Education Essay

Creatine Monohydrate And Its Effects On Sprinters Physical Education Essay Creatine monohydrate has been shown to act as a buffer to maintain fast rates of ATP turnover, therefore Creatine availability has been reported to be a main limiting factor during bouts of high-intensity exercise such as sprinting. As a result of recent investigations documenting the ergogenic value of creatine monohydrate supplementation, it has been used as a popular ergogenic aid for many athletes who require fast rates of recovery (Mujika Padilla, 1997). Creatine is thought to improve performance by facilitating the rate of post-exercise Phosphocreatine (PCr) resynthesis. Given this relationship between PCr resynthesis and recovery of power output, supplementation is most likely to be beneficial to repetitive sprint activities (Glaister, 2006). However, some investigations on the effects of creatine supplementation and its effect on multiple sprint performance report significant improvements, whereas others report no such effect (Mujika, 1996). The main reasons for discrepancie s in the results of different investigations are the use of low subject numbers, varied creatine doses, varied test durations, and poor randomization. For these reasons this study will use a high number of subjects in a double blind fashion, with a dosage of 20 grams per day for the first 5 days followed by 5 grams a day for the remainder of the study. The study will continue for a duration of 8 weeks. Creatine monohydrate supplementation is popular in athletes participating in strength and power sports. Creatine use is thought to be effective for enhancing performance of activities that involve repeated intervals of sprint type exercises with short rest periods. First, an increase in PCr stores should increase the contribution of PCr for the resynthesis and decrease the demand from glycolysis which will result in a smaller accumulation of lactic acid. Then, when PCr is broken down to rephosphorylate ADP, a hydrogen ion is consumed in the reaction. Therefore, an increase in PCr could delay the onset of acidosis and fatigue and thus improve performance in repeated bouts of sprinting (Chilibeck Cornish, 2006). A study performed on the sprint performance of 19 highly trained male soccer players using creatine supplementation, consisted of six maximal 15 meter runs with a 30 second recovery period. The results of the study allowed the investigators to conclude that acute Cr supplementation favorably affected repeated sprint performance, however intermittent endurance performance was not affect by Cr (Mujika Padilla, 1998). Another study done by Mujika in 1996, involved sprint performance among twenty highly trained swimmers. Unlike the other studies mentioned, this study showed no significant improvements in sprint performance among competitive swimmers, therefore according to these results creatine supplementation cannot be considered as an ergogenic aid (Mujika, 1996). A study using the 30 second maximal cycle test, also known as the Wingate test, in conjunction with creatine supplementation also showed no ergogenic benefit. 20 grams of creatine supplementation for 3 days did not increase resting muscle PCr, nor did it affect the single short term maximal cycling performance. A possible explanation for this is that the duration of the test was too short to produce and significant muscular changes (Odland et al., 1997). Most studies have investigated the effects of creatine supplementation using cycle ergometry, this study will involve actual sprinters performing repeated sprints with relatively short rest periods performing to exhaustion. Also, there is little to no research on the prolonged effects of creatine supplementation, so the length of the study will be 8 weeks. STATEMENT OF THE PROBLEM: While many studies exist pertaining the effects of creatine supplementation on strength, power, and endurance, few studies exist investigating the effects of creatine supplementation on sprint performance on trained sprinters. The results of prior studies have noted many discrepancies such as research done by Mujika (1996) and Glaister (2006). Not enough evidence exists on the effects of creatine supplementation on sprint performance specifically the effect it has on trained individuals. PURPOSE OF THE STUDY: The purpose of this study is to examine the effects of creatine monohydrate supplementation on sprint performance in 50 NCAA colligate track and field athletes. These participants will go through an eight week supplementation and training period where they will be timed pre and post supplementation on a weekly basis in the 100 and 200 meter runs. SIGNIFICANCE OF THE STUDY: Most research on creatine has focused on short-term creatine loading and its effect on high intensity performance capacity. Some studies have investigated the effect of prolonged creatine use during strength training. However, studies on the effects of prolonged creatine supplementation on sprint performance are lacking. Due to this lack of information, this study will provide more data on the effects of prolonged creatine supplementation and its effects on sprint performance. RESEARCH HYPOTHESES: There will be a significant difference between the group which supplements with creatine and the control group in term of improvements in sprint performance. Improvements will be considered to be an improvement in time trials. The creatine group will have significant improvements in sprint performance compared to the control group. There will be more of a significant improvement in the 200 meter sprint times as opposed to the 100 meter sprint times. N) There will be no significant differences in terms of sprint performance between the creatine group and the control group. DEFINITION OF TERMS: Performance Improvement- Performance improvement for sprints will be when one records a better time than a previous test Fatigue- temporary loss of strength and energy resulting from hard physical work Exhaustion- extreme fatigue; debilitation: serious weakening and loss of energy ASSUMPTIONS: It is assumed that all subjects in the study will not be doing any other training regimen aside from the one included within the study. It is assumed that all subjects in the study are not using any other supplements during the course of the study. It is assumed that the all subjects are following protocol of the study and not deviating in any way. It is assumed that the subjects are training and performing to their maximal efforts. DELIMITATIONS: The study has been delimited to collegiate track and field athletes. The study has been delimited to athletes who compete in the 100 and 200 meter events. LIMITATIONS: Subjects are not following protocol correctly. Subjects are not performing to maximal efforts. Subjects are taking other supplements during the course of the study. Subjects change their dietary patterns mid way through the course of the study. REVIEW OF LITERATURE Most studies investigating the ergogenic value of creatine supplementation have reported significant increases in strength, power, sprint performance, and accumulation of performed work during multiple sets of maximal effort. These improvements are generally attributed to increase total creatine and phosphocreatine content in working muscles leading to more efficient resynthesis of PCr and enhance quality of training adaptations. Recent investigations by Mujika and Padilla (2000) have focused on the possible ergogenic value of supplementing the athletesà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ diet with approximately 20 g/d of creatine monohydrate for a week. It has often been shown that this type of creatine supplementation can result in increased total muscle creatine and phosphocreatine concentrations. Some studies have also shown that this elevated intramuscular phosphocreatine can enhance the rate of ATP and phosphocreatine resynthesis after high intensity efforts, causing a delayed onset of muscular fatigue and an increased performance during repeated bouts of high intensity exercise. A study stimulated by anecdotal reports of gains in strength and lean body mass in conjunction with Cr supplementation investigated the use of lower doses of creatine monohydrate for extended periods during heavy resistance training. Using 16 collegiate football player which were randomly separated into creatine and placebo groups. Cr groups ingested 5 grams of creatine monohydrate while the placebo ingested a placebo capsule, both of which took their capsules for a 10 week period. The results confirmed that 10 weeks of creatine monohydrate supplementing while participating in resistance training program will significantly increase strength and power compared with placebo supplementation. The result also indicates that Cr supplementation over the long term can be effect without a large dose loading phase (Pearson, 1999). Francaux and Poortmans (1999) used 25 healthy males participating in a 42 day training period followed by a 21 day detraining period. Creatine and placebo were given over a period of 9 weeks. Subjects ingested 21 grams of Cr for 5 days followed by 3 grams per day for 58 days. There were no changes observed in body mass for the control or placebo groups, while the Cr groups had in average increase in body weight by 2 kg. The increase was partially attributed to body water content, however the relative volumes of body water compartments remained constant, thus the gain in body mass cannot be attributed to water retention, but most likely to dry matter growth accompanied with a normal water volume. It has also been reported that Cr supplementation may improve single effort and repetitive sprint performance, particularly those last from 6- 30 seconds with a 5 min rest for recovery between sprints. A study performed by Dawson et al. found that Cr supplementation significantly increased work performed during the first six 6 second cycle ergometry. These result are supported by a similar study by Schneider who reported at supplementation with Cr was associated with significant improvement in cycle ergometer sprints with 60 second recovery time. In a study concerning Cr supplementation in professional rugby players, they were directed to take a loading phase consisting of 20 grams per day for 4 days once a month. This loading phase was then followed by a 3 week abstinence period. After the third loading cycle, the players were surveyed on compliance, preferred time and ingestion method, perceived side effects and perceived benefits. The results of this survey included; 35.3% reporting being fatigued less quickly, 29.4% reported quicker recovery from sprint type activities, and 23.5% reported faster recovery from training sessions. The study concluded that Cr supplementation may be useful in sports which require repeated sprint efforts and can be advantageous in both training and performance (Meir, 1995). It has been suggested by Mujika et al. (2000) that highly trained athletes who participate in sports in which performance relies on repeated efforts could benefit from creatine ingestion by means of an increased ability to perform intermittent high-intensity exercise either during training or competition. There have also been recent reports claiming that most studies not only do not use highly trained athletes as subjects, most of the studies cited above were conducted under laboratory conditions, and none of them assessed the effects of the creatine supplementation on performance during single specific athletic events. Recently reported results suggest that highly trained subjects performing sport-specific activities do not benefit from creatine ingestion (Mujika, 1996). There have also been a number of studies which report no ergogenic benefit from Cr supplementation. For example, one study by Burke et al. (1996) used male and female swimmers from the Australian National Team who supplemented with Cr for a 5 day period using 20 grams each day. This study did not show any enhancement due to Cr supplementation in 25m,50m, or 100m swims with a 10 min recovery period. Given such a long recovery period, ATP recovery should be recovered with our without Cr supplementation, therefore an increase in performance is not expected. A similar study involving swimmers was conducted by Mujika in 1996. This study also reported no performance increases between Cr and placebo groups, but did report a gain in body weight among the Cr group. This increase in weight could result in a increase in drag force and could alter the efficiency of a swimmers stroke. A study pertaining to maximal sprint performance on a cycle ergometer after Cr supplementation was conducted by Snow et al. (1998) The subjects were untrained men, who ingested 30 grams of creatine for a 5 day period. The results indicated that this dose of supplementation increase total creatine levels but did not improve sprint exercise performance on the cycle ergometer. These results are supported by similar studies by Finn et al. (2001) and Odland (1997). A recent study done in 2003, by Delecluse et al. examined the impact of a 7 day, high dosage of Cr supplementation on single and intermittent sprint performance in highly trained sprinters. Each subject ingested 0.35g of Cr per kg of body weight. Maximal sprint performance, degree of fatigue at the end of exercise, and degree of recovery all showed no difference compared to a placebo group. A review of previous studies concerning the topic of Cr supplementation show that Cr has been show to be a powerful aid in increasing strength and power related to sprint performance. Other studies however, have shown no improvements in strength, power, or overall sprint performance in conjunction with Cr supplementation. These discrepancies in results can possibly be attributed to differences in length of supplementation, exercise criterion, dosages, or subject response. METHODOLOGY: SUBJECTS: An email was sent to ten different division one schools asking their coaches if their track team would be willing to participate in an off-season supplementation program within a study that is being conducted at the University of Scranton. Due to the lack of a track and field team, we had to contact other schools in the area and see if there track team would participate. The coach from Lehigh University responded allowing his team to participate in this supplementation program. A written consent was obtained from the all 50 participants after they were thoroughly informed of the purpose and potential risks of participating in the study. All experimental procedures were approved by the Exercise Science Committee of the University of Scranton. All subjects were members of the same team and were competing at a national level at the time of the study. TESTING PROCEDURES: All of our testing will take place at the University of Scrantonà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s gym facilities. This study will use a pretest-posttest randomized-groups design. Our subjects will be evenly divided into two groups. One will be the control group, and the other the experimental group. Both the researchers and subjects will lack information as to which group is which. Each group will come in for a pre-training assessment evaluation that will last the first week of the study. Each participant will be timed in the 100 and 200 meter runs to establish prior times and speeds before supplementation begins. All of the timed trials will be supervised by experienced exercise physiologists found in our team here at the University of Scranton. During weeks two through seven is when supplementation will occur. Creatine (Cr) monohydrate will be administered to the supplementation group. This supplementation group will ingest four 5-g doses of Cr monohydrate per day for 6 days. The control or placebo group will take the same dosage of a carbohydrate solution as the supplementation group. Weekà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s three to seven will cut back to just one 5-g dose a day for 6 days. By week eight, all supplementation will end. The subjects will be given a three day period of no supplementation and will be timed once again in the 100 and 200 meter runs to see if any significant difference occurred in pre-test times. During the two to seven week period, all subjects will come in three times a week (Monday, Wednesday, and Friday) and complete the following training regiment, once in the morning and once in the afternoon. All subjects will be expected to continue all off-season training that will be administered by their coaches. Repeated sprint test (RST). A study conducted by Mujika et. all in 2000 led to believe that the repeated sprint tests were a practical training regimen that could be used within this study. Subjects will perform six maximal 15-m sprints that will have 30 seconds of recovery between each. Each sprint will begin on the blocks, and once the sprint has commenced, subjects will pass through a photocell gate (Newtest OY, Oulu, Finland) placed 0.4 m above the ground, which will start a digital timer. Additional photocell gates will be placed at 5 m and 15 m, which record elapsed and final times. Intermittent endurance test (IET). This testing procedure was also done by Mujika et. all in 2000 that was also appropriate for the training regimen in this study. This test lasts 16.5 minutes, during which subjects will alternate between forty 15 seconds bouts of high-intensity exercise and thirty-nine 10 second low intensity exercise bouts. During the high-intensity periods, subjects will follow and outlined circuit around Fitzpatrick field, running 40 m forward, and 8.25 m backwards, 95.25 m forward, 8.25 m sideways while facing away from the center of the circuit, and 8.25 m sideways while facing the center of the circuit. During the low-intensity periods, subjects will jog to the center of the circuit and back to the position they reached during previous high-intensity period. The test results in the distance covered during 40 periods of high-intensity running. STATISTICAL ANALYSIS: Values will be expressed as mean +/- standard deviation. The level of statistical significance will be defined as P