President Jimmy Carters Record on Civil Rights and Race Relations

When Georgian Jimmy Carter won the 1976 presidential race, no politician from the Deep South had been elected since 1844. Despite Carter’s Dixie roots, the incoming president boasted a large black fan base, having supported African-American causes as a lawmaker in his home state. Four out of every five black voters reportedly backed Carter, and decades later, when the country welcomed its first black president, Carter continued to speak out about race relations in America. His record on civil rights before and after entering the White House reveal why Carter long garnered support from communities of color. A Voting Rights Supporter During his tenure as a Georgia state senator from 1963 to 1967, Carter worked to overturn laws that made it challenging for blacks to vote, according to the University of Virginia’s Miller Center. His pro-integration stance did not prevent him from serving two terms as state senator, but his views may have hurt his gubernatorial bid. When he ran for governor in 1966, an outpouring of segregationists turned out to the polls to elect Jim Crow supporter Lester Maddox. When Carter ran for governor four years later, he â€Å"minimized appearances before African American groups, and even sought the endorsements of avowed segregationists, a move that some critics call deeply hypocritical.† But Carter, it turned out, was simply being a politician. When he became governor the following year, he announced that the time had come to end segregation. Clearly, he’d never supported Jim Crow but catered to segregationists just to win their votes. Appointments of Blacks in Key Positions As Georgia governor, Carter didn’t just verbally oppose segregation but also worked to create more diversity in state politics. He reportedly raised the number of Georgia blacks on state boards and agencies from just three to a staggering 53. Under his leadership, almost half, 40 percent, of public servants in influential positions were African American. Social Justice Platform Impresses Time, Rolling Stone Gov. Carter’s views on civil rights so markedly differed from other Southern lawmakers, such as notorious Alabama Gov. George Wallace, that in 1971 he made the cover of Time magazine, which dubbed the Georgian the face of the â€Å"New South.† Just three years later, legendary Rolling Stone journalist, Hunter S. Thompson, became a fan of Carter after hearing the lawmaker discuss how politics can be used to effect social change. A Racial Gaffe or More Duplicity? Carter sparked controversy on April 3, 1976, while discussing public housing. The then-presidential candidate said that he thought community members should be able to preserve the â€Å"ethnic purity† of their neighborhoods, a statement that sounded like the tacit support of segregated housing. Five days later, Carter apologized for the comment. Had the pro-integrationist really meant to express support of Jim Crow housing, or was the statement just another ploy to get the segregationist vote? Black College Initiative As president, Carter launched the Black College Initiative to give historically black colleges and universities more support from the federal government. â€Å"Other administration education initiatives covered in the collection include science apprenticeships for minority students, technical assistance to black colleges, and minority fellowships in graduate management education,† according to the â€Å"Civil Rights During the Carter Administration† report. Business Opportunities for Blacks Carter also tried to close the wealth gap between whites and people of color. He developed initiatives to give minority-owned businesses a boost. â€Å"These programs focused primarily on increasing the government’s procurement of goods and services from minority business, as well as through requirements for procurement by federal contractors from minority firms,† the CRDTCA report states. â€Å"The aided industries ranged from construction to manufacturing to advertising, banking, and insurance. The government also maintained a program to help minority-owned exporters gain footholds in foreign markets.† Affirmative Action Supporter Affirmative action became a heavily debated topic when the U.S. Supreme Court heard the case of Allan Bakke, a white man denied admission to the medical school at the University of California, Davis. Bakke sued after UC Davis rejected him while admitting less qualified black students, he argued. The case marked the first time affirmative action had been challenged so vigorously. Yet, Carter continued to support affirmative action, which endeared him to blacks. Prominent Blacks in the Carter Administration When Carter became president, more than 4,300 blacks held elected office in the U.S. African Americans also served in the Carter cabinet. â€Å"Wade H. Mc-Cree served as solicitor general, Clifford L. Alexander was the first black secretary of the army, Mary Berry was the top official in Washington on educational matters prior to the establishment of the Department of Education, Eleanor Holmes Norton chaired the Equal Employment Opportunity Commission, and Franklin Delano Raines served on the White House staff,† according to the Spartacus-Educational website. Andrew Young, a Martin Luther King protà ©gà © and the first African American elected as a Georgia congressman since Reconstruction, served as U.S. ambassador to the United Nations. But Young’s outspoken views on race caused controversy for Carter and Young resigned under pressure. The president replaced with him another black man, Donald F. McHenry. Expansion from Civil Rights to Human Rights When Carter lost his bid for re-election, he opened the Carter Center in Georgia in 1981. The institution promotes human rights across the world and has overseen elections in a number of countries and curbed human rights violations in places such as Ethiopia, Panama, and Haiti. The center has also focused on domestic issues, such as in October 1991, when it launched the Atlanta Project initiative to address urban social problems. In October 2002, President Carter won the Nobel Peace Prize for â€Å"his decades of untiring efforts to find peaceful solutions to international conflict.† The Civil Rights Summit Jimmy Carter was the first president to speak at the Lyndon B. Johnson Presidential Library Civil Rights Summit in April 2014. The summit commemorated the 50th anniversary of the groundbreaking Civil Rights Act of 1964. During the event, the former president  urged the nation to do more civil rights work. â€Å"There’s still a gross disparity between black and white people on education and employment,† he said. â€Å"A good amount of schools in the South are still segregated.† Given these factors, the civil rights movement isn’t just history, Carter explained but remains a pressing issue in the 21st century.

Ethical Theories Of Ethical Theory - 1461 Words

Alyssa Arias Period 4 Dr. Robertson May 10, 2016 Ethical Theory Throughout Christianity there have been many ethical theories that have contributed in the development of the current ethical theories. Ethical theory is used to help us  ¨do good ¨ and benefit us by creating a solution that is morally correct. Every ethical theory stresses its own distinct ideas which are: anticipating the consequences, and following his or her specific tasks on how to benefit to one another in spite of trying to achieve a decision that is ethically right. In such a case, for an ethical theory to be beneficial to others, it essentially needs to be set to a group of goals. In modern day, many laws impose that through ethical theories we should try to attain an immense amount of good, because many people may benefit from it. Many ethical theories also offer important components to assist with the process of making righteous decisions. There are four different ethical theories that have contributed such relevance in today s current ethical theory. These theories ar e Utilitarianism, New Testament Exegesis, Saint Thomas Aquinas ´ ethical views, and Immanuel Kant s ethical philosophy. Utilitarianism is a doctrine of utility and helps us find the good out of a situation of ethical circumstances. Through utilitarianism, it states that we should try to produce the greatest amount of good, as opposed to all of the evil in the world. One theological thinker who supported this theory was John Gay. He statesShow MoreRelatedThe Ethical Theory Of Ethical Theories Essay1845 Words   |  8 PagesEthical theories are concepts or moral values that dictate whether choices are right or wrong. The two ethical theories that are the most prominent in society are Utilitarianism and Deontology. Utilitarianism is a theory that judges the value of the action as good or bad based on the consequences of the deed, while Deontology believes the motive of the act is more important. When determining the value of the decisions, the variables are based on the guidelines of each ethical theory. This includesRead Moredefend a clear position on whether or not any constraint ought to be placed o n the freedom of a business to:Export capital for production862 Words   |  4 Pages Using at least two (2) of the foundational ethical theories studied in Module 2, you should answer the following questions. With each answer, you should discuss the issues and set forth and defend a clear position on whether or not any constraint ought to be placed on the freedom of a business to: Export capital for production The exporting of capital for production would not be supported by a utilitarian and would be found to be unethical. A utilitarian would argue that by allowing ourRead MoreEthical Theories920 Words   |  4 Pages2. Ethical Theories used to justify Anglo-American’s Obligation to the ethical issue in Chilean Mines 2.1 Virtue Ethics: In virtue ethical theory, an individual is judged by his character rather than by his actions that may deviate from his normal behavior (Fraedrich, Ferrel and Ferrel, 2009). In Chile’s case, application of virtue ethics justifies the following mishaps: Fairness: With Research gathered from the case study, contract workers are assigned much more dangerous tasks with greatRead MoreMoral, Ethical, And Ethical Theories980 Words   |  4 PagesMoral and Ethical theories often conflict with one another. It is hardly ever true that both theories agree with one another. Same is the case for Jean and Pierre. Following the four basic principles of Act Utilitarianism, Rule Utilitarianism, Social Contract Theory, and Kantianism his actions will be discussed in the following paper. Examining his actions, he was in favor of following the moral instinct of Utilitarianism more than any other theory. Rule utilitarianism is a branch of utilitarianismRead MoreThe Ethical Theory Of Ethical Egoism1423 Words   |  6 PagesEthical egoism is defined roughly by stating how people do things or react to what is in their best interest. This theory gets its meaning because the word â€Å"egoism† derives from the Latin term â€Å"ego†, meaning â€Å"I† in English (Moseley). The motivation of ethical egoism depends on how the situation will act upon one’s self-interest. In this paper, I am going to defend and explain that babies are born with morality of the ethical egoism theory. Ethical egoism stands out from the rest of the ethicalRead MoreEthical Theories Of Ethical Egoism993 Words   |  4 PagesEthical egoism is a consequentialist normative ethical theory. There are two forms of ethical egoism. The first is individual ethical egoism which states that I should act in ways that are in my own best interest. The second form is universal ethical egoism which states that everyone one should act in their own best interest. In both forms, individuals should only consider others interest to the extent that it benefits their own well-being. The determination of morality is based off whether or notRead MoreQuestions On Ethical And Ethical Theories980 Words   |  4 PagesBA 18 Ethical Reflections Throughout the week there were several decisions that I had to make where ethical decision making had to be taken into consideration. There are two main ethical theories that many of us have to decide on everyday which are Consequent based or Duty based. According to Princeton.edu, Consequentialism is â€Å"those moral theories which hold that the consequences of one s conduct are the true basis for any judgment about the morality of that conduct.† Additionally according toRead MoreEthical Theories Of Ethical Leadership1209 Words   |  5 PagesDisadvantages of ethical leadership Despite the positive elements ethical leadership can provide to an organisation, it arguable can cause issues as well. Ethical leadership requires the leader’s ethical framework to fall in line with the vision of the organisation. But it’s not just the leader and the organisation that need to be aligned, the subordinates can find it difficult working in an environment with certain ethical standards. You should be aware by now that ethical behaviour depends onRead MoreEthical And Ethical Theories Of Ethics1103 Words   |  5 Pages Ethical Analogy Opinions lead our society. Everyone is entitled to their reasoning and how strongly they feel that their approach to life is the right way. Moral beliefs are the stone foundation behind the way people think and their ethics. Look at morals as code of conduct. Each society has its own moral beliefs but come to an understanding that everyone’s entitled is clear. It’s a rule that’s not writing as a law but more so the common way. The act of a person behavior all falls into theirRead MoreThe Ethical Theory Of Ethical Pluralism1484 Words   |  6 PagesWith the numerous ethical theories available, it can become difficult and overwhelming to decipher which one offers the best guidance. Some might seem to be too strict while others may not offer enough of a path to follow. W.D. Ross came up with a path that provides a median between some of the popular theories by introducing the concept of prima facia duties within the idea of ethical pluralism, a form of ethics in w hich there are at least two moral rules. Through explanation of what the prima facia

Workplace Diversity Managers and Employers

Question: Describe about the Workplace Diversity for Managers and Employers. Answer: Introduction Diversity in the workplace is a concept which is yet to be fully understood by many companies. For managers and employers who are unsure about what diversity is, how it can affect their company and why it is important, they need to explore or carry out a research on the topic so as to have a better understanding of it. Diversity in the workplace is when a work environment comprises of employees from different backgrounds with differences in race, ethnicity, and religion. Other factors which contribute to diversity as such as differences in gender, physical ability, educational backgrounds, environment employees come from as well as difference in levels of intelligence. Diversity is advantageous for a company so that they can be able to reach a wider market by incorporation of ideas from different people from different backgrounds. This in return helps the organizations output increase (Martn et al., 2013). In carrying out the research, questions which need to be answered are such as identification of what workplace diversity means, how it benefits the company, how both the employer and employee benefits from implementation of diversity in the workplace and what policies need to be put in place to facilitate for diversity (Canas Sondak, 2013). Research Methodologies and Techniques In order for optimal results to be achieved from this research, there is need for qualitative and quantitative means to be used in carrying out the research. Qualitative means while help in giving the employers a better understanding of diversity in the workplace as a concept and what it entails and it can also help for employers to develop new ideas for implementation in the workplace. Quantitative data collects data which is inclusive of numerical explanations which can be used in giving feedback on attitudes and opinions towards a certain topic of discussion. In determination of the general attitudes collected about a sample of people one can be able to form a basis of whether they will implement diversity in their workplace or not (Chrobot-Mason Aramovich, 2013). Research Process The process of carrying out research on the topic would require generation of questionnaires which would be given to employees of different companies from which their attitudes and conclusions on diversity in the workplace can be sampled. The research questions can be carried out by the interview questions being sent out to the interviewees or if possible, interviews can be carried out in person. The questions can be both open and close ended questions depending on what the researcher needs more information on. Open ended questions can help in collection of qualitative data where interviewees can give additional information pertaining to their opinions and attitudes on diversity in the workplace. Closed ended questions can be helpful in collection of quantitative data where results can be grouped as per the number of questions who responded in a certain way as per certain criteria set in the interview questions (Creswell Clark, 2007). Data Collection and Analysis Methods Qualitative data can be collected by carrying out individual interviews where the interviewer can be able to ask questions where from the feedback given they can be able to collect deeper information giving better insight on their views and opinions about the topic. Data can also be collected from identification of focus groups as well as their attitudes towards questions asked. An interviewer can collect data by means of observation where they can note body language and other traits when the interviewees are asked different questions. Body language is a tool which can be used in identification of how people react to a certain topic of conversation. For most people, when engaging in a topic they are not interested in they are shifty, are unable to maintain eye contact and they give straight answers without enthusiasm for answering. People who show interest in a topic usually are happier in responding, give additional details, maintain eye contact and are less shifty during the conduc tion of interviews (Barak, 2013). Quantitative data can be collected by means of observation where the interviewer can make mental counts or note down the number of people who respond positively and those who do not respond positively on the subject. It can also be collected by making count of responses returned especially in closed ended questions usually those which are yes or no questions. Survey tools which are digital such as Survey Monkey can be used where questionnaires may be sent to interviewees emails where when they are submitted, the tool can be able to collect and present data according to responses by the interviewees (Creswell Clark, 2007). Expected Research Outcomes By the end of this research, there are expectations of company managers and employers understanding better what diversity in the workplace is and the advantages it has being implemented in their company as well as the cons which arise from its implementation. Giving insight can help them in making better and informed choices regarding employee diversity and they can decide with them reflecting on the data collected and deciding. With insight on the workplace diversity, managers are better placed to make policies which can be put in place if they are convinced to implement diversity in the workplace. Policies set should incorporate a wide range of people and cultures especially those surrounding the business since they are most likely the ones to be employed into the company. They should not however be limited to the surrounding population and should be open enough to incorporate other people who might find interest in the company with tem having different backgrounds (Van Knippenberg et al., 2013). Conclusion There is need for carrying out a research so as to show company managers the importance of diversity in the workplace as well as the advantages it poses for them so that they can be able to harness it and make it work for them. In implementation of diversity, the research should be inclusive of the appropriate policies which would make the work place conducive to work in for people from different cultures without any feeling undermined. This research will be carried out with a purpose of popularization of and creating a better understanding of diversity. References Barak, M. E. M. (2013).Managing diversity: Toward a globally inclusive workplace. Sage Publications. Canas, K., Sondak, H. (2013).Opportunities and challenges of workplace diversity. Pearson Higher Ed. Chrobot-Mason, D., Aramovich, N. P. (2013). The psychological benefits of creating an affirming climate for workplace diversity.Group Organization Management,38(6), 659-689. Creswell, J. W., Clark, V. L. P. (2007). Designing and conducting mixed methods research. Dipboye, R. L., Colella, A. (Eds.). (2013).Discrimination at work: The psychological and organizational bases. Psychology Press. Klarsfeld, A., Booysen, L. A., Ng, E., Roper, I., Tatli, A. (Eds.). (2014).9.78 E+ 12: Country Perspectives on Diversity and Equal Treatment. Edward Elgar Publishing. Martn Alczar, F., Miguel Romero Fernndez, P., Snchez Gardey, G. (2013). Workforce diversity in strategic human resource management models: A critical review of the literature and implications for future research. Cross Cultural Management: An International Journal, 20(1), 39-49. Van Knippenberg, D., van Ginkel, W. P., Homan, A. C. (2013). Diversity mindsets and the performance of diverse teams. Organizational Behavior and Human Decision Processes, 121(2), 183-193.

Progressivism Essays (567 words) - Political Ideologies,

Progressivism The Progressive Era The Progressive Era initiated reforms that benefited the individual and the whole society. Industrial and social reforms were launched to benefit the individual and the whole society. Movements were begun to help the individual benefit from the corrupt industrial system . Major reforms were instigated to enhance and preserve the social institution in America. Social reforms were thought needed in order to preserve the social institution in America. The fight against alcohol was a social reform that was begun to help protect the social structure from collapsing. Document 19.5 (Reform as Social Control: Prohibition and the Progressive Movement) stated that alcohol creates disorder in American life. This would support the creation of the Prohibition movement. Also Document 19.5 said that alcohol leads to immoral situations and reforms must be made to preserve values which could sustain the family as a vital social institution. This movement was initiated in order to protect the social structure by keeping the family intact and realizing that the family is the main component of the social system. Womens suffrage was another reform sought by progressives to keep the social system from corruption. Document 19.6 (Womens Suffrage and the Working Class) depicts a poster stating that in order to protect the family and social system the homemakers ( women) must be given a voice/a right to vote. Document 19.6 supports the views that the progressives believed necessary in order to protect the great American society. Industrial reform is another issue that the Progressive Era touched on. Reforms and movements were established to help the individual in the society benefit from the corrupt industrial system. Progressive believed that the industrial system must reformed in order for the individual in the society to be benefited. Document 19.2 (An Industrial Utopia: Looking Backward) supports this idea. The document stated that power in the hands of few, irresponsible men are corrupting the industrial system. A single corporation and one trust should be established in order to protect the common interest and receive a common profit for all individuals in the society. The benefits of the industrial system in the Progressive Era are seen in Document 19.3 (The Changing Economic Order: Shifts in the Work Force). This document shows the increase in the employment rate from 1890-1920 is almost tripled. The area in which a major increase in employment has occurred is in the Manufacturing and Construction. These positive changes support the progressives views and provide evidenc e of progression. Document 19.4 (Varieties of Progressivism: T.R. and Wilson) states that even the two major different progressive leaders support the same views in the topic of industry. They both believe that government should regulate corporations for fair competition and in affect will benefit the society by limiting large number of monopolies. The Progressive Era initiated reforms that benefited the individual and the whole society. The Progressive Eras main goals were to protect and preserve society and to reforms the industrial system as to promote fairness to all. The need to improve America internally was found in progressive reforms. The progressives looked domestically and corrected the problems internally before looking outward at the rest of the world. The Progressive Era was mainly concerned in depicting America as a dominant nation and the progressive knew that is not possible unless the domestic situation was in good status. Thesis and Dissertations

Free Essays on Moods And Communication

What are Emotions? Velma Walker and Lynn Brokaw, authors of Becoming Aware, define emotions as, â€Å"feelings that are experienced.† Feelings are opinions â€Å"based on emotions rather than reason,† according to Dictionary.com. A person is always experiencing some emotion at any time since when the present emotion fades away, another emotion will take its place and be felt by him/her. No single emotional response can remain permanent. When any emotion, such as anger, is experienced the person can stay angry only for some time, eventually the anger will fade away and a fresh emotion will arise. In many instances, we do not feel one single emotion but many different one mingled together. What are the characteristics of emotions? Emotions are your body’s adaptive response. They focus your attention and prepare you for action. When our emotions are aroused, there are changes in our body that we do not have control over. Some of these changes are easily noticed- quickened heart rate, rapid breathing- but your body also gets ready for action in less noticeable ways- as if being wounded and your body will clot blood faster. All of these are called physiological changes, meaning they are internal. These changes contribute to how you will feel about what has happened to cause the arousal (i.e. fear, grief, or happiness). Although emotions are felt internally, they do lead to detectable behavior, or how we react to what we are feeling. We reveal our emotions not only in our bodily responses, but also in our expressive behavior. It may take the form of a smile, laugh, crying or cursing. This may be nonverbally as well as verbally. Most of us are good at reading nonverbal cues to decipher emotions, and some are more sensitive than others at doing so. Emotions themselves also act as motivation for other things. They can push us to do something good or pull us away from something bad. Types of emotions. There are four types of emotions... Free Essays on Moods And Communication Free Essays on Moods And Communication What are Emotions? Velma Walker and Lynn Brokaw, authors of Becoming Aware, define emotions as, â€Å"feelings that are experienced.† Feelings are opinions â€Å"based on emotions rather than reason,† according to Dictionary.com. A person is always experiencing some emotion at any time since when the present emotion fades away, another emotion will take its place and be felt by him/her. No single emotional response can remain permanent. When any emotion, such as anger, is experienced the person can stay angry only for some time, eventually the anger will fade away and a fresh emotion will arise. In many instances, we do not feel one single emotion but many different one mingled together. What are the characteristics of emotions? Emotions are your body’s adaptive response. They focus your attention and prepare you for action. When our emotions are aroused, there are changes in our body that we do not have control over. Some of these changes are easily noticed- quickened heart rate, rapid breathing- but your body also gets ready for action in less noticeable ways- as if being wounded and your body will clot blood faster. All of these are called physiological changes, meaning they are internal. These changes contribute to how you will feel about what has happened to cause the arousal (i.e. fear, grief, or happiness). Although emotions are felt internally, they do lead to detectable behavior, or how we react to what we are feeling. We reveal our emotions not only in our bodily responses, but also in our expressive behavior. It may take the form of a smile, laugh, crying or cursing. This may be nonverbally as well as verbally. Most of us are good at reading nonverbal cues to decipher emotions, and some are more sensitive than others at doing so. Emotions themselves also act as motivation for other things. They can push us to do something good or pull us away from something bad. Types of emotions. There are four types of emotions...

The Common Law Background of the Fourth Amendment

The Common Law Background of the Fourth Amendment Most of the legal declarations that make up the Bill of Rights, including the Fourth Amendment, were founded on the Common Law, which existed in the 16th and 17th century in England. As a matter of fact, three British law-related cases prompted the Fourth Amendment. Two out of the three cases were tried in England, and the other, adjudicated in America during the 17th century.Advertising We will write a custom essay sample on The Common Law Background of the Fourth Amendment specifically for you for only $16.05 $11/page Learn More The two cases adjudicated in England, Entick v. Carrington in 1765 and Wilkes v. Wood in 1763, were about similar issues. In both cases, Entick and Wilkes were accused â€Å"of seditious libel† for indirectly condemning the king by criticizing his ministers. The men disseminated written statements criticizing actions of the king. The king therefore passed a warrant that allowed his agents to search the residences of the men, and seize every written statement found. This action incited Entick and Wilkes to file lawsuits against the king for damages. They claimed that it was not right for the king’s agents to search their residences in a forcible manner and impounded all their written properties. Lord Camden, the judge in charge of the case, concurred with the plaintiffs and thereby made a pronouncement that the warrant issued by the king to carry out the search, as well as the actions of his agents were indeed wrong on the grounds that the issued warrant permitted the agents to confiscate all their written belongings instead of confiscating only the written materials that were pertinent to allegations, and that the warrant was passed in the absence of a reasonable cause. Also, the Fourth Warrant was inspired by the case between English Monarchs and American colonies. British Crowns imposed taxes on colonists in order to clear war debts. This action forced American traders to smuggle goods in a bi d to dodge exorbitant taxes. As a result, the British crown issued General Warrant, also referred to as Writs of Assistance, to their custom officers, which empowered them to search and impound possessions of people suspected of smuggling items. The Writs of Assistance, permitted government officials to search and impound virtually anything without reasonable cause. Writs of Assistance attained loss of right in 1763, when the French and Indian War ended.Advertising Looking for essay on constitutional law? Let's see if we can help you! Get your first paper with 15% OFF Learn More This event led to the extinction of General Warrant. The Fourth Amendment was therefore incorporated into the United States Constitution in 1791 upon the enactment of the Bill of Rights. Even after acceptance of the Fourth Amendment, issues of search and seizure were not well recognized until 1914 when the Supreme Court case, Weeks v. United States, instituted the â€Å"exclusionary rule†. As determined by this rule, the court will not recognize any evidence presented by the government that is contrary to the Fourth Amendment rights of the suspect, and such evidence is not sufficient to declare that person guilty. In recent times, legal and political pundits have debated about the advantages of the exclusionary rule. Those against the rule argue that it abuses justice, and defends the guilty. Others in support of the rule are of the opinion that it prevents violation of human right by overzealous officers of the law.

Chapter 1- What is Geomorphology Essay Example | Topics and Well Written Essays - 1000 words

Chapter 1- What is Geomorphology - Essay Example The earth’s conspicuous features are landforms. These conspicuous features vary in lifespan (days-millennia-eons) and size (molehills-mountains). Geomorphology deliberates the landforms and the processes shaping them; because the processes, forms and their interrelationships are essential to landforms’ development and origin. Form is considered to be manifested in three aspects; constitution, mass flow and configuration (Huggett, 2011). However, these variables of form differ from dynamic variables (force, momentum, stress, energy influx and power) linked to geomorphic processes (Huggett, 2011). The difference of the variables can be explained as follows. For instance, a beach’s scenario is adopted for the explanation. The constitutional properties comprise grain shape, grains’ mean diameter, grains’ sorting and the beach’s moisture content. Dynamic variables combine the water currents’ drag stress and human beings’ and burrowing animals’ forces. Configurational properties consist of beach’s water depth, slope’s angle, form profile, while mass flow variables encompass deposition, erosion and transport rates. Geomorphic processes refer to the diverse physical and chemical avenues through which the surface of the earth experience modifications. These processes are compelled by forces originating outside the earth (extraterrestrial processes), in atmosphere and near the surface of the earth (exogene/ exogenic processes) and inside the earth (endogene/ endogenic processes). The geomorphic processes include transferring and transforming processes linked to ice, gravity, water, wind and weathering (Huggett, 2011). Geomorphic enquiries rely on linkages between process and form; each aspect, form or process, influences the other. Therefore, geomorphic process influences, and is in turn influenced by

Training Employees in Samsung Essay Example | Topics and Well Written Essays - 1500 words

Training Employees in Samsung - Essay Example 1. To identify the most appropriate training programme for Samsung 2. To recognize the effect of training in the company 3. To evaluate the shortfall or loopholes in the training programs in the company 1.2 Research Question The research question has been designed to identify the responses regarding the issues raised as the research objective. Question: What should be the framework or structure of training in Samsung for developing the skills of the employees? 1.3 Rational of the Study The reason behind choosing Samsung with regards to effective training methods is because it is one of the leading companies not only in Asian but also in the global market. This signifies that Samsung requires enhancing the skills of its employees and nurturing their knowledge base in order to always remain in a competitive position in the world market. However, to fulfil this objective the company needs to provide extensive training to its employees. Training is the tool not only to enhance the skill levels of the employees, but also to welcome their ideas and utilise them to develop innovative products that would reduce shortage of products, maintain goodwill and increase profit margin of the company. II: LITERATURE REVIEW 2.1 Introduction Human Resource Management (HRM) involves management of the workforce. It also includes selecting, training, mentoring and rewarding the employees. HRM comprise motivating the leadership qualities of the individuals in the organisation and maintaining a fair and healthy work culture. HRM is an important activity in every organisation and its impact on the organisations has been supported by numerous theories and approaches. It plays a significant role in the achievement of the company by incorporating the interest of the organisation and the human resource (Randhawa, 2007, Dransfield, 2000). In HRM, training and development is meant to boost the performance of the workforce. The employees are put through a learning process that would assist th em to acquire valuable knowledge, help them to improve their skills, rules, and concepts, by changing their attitude and their behaviour to work in the organisation. It is also called human resource development, learning and development or training and development (Rao, 2009, Talwar, 2006). In HRM there are various different aspects, but this study aims at evaluating only training and development function of HRM and its significance in the organisation. The motive is mainly to study the magnitude of training the various theories which different authors have stated to explain them. This will assist in capturing different point of view regarding training and development in the organisation. In this study the focus would be towards the training and development of the employees of Samsung because this company has skilfully managed its operations around the world and has become a global leader, off course not without training its employees well. However, in the present volatile market pa st training strategies are not going to impact, so an analysis of different training methods will assist in identifying the most appropriate training method for Samsung’ employees. 2.2 Importance of Training Training assists in improving the knowledge and prepares the employees for new upcoming challenges. It is very important to train the employees to compete in the global challenges. Previously the training and development processes were criticized because of the lack of proper evaluation process (Mathison, 2004). The yearly fixed targets were set for training and it was delivered accordingly, but none of them bothered to evaluate the results. So neither the positive effect of training was revealed nor was the negative aspects scrutinized and changed. No feedback system was there to take the

Sample Research Paper for English Essay Example for Free

Sample Research Paper for English Essay The struggle now being waged in the professoriate over which writers deserve canonical status is not just a struggle over the relative merits of literary geniuses; it is a struggle among contending factions for the right to be represented in the picture America draws of itself. (Tompkins 201) In 1850, with the help of her well-known father, James Fenimore Cooper, Susan Fenimore Cooper published Rural Hours, a natural historical account of one year in the Otsego Lake area of New York state. I mention her fathers name in order to situate Susan Fenimore Cooper in literary history, or, more accurately, to position her book in relation to our understandings of literary history. For truthfully, if literary history were faithful to the developments of, and reactions to, literature of the past, Susan Fenimore Coopers name would be well-known to all scholars of nineteenth-century American literature. Her book was immensely popular both in America and abroad; it went through six printings by 1854, the publication year of Thoreaus Walden. Rural Hours was reissued with a new chapter in 1868, reprinted again in 1876, and then abridged by 199 pages and reissued in 1887. When critics praised Rural Hours1 and the volume sold well, Susan Fenimore Cooper achieved literary fame as a writer of natural history. However, while many of her contemporaries knew her name, most scholars in the 1990s know only of her father. Why this oversight in the construction of literary history?2 In 1968, David Jones, a visitor to the Otsego Lake region in New York, reissued the 1887 edition of Coopers book. In his introduction he compares Rural Hours to the canonically established Walden and claims, Rural Hours is not, like Walden, a multi-level book (xxxvii). Instead Coopers text, Jones asserts, tells us as [well] as a book canhow a representative part of the rural northeastern United States looked, sounded, smelled, and even felt in the middle of the nineteenth century (xxxvii-viii). Admittedly, portraying a location so fully is no small task, and although Jones intimates that Rural Hours provides enjoyable light reading, he clearly believes that Thoreaus text far surpasses Coopers in its complexity and depth. I want to suggest that Joness evaluation of Rural Hours overlooks subtle but important textual intricacies, that Coopers text is  multi-levelled, and is, in fact, concerned with much more than the local flora and fauna of the Otsego Lake region. One problem in determining the literary value of Rural Hours lies in our inability to classify its genre. The book takes the form of a nonfictional journal, but Rural Hours cannot be classified as autobiography in the traditional sense of one writer imparting the story of his or her life experiences. Cooper portrays her outside world as much as her personal experiences, and she relates her writings to her community more than to her own life. One is tempted to call Rural Hours nature writing and, in fact, her contemporary supporters do classify her text as such, but Coopers text does not meet the typical criteria for this genre, either. This is in part because of the imprecision of definitions of nature writing itself. Critics generally agree that nature writing is non-fictional prose in which the writer functions as an observer of the outside world, attempts to represent that outside world in language, and typically, reflects on the process of giving language to the natural world. It is commonly agreed that nature writing also evinces the authors reflections of his or her individual spiritual growth. Sharon Cameron, in writing about Thoreau, suggests that to write about nature is to write about how the mind sees nature, and sometimes about how the mind sees itself (44). In his recent study of several nature writers, Scott Slovic echoes and expands Camerons definition: [Nature writers] are not merely, or even primarily, analysts of nature or appreciators of naturerather, they are students of the human mind (3). We find, then, that according to our current definitions, nature writers write about their environment, but they also consider their personal relationship to it. Therefore, a writer like Coo per, who concerns herself more directly with her surroundings and less with her personal reactions to them, somehow does not quite fit the criteria for the genre. How can a book such as Rural Hours, rich with observations on the botany, ornithology, and natural history of an area, not be considered nature writing? I submit that we have been trained to read books about the natural world and  the human relationship to it in ways that affect our abilities to find value in texts that deviate from the canonical Thoreauvian forma form based on personal reflections regarding ones relationship with nature, ones connection to the community, the difficulties of conveying perceptions through language, and, most importantly, perhaps, the process of forming identity. When contemporary readers realize and examine the expectations that they bring to Rural Hours, and willingly suspend those expectations, thereby allowing the text to reveal its own agenda and voice its own concerns, they will discover that Coopers work is rich with insights regarding nineteenth-century Americas social, natural, and historical politics. Rural Hours is not so directly involved in exploring how the mind sees nature or how the mind sees itself. Instead, Cooper concerns herself with the ominous task of giving words to each aspect of her natural surroundings and to exploring the implications of this environment not for herself as an individual, but for her larger community, and ultimately, for the entire nation. We must ask, then, not only if Rural Hours has literary value, but also if we as critics can consider expanding our current conceptions of nature writing to accommodate a book such as Rural Hours. In his attempt to summarize what he considers to be the weaknesses of Coopers book, Jones quotes a description of autumn in Rural Hours and uses Coopers words to create an analogy concerning her prose: autumn, like Coopers prose, is variable, changeable, not alike twice in succession, gay and brilliant yesterday, more languid and pale today (xxxvii). As literature, Jones further explains, Rural Hours varies from brilliant in one passage to languid and pale in another (xxxvii). Jones offers very little support for this critical assessment of the book and, therefore, I cannot help but wonder why he truly found the narrative to be languid and pale. As we will see, Joness explanation for the weakness of Miss Coopers work is circular and underdeveloped, and supports the conventional notion that quality nature writing portrays less of nature, and more of the authors engagement with the natural world. Further examination of his criticisms will help to explain the exclusion of Rural Hours fr om most records of literary history. Jones explains, [Cooper] brought realism and vitality to her portrait of rural life by revealing its variable and changeable nature, to be sure, but the very act produced a major flaw in the book (xxxvii). Jones here suggests that Coopers realistic portrayal of the natural world is the very downfall of her book. However, her narrative dedication to the natural world, to its vitality and constancy, necessitates that portions of the text be purely descriptive. Jones thus seems to contradict himself: the one level at which Coopers text is unsurpassed, he asserts, is in its ability to so accurately and faithfully describe the natural world. This strength, however, is also the weakness of the book. Finally, Jones does not define this flaw at all; instead, he proceeds to discuss Thoreaus Walden. Jones assumes throughout his introduction that Thoreaus book is far superior to Coopers, that readers of Rural Hours will agree with this assessment, and that, therefore, his assessment requires no justification. This method of reasoning also presupposes that Walden and Rural Hours afford the same criteria for judgement, or, that they exhibit similar attempts at representing nature.3 If Cooper and Thoreau actually engage similar projects, this assessment is valid. If, however, these writers differ in their purposes, or representand react tothe natural world in distinct ways, then we need to examine these criteria of evaluation. How do we approach a text that attempts to represent the natural world on its own terms? Have we been taught to read texts whose straightforward depiction of the natural world is, seemingly, their main goal?4 If, as Jones suggests, Coopers prose remains so loyal to her subject that it is too realistic, and therefore borders on boring, we need to ask how we expect Cooper to represent nature so as to hold our attentions and why her contemporaries were not also bored by her book. Many questions arise: what are contemporary readers expectations of writing that engages the natural world? How do our expectations differ from those of readers in the nineteenth century? Assuming that readers bought and consumed Coopers text because they found interest in both its subject matter and its perspective, how does Coopers direct conveyance of the natural world reflect her  cultures interests and concerns?5 What is the role of nature in such a text, as opposed to the role of people? How often do we require that a realistic portrayal of nature be replaced by metaphor or symbolism, thereby preventing languid and pale prose? How often do we want to read specifically about nature, and how often are we more interested in exploring the human presence in nature? Finally, is Rural Hours actually poorly written, or boring? Such questions, originating from an attempt to understand the immense success and warm reception of Rural Hours in the mid- to late-nineteenth century, cause us to examine our conceptions of how writers should relate to nature, how their relations should be represented through language, and how weas readersshould read such texts. Read within our common understandings of nature writing, a conception that stresses writings influenced by the Romantics, Coopers prose may seem languid and pale, but if we approach Coopers text in other ways, as I will demonstrate, we will discern the richness of Rural Hours. Interest in writing that depicts the environment has increased in recent years. Clearly, texts such as Emersons Nature and Thoreaus Walden have dominated our reading lists, but studies such as Cecelia Tichis New World, New Earth and Annette Kolodnys The Lay of the Land and The Land Before Her investigate the history of American interest in the environment and invite us to consider a variety of literary forms as important in understanding how Americans have related to their natural environment through the centuries. Tichi states, Consistently since the seventeenth century [environmental reform] has formed an integral and important part of our cultural and literary history (x). American interest in the land infiltrates our earliest documents, as Tichi proves in her study. In early America, the American spirit and the American continent were bonded ideologically, and arguably continue to be bonded ideologically, albeit in different ways (Tichi ix). Another important study of Americans conceptions of the wilderness as reflected in literature is Bernard Rosenthals City of Nature. Rosenthals  study focuses on Coopers predecessors and contemporaries, and concludes that two ideas of nature emerge in the writings of the American Romantics. He locates one idea of nature in the conception of wilderness as the space to be assumed by the emerging American city. The second idea of nature concerns the new religious myth, an individual journey into nature for the purpose of establishing what Rosenthal terms the city of the self (27). Put another way, two irreconcilable connotations emerged as the most important definitions of the word nature: one in which nature represented commodity being transformed into civilization, and one in which nature became the metaphor for a new spiritual mythology for the nineteenth-century individual (Rosenthal 31).6 Rosenthal suggests that, during the nineteenth century, the majority of Americans conceived o f nature in this first way, and that most of the American Romantic writers worked within the second understanding of nature (71).7 These two conceptions of nature largely inform our readings of nineteenth-century texts that center, in some way, around the natural world. We have been taught not only to conceive of the natural world as a metaphor for our own society, but also to read texts that depict the natural world in terms of what they impart regarding the individual human spirit.8 We therefore approach texts that describe the natural world and that share personal reflections regarding the landscape with the expectation that they will either consider the transformation of nature into its purest form, civilization, or that they will explore nature as spiritual place, as the site of an interior journey to a private place in the spirit (Rosenthal 18), or that the author will attempt both visions of nature.9 As readers we are taught that while purely descriptive prose may be poetically beautiful, it is boring, contains no metaphor or symbolism, and therefore lacks importance because it does not pertain to individ ual spiritual growth. In the words of a colleague, We skim over the flowers and birds and pretty things and look for what really happens. However, what really happens often happens within the descriptive prose that we overlook. In relying on metaphor for our readings of such texts either the metaphor of nature as civilization or nature as self we fail to investigate the implications of capturing nature in language or the process by which a writer envisions  elements of nature and transforms that vision into linguistic representation. We fail, finally, to ask how this investigation into the natural world functions not only for the individual or for society, but for the natural world itself. At this point, some may accuse me of oversimplifying nature writing; some may argue that metaphor and symbolism are the more complicated ways in which authors employ language, and that to dismiss these linguistic forms is to reduce nature writing to the parroting of knowledge of natural history, or the meaningless naming of colors, sounds, and sights. I am not, however, suggesting that nature writing texts not be considered for their metaphorical value, only that we consider the implications of only considering them in this way. Susan K. Harris makes a similar point in her study of nineteenth-century womens sentimental novels written between 1840 and 1870: There appears to be an unspoken agreement not to submit nineteenth-century American womens novels to extended analytical evaluation, largely because the evaluative modes most of us were taught devalue this literature a priori. (44) While Harriss study focuses on fictional writings, the implications of her study for the study of nature writing and Susan Fenimore Coopers text are multiple and deserving of some attention. Harris finds that the criteria upon which scholars often scrutinize texts in order to determine their literary merit and the methods they employ in analyzing texts disregard important alternative aspects of texts. Harris suggests reading texts through a method she calls process analysis, a method of reading and interpreting a text that foregrounds the relationship of the literary critical task to the critics stance in her own time (145) and that considers the public, political and social context from which the text emerged. 10 Harris explains her belief that it is important to establish the terms of the debate(s) in which the text participates the positions it takes, and how these positions are embodied in its textual structure  (46).11 Thus, as the language of the text is foregrounded, we look at the text as both reactive and creative, and disregard the traditional concern that the text self-consciously embody timeless truths' (45). A text such as Coopers Rural Hours faces many of the obstacles in contemporary criticism that the sentimental novels that interest Harris face, especially when considered as part of the category of writing that has come to be called nature writing. Not only does Coopers book adopt a prosaic style that is contrary to those of canonized texts, but her book also forms part of a genre that itself is not very well established in the canon. She is, finally, a woman writing in a denigrated style within in a genre largely ignored by traditional scholarship. As critics have only recently begun to realize, historical and contemporary writers who represent their relationships to their surrounding environments exemplify differing ways of using language, and the linguistic methods these writers employ to represent and conceive of the natural world reflect, in complicated ways, the ideological implications of our cultural conceptions of nature. An understanding of the content of such writings, the issues they raise, and the methods of linguistic construction they employ will enable us, as literary scholars and historians, to realize how our language reflects our attitudes toward the earth, and more pointedly, how such attitudes have determined, prevented, or justified our actions against, and reactions to, the earth. The traditional approaches to such texts consider timeless truths in the forms of metaphors concerning nature as civilization or journeys to nature as journeys to the self. But these views often neglect to consider the authors in terest in the political and social opinions of the time concerning the proper relationship of society and the earth, and how writers in our society throughout history have coded such opinions in language.12 Studies such as Harriss often center on cultural conceptions of gender in womens fiction.13 The recent critical focus on issues of gender differentiation has lead contemporary critics to ask if women naturally relate to the outside world differently than men. In keeping with this  interest, Annette Kolodny suggested in her 1975 study, The Lay of the Land, that womens writings and linguistic usages have all along been offering us alternate means of expression and perception (ix) and that an examination of womens writings on the subject of nature could yield better understandings of American conceptions of the wilderness. Kolodny also states that a conscious and determined struggle to formulate for themselves the meaning of their landscape characterizes the writings of nineteenth-century Americans (Lay of the Land 71). Certainly both Cooper and Thoreaus texts engage in this struggle, although their engagements take different forms. Although I am not aware of any critical investigations as to whether Coopers and Thoreaus alternative narrative styles are based in gender differences,14 most recent critics of Cooper (of which there are few) do seize on the issue of gender when exploring her text. Unlike Jones, they quickly dismiss Thoreau from their studies, and instead suggest that Coopers text presents a representative depiction of womans relationship to the natural world in nineteenth-century America.15 The most recent study of Rural Hours appears in Vera Norwoods Made from This Earth, in which the author devotes a chapter to Susan Fenimore Cooper and her arguable influence on the women nature writers subsequent to her.16 Norwood argues that Cooper represented a literary domestic,17 a woman writer who wrote to deliver the scenes and values of middle-class homes to a wide readership (27). Thus, Norwood suggests, Cooper used the occasion of her book not only to describe her natural surroundings, but also to impart valuable lessons to her readers in a non-threatening manner. Norwood asserts that Cooper turned to nature to discover what nature teaches about the roles of women in the domestic realm. 18 For example, Cooper describes robins and praises the mother robins dedication to her young, implicitly suggesting that human mothers should emulate the robins self-sacrificing nature (Cooper 39-40/Norwood 37-8). Thus, Norwood sees a conversation in Rural Hours, a dialogue that Cooper creates in her text between the natural and human worlds in which gender roles in nature inform and enlighten gender roles in human society. Finally, Norwood claims that Cooper was consumed with understanding what nature suggests about female roles and family responsibilities, and how gender definitions and familial arrangements help  people comprehend what they see in nature (37). Cooper does occasionally focus on gender roles and responsibilities in Rural Hours, but to state that she is consumed with such issues greatly exaggerates her narrative interests. As Norwood points out, Cooper ruminates on the devoted mother robin, but she also, interestingly, refers to the voluntary imprisonment of the mother, and to her generous, enduring patience (Cooper 40). While this patience is clearly a noble attribute of parental affection for Cooper, the scene leaves her somewhat incredulous and stunned by the mothers consistent, uncomplaining waiting: Cooper admits this is a striking instance of parental devotion (40). While she may advocate human parental devotion, she also recognizes that the natural world is more willingly generous than the human world,19 and that whereas humans can learn from nature, there are also aspects of the natural world beyond human comprehension.20 Interestingly, and perhaps even provocatively, Norwood does not point out that the voluntarily imprisoned mothering robin is accompanied by the male of the little family, who occasionally relieves his mate by taking her place awhile and exerts himself to bring her food, and to sing for her amusement (40). Cooper includes his participation in her description of voluntary imprisonment; his is also a striking instance of parental affection. If Cooper invokes the mother robin as a testament to giving mothering, her invocation of the father bird suggests his necessary assistance around the nest. Ultimately, then, to read Coopers text in terms of its interest in gender affords some intriguing insights: Cooper clearly remains within her position as a middle- to upper-class lady throughout her narrative and, just as clearly, seeks confirmation of gender divisions and domestic roles from the natural world.21 These instances, though, are rare in Coopers text. The themes and issues that arise more often in Rural Hours concern the establishment of a national identity and history, and while Cooper does not divorce her gender from the concerns that inform her larger agenda, she also does not encompass her interest in nationalism within explorations of  domesticity. Certainly one aspect of Coopers desire to explore the natural world in order to formulate a national identity concerns the place of women in society, but to read Rural Hours solely in terms of its attempt to explore the implications of gender roles as exemplified in the natural environment greatly simplifies the complexi ties and layers of Coopers book. I do not wish to suggest that traditional feminist readings of Coopers text are unwarranted or unnecessary, nor that such readings will prove unproductive. I do believe, however, that reading Coopers book through too narrow a focus is hazardous not only in seeking to establish her in the canon of serious and teachable writers, but also in that such a reading sidesteps many larger cultural issues that her text engages. A critical reading of Coopers text should investigate her representations and explorations of gender roles in mid-nineteenth century America as well as her other complex and overt concerns, such as the creation of an American history, the treatment of American Indians, the problems of deforestation, and the religious connotations of the natural world, all of which fall under the rubric, in Coopers text, of the establishment of a national identity.22 As Jones points out, the majority of Coopers text contains descriptions of her surroundings. Her reflections are not always couched in metaphor, as Jones also suggests, but this does not detract from the value of Coopers text, nor does it indicate that Cooper does not entertain significant issues in her writing. Coopers descriptions of her surroundings reflect and embody her larger concern for the development of a national identity based in the land. In her view, the establishment of a national identity is linked to individual conceptions of the land, its flora and fauna, its people, and the relationship of the countrys peoples to the land. Cooper depicts the landscape of Otsego Lake, relates the history of the land and its peoples, and describes the indigenous plants, animals, and waters of the area in an attempt to create an identity of place. The landscape, and the life the land supports, create the identity of this place. Coopers literature of place23 serves not only to create a natural identity for the Otsego Lake region, but also to assert the need for a similarly  constructed national identity. The creation of a national identity, then, is the cultural work of Coopers text; she seeks to locate the natural identity of her new nation. Coopers development of this theme a national identity rooted in the landscape is subtle and calculated, but a scrupulous reading of Rural Hours reveals the careful construction of Coopers text. The opening pages of Rural Hours share observations that reflect the intentions of the book as stated in Coopers 1850 preface: The following notes contain, in a journal form, the simple record of those little events which make up the course of the seasons in rural life. In wandering about the fields, . . . one naturally gleans many trifling observations. . . The following pages were written in perfect good faith, all the trifling incidents alluded to having occurred as they are recorded. (Preface) In her first chapter, we read of the coming of spring: snow thaws, buds appear, robins return to the area. These are seemingly little events, trifling in their lack of worldly significance. One almost immediately notices, however, the pride Cooper takes in plants and animals peculiar to her native land, those that are uniquely Americas own. In contrast to the European robin, our robin never builds [a nest] on the ground (21), and the pretty white-bellied swallow, which has been confounded with the European martin is, Cooper assures, peculiar to America (56). Cooper also explains the uniqueness of American plants, complaining that the wild natives of the woods are often crowded out by European plants that were introduced by the colonists and that [drive] away the prettier natives (81).24 In her discussion of autumn in America, Cooper ruminates, Had the woods of England been as rich as our own English writers would have praised the season in their writings long ago (336). Instead, one is led to believe that the American autumn has helped to set the fashions for the sister season of the Old World (335). American writers reflections on the landscape have encouraged English writers to do the same, Cooper  suggests. These trifling observations begin to speak together, and we find Cooper asserting the importance of knowing the natural forms indigenous to ones place. Thus, for Cooper, determining which birds, animals, and plants are native to America, as well as which of these are unknown to Europeans, helps to define the American landscape, and therefore helps to establish a national identity. She takes pride in her land and in its natural wealth. Cooper also mourns the losses that her land incurs, suggesting that any depletion of the natural aspects of a place drastically alter its identity. Like her seemingly innocent cataloging of natural plants and animals indigenous to America, which emerges as a plea for national pride and definition based on the natural world, her repeated lamentings of disappearing or decreasing portions of the natural world emerge as a plea for the preservation of the wilderness. Like Coopers gently emerging concern for identifying indigenous plants and animals, Cooper gradually develops this theme of loss throughout her text. Little events, when taken cumulatively, have large implications. Cooper observes wild pigeons in early March, for instance, and recalls a previous season when they passed over the valley in large unbroken flocks several miles in extent succeeding each other. Then she remarks, There have not been so many here since that season (18). The reader might dismiss this observation due to its early position in her book, but as one progresses through the text and continually comes across this motif of longing for previous times whensomehownature was more complete, one realizes that Cooper is truly concerned about the changes taking place in her surroundings. Her concern becomes much more overt, but not until much later in the book.25 Coopers seemingly minor concern for the losses of groups of birds or plants culminates in her consideration of the rapid deforestation occurring in the country.26 She returns to the subject many times throughout the course of Rural Hours and, further along in the book, strongly criticizes people for their careless use of timber: One would think that by this time, when the forest has fallen in all the valleys when the hills are becoming more bare every daywhen timber and fuel are rising in prices, and new uses are found for even indifferent woodssome forethought and care in this respect would be natural in people laying claim to common sense. (213-14) Clearly, Cooper is warning her contemporaries by suggesting that they discontinue the destruction of trees for purposes of fueling their homes. The continual destruction of the forests so radically alters the landscape that Cooper cannot conceive of continued deforestation. She not only seeks to educate her audience regarding the benefits of preservation; she also makes the preservation of the American landscape a moral imperative. This moral duty for national preservation becomes linked to Coopers feelings regarding the red man, or Native Americans (93). Again, Cooper subtly portrays this sense of the loss of the indigenous peoples early in Rural Hours. When standing beside a clear running spring, she states, one seems naturally to remember the red man; recollections of his vanished race linger there in a more definite form than elsewhere (93). The rolling, clear water somehow evokes the vanished race: yesterday they were here, to-day scarce a vestige of their existence can be pointed out among us (94). However, later in Rural Hours, Cooper more overtly conveys her feelings regarding the colonists treatment of the indigenous peoples, which she finds integral to the colonists treatment of the landscape. While viewing a forest grove, she laments: It needs but a few short minutes to bring one of these trees to the ground (193). She reminds her readers that entire generations will come and go in the time that it takes for one of these mature trees to reach such magnificent heights: The stout arm so ready to raise the axe to-day, must grow weak with age, it must drop into the grave; its bone and sinew must crumble into dust long before another tree, tall and great as those, shall have grown from the cone in our hand (193-94). In the same paragraph, Cooper calls for a reinstitution of wilderness, claiming that the wild deer, the wolf and the bear must return from beyond the great lakes, and then, significantly, that the bones of the savage men buried under our feet must arise and move again. . . ere trees like those ever appear again, so large, so wild (194).27 The mistreatment of Native Americans emerges as a large theme in Coopers text. She advocates retaining the names they gave to places and portions of the natural world, partly because of the beauty in Indian words, which [unite] both sound and meaning (484). In the creation of a national identity, Cooper intimates, the power of names is very suggestive: names reveal history and meaning, and the Indians words capture both elements. She argues against re-naming places not only due to the beauty of the Native Americans languages, however, but also because she believes that somehow European-Americans owe the indigenous peoples something. The refrain of loss that resonates throughout Coopers text reaches its climax in the following passage. I quote at length to impart Coopers passion: There are many reasons for preserving every Indian name which can be accurately placed; generally, they are recommended by their beauty; but even when harsh in sound, they still have a claim to be kept up on account of their historical interest, and their connection with the dialects of the different tribes. A name is all we leave them, let us at least preserve that monument to their memory; as we travel through the country, and pass river after river, lake after lake, we may thus learn how many were the tribes who have melted away before us, whose very existence would have been utterly forgotten but for the word which recalls the name they once bore. (485) As these words suggest, Coopers concerns in Rural Hours are far-reaching. Cooper finds little distinction between the establishment of a national identity based in the uniqueness of the land, the preservation of the wilderness, and the maintenance of the influence of indigenous cultures.28 The natural history of this place and its people provide its meaning. These enmeshed issues resonate even more strongly when Cooper places them in accordance with her religious ideals. Although her Christianity by no means permeates the text, its presence offers a cohesion between her many areas of interest. Cooper envisions each and every aspect of the natural world as belonging to part of Gods plan for Americans. For example, while admiring a particularly beautiful sky, Cooper says, At hours like these, the immeasurable goodness, the infinite wisdom of our Heavenly Father, are displayed in so great a degree of condescending tenderness to unworthy, sinful man, as must appear quite incomprehensible- entirely incredible to reason alonewere it not for the recollection of the mercies of past years, the positive proofs of experience.What have the best of us done to merit one such day in a lifetime of follies and failings and sins? (73-74) I do want to stress that these moments are rare in Coopers text, that her homilies are short and few, but that they clearly convey her sense of wonder about the natural world.29 She finds value in each aspect of the natural world, and seeks to preserve the world as a testament of her faith in God. While maintaining the Puritan notion that the new world was intended for the colonists to cultivate, and that their duties included imparting Christianity to the Native Americans,30 Cooper also stresses the need to balance the human presence on, and cultivation of, the land with careful preservation of it. She envisions a society that works with the land, not against it, and that creates a national identity based on its intimate knowledge of, and respect for, the natural world. She suggests this balance between humans and nature lightheartedly, saying Many birds like a village life; they seem to think man is a very good-natured animal, building chimneys and roofs, planting groves, and digging gardens for their especial benefit (63). But she also asserts the seriousness of her belief in admiring her village, rural and unambitious, and quite in proportion with surrounding objects (114). Cooper further explains her belief in a rural ideal,31 a sustainable  balance between civilization and nature, in an essay collected in The Home Book of the Picturesque, which was published in 1851: The hand of man generally improves a landscape. The earth has been given to him, and his presence in Eden is natural; he gives life and spirit to the garden. It is only when he endeavors to rise above his true part of laborer and husbandman, when he assumes the character of creator, and piles you up hills, pumps you a river, scatters stones, or sprinkles cascades, that he is apt to fail. Generally the grassy meadow in the valley, the winding road climbing the hill-side, the cheerful village on the bank of the stream, give a higher additional interest to the view; or where there is something amiss in the scene, it is when there is some evident want of judgement, or good sense, or perhaps some proof of selfish avarice, or wastefulness, as when a country is stripped of its wood to fill the pockets or feed the fires of one generation. (82) This interest in creating a national identity based upon a balance of civilization, nature, and the preservation of religious ideologies forms the basic underlying motif in Coopers text. While her words often convey seemingly simple observations about her surroundings, Coopers linking of the natural world and the human treatment of it with the necessity of establishing a national conception of the proper human relationship to nature forms a complex, intricate portrayal of the myriad concerns of nineteenth-century life. Rural Hours also reveals how issues surrounding the formation of national concepts of environmental treatment were intertwined with the establishment of pride in a new country. Additional readings of Rural Hours will undoubtedly uncover themes and tropes unexplored in the present essay. In order for this to occur, however, we must continually ask ourselves how our preconceptions may prohibit finding value in texts that do not meet established, too often unchallenged, criteria for judgements. One can approach Rural Hours, finally, as a natural history engaged in creating the story of a region and as an attempt to appreciate nature on its own terms: not as a commodity for human use, but as beautiful, powerful, and suggestive of Gods greatness. In writing a  balance between humans and nature, Cooper sets an agenda not only for her region, but for the country as a whole. Her text is filled with natural history, but it also expounds upon the concerns of an age in Americas history. As such, it greatly contributes to our understandings of the human presence on the land.

Jfk Conspiracy Essay -- essays research papers

The debate about Kennedy’s assassination has been mixed by emotional arguments array of conspiracy theories that try to explain why a popular president was shot. I believe that President John F. Kennedy’s assassination in Dallas, Texas was a conspiracy. The U.S. Government has admitted that the American people have not been told the truth about the assassination. The Committee on Assassinations believes that on the basis of evidence available to it, that President JFK was probably assassinated as a result of a conspiracy. The committee also stated that is was unable to identify "the other gunman" implying that the first gunman was Oswald, but they never verified him as one. One reason the extent of the conspiracy wasn’t determined is because the funding for the investigation was suddenly cut. The conspirators did not want the committee to find out. Someone that could cut of the funds to a government aided project most have some authority. Newly discovered documents reveal that George Bush was directly involved in the murder. The document places Bush working with a now famous CIA agent, Felix Rodriguez. He claims that he quit the CIA in 1976, just after being sent to prison for his role in the Watergate burglary. According to Rolling Stone however, Rodriguez still goes to the CIA headquarters monthly to receive assignments and have his blue 1987 bulletproof Cadillac service...

Teamlease: Putting India to Work Legally

Roxanne Koprowski March 18, 2013 IB605 Teamlease: Putting India to Work Legally 1. ) Growth is extremely important for TeamLease’s future, especially since their business model was to â€Å"grow so fast that no one can shut you down. † They also wanted to create a people supply chain as well as becoming India’s largest employer. With those goals in mind, their ultimate achievement is to grow substantially.In order to remain India’s largest employer, they had to keep up with the explosive growth and competition in the telecommunications, financial services, and retail sectors. 2. ) Going forward, TeamLease has faced a few challenges along the road. First, TeamLease decided to move from a decentralized to a centralized structure for operations, causing fear and resistance from clients who were afraid of the loss of personalized services and fear from TeamLease employees who disliked the idea of relocating.TeamLease also had a difficult time filling open posi tions. Many people were registered with the government-run employment exchanges and many of these people were not fully qualified for the job. TeamLease also tried to partner with training companies but there was no training company that would accept their concept of paying for their services only after their trainee has been placed with a job. They also took a big hit during the 2009 recession causing the open job market to drop dramatically and as well as a decrease in client support. . ) The competitors that worry me the most are Addeco and Randstad. Addeco seems to be the largest HR staffing service company followed by Randstad. Addeco is a major threat with over 33,000 employees and 5,500 branches, in over 60 countries. Randstad has 28,700 employees, 3,500 branches, in over 40 countries. TeamLease on the other hand has 75,000 employees in 600 branches. TeamLease may have more employees, but Randstad and Adecco seems to have more qualified employees and are more spread out world wide.TeamLeast has the least amount of branches among its top competitors. 4. ) I believe that TeamLease should put more money into staffing and training in order to have more suitable and a more experienced staff in order to maintain competitive advantage. They should also try to increase or spread out more of their branches to other countries. TeamLease should also put more effort into marketing and their advertising campaign. Last, they should consider offering employee incentives such as days off or bonuses’.

Synchronous Motor

Chapter (11) Synchronous Motors Introduction It may be recalled that a d. c. generator can be run as a d. c. motor. In like manner, an alternator may operate as a motor by connecting its armature winding to a 3-phase supply. It is then called a synchronous motor. As the name implies, a synchronous motor runs at synchronous speed (Ns = 120f/P) i. e. , in synchronism with the revolving field produced by the 3-phase supply. The speed of rotation is, therefore, tied to the frequency of the source.Since the frequency is fixed, the motor speed stays constant irrespective of the load or voltage of 3phase supply. However, synchronous motors are not used so much because they run at constant speed (i. e. , synchronous speed) but because they possess other unique electrical properties. In this chapter, we shall discuss the working and characteristics of synchronous motors. 11. 1 Construction A synchronous motor is a machine that operates at synchronous speed and converts electrical energy into mechanical energy. It is fundamentally an alternator operated as a motor.Like an alternator, a synchronous motor has the following two parts: (i) a stator which houses 3-phase armature winding in the slots of the stator core and receives power from a 3-phase supply [See (Fig. (11. 1)]. (ii) a rotor that has a set of salient poles excited by direct current to form alternate N and S poles. The exciting coils are connected in series to two slip rings and direct current is fed into the winding from an external exciter mounted on the rotor shaft. The stator is wound for the same number of poles as the rotor poles.As in the case of an induction motor, the number of poles determines the synchronous speed of the motor: Fig. (11. 1) 293 Synchronous speed, N s = where 120f P f = frequency of supply in Hz P = number of poles An important drawback of a synchronous motor is that it is not self-starting and auxiliary means have to be used for starting it. 11. 2 Some Facts about Synchronous Motor Some salient features of a synchronous motor are: (i) A synchronous motor runs at synchronous speed or not at all. Its speed is constant (synchronous speed) at all loads. The only way to change its speed is to alter the supply frequency (Ns = 120 f/P). ii) The outstanding characteristic of a synchronous motor is that it can be made to operate over a wide range of power factors (lagging, unity or leading) by adjustment of its field excitation. Therefore, a synchronous motor can be made to carry the mechanical load at constant speed and at the same time improve the power factor of the system. (iii) Synchronous motors are generally of the salient pole type. (iv) A synchronous motor is not self-starting and an auxiliary means has to be used for starting it. We use either induction motor principle or a separate starting motor for this purpose.If the latter method is used, the machine must be run up to synchronous speed and synchronized as an alternator. 11. 3 Operating Principle The fact that a synchronous motor has no starting torque can be easily explained. (i) Consider a 3-phase synchronous motor having two rotor poles NR and SR. Then the stator will also be wound for two poles NS and SS. The motor has direct voltage applied to the rotor winding and a 3-phase voltage applied to the stator winding. The stator winding produces a rotating field which revolves round the stator at synchronous speed Ns(= 120 f/P).The direct (or zero frequency) current sets up a two-pole field which is stationary so long as the rotor is not turning. Thus, we have a situation in which there exists a pair of revolving armature poles (i. e. , NS ? SS) and a pair of stationary rotor poles (i. e. , NR ? SR). (ii) Suppose at any instant, the stator poles are at positions A and B as shown in Fig. (11. 2 (i)). It is clear that poles NS and NR repel each other and so do the poles SS and SR. Therefore, the rotor tends to move in the anticlockwise direction. After a period of half-cycle (or ? = 1 /100 second), the polarities of the stator poles are reversed but the polarities of the rotor poles remain the same as shown in Fig. (11. 2 (ii)). Now SS and NR attract 294 each other and so do NS and SR. Therefore, the rotor tends to move in the clockwise direction. Since the stator poles change their polarities rapidly, they tend to pull the rotor first in one direction and then after a period of half-cycle in the other. Due to high inertia of the rotor, the motor fails to start. Fig. (10. 2) Hence, a synchronous motor has no self-starting torque i. e. , a synchronous motor cannot start by itself.How to get continuous unidirectional torque? If the rotor poles are rotated by some external means at such a speed that they interchange their positions along with the stator poles, then the rotor will experience a continuous unidirectional torque. This can be understood from the following discussion: (i) Suppose the stator field is rotating in the clockwise direction and the rotor is als o rotated clockwise by some external means at such a speed that the rotor poles interchange their positions along with the stator poles. (ii) Suppose at any instant the stator and rotor poles are in the position shown in Fig. 11. 3 (i)). It is clear that torque on the rotor will be clockwise. After a period of half-cycle, the stator poles reverse their polarities and at the same time rotor poles also interchange their positions as shown in Fig. (11. 3 (ii)). The result is that again the torque on the rotor is clockwise. Hence a continuous unidirectional torque acts on the rotor and moves it in the clockwise direction. Under this condition, poles on the rotor always face poles of opposite polarity on the stator and a strong magnetic attraction is set up between them.This mutual attraction locks the rotor and stator together and the rotor is virtually pulled into step with the speed of revolving flux (i. e. , synchronous speed). (iii) If now the external prime mover driving the rotor is removed, the rotor will continue to rotate at synchronous speed in the clockwise direction because the rotor poles are magnetically locked up with the stator poles. It is due to 295 this magnetic interlocking between stator and rotor poles that a synchronous motor runs at the speed of revolving flux i. e. , synchronous speed. Fig. (11. 3) 11. Making Synchronous Motor Self-Starting A synchronous motor cannot start by itself. In order to make the motor self-starting, a squirrel cage winding (also called damper winding) is provided on the rotor. The damper winding consists of copper bars embedded in the pole faces of the salient poles of the rotor as shown in Fig. (11. 4). The bars are short-circuited at the ends to form in effect a partial Fig. (11. 4) squirrel cage winding. The damper winding serves to start the motor. (i) To start with, 3-phase supply is given to the stator winding while the rotor field winding is left unenergized.The rotating stator field induces currents in the damper or squirrel cage winding and the motor starts as an induction motor. (ii) As the motor approaches the synchronous speed, the rotor is excited with direct current. Now the resulting poles on the rotor face poles of opposite polarity on the stator and a strong magnetic attraction is set up between them. The rotor poles lock in with the poles of rotating flux. Consequently, the rotor revolves at the same speed as the stator field i. e. , at synchronous speed. iii) Because the bars of squirrel cage portion of the rotor now rotate at the same speed as the rotating stator field, these bars do not cut any flux and, therefore, have no induced currents in them. Hence squirrel cage portion of the rotor is, in effect, removed from the operation of the motor. 296 It may be emphasized here that due to magnetic interlocking between the stator and rotor poles, a synchronous motor can only run at synchronous speed. At any other speed, this magnetic interlocking (i. e. , rotor poles facing o pposite polarity stator poles) ceases and the average torque becomes zero.Consequently, the motor comes to a halt with a severe disturbance on the line. Note: It is important to excite the rotor with direct current at the right moment. For example, if the d. c. excitation is applied when N-pole of the stator faces Npole of the rotor, the resulting magnetic repulsion will produce a violent mechanical shock. The motor will immediately slow down and the circuit breakers will trip. In practice, starters for synchronous motors arc designed to detect the precise moment when excitation should be applied. 11. 5 Equivalent Circuit Unlike the induction motor, the synchronous motor is connected to two electrical systems; a d. . source at the rotor terminals and an a. c. system at the stator terminals. 1. Under normal conditions of synchronous motor operation, no voltage is induced in the rotor by the stator field because the rotor winding is rotating at the same speed as the stator field. Only the impressed direct current is present in the rotor winding and ohmic resistance of this winding is the only opposition to it as shown in Fig. (11. 5 (i)). 2. In the stator winding, two effects are to be considered, the effect of stator field on the stator winding and the effect of the rotor field cutting the stator conductors at synchronous speed.Fig. (11. 5) (i) The effect of stator field on the stator (or armature) conductors is accounted for by including an inductive reactance in the armature winding. This is called synchronous reactance Xs. A resistance Ra must be considered to be in series with this reactance to account for the copper losses in the stator or armature winding as shown in Fig. (11. 5 (i)). This 297 resistance combines with synchronous reactance and gives the synchronous impedance of the machine. (ii) The second effect is that a voltage is generated in the stator winding by the synchronously-revolving field of the rotor as shown in Fig. 11. 5 (i)). This generat ed e. m. f. EB is known as back e. m. f. and opposes the stator voltage V. The magnitude of Eb depends upon rotor speed and rotor flux ? per pole. Since rotor speed is constant; the value of Eb depends upon the rotor flux per pole i. e. exciting rotor current If. Fig. (11. 5 (i)) shows the schematic diagram for one phase of a star-connected synchronous motor while Fig. (11. 5 (ii)) shows its equivalent circuit. Referring to the equivalent circuit in Fig. (11. 5 (ii)). Net voltage/phase in stator winding is Er = V ? Eb Armature current/phase, I a = where 2 Zs = R 2 + X s a hasor difference Er Zs This equivalent circuit helps considerably in understanding the operation of a synchronous motor. A synchronous motor is said to be normally excited if the field excitation is such that Eb = V. If the field excitation is such that Eb < V, the motor is said to be under-excited. The motor is said to be over-excited if the field excitation is such that Eb > V. As we shall see, for both normal an d under excitation, the motor has lagging power factor. However, for over-excitation, the motor has leading power factor.Note: In a synchronous motor, the value of Xs is 10 to 100 times greater than Ra. Consequently, we can neglect Ra unless we are interested in efficiency or heating effects. 11. 6 Motor on Load In d. c. motors and induction motors, an addition of load causes the motor speed to decrease. The decrease in speed reduces the counter e. m. f. enough so that additional current is drawn from the source to carry the increased load at a reduced speed. This action cannot take place in a synchronous motor because it runs at a constant speed (i. e. , synchronous speed) at all loads.What happens when we apply mechanical load to a synchronous motor? The rotor poles fall slightly behind the stator poles while continuing to run at 298 synchronous speed. The angular displacement between stator and rotor poles (called torque angle ? ) causes the phase of back e. m. f. Eb to change w. r. t. supply voltage V. This increases the net e. m. f. Er in the stator winding. Consequently, stator current Ia ( = Er/Zs) increases to carry the load. Fig. (11. 6) The following points may be noted in synchronous motor operation: (i) A synchronous motor runs at synchronous speed at all loads.It meets the increased load not by a decrease in speed but by the relative shift between stator and rotor poles i. e. , by the adjustment of torque angle ?. (ii) If the load on the motor increases, the torque angle a also increases (i. e. , rotor poles lag behind the stator poles by a greater angle) but the motor continues to run at synchronous speed. The increase in torque angle ? causes a greater phase shift of back e. m. f. Eb w. r. t. supply voltage V. This increases the net voltage Er in the stator winding. Consequently, armature current Ia (= Er/Zs) increases to meet the load demand. iii) If the load on the motor decreases, the torque angle ? also decreases. This causes a smaller phase shift of Eb w. r. t. V. Consequently, the net voltage Er in the stator winding decreases and so does the armature current Ia (= Er/Zs). 11. 7 Pull-Out Torque There is a limit to the mechanical load that can be applied to a synchronous motor. As the load increases, the torque angle ? also increases so that a stage is reached when the rotor is pulled out of synchronism and the motor comes to a standstill. This load torque at which the motor pulls out of synchronism is called pull—out or breakdown torque.Its value varies from 1. 5 to 3. 5 times the full— load torque. When a synchronous motor pulls out of synchronism, there is a major disturbance on the line and the circuit breakers immediately trip. This protects the motor because both squirrel cage and stator winding heat up rapidly when the machine ceases to run at synchronous speed. 299 11. 8 Motor Phasor Diagram Consider an under-excited ^tar-connected synchronous motor (Eb < V) supplied with fixed excitation i. e. , back e. m. f. Eb is constantLet V = supply voltage/phase Eb = back e. m. f. /phase Zs = synchronous impedance/phase (i) Motor on no loadWhen the motor is on no load, the torque angle ? is small as shown in Fig. (11. 7 (i)). Consequently, back e. m. f. Eb lags behind the supply voltage V by a small angle ? as shown in the phasor diagram in Fig. (11. 7 (iii)). The net voltage/phase in the stator winding, is Er. Armature current/phase, Ia = Er/Zs The armature current Ia lags behind Er by ? = tan-1 Xs/Ra. Since Xs >> Ra, Ia lags Er by nearly 90Â °. The phase angle between V and Ia is ? so that motor power factor is cos ?. Input power/phase = V Ia cos ? Fig. (11. 7) Thus at no load, the motor takes a small power VIa cos ? phase from the supply to meet the no-load losses while it continues to run at synchronous speed. (ii) Motor on load When load is applied to the motor, the torque angle a increases as shown in Fig. (11. 8 (i)). This causes Eb (its magnitude is constant as excitation is fixed) to lag behind V by a greater angle as shown in the phasor diagram in Fig. (11. 8 (ii)). The net voltage/phase Er in the stator winding increases. Consequently, the motor draws more armature current Ia (=Er/Zs) to meet the applied load. Again Ia lags Er by about 90Â ° since Xs >> Ra. The power factor of the motor is cos ?. 300 Input power/phase, Pi = V Ia cos ?Mechanical power developed by motor/phase Pm = Eb ? Ia ? cosine of angle between Eb and Ia = Eb Ia cos(? ? ? ) Fig. (11. 8) 11. 9 Effect of Changing Field Excitation at Constant Load In a d. c. motor, the armature current Ia is determined by dividing the difference between V and Eb by the armature resistance Ra. Similarly, in a synchronous motor, the stator current (Ia) is determined by dividing voltage-phasor resultant (Er) between V and Eb by the synchronous impedance Zs. One of the most important features of a synchronous motor is that by changing the field excitation, it can be made to operate from lagging to eadin g power factor. Consider a synchronous motor having a fixed supply voltage and driving a constant mechanical load. Since the mechanical load as well as the speed is constant, the power input to the motor (=3 VIa cos ? ) is also constant. This means that the in-phase component Ia cos ? drawn from the supply will remain constant. If the field excitation is changed, back e. m. f Eb also changes. This results in the change of phase position of Ia w. r. t. V and hence the power factor cos ? of the motor changes. Fig. (11. 9) shows the phasor diagram of the synchronous motor for different values of field excitation.Note that extremities of current phasor Ia lie on the straight line AB. (i) Under excitation The motor is said to be under-excited if the field excitation is such that Eb < V. Under such conditions, the current Ia lags behind V so that motor power factor is lagging as shown in Fig. (11. 9 (i)). This can be easily explained. Since Eb < V, the net voltage Er is decreased and turn s clockwise. As angle ? (= 90Â °) between Er and Ia is constant, therefore, phasor Ia also turns clockwise i. e. , current Ia lags behind the supply voltage. Consequently, the motor has a lagging power factor. 301 ii) Normal excitation The motor is said to be normally excited if the field excitation is such that Eb = V. This is shown in Fig. (11. 9 (ii)). Note that the effect of increasing excitation (i. e. , increasing Eb) is to turn the phasor Er and hence Ia in the anti-clockwise direction i. e. , Ia phasor has come closer to phasor V. Therefore, p. f. increases though still lagging. Since input power (=3 V Ia cos ? ) is unchanged, the stator current Ia must decrease with increase in p. f. Fig. (11. 9) Suppose the field excitation is increased until the current Ia is in phase with the applied voltage V, making the p. . of the synchronous motor unity [See Fig. (11. 9 (iii))]. For a given load, at unity p. f. the resultant Er and, therefore, Ia are minimum. (iii) Over excitation T he motor is said to be overexcited if the field excitation is such that Eb > V. Under-such conditions, current Ia leads V and the motor power factor is leading as shown in Fig. (11. 9 (iv)). Note that Er and hence Ia further turn anti-clockwise from the normal excitation position. Consequently, Ia leads V. From the above discussion, it is concluded that if the synchronous motor is under-excited, it has a lagging power factor.As the excitation is increased, the power factor improves till it becomes unity at normal excitation. Under such conditions, the current drawn from the supply is minimum. If the excitation is further increased (i. e. , over excitation), the motor power factor becomes leading. Note. The armature current (Ia) is minimum at unity p. f and increases as the power factor becomes poor, either leading or lagging. 302 11. 10 Phasor Diagrams With Different Excitations Fig. (11. 10) shows the phasor diagrams for different field excitations at constant load. Fig. (11. 10 (i )) shows the phasor diagram for normal excitation (Eb = V), whereas Fig. 11. 10 (ii)) shows the phasor diagram for under-excitation. In both cases, the motor has lagging power factor. Fig. (11. 10 (iii)) shows the phasor diagram when field excitation is adjusted for unity p. f. operation. Under this condition, the resultant voltage Er and, therefore, the stator current Ia are minimum. When the motor is overexcited, it has leading power factor as shown in Fig. (11. 10 (iv)). The following points may be remembered: (i) For a given load, the power factor is governed by the field excitation; a weak field produces the lagging armature current and a strong field produces a leading armature current. ii) The armature current (Ia) is minimum at unity p. f and increases as the p. f. becomes less either leading or lagging. Fig. (11. 10) 11. 11 Power Relations Consider an under-excited star-connected synchronous motor driving a mechanical load. Fig. (11. 11 (i)) shows the equivalent circuit for one phase, while Fig. (11. 11 (ii)) shows the phasor diagram. Fig. (11. 11) 303 (i) (ii) Input power/phase, Pi = V Ia cos ? Mechanical power developed by the motor/phase, Pm = Eb ? Ia ? cosine of angle between Eb and Ia = Eb Ia cos(? ? ? ) Armature Cu loss/phase = I 2 R a = Pi ? Pm a Output power/phasor, Pout = Pm ?Iron, friction and excitation loss. (iii) (iv) Fig. (11. 12) shows the power flow diagram of the synchronous motor. Fig. (11. 12) 11. 12 Motor Torque Gross torque, Tg = 9. 55 where Pm N-m Ns Pm = Gross motor output in watts = Eb Ia cos(? ? ? ) Ns = Synchronous speed in r. p. m. Shaft torque, Tsh = 9. 55 Pout N-m Ns It may be seen that torque is directly proportional to the mechanical power because rotor speed (i. e. , Ns) is fixed. 11. 13 Mechanical Power Developed By Motor (Armature resistance neglected) Fig. (11. 13) shows the phasor diagram of an under-excited synchronous motor driving a mechanical load.Since armature resistance Ra is assumed zero. tan? = Xs/Ra = ? an d hence ? = 90Â °. Input power/phase = V Ia cos ? Fig. (11. 13) 304 Since Ra is assumed zero, stator Cu loss (I 2 R a ) will be zero. Hence input power a is equal to the mechanical power Pm developed by the motor. Mech. power developed/ phase, Pm = V Ia cos ? Referring to the phasor diagram in Fig. (11. 13), (i) AB = E r cos ? = I a X s cos ? Also AB = E b sin ? ? E b sin ? = I a X s cos ? or I a cos ? = E b sin ? Xs Substituting the value of Ia cos ? in exp. (i) above, Pm = = V Eb Xs VEb Xs per phase for 3-phaseIt is clear from the above relation that mechanical power increases with torque angle (in electrical degrees) and its maximum value is reached when ? = 90Â ° (electrical). Pmax = V Eb Xs per phase Under this condition, the poles of the rotor will be mid-way between N and S poles of the stator. 11. 14 Power Factor of Synchronous Motors In an induction motor, only one winding (i. e. , stator winding) produces the necessary flux in the machine. The stator winding must draw re active power from the supply to set up the flux. Consequently, induction motor must operate at lagging power factor.But in a synchronous motor, there are two possible sources of excitation; alternating current in the stator or direct current in the rotor. The required flux may be produced either by stator or rotor or both. (i) If the rotor exciting current is of such magnitude that it produces all the required flux, then no magnetizing current or reactive power is needed in the stator. As a result, the motor will operate at unity power factor. 305 (ii) If the rotor exciting current is less (i. e. , motor is under-excited), the deficit in flux is made up by the stator. Consequently, the motor draws reactive power to provide for the remaining flux.Hence motor will operate at a lagging power factor. (iii) If the rotor exciting current is greater (i. e. , motor is over-excited), the excess flux must be counterbalanced in the stator. Now the stator, instead of absorbing reactive power, a ctually delivers reactive power to the 3-phase line. The motor then behaves like a source of reactive power, as if it were a capacitor. In other words, the motor operates at a leading power factor. To sum up, a synchronous motor absorbs reactive power when it is underexcited and delivers reactive power to source when it is over-excited. 11. 15 Synchronous CondenserA synchronous motor takes a leading current when over-excited and, therefore, behaves as a capacitor. An over-excited synchronous motor running on no-load in known as synchronous condenser. When such a machine is connected in parallel with induction motors or other devices that operate at low lagging power factor, the leading kVAR supplied by the synchronous condenser partly neutralizes the lagging reactive kVAR of the loads. Consequently, the power factor of the system is improved. Fig. (11. 14) shows the power factor improvement by synchronous condenser method. The 3 ? ? load takes current IL at low lagging power factor cos ?L. The synchronous condenser takes a current Im which leads the voltage by an angle ? m. The resultant current I is the vector sum of Im and IL and lags behind the voltage by an angle ?. It is clear that ? is less than ? L so that cos ? is greater than cos ? L. Thus the power factor is increased from cos ? L to cos ?. Synchronous condensers are generally used at major bulk supply substations for power factor improvement. Advantages (i) By varying the field excitation, the magnitude of current drawn by the motor can be changed by any amount. This helps in achieving stepless control of power factor. ii) The motor windings have high thermal stability to short circuit currents. (iii) The faults can be removed easily. 306 Fig. (11. 14) Disadvantages (i) (ii) (iii) (iv) There are considerable losses in the motor. The maintenance cost is high. It produces noise. Except in sizes above 500 RVA, the cost is greater than that of static capacitors of the same rating. (v) As a synchronous m otor has no self-starting torque, then-fore, an auxiliary equipment has to be provided for this purpose. 11. 16 Applications of Synchronous Motors (i) Synchronous motors are particularly attractive for low speeds (< 300 r. . m. ) because the power factor can always be adjusted to unity and efficiency is high. (ii) Overexcited synchronous motors can be used to improve the power factor of a plant while carrying their rated loads. (iii) They are used to improve the voltage regulation of transmission lines. (iv) High-power electronic converters generating very low frequencies enable us to run synchronous motors at ultra-low speeds. Thus huge motors in the 10 MW range drive crushers, rotary kilns and variable-speed ball mills. 307 11. 17 Comparison of Synchronous and Induction Motors S. Particular No. 1.Speed 2. 3. 4. Power factor Excitation Economy 3-phase Induction Motor Remains constant (i. e. , Ns) from Decreases with load. no-load to full-load. Can be made to operate from Operates a t lagging lagging to leading power factor. power factor. Requires d. c. excitation at the No excitation for the rotor. rotor. Economical fcr speeds below Economical for 300 r. p. m. speeds above 600 r. p. m. Self-starting No self-starting torque. Auxiliary means have to be provided for starting. Complicated Simple More less Synchronous Motor 5. Self-starting 6. 7. Construction Starting torque 308