Culturally Resposive Teaching Essay Example for Free

Culturally Resposive Teaching Essay In this essay I will use the given scenario to analyse and critique the teaching practice it outlines, drawing on the learning theories and themes outlined in the Professional Practice paper to explain and validate my ideas and thinking. I will consider the approaches in the scenario and offer alternatives, justifying my opinions with reference to theory, literature and my own emerging philosophy. Throughout my essay I will give consideration to the use of culturally responsive and inclusive pedagogy, demonstrating an understanding of the role Treaty of Waitangi within this practice. Throughout the scenario the theory of behaviourism is reflected in the teachers practice. Behaviourism sees learning as the establishing of connections between two events, and theorists view environmental factors as influential to behaviour. This sort of associative learning is called classical conditioning (Papalia, Olds Feldman, 2009). This theory is reflected in the teacher’s classroom management practice when the students all move outside to begin their day with a jump-jam session immediately after the bell rings, with no verbal instruction given by the teacher. It is also evident when they move back into class and sit and wait for the teacher, again with no verbal instruction issued. Another example of behaviourism theory is shown when the teacher uses reinforcement and punishment, known, as operant conditioning when she comments on Mark and Cathy’s jump jam prowess as a form of motivation. Behaviourism theory is also evident when the teacher is issuing instructions and displaying the timetable on the whiteboard as the directions are teacher lead. Within the realms of classroom management the strengths of behaviourism are obvious; the children know the sequence of events and can move from one activity to the next with little disruption and classroom management is, as described by Wong, Wong, Rogers Brooks (2012), ‘a set of procedures that structure the classroom so the students know what to do, how to do it, and when to do it†¦Ã¢â‚¬â„¢ (p. 61). This could, I believe be disconcerting for new or diverse students and to act in a more culturally responsive manner I would advocate a pictorial display to aid understanding (Davis, 2012). I feel whilst using the reward/punishment technique during the jump jam may have motivated Cathy, who received positive reinforcement, the negative comments issued by the teacher certainly demotivated Mark. This criticism clearly affect Mark’s self-efficacy and as a result his motivation was lessened (Le Francois, 2000). I would have been inclined to direct my motivational techniques towards the class as a whole and perhaps let Mark and Cathy motivate the class by allowing them to take joint responsibility for the running of the ‘Jump Jam’ programme for that day (Hill Hawke, 2000), using the constructivism theory, this, I believe would have been more motivating as the learner is actually involved in the learning process. I also believe the teacher missed an opportunity to incorporate the MÄ ori learning theory of Ako, reciprocal learning. Instead of leading the ‘Jump Jam’ herself she could have facilitated this by allowing Cathy and Mark to lead the session (Bishop, 2008). The humanist approach to learning is also evident in many areas of the teachers practice presented in the scenario. The Humanist approach to learning focuses on the child’s whole self, looking after the social and emotional needs of the learner as well as their cognitive abilities. For example children’s basic needs of safety, shelter, food, love and respect must be met before their academic needs can be addressed (Krause, et al, 2012). During the scenario the teacher is chatting to the students before school, in doing this she is showing she is interested in them as people thus creating a supportive relationship between herself and her learners. This relationship, the humanist theory suggests, will motivate her students and is ‘the key to effective education’ (Krause, et al, 2012, p. 233). Within the theme of classroom management the humanist theory is applied as the teacher allows the students to discuss the roles and responsibilities and the tasks that w ill need to be outlined to make camp go smoothly. She is inviting the students to be part of the process and taking a non-directive role, listening to the students’ ideas and involving them in the learning process, and in turn boosting their self-esteem. I believe that the teacher applied the humanist theory to her classroom management skills when she used the rhetorical question to redirect Clark. However, in my opinion this would have been an ideal opportunity to allow the MÄ ori boys to have a voice and encourage them to share their knowledge and learning style with the class, regarding the cooking of eels, showing respect for their culture (Le Francois, 2000). She would also have shown cultural responsiveness and demonstrated her understanding of the Treaty principle of partnerships as outlined by the Ministry of Education (2012). In critique, I also feel that the teacher could have used the humanist approach in her classroom management skills to ensure that the Somali girls have a better understanding of what a recreat ional camp entails. The girls emotional needs have not been met as they clearly have no understanding of what a New Zealand school camp is like thus are frightened and unsure so they are not engaged in the pre-camp tasks (Le Francois, 2000). Personally, I would have made sure I knew about the girls backgrounds before they came to school. This would have enabled me to develop a supportive relationship, perhaps giving the girls the confidence to approach me with their concerns and allowed me to alleviate their fears concerning camp. The social constructivist learning theory is defined as being learner centred with the learner actively involved in the process and underpinned by social interaction. Different learners will learn in different ways to suit their individual needs. Language is also an important aspect of this theory, as it is through language that the learner will construct their new ideas (Krause et al., 2000). In the scenario the teacher uses the social constructivist approach to classroom management when she invites the children to brainstorm the safety rules for the cookout. In allowing them to co-construct the rules by discussion and social interaction she is actively encouraging the use of a collaborative approach. In using this approach the teacher is allowing the students to ‘brainstorm for prior knowledge’ (Cobb, Forbes Lee, 2012). This theory is also evident in the teacher’s instructions for the camp diaries as she allows the students time to reflect on what they would like to include in their journals and also how they would like to present them. In encouraging the use of pictures and diagrams she has allowed those who may not be able to contribute by writing an opportunity to contribute. This is an example of ‘learning for all’ (Barker, 2008) and is facilitated by the teacher in incorporating the diverse learning styles of her students (p. 31). This approach shows that she has an understanding of the participation principle outlined in the Treaty of Waitangi, which states that all students be given equal opportunity to contribute (M.O.E, 2012). Social constructivism is also apparent during pair and group activities where the students are participating in peer assisted learning and assessment when testing each other on their vocabulary. The teacher further applies this theory when she collaborates with the students by calling them to her desk and scaffolding their learning. This approach gives students self-governance over their learning and can be beneficial as it allows students to choose a style that suits their particular needs. However, in the scenario it was apparent that some students were off task and I feel that the students may have benefited from a more humanist approach to classroom management and would have moved around the classroom and offered help and looking to scaffold students where necessary. Cultural responsiveness is evident at various points throughout the scenario and the teacher demonstrates this when she attempts to include all cultural groups in the camp concert. I would critique this by pointing out that, although this may show she is culturally aware, it does not imply that she has any cultural understanding as the Somali girls are ill informed about the concept of ‘camp’ and can only draw on their own experience of what a camp means to them. When the Somali girls displayed concern for what camp meant a suggestion would be for the teacher to facilitate sharing of prior knowledge and understandings early on in the lesson. This would have potentially allowed for the Somali girls fears and concerns to be alleviated , thus addressing their emotional needs and allowing them to move on with their learning. Doing so would have aligned with a humanistic approach by considering their interconnected needs as a whole person. Cultural responsive pedagogy also requires the teacher to reflect on their practice (Gay, 2000). This practice is observed when the teacher contemplates ringing the Somali girls’ parents to offer them support and explanations regarding the school camp. If practicing culturally relevant pedagogy the teacher would, Fraser Paraha (2002) point out ‘take the personal concerns of students seriously and examine social issues with them that were drawn on the students’ cultural positionings†¦Ã¢â‚¬â„¢ (p. 57). Furthermore, I believe a behaviourist approach to classroom management when allowing the girls to research on the computer, perhaps giving them some pre viewed websites to explore, may have enabled Aaheli to feel that her culture was valued. The outcome in the scenario could well have made her feel ostracised and even made the other girls become culturally biased. Throughout the scenario reference is made to the ethnicity of groups of students who seem to stay i n these cultural groups within the classroom. The teacher doesn’t appear to interact with the Somali girls at all and the MÄ ori boys only receive a negative response when they show enthusiasm for aspects of camp. Although the students can learn cross-cultural understanding from personal experience I would advocate using the social constructivist approach to cultural responsiveness and model good practice to my students by using inclusive and cultural responsive pedagogy inviting the MÄ ori boys to demonstrate their cooking skills and perhaps going a step further than the teacher in the scenario and actively encouraging the parents of the Somali girls to attend camp meetings (Whyte, 2008). The teacher did, however, collaborate with a parent and invited them in to help with the preparation of the camp concert, promoting the concept of Whanaungatanga (M.O.E, 2011). Furthermore, I believe this pedagogy would encompass the principles of the Treaty of Waitangi as outlined by the M.O.E. (2012) as partnership, protection and participation. This essay has used the scenario and analysed and critiqued the teaching practices it outlines by drawing on the learning theories and themes outlined in the professional practice paper using them to validate ideas and thinking. It has considered the approaches in the scenario and offered alternatives, justifying these opinions with reference to theories, literature an emerging philosophy of my own. Throughout the essay I have given consideration to the use of culturally responsive and inclusive pedagogy and demonstrated an understanding of the Treaty of Waitangi. References Barker, M. (2008). How do people learn?: Understanding the learning process. In C. McGee D. Fraser (Eds.), The professional practice of teaching (3rd ed.) (pp. 17-43). Melbourne, Australia: Cengage. Bishop, R. (2010). A culturally responsive pedagogy of relations. In C. McGee D. Fraser (Eds.). The professional practice of teaching (3rd ed.) (pp. 154-172). Victoria, Australia: Cengage Learning Australia Pty Ltd. Cobb, D., Forbes, D., Lee, P. (2012). Lecture 1: TEPS222-12C (NET) [PowerPoint slides]. Hamilton, New Zealand: University of Waikato. Davis, B., M. (2012). How to teach students who don’t look like you: Culturally responsive teaching strategies (2nd Ed.). California, U.S.A: Corwin. Fraser, D., Paraha, H. (2002). Curriculum integration as treaty praxis. Waikato Journal of Education, 8, 57-70. Gay, G. (2000) Culturally responsive teaching: Theory, research and practice. New York, U.S.A: Teachers College Press. Hill, J., Hawk, K. (2000, November). Four conceptual clues to motivating students: Learning from practice of effective teachers in low decile, multicultural schools. A paper presented to the NZARE Conference, Waikato, New Zealand. Krause, K., Bochner, S., Duchesne, S., McMaugh, A. (2010). Educational psychology for learning and teaching (3rd Ed.). Melbourne, Australia: Cengage Learning Australia Limited. Le Francois, G. (2000). Psychology for teaching (10th Ed.). Calfornia, U.S.A: Wadsworth. Ministry of Education. (2011). TÄ taiako: Cultural competencies for teachers of MÄ ori learners. Wellington, New Zealand: Ministry of Education. Ministry of Education. (2012). The New Zealand curriculum update 16. [Professional practice and inquiry 2: Strategies for effective teaching, course resource]. Hamilton, New Zealand: University of Waikato. Online reference TEPS222-12C (NET). Papalia, D., Olds, S., Feldman, R. (2009). Human Development (11th ed.). New York, U.S.A: McGraw Hill. Whyte, B. (2010). Culturally diverse classrooms and communities. In C. McGee D. Fraser (Eds.). The professional practice of teaching (3rd ed.) (pp. 173-186). Melbourne, Australia: Cengage. Wong, H., Wong, R., Rogers, K., Brooks, A. (2012). Managing Your Classroom for Success. Science Children, 49(9), 60-64.

Manufactures Building at the Chicago Worlds Columbian Exposition of 1893 :: Architecture History

missing image Manufactures Building This 11 by 7 inch color lithograph seen here depicts the Manufactures and Liberal Arts Building at the Chicago World's Columbian Exposition of 1893. As the main exhibit space of the fair, it was the largest building ever constructed at the time and the most visited site at the exposition. The general scheme for the building was laid out during the early planning stages of the Chicago fair. It was to be located facing Lake Michigan on its long axis and the east end of the Court of Honor, where the other main buildings were grouped, on its short axis. Architect John Wellborn Root, partner of fair director Daniel Burnham, devised the basic function for the building. Because Root died early in the planning stages, the program was radically altered by his successor Charles Atwood. The latter's idea for a clear span surrounded by galleries prevailed, as fair organizers were intent to surpass that of the famous Galerie des Machines at the Paris exposition of 1889. New York architect George B. Post (1837-1913) was chosen to design the Manufactures building from a group of mostly eastern architects selected for the major fair buildings, including Richard Morris Hunt and McKim, Mead and White. His experience in large classically detailed New York buildings such as the Produce Exchange (1881-84) and the Havemeyer Building (1891-93), both demolished, made him a good candidate to uphold the White City ideal of the fair, emphasizing classical canons of composition and ornamentation. His expertise in the use of iron and steel, as in the large interior light court of the Produce Exchange, would come in handy if the Manufactures Building was to succeed in its "clear-span rivalry" with the Galerie des Machines (Hoffmann). Post succeeded in both aesthetic and technical challenges. Not only the largest building at the fair, the Manufactures Building was one of its greatest architectural assets. It measured 1,687 by 787 feet, had an exhibit space of 44 acres, and a central hall spanning 370 feet and rising 211 feet. The great steel arch trusses were certainly the building's most remarkable feature, left exposed and filled in with glass to form a greenhouse-like ceiling that allowed light to pour in. Surrounding the central space were galleries with additional exhibit space that looked down into the great hall. The exterior was no less impressive. Constructed of the same reinforced plaster as most of the other buildings at the fair, the Manufactures Building featured a severely classical fa ade.

Energy Self Sufficiency Leading To Carbon Credits Environmental Sciences Essay

Carbon credits are tradable license strategies in conformity with the United Nations Framework Convention on Climate Change besides called as UNFCC.This schems gives the holder a right to emanation of one equivalent of metric ton of C dioxide. They provide a mechanism which efficaciously reduces the nursery gas emanations and therefore leting to gain through the emanation decrease. In rural countries, India has immense potency to gain emanation allowances through the proviso of domestic energy which is replacing based. They besides have fuel switching undertakings like solar cookers, biogas, solar cells and chullahs which are smoke free This survey proposes a general mathematical theoretical account that assesses the economical viability and potency of CDM Programme Matic a.k.a the Clean Development Mechanism which is developed on biogas undertaking for energy at families to supply autonomy in rural parts of India. statistical analysis have been used to rank the design variables. The research survey theoretical account is based on 10 small towns in Jhunjhunu, a territory of Rajasthan, India covering a population of about 31,000 people. The collected for the research intent is secondary informations. This theoretical account is applicable to all small towns in India. It is possible to cipher the figure programmatic CDM is based on the household system of the biogas undertaking. Kyoto Protocol was adopted in Kyoto, Japan, December 11, 1997 and entered into force February 16, 2005. 180 states have ratified to day of the month. It aims to cut down nursery gas emanations by 5.2 % compared to 1990 degrees during the five old ages 2008-2012. Developed states are classified in Annex 1-countries and is bound by the Protocol, while developing states classified as non-Annex 1-countries that have ratified the Protocol are non bound lawfully by the extension. The Kyoto Protocol provides three mechanisms: Joint execution ( JI ) , Clean Development Mechanism ( CDM ) and The International Emissions Trading ( IET ) . In conformity with the CDM, Annex 1 states can run into their decrease marks by implementationof emanation decrease undertakings in developing states under non-Annex 1. A CER ( certified emanation decreases ) is issued by the Board of CDM undertakings in developing states which is a certification that certifies emanations have been reducedby one metric ton of C equivalentinternal-di-oxide every twelvemonth. Annex 1 states buy these CERs to run into their mark of emanation decrease. Under the Joint Implementation ( JI ) , an supplement, a party may implement a undertaking that enhances remotions from sinks in other states or canimplement projectsto cut down emanation in another states. ERUs ( emanation decrease units ) can be used to accomplish these aims. Harmonizing to the International Emissions Trading Scheme ( EIT ) mechanism, states can merchandise their extra credits on the international market for C credits to states with committednesss to quantify restriction of emanation and decrease of emanation as per the Kyoto Protocol.India is considered one of the biggest donees of C trading among the developing states, through the execution Clean Development Mechanism ( CDM ) ._2. Methodology2.1. BackgroundGlobal heating is due to greenhouse gases ( GHGs ) that are captured in the ambiance. The tabular array shows the planetary heating ( GW ) of gas potency. Greenhouse gas emanations are powerful: C di-oxide, methane, azotic oxide, hydroflourocarbons, perflourocarbons and sulphur hexaflouride. CERs awarded = Tons of GHG reduced X GW potency of the gas ( metric dozenss of C ) aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ ( 1 ) Table 1: Global warming potency of gases CDM undertakings are intended to be a lever for sustainable development [ 1, 2 ] . The consequences of the CDM undertaking has beendirected to sustainable development standards of the host state. Clearance of the National CDM Authority sustainability in India is spearheaded by the Union Environment and Forests. The basic rules of sustainable development, economic prosperity, environmental wellbeing and prosperity of the engineering. Reporting Program under the CDM is a new attack to the development of CDM undertakings registered with UNFCCC in a Plan of Action ( plan activities ) . This action is voluntary and a public private entity coordinates it, This consists of an CDM undertaking activities ( CPA ) which are unlimited in figure. An Action Plan can be constituted either by big or little CPA CPA. All undertakings under the Programme of Action must hold an implementing entity approved by the host DNA ( Designated National Authority ) . The plan activities of the bill of exchange declaration is limited to steps or enterprises in which activities that induce nursery gas decrease and the evidences of emanations can be identified and verified more clearly. Therefore, a policy that would extinguish fossil fuels or implementing a national cap and trade is non frequently considered a bill of exchange plan unless the actions applied are non identifiable clearly as attributable measuring and verifiable ex station [ 3 ] . The nucleus appears as a CDM Program is: They are the consequence of a calculated plan that is either working in the public sector or private sector enterprise. Plan consequences in a broad scope of disparate activities that have benn introduced by the plan and will non go on, but for following the plan. Actions that cut down nursery gases do non needfully happen at the same time. Type, size and timing of actions to cut down emanations caused by the plan might be unknown during the clip of undertaking enrollment.2.2. ExecutionThe methodological analysis of execution of the research is shown in Figure 1 The method involved the executing of the undermentioned stages:2.2.1. Survey – 1The research is based on the informations collected via the secondary beginnings which involves the probe and survey of bing energy beginnings and energy demands across Pilani and the small towns nearby in its first phase.2.2.1.1. Choice of small townsThe secondary informations Si via the 10 small towns studies conducted covering the territory of Jhunjhunu in Rajasthan, India. The choice of small towns was had a sample infinite which was diverse in nature and took the undermentioned factors into history: Context of people in economic footings Village occupants Background Based on the parametric quantities, 10 small towns near the metropolis Jhunjhunu territory, Rajasthan, India were selected. Dhandar Jherli Kazi Kulhariyon ka Baaz Likhowa Naurangpura Nuhand Raila Baas Thirpali.Figure 1: Methodology of Execution2.2.2.Study of UNFCCC methodological analysissClean Development Mechanism ( CDM ) , the methods of little under the UNFCCC relevant in the small towns above the selected energy industries ( renewable and nonrenewablein sector-1, waste direction and disposal in sector-15, agribusiness ( sector-13 ) and have been detailed.2.2.3. Choice of family based biogas workssBiogas has been found the best solution for the demand of rural India ‘s turning energy and supply of energy is deficient. Biogas workss have the great possible to do money from C credits and from all other solutions that are possible such as solar, air current, etc.2.2.4.Survey – 2Survey-2 was done in the small towns themselves Survey-1. This survey includes an appraisal of the parametric quantities of economic viability and feasibleness of Programmatic CDM is based on the biogas undertaking.2.2.5. Development of generalized mathematical theoretical accountOn the observ ations and analysis of the Survey-2 A a mathematical theoretical account was formulated which was general in nature. This was done to measure the economic viability of a CDM plan Matic family biogas undertaking in operation.3. Consequences and Discussions3.1. Research Surveys3.1.1. Survey – 1The the first was done with the end and the visit was to reexamine the beginnings of energy presently used and energy demands of the villagers. The parametric quantities that were calculated through the first study were: Main fuel for cookery. The mean fuel ingestion per twenty-four hours. The mean distance travelled by each twenty-four hours to acquire fuel for cookery. Entree to hours of electricity a twenty-four hours. Plants of family electricity ingestion and day-to-day energy.3.1.2. Survey – 2Biogas should be set up to back up programmatic CDM undertaking. Estimated parametric quantities in the 2nd survey were: W – A Will to put in a biogas works. the appraisal was done on a graduated table of 1-10 on the footing of a questionnaire. C – Fuel cost per twenty-four hours per family in the INR. P – Appraisal on a graduated table of 1-5 of a Prior cognition of biogas workss E -The ratio of the energy required for readying of family and the household members. A – Income per twelvemonth per family in the INR. N – Cattles owned by each family The mentioned standards are decisive for a biogas palnt undertaking execution.3.2. ObservationsThe Figure2 shows the consequence for Dhandar small town for the reading of informations collected via secondary study. Figure 2: The parametric quantities of observation in the Dhandar small town. Figure 2-a: The parametric quantity W – willingness to put, is being rated on the graduated table of 1-10 for the set of observations from the small town. Figure 2-b: The parametric quantity C – cost of fuel, is being calculated for each household for the set of observations from the small town. Figure 2-c: The parametric quantity A – income per twelvemonth per household ( in INR in 1000s ) , is being calculated for each household for the set of observations from the small town. Figure 2-d: The parametric quantity E – energy required by each household, is being calculated for each household for the set of observations from the small town. Figure 2-e: The parametric quantity N – cowss owned by each family, is being calculated for each household for the set of observations from the small town. Figure 2-f: The parametric quantity P – subsequent cognition of the biogas works, is being rated on the graduated table of 1-5 for the set of observations from the small town. On the similar evidences, the information was collected for the other nine small towns and analysis was done.3.3. Description of mathematical theoretical accountThe footing of information gathered in the survey-2, a numerical theoretical account was formulated with 1 employee, and five independent variables [ 4 ] . The handiness of investment-W is the dependent variable and independent parametric quantities, the figure of cowss per household-N, the one-year income, anterior cognition of biogas workss, energy PE demand, the monetary value of fuel-C are independent variables. W = degree Fahrenheit ( A, P, C, E, N ) aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ . ( 2 ) W = 0.189 x ln [ ( A ) 2 + 1.216 ] + 0.541P + 0.287 ten e0.178C + 0.134 x ( 0.312 x E2 + 1.147 x E ) + 0.201 ten ln ( 2.916 x N ) aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ ( 3 ) Where, W – A Will to put in a biogas works. the appraisal was done on a graduated table of 1-10 on the footing of a questionnaire. C – Fuel cost per twenty-four hours per family in the INR. P – Appraisal on a graduated table of 1-5 of a Prior cognition of biogas workss E -The ratio of the energy required for readying of family and the household members. A – Income per twelvemonth per family in the INR. N – Cattles owned by each family Benchmark sizes for household-based biogas leaf in India, 1m3, 2m3, 3m3 and 4m3 severally. But took the on the whole accepted 3m3 DeenBandhu fixed dome biogas works theoretical account, which has sold more units in India. His power is sufficient to run into basic energy demands of the kitchen for a household in India. Co-relation between the size and has earned the enfranchisement Certified 1.26 per three-dimensional metre in the figure of fixed dome type biogas works. This is calculated utilizing the UNFCCC, small-scale methodological analysis AMS-III.R [ 5 ] applies to the territory Jhunjhunu, Rajasthan, India.3.4. Model applicationThe map gives the value of willingness to put in a family biogas works, which lies in the scope of 1 to 10. With this value, it is possible to gauge the figure of old ages the biogas works should be sustained to do the undertaking economically executable. The theoretical account application is as follows: For a peculiar family the willingness to put calculated from the proposed mathematical theoretical account is- † K † where K is an whole number from 1-10. The cost of a 3m3 Deenbandhu biogas works is INR 11,000 ( including installing cost ) . The figure of CERs ( Certified Emission Reductions ) per biogas works of size 3cum is 3.48 [ 5 ] .3.5. Sensitivity AnalysisThe order parametric quantity scope for each parametric quantity was calculated utilizing Eq. 4. aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.. ( 4 )__This rank order parametric quantity indicates whether we are negociating positive important extra costs for big negative or little positive extra incremental costs for little extra negative [ 6 ] . The sensitiveness analysis on the map it was found that energy demand has been puting the highest rank of the parametric quantity ( Fig. 3 ) . Parameters such as fuel cost and anterior cognition was besides important. Parameters, viz. the figure of cowss and the mean monthly income is less dominant than other parametric quantities known in progress, the monetary value of fuel and energy demands. Calculations for a sample family in rural India with the following parametric quantities: Annual Income = INR 13200 Cpst of fuel per twenty-four hours = INR 7 Number of Cattle = 2 Prior cognition of Biogas workss = 3.5 Energy Needs = 6 From the mathematical theoretical account, the willingness to put is calculated to be, k = 6.99. Therefore the figure of old ages, the works should be sustainable = 2.81 old ages. Sum of money paid by the husbandman: ( R/10 ) x 11000. Accessory cost per biogas works including CDM enrollment cost, DOE confirmation cost, care cost is assured to be 20 % of each biogas works cost. Effective cost of each biogas works = INR 13200. Sum of money to be got from C credits = [ ( 10-k ) x 13200 ] /10 The monetary value of CERs = 10USD = INR 447.4 The figure of old ages the biogas works should be sustained = [ ( 10 – Roentgen ) x 13200 ] / [ 10 x 447.2 x3.48 ] Figure 3: Senstivity Analysis Willingness to put in a biogas works Investing will depend on the parametric quantities of one-year income, preliminary informations, the cost of fuel, it needs energy and the figure of animate beings. While the rural population in India will hold an acute energy crisis, the willingness to put in renewable energy such as biogas is important. They are easy to raw cow droppings, and proficient aid expertness to run the staff of families in biogas workss. This besides saves the cost of procurance of fuel per twenty-four hours as wood, coal, kerosine, etc. Unlike community biogas works, which will confront many obstructions for the installing and the production of biogas can be used in personal considerations of the household. The preparedness to put ( W ) in biogas depends on the undermentioned parametric quantities: Energy demands: Energy demands is the most dominant factor in the willingness to put in biogas workss in rural India. Energy needs is considered straight relative to the figure of people at place that is about 6 in rural India. electricity supply in most parts of rural India is limited to 6-8 hours per twenty-four hours. The current energy beginnings are deficient to run into turning energy demands of rural India. Hence the desire invest in a biogas works which serves as an first-class alternate beginning of energy is really high. Cost of fuel: The cost of fuel is besides a cardinal variable in the willingness to put in biogas workss in rural India. Due to miss of power and the turning energy demands, alternate energy beginnings such as kerosine, coal and wood became expensive. Spend a important part of their limited income on fuel markets is earnestly impacting the quality of life of rural India. When the fuel cost becomes a dominant parametric quantity willingness to put in a biogas works. Anterior Knowledge: Prior cognition of the biogas works is besides a dominant variable in the willingness of invest.The anterior cognition was assessed on the footing of a questionnaire on a graduated table of 1 to 5 The deficiency of anterior cognition was a major obstruction in the spread of biogas workss in rural India. Therefore, prior cognition has a important part in the will put. Annual Income: The mean one-year income of rural India is low compared to their urban India. Consequently, the rural multitudes are non able to exchange to more expensive beginnings of energy such as LPG ( liquefied crude oil gas ) . The sum to be invested in the biogas works is low-cost for the rural multitudes and carnal fecal matters entry demands is available at a nominal cost. Therefore the part of the twelvemonth grosss for the constitution of the will to put is non important. If the income from C credits is included, the importance of one-year income to cut down farther. Number of cowss: India has 289 million cowss [ 7 ] , and as a consequence of cow droppings are widely available and a nominal monetary value. As a consequence, fewer cows does non impact the handiness of household to put significantly.3.6. Mistake AnalysisValuess predicted by the theoretical account mistake is about 10 % ( Figure 4 ) . This suggests that the theoretical account is much more accurate. There are five sets of informations that is outside this border of mistake of 10 % . These are the random mistakes due to defective observations. Figure 4: Mistake Analysis aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ ( 5 ) The standard divergence ( SD ) is calculated by the undermentioned expression, aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ ( 6 ) The mean per centum mistake is 0.17468341 and the standard divergence is 0.076910884. DecisionThis theoretical account can be applied to all small towns in India, to cipher the figure of old ages, families programmatic CDM undertaking based on the biogas must be maintained so that the returns from the sale of C accumulated by the undertaking makes the undertaking economically feasible. The parametric quantities used to cipher the willingness to put in biogas can be obtained straight from the Census of India. The proviso of agencies to put in biogas workss to run into turning energy demands of small towns in Jhunjhunu territory, Rajasthan, India, is high. The mean value of 6.64 is ready to put in a graduated table of 1 to 10. So that the willingness to put average = 6.64, for many old ages, the biogas works would be to accomplish sustainable profitableness = 3.14 old ages. Demand for energy is the most dominant factor in the willingness to put in a biogas works. It besides means that rural India is presently confronting a immense energy shortage. Cost of fuel and knows the significance through Before the willingness to put in a biogas works. The one-year figure of cowss and is comparatively less with regard to the willingness to put. Outgo on fuel nest eggs through the permutation of biogas is non taken into history. If this sum is included, the biogas works undertaking on the family becomes more economically advantageous.

Uses of Computers Assignment - Free Essay Example

Sample details Pages: 4 Words: 1244 Downloads: 4 Date added: 2017/06/26 Category IT Essay Type Narrative essay Did you like this example? USES OF COMPUTERS Introduction With technology expanding more rapidly with time, computers are gaining many new uses. Modern computers seem to have no end to its capabilities. Computers can now be used all over the globe simpler than ever before. Don’t waste time! Our writers will create an original "Uses of Computers Assignment" essay for you Create order An example of the growth of computers would be the advancement in medicine, research in various science areas, and the communication between people located across the world from each other. Computers have a long history and a bright future with the many uses being used all over the world. School Schools all over the world are now expanding learning through the use of computers. With the use of computers, students have the ability to work more efficiently and gain more knowledge than ever before. Computers provide many helpful tools during a student’s education such as the abilities to: Write Reports Create Presentations Conduct Research Participate in interactive activities for learning Reports. A student will give and watch many reports throughout their education. Computers allow students to do a report neatly and correctly by doing research, or even the presentation itself on the computer. Modern education also allows students to interact with their teacher by sharing their reports/ papers with the use of a computer. By being able to do so, it reduces the amount of paper used within a classroom drastically. Teachers have the capability to as well grade with report on the document itself, so that the communication is instant and accurate. Presentations. Presentations can either be riveting or dull. Though now computers allow teachers to present learning presentations to help with visual learning in a modern way. As well as through the use of videos to help with the growth of a student’s knowledge. Presentations given through technology allow for a much more impactful effect on a students learning. Research. Research can be exhausting when having to r ead through useless information. People for centuries have been going through massive amount of information just to get to one thing that is needed. With a computer the information is endless and can be found effortlessly. Gone are the days of searching through books and books just to find a fact. Through the use of search engines, many facts can be known within seconds. Interactive Activities for Learning. Games can either be harmful or effective when it comes to modern adolescents. Video games can be addictive and violent, but many schools see that video games can be used in a positive light. Rather than violence, a student can learn their ABC’s or even play many games that specialize in what the child is learning. Without the use of computers within a classroom, students would still be flipping through paper flashcards without much excitement involved. Work After a student has gained knowledge, the time comes for them to get a job. The work environment is one that needs to be efficient and resourceful. Efficient and resourceful are two words that can also describe a computer. Depending upon the occupation, an employee must be able to work with technology and be able to complete multiple tasks. The ability to do work on a computer is now becoming a requirement when applying for a job. Computer uses are endless when it comes to helping someone get their job done. Presentations. Work presentations are much alike the presentations that are given in school. They can be difficult to convey a certain topic but computers allow many new ways to give information. No one wants to watch a plain, old, boring presentation about finance reports, but with the ability to make colorful graphs, that helps to bring appeal to the information being given. The presentations all depend on how much an employee wants to explore and use all the abilities that a computer can offer. There are various ways to do such tasks. Sharing Important Information. The modern generation is all about being able to share information within the matter of a second. Something major can be uploaded or talked about within a millisecond. All of that would not be possible without technology and a computer. Depending on the occupation, emails are such an important feature. It is rare to visit a work place and to see a worker checking their emails periodically. A worker often has to work among someone else and the ability to be able to share a document is a tremendous help when trying to achieve a task in a short amount of time. Scheduling. Times and dates can sometimes be hectic to maintain in one persons brain for an extended period of time. A person has to work quickly and sometimes can be given multiple tasks to do. With the use of calendars on a computer, an employee can keep track of what they are doing and what needs to be done when. Home A computer is often found in many households. Computers have endless abilities within a home. Many families rep ly on computers to keep up with current events as well as other information needed. Though not every household needs or has a computer, many people find it helpful to have the opportunity to use one at any given time. A computer at home is not a necessity but is a luxury that many have. Control Finances. Modern technology seems to be endless. The opportunities are endless as well as the capabilities. The endless abilities now offer an option to pay things over the internet. Though it can be risky, it is very efficient. Many credit card companies now offer the option to review spending history and give the ability to pay bills without the use of mailing in the amount. This has become so efficient that many have taken the risk and now pay bills over the computer. Look Up Important Information. Information is always in such high demand. Everyone wants to know everything in a second. With having a computer at home a person can receive information in such a short amount of time. Wi th a simple turn on of the computer you can access movie times, weather updates, and many other helpful information for everyday life. A person can book a flight, make a dinner reservation, and even research the best medical care near them. A computer at home makes life simpler than ever thought before. Organize Documents. Home documents have a tendency to pile up. With a computer at home a person can now organize all the important documents within a matter of seconds. Paper pictures have become rare over time; digital photos are now such a popular commodity. With a computer a person at home, a person can organize all of their digital photos into folders which supplies an efficiency when needing a certain picture. Backing up important documents to a home computer is also very helpful to many when in times of distress of losing an important document. Conclusion There are pros and cons to computers as well as anything else. Though there may be cons, a computer is defiantly an efficient luxury to many. Yes, people could do without computers, but computers do allow so many abilities to help a person with simple tasks. There will always be many uses for computers and the opportunities seem to be expanding every single day. The options are endless and that is what many people enjoy about owning computers. The uses of computers will always be in demand, and it is not predicted for that to change.