Hydropower Resource Analysis Assignment Example | Topics and Well Written Essays - 1500 words

Hydropower Resource Analysis - Assignment Example This paper also reviews in depth about the hydroelectric scheme and discusses the methods of determining its sustainability by way of presenting methods of selecting appropriate turbines in relation to the head and flow of water source. It uses tables of generation tariffs in U.K. and shows how and what revenue is achievable with possible periods of payback of huge initial investment needed for the project. The power of water is dependent upon its pressure which is built by the height of water source. The pressure is found at the point from where water is released. The vertical distance between the water releasing point and water source such as reservoir, tank, etc. determines the water pressure. It is this elevation which is known as â€Å"Head† and measured in meters as a vertical distance. Water ‘Flow’ is the amount of water quantity or ‘volume’ in a given time. It is therefore measured as cubic meter per second (m3/s) representing volume of water and time in which it flows. The density of water and earth gravity also affects the flow of water. The density of water is commonly taken as 1000 kg/m3 and earth gravitational force is a constant having value of 9.81 m/ s3 (ESHA 2004) Pipelines are most commonly used for moving water from higher source point to a lower release point. There are many barriers in the way of water travel that reduces water distance. This includes size and shape of pipelines, friction of water with pipe material, the joints, design flow and the sides. All of these and many other factors create loss and therefore Head is always taken as net; the vertical distance is subtracted with expected loss in transit and Net Head is derived. All calculations in this paper are based on net head. The word Hydropower refers to the force of water. It is also referred mostly as hydraulic power. Generation of electricity from hydropower or hydraulic power is referred as Hydroelectric or hydraulic electricity. Figure 1 illustrates

Affirmative action and Diversity policies Assignment

Affirmative action and Diversity policies - Assignment Example Cultural diversity is a notion that acknowledges the existence of differences between people of different cultures and suggests that the treatment of these people with inclusivity. Cultural diversity is a framework of social justice and a facilitator in the acquisition of knowledge, attitudes and skills that are pivotal for societal harmony. It does not only acknowledge race and ethnicity as cultural groups, but also sexual orientation, skills and handicaps, class, gender, national origin, age and even the geographic origin. It goes further to welcome the contributions of one culture, as well as those of others for positive social development.Response to Question 2The reason why diversity is encouraged in the student body rests upon various goals of advocacy for cultural diversity. One of the objectives of cultural diversity is to promote harmony and inclusivity. These are assured by the fact that all the cultural groups will feel they are treated fairly. Thus, they will also feel in cluded in the system. Another goal of cultural diversity is that every culture has certain unique strengths, as well as weaknesses that it cannot effectively address certain societal issues independently. Thus, other cultures are needed to bridge the gaps (Kollehlon and Eule, 2003). In the essence, what one culture lacks is compensated by the strength of the other. Response to Question 3In the context of business and education, the value of diversity is can still be explained based on the objectives of cultural diversity.... In the essence, what one culture lacks is compensated by the strength of the other. Response to Question 3 In the context of business and education, the value of diversity is can still be explained based on the objectives of cultural diversity. As earlier mentioned, one of the goals is that cultural diversity fosters harmony and inclusivity. These are assured by the fact that all the cultural groups will feel they are treated fairly (Sowell, 2004). Thus, they will also feel included in the education system, as well as businesses. In this regard, cultural diversity is a depiction of social responsibility, as well as ethics. Another goal of cultural diversity is that every culture has certain unique strengths, as well as weaknesses that it cannot effectively address certain societal issues independently. Thus, other cultures are needed to bridge the gaps. What one culture lacks is compensated by the strength of the other. Different cultures have different ideas and skills that could be integrated to enable institutions and businesses reach great heights of success such as through innovativeness. Response to Question 4 Affirmative action is aimed at addressing various disparities, including those that touch on social differences, economic development and political representation, with respect to various cultural groups. The disparities have various dimensions such as education achievements and social equality. In some cases, affirmative action can be simple considered to address various elements that are attributed as the legacies of past racism and colonial injustices (Kollehlon Eule, 2003). Response to 4A It is worth noting that affirmative action is founded on the notion that economic, political and social systems are not adequately fair and

Compare and contrast the objectives of financial statements as Essay

Compare and contrast the objectives of financial statements as outlined by the Companies Act and Conceptual Framework - Essay Example There are many similarities between the Companies Act and the Conceptual framework. Both the Companies Act and the Conceptual Framework enumerate the responsibilities of the board of directors to the general public. Both the Companies Act and the Conceptual Framework enumerate the responsibilities of the board of directors to the general public. Both the Companies Act and the Conceptual Framework enumerate the responsibilities of the board of directors to the general public. Second, Both the Companies Act and the Conceptual Framework that enumerate the responsibilities of the board of directors to the general public makes it a MUST that the preparation of financial statements will foster a closer relationship between suppliers, customers and the other users of the financial statements. Next, Both the Companies Act and the Conceptual Framework that enumerate the responsibilities of the board of directors to the general public makes it a MUST that the preparation of financial statement s to determine if the company has not violated any environmental laws of the land. Both the Companies Act and the Conceptual Framework state that the company must suffer the consequences of their decisions that violate the laws of the land. Furthermore, the focus of both the Companies Act and the conceptual framework is to use independent judgment in the preparation of financial statements.

Environmental Issues that impact the Western United States Research Paper

Environmental Issues that impact the Western United States - Research Paper Example America is one of the prominent nuclear powers in the world and its nuclear power plants are generating immense nuclear wastes which are dumped into seas. Moreover, the fertilizers, chemicals and pesticides used to improve the agricultural yields, are polluting the soil and water. Western United States is a region which is facing big environmental problems as a result of visionless industrial and agricultural policies. This paper briefly analyses the environmental problems of Western America and provides some recommendations to overcome it. Environmental problems in western America Mining is one of the major activities which cause severe environmental problems in Western America. Mining started in America in the nineteenth century and western America is a region which is blessed with precious metals like gold and minerals. The gold rush in the nineteenth century resulted in the construction of rail, roads and other transportation means and many of the natural forests were destroyed. Some of the cities like Denver and Sacramento evolved as mining towns during this period. Contamination of soil and water, erosion, destruction of biodiversity etc were the outcomes of gold rush or mining. Mining is a process which requires the use of lot of chemicals to purify the metals and minerals mined out of the soil. These chemicals often pollute the soil and water. A scoping study conducted by the Western Governors' Association Mine Waste Task Force (1) collected the following statistics on inactive and abandoned mines (IAMs) by state: Arizona -- 80,000 IAM sites covering 136,653 acres, pollution 200 miles of surface waterways. California -- 2,484 IAM sites, 1,685 mine openings, and 578 miles of polluted streams. Colorado -- 20,299 mine openings and 1,298 miles of affected streams. Idaho -- 27,543 acres affected by IAMs. Missouri -- 7,655 IAM sites covering 48,175 acres, with 109 miles of affected streams. Montana -- 20,000 IAM sites covering 153,800 acres, with 1,118 miles of stream damage. New Mexico -- 25,320 acres and 69 miles of stream affected by IAMs. Oklahoma -- 26,453 acres affected by IAMs. Utah -- 25,020 acres affected by IAMs, with 83 miles of polluted streams. Of this total volume, approximately 85 percent is attributed to copper, iron ore, uranium, and phosphate mining and related activities. Approximately one-half of the waste generated is mining waste and one-third is tailings, with the balance consisting of dump/heap leaching wastes and mine water (Durkin and Herrmann, n. d) Even though mine waste problems affect the environment in numerous ways, acid mine drainage is the most serious problem arises as a result of mining. Mine wastes may engage in serious chemical reactions with other elements present in soil, rock water etc. For example, the major constituent of rock is ferrous sulphide which could be oxidized to form hydrogen ion when mine wastes react with it in the presence of water. Since hydrogen ions can easily react with water to form different types of acids, and thereby the acidity of the soil would be increased a lot. Acids have the ability to react with different types of metals and elements present in soil and water. In other worlds, when the acidity increases in the soil, lot of unwanted or poisonous materials can be generated. In short, mining indirectly pollute the water and the soil near the mining areas. The agriculture in Western United States mostly depends

Comets Essay Example for Free

Comets Essay A comet is a small body, roughly the size of a small town, in the Solar System. It is made up of ice, rock, dust, carbon dioxide, ammonia, methane and more. Some researchers think comets might have originally brought some of the water and organic molecules to Earth that now make up life here. Comets become visible as they near the Sun. The tail of a comet is its most characteristic feature. Round and round a comet goes in its orbit and when it comes into the inner solar system. Each time a comet gets closer to the Sun, the ice on the surface of the nucleus, measuring ten miles or less, begins turning into gas, forming a cloud known as the coma. Radiation from the sun pushes dust particles away from the coma, which can reach 1 million miles wide, forming a dust tail, while charged particles from the sun convert some of the comets gases into ions, forming a stream of volatile materials known as an ion tail. Some tails can reach 100 million miles long. The tail of the comet always points away from the Sun, since they are shaped by sunlight and the solar wind, so that when the comet is receding from the Sun, its tail actually runs before it. Typical comet loses about one tenth of a percent of its mass every time it passes near the Sun. After one thousand passages or so, Comets lose all their ices, leaving behind only an orbiting stream of fragile, inactive objects, meteoric dust, ice, and pebbles, similar to an asteroids. When Earth, in its annual journey around the Sun, passes through one of these dusty tracks, we are treated to a meteor shower. For centuries, scientists thought comets traveled in the Earths atmosphere, but in 1577, observations made by Danish astronomer Tycho Brahe revealed they actually traveled far beyond the moon. Isaac Newton later discovered that comets move in elliptical, oval-shaped orbits around the Sun, and correctly predicted that they could return again and again. Throughout history comets inspired both wonder and fear. They were known as hairy stars resembling fiery swords that appeared unpredictably in the sky. Often, comets seemed to be omens of doom. The most ancient known mythology, the Babylonian â€Å"Epic of Gilgamesh,† described fire, brimstone, and flood with the arrival of a comet. (Goldman, 2009) Chinese astronomers kept extensive records on comets for centuries, including illustrations, observations and celestial positions of Halleys Comet going back to at least 240 BC; historic archives that have proven valuable resources for later astronomers. A few dozen comets are discovered annually by astronomers with telescopes or on photographic plates. Comets are usually named after their discoverer, and/or has spacecraft missions incorporated into their name. Most Comets are too faint or small to be seen without a telescope. Only every few years does a comet grow bright enough to be seen with the naked eye. A highly visible comet was Hale-Bopp, which came within 122 million miles of Earth in 1997. Its unusually large nucleus gave off a great deal of dust and gas, roughly 18 to 25 miles across, appeared bright to the naked eye. Our solar system is surrounded by a sphere, or cocoon, of cold, dark comets called the Oort Cloud, far beyond the orbit of Pluto, that reaches halfway to the nearest stars. Most Comets are believed to inhabit The Oort Cloud, however it has never been observed directly; but it must exist to account for the comets that arrive in our vicinity from enormous distances. (Dickinson, 1999). The Kuiper Belt, was discovered in an attempt to locate the non-existent tenth planet, planet X. The Kuiper belt was named after Gerard Kuiper an astronomer who predicted its existence in 1951. The Kuiper belt is a belt of comets. The first of these comets was picked up in 1992 during a deliberate search by astronomers. It is a chunk of primordial ice about 200 kilometers in diameter orbiting the Sun at 1 ? imes Neptune’s distance. In the years since the discovery, more than 100 similar sized objects have been found in orbits outside Neptune’s path. This is known as Trans-Neptunian Objects, (TNO). These giant cosmic ice balls are left over from the formation of the solar system. There are millions of comets six miles in diameter and thousands measuring a few do zen kilometers across, that form the Kuiper Belt. They are short-period comets. They take less than 200 years to orbit the sun, and in many cases their appearance is predictable because they have passed by before. Short period comets come around with steady regularity. Halleys Comet is likely the most famous short period comet in the world; it becomes visible to the naked eye on its return, every seventy-six years. Its last visit near Earth was in 1986. At that time five spacecraft flew past it, attaining extraordinary information, coming close enough to study its nucleus which is normally concealed by the comets coma. The potato-shaped, nine mile long contains equal part ice and dust, with about 80 percent of the ice made of water, and about 15 percent of it consisting of frozen carbon monoxide. Researchers believe other comets are chemically similar to Halleys Comet. The Comet Shoemaker-Levy 9, discovered by Gene Carolyn Shoemaker and David Levy. March 25, 1993 (Raymo, 2001). This short-periodic comet was the comet of the Great Comet Crash of 1994. The comet Shoemaker-Levy 9 collided spectacularly with Jupiter in 1994, with the giant planets gravitational pull ripping the comet apart for at least 21 visible impacts. The largest collision created a fireball that rose about 1,800 miles (3,000 km) above the Jovian cloud tops as well as a giant dark spot more than 7,460 miles (12,000 km) across, about the size of the Earth. The Hubble Space Telescope, orbiting 375 miles above our planet’s surface, (Rosselli, 1998) has shown the effects of the comet smashing into the surface of Jupiter with an explosive power of 100 million megatons, which was the most violent event ever witnessed in the solar system. Hyakutake and Hale-Bopp are long-period comets. These Oort Cloud comets have orbital periods of thousands or millions of years. Their appearance is unpredictable. They follow long cigar shaped trajectories that take them far out beyond Pluto. They move like wave, up and down. At the cold, black tops of their curves, far from the Sun they proceed with a laborious leisureliness, taking as long as 30 million years to complete one trip around the sun. They gather speed as they fall toward the inner solar system, moving at its fastest, it punches around the Sun, then they slow again as they climb back to the tops of their trajectory. A potentially bright Oort cloud might be discovered at any time, typically somewhere near the orbit of Jupiter on its way center stage in the inner solar system. The brightest apparitions occur when a comet passes near Earth on its inward or outward journey. A comet is not like anything anyone has seen before. It is a starkly fascinating, and amazing visual experience, evoking passions of fear, anxiety, admiration, wonder, and bewilderment to the enlightened and unenlightened observer. Comets, especially those that are bright enough to be seen with the naked eye, continue to fascinate the Earth’s population. With 2013 being deemed â€Å"Year of The Comet,† (Barnett, 2013), astronomers, scientist, and watchers of all kinds can look forward to a rare treat; two visible comets, Pan- STARRS (3/12/13) ISON (11/28/13), in one year!

Effect of Parenting Styles on Child Development

Effect of Parenting Styles on Child Development Yielding an ideal child goes beyond having the image of it. The parents’ manner of handling situations like when children accidentally break a glass, ask for concert tickets, or get low grades in the exam, determines if yielding a well-developed child is possible for them. Parents, in hope of making their child closer to what they expect, are continuously making attempts to shape their children and to achieve the version that will please them. These attempts are perceived through parenting styles, and the different styles are the different ways parents think could bring about results that would satisfy them. They vary on the level of freedom, control, warmth, and types of punishment, and affect children differently. Regardless of these variations, most parents believe that being either stern or lenient is the only formula to yield a pleasant, when, in fact, neither works. Every decision parents make for simple situations is a step away or towards yielding a pleasant child. Link between the family and the child’s outcome The family is the principal ground and vital figure for the child’s developments, and parents, as part of the family, are in charge of raising the child (Preethi Rosa, 2012). A child’s confidence, competency, and behaviour are honed and improved through the parenting style imposed by the parents or guardians. Developments results from parenting styles (Kopko, 2007; Kordi Baharudin, 2010). Terry (as cited in Ernst, 2013) said that a child’s outcome including ability to interact, performance in school, psychosocial development, and the way he or she behaves is predicted through the three parenting styles. Kordi and Baharudin (2010) added that parenting styles also predict â€Å"optimism, confidence, motivation, and attention problems† (par. 5). The four parenting styles The different parenting styles are characterized according to their level of demand and control, degree of freedom, degree response, and type of punishment. In terms of the degree of demand and control, freedom, and response, Samuel (2012) described authoritarian parents as someone who offer limits without freedom. According to him, these parents are very dominating and impose too much control. They demand order without freedom and offer no choice, making the decision-making contingent to the parents or guardians. They do not carry out discussion with the child and simply want their children to follow parental directives without question. For them, obedience is the most important aspect in discipline (Dewar, 2010a). They give low response or warmth to the child (Baumrind, 1966, 1991; Samuel, 2012). In terms of punishments, authoritarian parents impose restrictive, punitive, and harsh disciplinary practice. They punish through withdrawal of love or verbal abuse by way of scolding, thr eatening, ridiculing, shaming, or outburst of anger. Physical punishments like spanking and hitting are also used by this type of parents. Another style is the permissive parenting. Samuel (2012) described parents under this style offer freedom but lacks limits to the extent that their children are unrestrained. Permissive parents are not demanding and controlling, and often offer their children unlimited choices. They are passive in improving their child’s deeds because they value their display of affection and love to their child above all. Parents do not exercise obedience and imperatives upon the child. This type of parenting style imposes too high degree of response or warmth that they easily give in to their child’s requests. As a result, parents spoil their children. Permissive parents also hardly punish (Baumrind, 1966, 1991; Samuel, 2012). Children who have been spanked feel that they have paid for their misbehaviour and are free to misbehave again. Uninvolved discipline is also known as rejecting-neglecting discipline. This kind of parenting style is neither demanding nor responsive. They are emotionally detached and uninterested. Because they are disengaged, they do not impose punishments at all (Tiller, Garrison, Block, Cramer, Tiller, n.d.). Rational-authoritative discipline is described as democratic, where parents have high degree of demand and control. They inculcate to their children the importance of maintaining limit and control of their actions. Parents value the opinion of the children, so they allow discussion with them and engage their children in making decisions. Parents have high degree of response or warmth. Children under this style have both demanding and responsive parents who encourage verbal give-and-take (Baumrind, 1966, 1991; Dewar, 2010b). When punishing, parents use logical or natural consequences, grounding, reducing or withholding rewards, and carrying out penalties (Valya, 2009). The presented parenting styles differ from one another as the degree of demand and control, freedom, response, and the type of punishment also vary. The four parenting styles influence children in different ways due to certain factors. Methods of punishment First, the method of punishment has side effects to the child (Baumrind, 1991; Ernst, 2013). Authoritarian’s disciplinary methods punish too much and do not contribute to the child’s development. Valya (2009) and Gurian (2010) both agree that physical punishments do not work. The same mistakes will likely be committed again because the child thinks he or she has already paid for the misconduct committed by accepting these physical punishments. Instead of making the children reflect on their mistakes, the parents’ action of punishing physically instils to the child that problems could be handled through physical force. With the physical force being involved, children become more aggressive. Traumatic experiences and destructive remarks from parents cause depression upon children (Cole et al., 2008 as cited in Ernst, 2013). According to Georgiou et al. (as cited in Dewar, 2010a), self confidence is likely to decline because children under this style often get involved in bullying – both as victims and as offender. The punitive nature of authoritaria n parents who impose verbal abuse and physical punishment is no different than that of a bully’s nature. Harsh and spoken contempt, insults, and ridicule distort the child’s view about himself (Valya, 2009). Higher occurrence of depression and anxiety is due to corporal punishments (Dewar, 2010a), and the main reason for compliance of children is their fear for punishment. An effective discipline is not about being able to make children behave because they are scared of getting reprimanded. It is about teaching them of directing their behaviour in order to suit their deeds in a way that will reflect their distinction of what is right and wrong (Valya, 2009). Instead of a child with improved behaviour, authoritarian parenting yields a traumatized child. On the other hand, the lenient nature of permissive discipline does not punish and does not correct the child because parents overlook misbehaviours. Sears, Maccoby Levin (as cited in Baumrind, 1966) found out that after misbehaving, the child is most likely to commit the same mistake again, thinking that his or her parents approve of it. Uninvolved parents do not care whether their children behave or misbehave. Rational – Authoritative discipline’s nature addresses problem in misconduct. Seth and Ghromode (2013) affirm that through withdrawal of privileges and grounding system, children will not question the parents’ love. Valya (2009) said that the use of natural consequences is also good, although they do not apply to all situations, especially when the child’s health and safety are at risk. In such situations, logical consequences work where children take responsibility of the result of their actions. The outcomes of the actions are experiences that teach the child to be accountable with the conduct he or she shows (Valya, 2009). This makes the child a good decision-maker. In addition, the verbal give-and-take relationship between the parents and children makes authoritative discipline unique. Communication – a unique characteristic that the other styles lack – plays a crucial role. Authoritative parents allow discussion where children explain th eir side or reason for misconduct and, in return, parents point out and correct the children’s mistake to make them understand where they went wrong In this manner, the child is likely to reflect on his or her actions and learn from this or her mistakes after the punishment (Baumrind, 1966; Kopko, 2007; Dewar, 2010b). The differences in the degree of control and setting of limits or standards cause variations on the child’s behaviour. Too much control, limits, and high standards set by authoritarian parents trigger aggression on the part of the children as they feel their urge to break free. For instance, children of very dominating parents have greater chances of getting arrested for the first time (Chamber, Power, Loucks Swanson, 2001 as cited in Wittenborn, 2002). They are usually the delinquents, rebellious children, and drug users (Baumrind, 1991; Dewar, 2010a). Too much control, limits, and high standards may also cause children to become submissive and be dominated by fear. In the study by Lamborn et al. (as cited in Dewar, 2010a) in the United States, children under authoritarian discipline are less self-reliant and dependent with their parents’ decisions. This could be in fear of committing mistakes and getting harshly punished for it. They also found out that a child grows to be inert when the parents regard obedience above all (Valya, 2009). The lack of control, limit, and standards by permissive parents allows the child to be involved in self-detrimental activities. Parents are so lenient that decision-making is left to the child alone, which opens to higher possibility of committing wrong decisions. Children may show impulsive behaviours because there are only few standard set by the parents that the child has to conform with. No one controls them and sets limit that serve as guides for the children. The control, limit, and standards that are mutually consented by both rational-authoritative parents and their children open a higher possibility for the child to follow because the child’s viewpoints and opinions are being considered. When planning, parents apply â€Å"democratic practices† like asking for their child’s views, choice, or opinion (Dewar, 2010b). Discrepancies in some countries of authoritative parents in terms of democratic practices may be observed, but the nature of authoritative discipline lies on the â€Å"reasoning activity† that happens between the child and parent, which is a characteristic shared by all countries involved in the study (Dewar, 2010b). As the children get involve, they learn to participate in arguments, viewing that their opinions are of great importance, a healthy self concept. Third, the degree of freedom provided by the parents is an important factor for developing the child’s competency and assertiveness. The nature of authoritarian parenting makes the children highly dependent (Lamborn et al. and Steinberg et al. as cited in Dewar, 2010a). It does not help in honing the children’s competency because their actions are being restricted. In Turkey, Turkell and Tzer (as cited in Dewar, 2010a) found out that children of authoritarian parents are also less resourceful and less proficient in social skill. Children rely heavily on their parents’ decisions, so they likely to be inexperienced when it comes to decision making. Children also have hard time making friends. They are also often poor in academics (Dornbusch et al., 1987 as cited in Tiller, n.d.; Terry, 2004 as cited in Kordi Baharudin, 2010). This shows how authoritarian parenting poorly improves the competency of children. The lack of restrictions of permissive parents cause egocentric tendencies to occur. The child makes selfish decisions because they are often self-centered because parents easily give in to the child’s request, (Kopko, 2007; Dewar, 2010c). Uninvolved parents put their child to high risks because they are not guided. The â€Å"freedom within limits† nature of Rational-Authoritative discipline makes the child think first before doing something. The high value that parents place upon the child’s opinion (Samuel, 2012) makes them good decision-maker. In terms of moral thinking, the child’s ability to reason out is improved through the inductive discipline imposed in authoritative parenting (Krevans Gibb, 1996; Kerr et al., 2004 as cited in Dewar, 2010b). Lastly, the degree of responsiveness or warmth reflects the degree of support the parents provide their children in achieving individuality and overall development. The little warmth with high demands in authoritarian discipline provides little support on the child’s individuality and development. Authoritarian parents value obedience, not development, above all (Valya, 2009; Dewar, 2010a). The child’s opinion and emotions are often disregarded because the parents oppose discussion (Baumrind, 1991; Kopko, 2007; Valya, 2009; Dewar, 2010a). Too much warmth with low demands in Permissive discipline provides support only. Parents indulge their children too much because they find it hard to decline their child’s request. They believe that giving whatever their children wants is a way to show their love to them, and fear that not doing so would disappoint their children (Kopko, 2007). Uninvolved parents do not give warmth and do not provide developmental support to their children. Rational-Authoritative discipline’s ‘high’ degree of warmth balanced with ‘high’ parental demands gives the necessary ‘high’ degree of support needed to ensure the child’s development. Despite the support provided by the parents, standards mutually agreed by the child and the parents still exist that guide the child throughout the development process. The existence of these standards ensures not only that the child develops, but also that the child develops with high level of confidence, competency, and desirable behaviour (Dewar, 2010b). According to Klein et al. (as cited in Ernst, 2013), â€Å"there is a correlation to positive self-perception and authoritative parenting styles† (par. 10). Proper degree of demand, degree of freedom, degree of response, and the type of punishment result to competent, confident, and well-behaved children. The degree of demand must be high according to their capability. This ensures that children aim for high standards that are possible or within their capability, and encourages them to reach these demands because these standards consented by them. The degree of freedom must be within limits. Children will be engaged in critical thinking before making any decisions, and constant decision making will make them good decision makers. The freedom allows them to explore more, while the limits guide them. Freedom builds up competency and confidence, while the limit ensures proper behaviour. The degree of response must be high yet demanding. High response shows high support. High parental response is a confirmation to the child that parental love exists, and balancing response with demand will remind the child of the parents’ expectation of meeting certain standards. Punishment must be mild in forms of consequences and withdrawal of privileges or grounding system. These punishments neither hinder nor destroy child’s development. In addition, they do not inflict emotional and physical pains. Parents are often bothered by the unpleasant things they notice on their children, and most parents would blame everything except themselves. They seldom ponder where they could have possibly gone wrong in raising their child, when, in the first place, it was them who looked after the child. The characteristic of the rational-authoritative parenting style works because of â€Å"balance.† The ideal combination of the degree of demand, freedom, and response, helps develop confidence, improves competency, and ensures a well-behaved child. When a child gets low grades, stern parents punish at once, lenient parents let it slide, while balanced parents ask why. There is no perfect child, but it is never an excuse to not yield a good one. Some researchers claimed that kids of authoritarian parents are well-behaved, but these are based on self-reports and are subject to skepticism.

Biofuel is An Alternative Energy Source Essay -- Power Energy Bio Fuel

Biofuel: An Alternative Energy Source Abstract As the world’s source of fossil fuels diminishes, another source of energy must replace fossil fuels. This paper evaluates biofuel, one alternative form of energy by showing what biofuel is, how it works, its historical use, and benefits and drawbacks it pertains. I hypothesized that biofuel would be an effective alternative energy. My conclusion does not support my claim, but in terms of worldwide usage. Introduction: With the world’s source of fossil fuels depleting, we need to find an alternative energy source. Biofuel is one considerable option. Although biofuel has not been used widespread, it has been used quite extensively in several countries. Such countries include Sri Lanka, China, India, and countries/regions in Africa that have large amounts of wood. Biofuel has appeared to be fairly effective in developing areas, and other countries have started using it. Background Biofuel is energy that is harvested from biomass through incineration, or combustion of the material. Such biomass materials may include wood, paper, charcoal, crop residue, and agricultural waste. Biofuel is renewable, because such biomass materials can be produced to create biofuel. Many rural areas use biofuels as their major energy source, because biomass tends to be abundant in such areas. Sub-saharan areas depend a lot upon wood. The combustion of biomass releases sources of nitrogen oxide, carbon monoxide, Biofuel 3 and hydrocarbons. There are many types of biofuel; some common ones include methanol and ethanol, biodiesel, and biogas. The combustion of manure produces one type of biofuel known as biogas, which composes of 65% methane. Biogas can be harvested from manure through a process... ...gy/1183636805.22/?searchterm=biofuel 3. (2003). A History of Biodiesel/Biofuels. Retrieved July 28, 2007, from Yokako Biofuels Web site: http://www.ybiofuels.org/bio_fuels/history_biofuels.html 4. Giampietro, M., Ulgiati, S., & Pimentel, D. Feasability of Large-Scale Biofuel Production. JStor, Retrieved July 25, 2007, from http://www.jstor.org/view/00063568/ap040415/ 04a00080/13?citationAction=save&charset=u&frame=noframe 5. West, Larry The Pros and Cons of Biofuel. Retrieved July 30, 2007, from About.com: Environmental Issues Web site: http://environment.about.com/od/fossilfuels/a/biofuels.htm 6. Yevich, R., & Logan, J.A. (June 30, 2002). An assessment of biofuel use and burning of agricultural waste in the developing world . Global Biogeochemical Cycles i>, Retrieved July 19, 2007, from http://www.whrc.org/ policy/COP/India/Yevich%20and%20Logan.%202003.pdf. Biofuel is An Alternative Energy Source Essay -- Power Energy Bio Fuel Biofuel: An Alternative Energy Source Abstract As the world’s source of fossil fuels diminishes, another source of energy must replace fossil fuels. This paper evaluates biofuel, one alternative form of energy by showing what biofuel is, how it works, its historical use, and benefits and drawbacks it pertains. I hypothesized that biofuel would be an effective alternative energy. My conclusion does not support my claim, but in terms of worldwide usage. Introduction: With the world’s source of fossil fuels depleting, we need to find an alternative energy source. Biofuel is one considerable option. Although biofuel has not been used widespread, it has been used quite extensively in several countries. Such countries include Sri Lanka, China, India, and countries/regions in Africa that have large amounts of wood. Biofuel has appeared to be fairly effective in developing areas, and other countries have started using it. Background Biofuel is energy that is harvested from biomass through incineration, or combustion of the material. Such biomass materials may include wood, paper, charcoal, crop residue, and agricultural waste. Biofuel is renewable, because such biomass materials can be produced to create biofuel. Many rural areas use biofuels as their major energy source, because biomass tends to be abundant in such areas. Sub-saharan areas depend a lot upon wood. The combustion of biomass releases sources of nitrogen oxide, carbon monoxide, Biofuel 3 and hydrocarbons. There are many types of biofuel; some common ones include methanol and ethanol, biodiesel, and biogas. The combustion of manure produces one type of biofuel known as biogas, which composes of 65% methane. Biogas can be harvested from manure through a process... ...gy/1183636805.22/?searchterm=biofuel 3. (2003). A History of Biodiesel/Biofuels. Retrieved July 28, 2007, from Yokako Biofuels Web site: http://www.ybiofuels.org/bio_fuels/history_biofuels.html 4. Giampietro, M., Ulgiati, S., & Pimentel, D. Feasability of Large-Scale Biofuel Production. JStor, Retrieved July 25, 2007, from http://www.jstor.org/view/00063568/ap040415/ 04a00080/13?citationAction=save&charset=u&frame=noframe 5. West, Larry The Pros and Cons of Biofuel. Retrieved July 30, 2007, from About.com: Environmental Issues Web site: http://environment.about.com/od/fossilfuels/a/biofuels.htm 6. Yevich, R., & Logan, J.A. (June 30, 2002). An assessment of biofuel use and burning of agricultural waste in the developing world . Global Biogeochemical Cycles i>, Retrieved July 19, 2007, from http://www.whrc.org/ policy/COP/India/Yevich%20and%20Logan.%202003.pdf.