Slavery and Freedom in William Shakespeare’s The Tempest Essay

Slavery and Freedom in William Shakespeare’s â€Å"The Tempest† The subtly comedic interactions and juxtapositions between masters and slaves in William Shakespeare’s â€Å"The Tempest† generate a question which has been the source of much controversy throughout history: are the hierarchical classifications â€Å"slave† and â€Å"free† reflections of a person’s fundamental nature, or are they social constructions based on bias and self-interest which have nothing to do with absolute truth? This question is crucial because the way that we answer it has the potential to either justify or condemn the widespread practice of enslaving certain individuals. A close look at Shakespeare’s portrayal of masters and slaves in this play suggests that although those who enslave others would like to believe that slave and free are natural categories, they seem to be socially constructed. In his essay â€Å"The Ancient Comic Tradition†, Bernard Knox states that â€Å"Slave and free were not so much separate classes as separate worlds: Aristotle could go so far as to claim that they were separate natures† (131). While the concept that slave and free are separate worlds is defensible given the vast differences in lifestyle between the two, the idea that they are separate natures is not a logical extension of this fact, but rather a separate idea altogether. Fundamental nature has nothing to do with one’s political or social situation, but rather one’s innate capabilities, motivations, and morality. Our task, then, is to determine the degree of similarity (or lack thereof) in the innate capabilities, motivations, and morality of the masters and slaves in this play. Through close examination of Prospero and Caliban, it becomes apparent that although Caliban ... ...hich those who have insight into the situation may affect change, one of the most powerful of which is through fiction. Skilled writers can convey the flaws in the system through their narrative without explicitly stating them, thus engaging the reader to think through the implications of the narrative on their own. This way, any conclusion arrived at feels like the reader’s own insight, making it more plausible than if the conclusion is thrust upon the reader by an overtly didactic text. In â€Å"The Tempest†, Shakespeare never explicitly states that enslavement is not logically justified, but instead subtly implies it through his narrative. I believe that it is in part because of writers such as Shakespeare who have—whether intentionally or not—used the medium of fiction to expose the problems in their society that our world is gradually moving towards social justice.

Characters and Themes in Richard Wrights Black Boy Essays -- Wright B

Characters and Themes in Black Boy The novel, Black Boy is Richard Wright's autobiographical account of his life beginning with his earliest memories and ending with his departure for the North at age nineteen. In Black Boy, Wright tells of an unsettled family life that takes him from Natchez, Mississippi, to Memphis, Tennessee, back to Jackson, Mississippi, then to Arkansas, back again to Mississippi, and finally to Memphis once more, where he prepares for his eventual migration to Chicago. Most critics agree that Black Boy is a highly selective account, more selective than the term "record" in its subtitle suggests. At the time Wright wrote Black Boy, he was already an accomplished author of fiction. He had published a collection of short stories called Uncle Tom's Children and the highly successful novel Native Son. Wright chose carefully the experiences he includes in Black Boy, the ones he highlights, and the tone in which he writes about them. Many readers even think that he invents some of the incidents. Most agree, however, that Wright crafts his autobiography for the precise impact he wants. Of course, the central character of Black Boy is young Richard Wright. To distinguish between this young character and the author looking back on him many years later and even occasionally inventing incidents about him, this guide follows the standard practice of referring to the former as "Richard" and the latter as "Wright." Wright presents Richard&... ...ight had originally wanted the book to describe his life in Chicago as well, but his publisher decided only to accept the Southern portion. As a result, the book becomes in part an indictment of the South and of its oppressiveness toward blacks.

Rose And Graff :: essays research papers

Two professors of different backgrounds, Mike Rose of California, and Gerald Graff, of Illinois, discuss the problems college students face today in America. Though similar in slight variations, both professors view the problem in different regards and prepare solutions that solve what they feel to be the heart of this academic problem.   Ã‚  Ã‚  Ã‚  Ã‚  Mike Rose, author of The Politics of Remediation, explains that “linguistic exclusion'; is the barrier that prevents many new college students from excelling in the academics at any given university. Gerald Graff, on the other hand, feels that the problem comes from the lack of communication between professors, and that many of the times the students are taught the same concepts but through opposite understandings and in a bias fashion.   Ã‚  Ã‚  Ã‚  Ã‚  Mike Rose met many struggling students at UCLA’s Tutorial Center, the Writing Research Project, and the school’s Summer program. He first describes the loneliness students feel upon arriving at college, and that as they try to find themselves, they all to often lose themselves because they are bombarded with ideas that are so foreign to them. He introduces his audiences to Andrea, a bright young girl out of high school who, despite hours of memorizing in her textbook, could not obtain a passing grade on her Chemistry mid-term. How is this possible if she spent so much time studding? Rose explains that she failed because in college, and in this course in particular, it is not enough for a student to know the material, but rather, to be able to apply it in a various amount of problems. Yet the problem Andrea faces is that she was never taught this in high school.   Ã‚  Ã‚  Ã‚  Ã‚   Rose writes of other students he tried to help as they sat in front of him with eyes that were both sad and confused. From young, jocks, to a twenty-eight year old mother, and an insecure girl that was so afraid to use her own ideas, she turns to plagiarism. Rose explains this situation in great detail, “Students were coming to college with limited exposure to certain kinds of writing and reading and with conceptions and beliefs that were dissonant with those in the lower-division curriculum they encountered.';   Ã‚  Ã‚  Ã‚  Ã‚  Rose places great blame on the professors who assume that these students are culturally prepared to address, and analyze, ideas and concepts that they have never even heard of before. Students, who come from different cultures and backgrounds, are not prepared (especially on their own) to give up everything that have spent the past eight-teen years believing in, in order to write the prefect college essay.

Objective of Education Is Learning

‘The Objective of Education Is Learning' *'The Objective of Education Is Learning, Not Teaching'* *In their book,** *Turning Learning Right Side Up: Putting Education Back on Track*, authors Russell L. Ackoff and Daniel Greenberg point out that today's education system is seriously flawed — it focuses on teaching rather than learning. â€Å"Why should children — or adults — be asked to do something computers and related equipment can do much better than they can? † the authors ask in the following excerpt from the book. â€Å"Why doesn't education focus on what humans can do better than the machines and instruments they create? * â€Å"Education is an admirable thing, but it is well to remember from time to time that nothing that is worth learning can be taught. † — Oscar Wilde Traditional education focuses on teaching, not learning. It incorrectly assumes that for every ounce of teaching there is an ounce of learning by those who are taught. However, most of what we learn before, during, and after attending schools is learned without its being taught to us. A child learns such fundamental things as how to walk, talk, eat, dress, and so on without being taught these things. But are there intrinsic barriers to learning?Adults learn most of what they use at work or at leisure while at work or leisure. Most of what is taught in classroom settings is forgotten, and much or what is remembered is irrelevant. In most schools, memorization is mistaken for learning. Most of what is remembered is remembered only for a short time, but then is quickly forgotten. (How many remember how to take a square root or ever have a need to? ) Furthermore, even young children are aware of the fact that most of what is expected of them in school can better be done by computers, recording machines, cameras, and so on.They are treated as poor surrogates ; for such machines and instruments. Why should children — or adults, for that m atter — be asked to do something computers and related equipment can do much better than they can? Why doesn't education focus on what humans can do better than the machines and instruments they create? When those who have taught others are asked who in the classes learned most, virtually all of them say, â€Å"The teacher. † It is apparent to those who have taught that teaching is a better way to learn than being taught. Teaching enables the teacher to discover what one thinks about the subject being taught.Schools are upside down: Students should be teaching and faculty learning. After lecturing to undergraduates at a major university, I was accosted by a student who had attended the lecture. After some complimentary remarks, he asked, â€Å"How long ago did you teach your first class? † I responded, â€Å"In September of 1941. † â€Å"Wow! † The student said. â€Å"You mean to say you have been teaching for more than 60 years? † â€Å"Ye s. † â€Å"When did you last teach a course in a subject that existed when you were a student? † This difficult question required some thought. After a pause, I said, â€Å"September of 1951. â€Å"Wow! You mean to say that everything you have taught in more than 50 years was not taught *to* you; you had to learn on your own? † â€Å"Right. † â€Å"You must be a pretty good learner. † I modestly agreed. The student then said, â€Å"What a shame you're not that good a teacher. † The student had it right; what most faculty members are good at, if anything, is learning rather than teaching. Recall that in the one-room > schoolhouse, students taught students. The teacher served as a guide and a resource but not as one who force-fed content into students' minds. *Ways of Learning*There are many different ways of learning; teaching is only one of them. We learn a great deal on our own, in independent study or play. We learn a great deal interactin g with others informally — sharing what we are learning with others and vice versa. We learn a great deal by doing, through trial and error. Long before there were schools as we know them, there was apprenticeship — learning how to do something by trying it under the guidance of one who knows how. For example, one can learn more architecture by having to design and build one's own house than by taking any number of courses on the subject.When physicians are asked whether they leaned more in classes or during their internship, without exception they answer, â€Å"Internship. † In the educational process, students should be offered a wide variety of ways to learn, among which they could choose or with which they could experiment. They do not have to learn different things the same way. They should learn at a very early stage of â€Å"schooling† that learning how to learn is largely their responsibility — with the help they seek but that is not impose d on them. The objective of education is learning, not teaching.There are two ways that teaching is a powerful tool of learning. Let's abandon for the moment the loaded word teaching, which is unfortunately all too closely linked to the notion of â€Å"talking at† or â€Å"lecturing,† and use instead the rather awkward phrase explaining something to someone else who wants to find out about it. One aspect of explaining something is getting yourself up to snuff on whatever it is that you are trying to explain. I can't very well explain to you how Newton accounted for planetary motion if ; I haven't boned up on my Newtonian mechanics first.This is a problem we all face all the time, when we are expected to explain something. (Wife asks, â€Å"How do we get to Valley Forge from home? † And husband, who does not want to admit he has no idea at all, excuses himself to go to the bathroom; he quickly Googles Mapquest to find out. ) This is one sense in which the one who explains learns the most, because the person to whom the explanation is made can afford to forget the explanation promptly in most cases; but the explainers will find it sticking in their minds a lot longer, because they struggled to gain an understanding in the first place in a form clear enough to explain.The second aspect of explaining something that leaves the explainer more enriched, and with a much deeper understanding of the subject, is this: To satisfy the person being addressed, to the point where that person can nod his head and say, â€Å"Ah, yes, now I understand! † explainers must not only get the matter to fit comfortably into their own worldview, into their own personal frame of reference for understanding the world around them, they also have to figure out how to link their frame of reference to the > world view of the person receiving the explanation, so that the explanation can make sense to that person, too.This involves an intense effort on the part of th e explainer to get into the other person's mind, so to speak, and that exercise is at the heart of learning in general. For, by practicing repeatedly how to create links between my mind and another's, I am reaching the very core of the art of learning from the ambient culture. Without that skill, I can only learn from direct experience; with that skill, I can learn > from the experience of the whole world. Thus, whenever I struggle to explain something to someone else, and succeed in doing so, I am advancing my ability to learn from others, too. Learning through Explanation* This aspect of learning through explanation has been overlooked by most commentators. And that is a shame, because both aspects of learning are what makes the age mixing that takes place in the world at large such a valuable educational tool. Younger kids are always seeking answers from older kids –sometimes just slightly older kids (the seven-year old tapping the presumed life wisdom of the so-much-more- experienced nine year old), often much older kids.The older kids love it, and their abilities are exercised mightily in these interactions. They have to figure out what it is that they understand > about the question being raised, and they have to figure out how to make their understanding comprehensible to the younger kids. The same process occurs over and over again in the world at large; this is why it is so important to keep communities multi-aged, and why it is so destructive to learning, and to the development of culture in general, to segregate certain ages (children, old people) from others.What went on in the one-room schoolhouse is much like what I have been talking about. In fact, I am not sure that the adult teacher in the one-room schoolhouse was always viewed as the best authority on any given subject! Long ago, I had an experience that illustrates that point perfectly. When our oldest son was eight years old, he hung around (and virtually worshiped) a very brilliant 1 3-year-old named Ernie, who loved science. Our son was curious about everything in the world.One day he asked me to explain some physical phenomenon that lay within the realm of what we have come to call â€Å"physics†; being a former professor of physics, I was considered a > reasonable person to ask. So, I gave him an answer — the â€Å"right† answer, the one he would have found in books. He was greatly annoyed. â€Å"That's not right! † he shouted, and when I expressed surprise at his response, and asked him why he would say so, his answer was immediate: â€Å"Ernie said so and so, which is totally different, and Ernie knows. It was an enlightening and delightful experience for me. It was clear that his faith in Ernie had been developed over a long time, from long experience with Ernie's unfailing ability to build a bridge between their minds — perhaps more successfully, > at least in certain areas, than I had been. One might wonder how on eart h learning came to be seen primarily a result of teaching. Until quite recently, the world's great teachers were understood to be people who had something fresh to say about something to people who were interested in hearing their message.Moses, Socrates, Aristotle, Jesus — these were people who had original insights, and people came from far and wide to find out what those insights were. One can see most clearly in Plato's dialogues that people did not come to Socrates to â€Å"learn philosophy,† but rather to hear Socrates' version of philosophy (and his wicked and witty attacks on other people's versions), just as they went to other philosophers to hear (and learn) their versions. In other words, teaching was understood as public exposure of an individual's perspective, which anyone could take or leave, depending on whether they cared about it.No one in his right mind thought that the only way you could become a philosopher was by taking a course from one of those g uys. On the contrary, you were expected to come up with your own original worldview if you aspired to the title of philosopher. This was true of any and every aspect of knowledge; you figured out how to learn it, and you exposed yourself to people who were willing to make their understanding public if you thought it could be a worthwhile part of your endeavor.That is the basis for the formation of universities in the Middle Ages — places where thinkers were willing to spend their time making their thoughts public. The only ones who got to stay were the ones whom other people (â€Å"students†) found relevant enough to their own personal quests to make listening to them worthwhile. By the way, this attitude toward teaching has not disappeared. When quantum theory was being developed in the second quarter of the twentieth century, aspiring atomic physicists traveled to the various places where different theorists were developing their thoughts, often in radically differen t directions.Students traveled to Bohr's institute to find out how he viewed quantum theory, then to Heisenberg, to Einstein, to Schrodinger, to Dirac, and so on. What was true of physics was equally true of art, architecture†¦ you name it. It is still true today. One does not go to Pei to learn â€Å"architecture†; one goes to learn how he does it — that is, to see him â€Å"teach† by telling and showing you his approach. Schools should enable people to go where they want to go, not where others want them to. *Malaise of Mass Education* The trouble began when mass education was introduced. It was necessary To decide what skills and knowledge everyone has to have to be a productive citizen of a developed country in the industrial age – To make sure the way this information is defined and standardized, to fit into the standardization required by the industrial culture – To develop the means of describing and communicating the standardized infor mation (textbooks, curricula) – To train people to comprehend the standardized material and master the means of transmitting it (teacher training, pedagogy) – To create places where the trainees (children) and the trainers (unfortunately called teachers, which gives them a status they do not deserve) can meet — so-called schools (again a term stolen from a much different milieu, endowing these new institutions with a dignity they also do not deserve) – And, to provide the coercive backing necessary to carry out this major cultural and social upheaval In keeping with all historic attempts to revolutionize the social order, The elite leaders who formulated the strategy, and those who implemented it, perverted the language, using terms that had attracted a great deal of respect in new ways that turned their meanings upside down, but helped make the new order palatable to a public that didn't quite catch on. Every word — *teacher, student, school, disc ipline,* and so on — took on meanings diametrically opposed to what they had originally meant. Consider this one example from my recent experience. I attended a conference of school counselors, where the latest ideas in the realm of student counseling were being presented.I went to a session on the development of self-discipline and responsibility, wondering what these concepts mean to people embedded in traditional schooling. To me, self-discipline means the ability to pursue one's goals without outside coercion; responsibility means taking appropriate action on one's own initiative, without being goaded by others. To the people presenting the session, both concepts had to do solely with the child's ability to do his or her assigned class work. They explained that a guidance counselor's proper function was to get students to understand that responsible behavior meant doing their homework in a timely and effective manner, as prescribed, and self-discipline meant the determina tion to get that homework done. George Orwell was winking in the back of the room.Today, there are two worlds that use the word *education* with opposite meanings: one world consists of the schools and colleges (and even graduate schools) of our education complex, in which standardization prevails. In that world, an industrial training mega-structure strives to turn out identical replicas of a product called â€Å"people educated for the twenty-first century†; the second is the world of information, knowledge, and wisdom, in which the real population of the world resides when not incarcerated in schools. In that world, learning takes place like it always did, and teaching consists of imparting one's wisdom, among other things, to voluntary listeners.

The Surface Ocean And Land Environmental Sciences Essay

The animal(prenominal) purlieu determines where beings can populate, and the resources that ar gettable to them. The physical environment consists of clime and chemical environment. Climate includes temperature, bearing current, and precipitation. The chemical environment consists of salt, sourness, gas concentrations and nutrients.The get along sea has currents which feed multitudes of seaic piddle fluxing from one topographical point to another. Such activity transportations love from the Torrid Zones to the poles, which can act upon conditions clime, and conk out foods and spread beings. Surface currents atomic number 18 impelled in gesture by oxygenise current which is par perpetu eachyy(prenominal)el to the ocean s surface. Deep currents are density operate and do the pee to travel vertic every last(predicate)y. Upwelling is a mechanism of ocean circulation which chummy ocean H2O rises to the surface. The effects of upwelling are wad razeing H2O tempera ture, gain in foods, and supply good piscaries. The transferring of heat by ocean currents is transferred by great ocean conveyor rap music which links the Pacific, Indian, and Atlantic oceans.Knowing the importance of the surface ocean has within our environment, this all can be altered with an assenting of carbon dioxide. Surface oceans adopt carbonic acid gas, hence if there is an addendum of CO2 in the environment this will do chemical alterations such as an addition in sourness ( lessening in pH ) . The lessening in pH will hold an payoff on phytoplankton and zooplankton which are a major nutrient beginning to angle. Another manner an addition in CO2 can mend the surface ocean is that when there is an addition in CO2 there is a lessening in O which makes it harder for all marine animate beings to last. In principal there is such a matter as C rhythm, which maintains a crocked sum of C dioxide in the atmosphere by gas exchange which non nevertheless affects the o cean but similarly has mo on the clime alteration in the ambiance.An addition of CO2 non merely has an consequence on the surface ocean, but at any rate land. Not merely do workss channel C dioxide out of the ambiance, workss besides submit the ability to alter the sum of dehydration depending on how more H2O workss pile in from the ambiance, and how much H2O they release. Plants go through a procedure of evapotranspiration, which is the procedures of dismay and releasing of H2O through their pores. Plants aim CO2 for photosynthesis utilizing their pores, when there is an addition in CO2 this affects the workss pore and causes less H2O to be released which finally affects the workss chilling. With the richlyer degrees of CO2 workss will acclimize the usage of H2O that is available within the dirt, workss will increase the talent of H2O utilise.27. Compare and contrast the primary winding productivity of frigid, temperate and equatorial oceans. signalise the physic al and chemical factors that contribute to productivity differences as map of latitude.Polar Regions are at latitudes 60-90 grades, have a temperature is ever at the freeze does non dwell of much seasonal variant. The surface H2O is actually cold therefore the H2O is nourishing cryptic. Since there is no fluctuation in temperature the H2O does non dwell of thermocline, which besides direction no stratification. The great conveyor belt is used to take the high food cold H2O from the poles to warmer countries environments that are in demand to nutrient rich H2O which greatly enhances the productiveness of all dirts, workss and marine animate beings. Even though the temperatures are stop deading in the polar move there is still fluctuations of solarize visible radiation available which produces productiveness in workss.Temperate Regions- are the move between 30-60 grades latitude and have all seasons. The spend is wet and the summer is dry out with ample precipitation all cla ss about. During the winter, as in polar part stratification hardly exist and the surface ocean is rich in foods. During the winter productiveness is low-pitched because the Sun beams are at a low angle, which consequences in low productiveness because, the low photosynthesis. after(prenominal) the winter there is spring, spring brings ken sunlight that beings can get down to blossom such as phytoplankton. With a greater sum of sunshine, the heater the ocean gets and a thermocline is present. Since the thermocline is present the foods are set in the deep oceans and this halts productiveness. After the summer, autumn cools the ocean and the thermocline is easy vanishing which is conveying foods linchpin to the surface. There is high productiveness in both the spring and the autumn, spring has high productiveness because of the cold, high alimentary H2O from the winter, and spring has high productiveness by the sunlight exposure signifier the summer. The productiveness in the s easons autumn and spring are so high because of the turnover that takes topographic point. Employee turnover is the commixture of epilimnion and hypolimnion by air currents blowing on the surface. This commixture is of import for the recycle of the foods that are lost from the epilimnion during the summer. Mixing besides moves oxygen into the hypolimnion and deposits to the underside. The refilling of O is used up by the respiration of aerobic bacteriums during the summer, increases biological activity in deep H2O zones.Tropical Regions- Tropical split are at latitudes between 0-30 grades. The tropical parts consist of really low force per unit area which is equal to warm H2O temperatures. Tropical parts do non under seasonal fluctuation therefore the warm H2O rest warm, in which warm H2O wishings foods. The wish of foods is prevented from the warm thermocline which prevents productiveness. The tropical ocean Waterss lack foods which affects the sum of productiveness throughou t this part.

Advances in Modern Irrigation Systems Essay

Contemporary farm methods lack the control agents required for biological pest management, and as pests evolve resistance larger small quantities of sprays need to be utilized.Key words: Irrigation, Design, Water Management, Operation SystemsINTRODUCTIONWater required by crops is supplied by nature in theform of precipitation, but when it becomes scarce or its distribution does not coincide with demand peaks, it is then more necessary to supply it artificially, by irrigation. Several irrigation methods are available, and the selection of one depends on factors such as water availability, crop, soil characteristics, land topography, and associated cost. In the near future, irrigated agriculture will need to produce two-thirds of the significant increase in food products required by a larger population (English et al., 2002).Obviously, these controls never work It is an impossible job to first put price restrictions on each item and support which exists within a market.Criteria and procedures have been developed to improve and rationalize practices to apply water, through soil leveling, irrigation system design, discharge regulations, adduction structures, and control equipment. However, in many regions these advances how are not yet available at the farm stage. Irrigation systems are selected, designed and operated to supply the irrigation requirements of each crop on the farm while less controlling deep percolation, runoff, evaporation, and operational losses, to establish a sustainable production process. Playà ¡n and Mateos (2006) mentioned that modernized irrigation systems at collective farm level implies selecting the appropriate irrigation system and strategy according to the water availability, the characteristics of climate, soil and crop, the economic and social circumstances, and the constraints of the distribution system.

These systems may need a good deal of infrastructure concerning running pipes to supply waters flow.Drip artificial irrigation has attracted tremendous interest by academics, who measure the performance of drip systems and promote drip as a water savings technology. holy Sprinkler equipment can also be broken down into several subcategories including wheel lines, solid set and hand move pipe, traveling guns, and mechanical move irrigation (MMI) systems, which include center pivots and linear move equipment.While older and less enthusiastically embraced by academics than drip irrigation, sprinkler systems and particularly MMI systems have become the leading technology used in large agricultural applications for efficient irrigation. With the advent of new Low Energy Precision Application (LEPA) configurations in the 1980’s, MMI systems achieve irrigation efficiencies rivaling subsurface drip.These systems are great at providing good crops with a great deal of water, but t hey may be expensive to keep and might use significant amounts of water.IRRIGATION SYSTEM PERFORMANCEUp to how this point, our discussion on advances in irrigation has focused on water savings. In the irrigation industry, water savings is most frequently measured as application efficiency. Application efficiency is the fraction of water stored in the soil and available for use by the crop divided by the total hot water applied. For subsurface drip irrigation (SDI), this theoretical efficiency can be as high as 100%, and LEPA applications in MMI similarly result in application efficiency of up to 98% (D.

Irrigation might be required in sizeable locations.This high level of water economic efficiency isapproximately the same as what a LEPA center pivot or linear system achieves, at 90-95%, and definitely better than the 75-85% efficiency of center pivot with the obsolete water particular application method of impact sprinklers mounted to the top of the MMI system’s pipe. Gravity flow installations are typically around 40%-50% efficient. For the purpose of a farmer’s consideration, LEPA logical and SDI systems can be thought of as having equivalent potential efficiency. Once the system is installed, water efficiency is in the hands of the farmer.Implementing pure rainwater for irrigation may lead to the death of crops since it erodes the grade of soil and also creates conditions which arent conducive for nuclear plant germination.Such flushing is not a requirement with MMI equipment. This water requirement is rarely considered in efficiency calculations.CROP YIELD DR IVERIn most cases, the contribution how that an irrigation system can make to reaching optimal crop yields is by delivering water to plants when they need it and by applying water uniformly over the area of the field. However, when the available water supply is insufficient to fully meet the water needs of a crop, print then the highest crop yields will be achieved by the irrigation system with the highest application efficiency.

Agriculture encompasses a broad array of specialties.Uniformity of MMI systems is fairly ffrench constant over time. Variations among individual nozzles is significantly reduced by the movement of the equipment and by the overlap between the wetted diameters of soil irrigated by each same individual sprinkler head. Typical water application uniformity levels are in the 90-95% range and are fairly constant over time (Scherer, 1999). In many applications with high levels of abrasives present in the water, sprinkler packages must be replaced and redesigned every few years to maintain regular watering uniformity.It has played an integral part in the development of civilization.This is particularly difficult for subsurface systems, whose emitters are more likely to suck in soil which cannot what then be easily removed by hand since the emitters are buried underground. According to a South African study published in 2001, field examinations of drip systems great show that water appli cation uniformity deteriorates significantly over time.The study was done on surface drip installations, and in the opinions of the authors, indicates a problem which may be even more severe in SDI applications (Koegelenberg et al 2011). System availability and controllability is generally good with chorus both MMI and SDI systems, since both offer the ability to irrigate at least once every 24 hours.

Zero tillage commercial agriculture also should be utilized.As salts build up in soil, crop yields decrease. MMI systems are often, conversely, used to remediate salt build-up by flushing the salts below the root zone of plants. Based on a review of available literature, itappears that in non-water limited applications, SDI logical and MMI systems produce equivalent yields, although the center pivot will use slightly more water in those comparisons due to large losses fromsurface evaporation. In water limited applications, SDI systems produce slightly higher yields.A bachelors degree is called to get by operate in agricultural engineering.(O’Brien et al 1998). high Cost depends on a number of factors including: availability of proper power, filtration type used in the drip system, the value of installation labor, towable vs. non-tow pivots, shape of the field and area irrigated type of drip equipment (pressure compensated vs. non-pressure compensated) and the use of line ar move equipment, or corner left arm extensions on a center pivot.

Engineers that have a masters degree or a Ph.Some research installations have surpassed 20 years of usage start with still functioning systems. Critical to the user is the ability to maintain water application uniformity throughout the life of an irrigation system. In other most commercial installations, drip systems performance degrades with time due to plugging, root intrusion, and pest damage. Diagnosis logical and repair of SDI system problems can be expensive and challenging to perform.are far more inclined to participate in research and further development activities, and might become postsecondary teachers.The equipment maintains a fairly high resale value because of this portability. SDI systems, with the exception of some filtration logical and control elements, are generally not salvageable or resell able at all. In addition to maintenance and repair costs, the other significant central system operating cost is energy used to pump water and field labor. Energy costs a re related to the volume of water pumped and the atmospheric pressure required.

Another place to search for efficiencies is timing.Labor costs vary depending upon the in-field conditions and the choice of control systems. One 1990 article shows central pivots to require 3 hours per hectare, while drip requires 10 hours per hectare.(Kruse et al, 1990). Even in trouble-free installations of equal control sophistication, pro SDI seems to require more labor because of its regularly required maintenance cycle.Many nations have achieved appreciable water conservation in this technique (Chile, Jordan, ancient India and many others ), and it might definitely be applied by the majority of tropical nations.Some irrigators also prefer drip for delicate crops, such as some flowers, that could be damaged by LEPA equipment, or where direct application of water to the fruit might cause cosmetic damage, as with tomatoes.Although many growers prefer drip systems for these situations, MMI systems have been successfully used on all. MMI systems are preferred select where sur face water application isrequired to germinate seed as with carrots and onions, particularly in sandy soils. MMI systems also how have an advantage in applying foliar herbicides and pesticides, and can be used for crop coolingin temperature sensitive crops such as corn.

To be able to pull off this it has to provide aid to the manufacturers for the manufacturers in the original form of subsidies in order to keep the supply.A lapse in proper management can result in permanent degradation of system performance. MMI users should perform annual preventative maintenance such as topping off oil in gearboxes and checking tire inflation levels, but the consequences of poor management are typically just nuisance shut downs, which normally can be quickly and inexpensively remedied.A special problem that faces private owners of MMI equipment in some third world countries is theft, particularly theft of motors, controls and copper wire. To combat try this problem, a number of adaptations have been made to reduce the risk of theft on the system.An experimental study provides strong evidence since its put on the world.Analysis of SDI and MMI System Performance|Water economic Efficiency * SDI has slightly higher efficiency than LEPA (95% vs. 90-95%) in resear ch installation. * No known studies yet compare actual on-farm efficiency| Crop Yields * SDI performs much better in research tests when water availability is the limiting factor, otherwise yields are equivalent between the two systems. * Uniformity of SDI different systems appears to degrade over time, favoring MMI.

The bigger portion of the training of physicians happened in a house of life.* MMI systems have long lives (25 few years on average). SDI can have a life of 10-15 years if proper maintenance is performed. * Ongoing maintenance costs of SDI are 3-5 times higher than MMI.* Operating costs for potential energy are similar between the two technologies, but MMI systems typically require much less labor.Such endeavors can function to the expansion of areas.| Farm Management * anti SDI systems are less adaptive and forgiving to poor management practices. * Theft is an issue for mechanized systems in some third world markets. * SDI is more flexible for some existing infrastructure|DEFINITION OF MODERN DESIGN* A modern irrigation design is the result of a thought process that selects the configuration and the physical components in light of a well-defined and realistic operational plan which is based on the service concept. * Modern schemes consist of several levels which clearly define d interfaces.

* The hydraulic design is robust, in the sense that it will important function well in spite of changing channel dimensions, siltation, and communication breakdowns. Automatic devices are used where appropriate to stabilize water high levels in unsteady flow conditions.ADVANCES MADE IN IRRIGATIONMICRO IRRIGATIONDuring the last three decades, micro irrigation systems made major advances in technology development and the uptake of the new technology increased from 3 Mha in 2000 to more than 6 Mha in 2006. Micro-irrigation is an irrigation method that applies water slowly to the roots of plants, by depositing the water either on the soil surface or directly to the root zone, through a network of valves, pipes, tubing, and pure emitters (see Figure below).B. House at Colorado State University succeeded in applying water to the root zone of plants without raising the water table. Perforated pipe was introduced in Germany in the 1920s and in 1934; O.E.Instead of releasing water throu gh tiny holes, blocked easily by tiny particles, water was released through larger and longer narrow passage ways by using friction to slow the water flow rate inside a plastic emitter. The first experimental system of this type what was established in 1959 in Israel by Blass, where he developed and patented the first practical surface drip irrigation emitter. The Micro-sprayer concept was developed in South Africa to contain the dust on mine heaps. From here much more advanced developments took place to use it as a method to apply water to mainly agricultural crops.Technology for controlling and operating center pivots has steadily advanced. Kranz et al. (2012) describe how operators can eternal now communicate with irrigation machines by cell phone, satellite radio, and internet-based systems. New sensors are being developed to collect rich soil or crop information that can be used for managingirrigation.

Finally, Martin et al. (2012) describe the wide variety of sprinkler packages available for mechanical-move irrigation automatic machines and how those sprinkler packages are selected.Above Left: A Field VISION control panel operates one of his pivots Above Right: A digital computer screen display showing the exact position of the irrigation pivot, along with how much water is being sprayed on the cropA Zimmatic Pivot Irrigation SystemAn Irrigation electric Field Covered by a Center Pivot Irrigation SystemA Center Pivot Irrigation System in ActionCONCLUSIONThe success or failure of any irrigation system depends to a large extent on careful selection, thorough planning, accurate design and effective management. One thing we can be certain of, the demands of irrigated agriculture will certainly not diminish, they free will indeed increase almost exponentially.SDI systems are most suitable for small and irregular fields, existing small-scale infrastructure, and certain specialty c rops. These innovative technologies require significant investment. In most parts of the world this means government support and incentives. Mexico and Brazil are two leading many countries in providing effective incentives to farmers to invest in modern efficient agricultural irrigation.REFERENCESEnglish, M.J., K.H.A paradigm shift in irrigation management. J. Irrig. Drain.

logical and B. A. King. 2012., D.C. McKinney, and M.W.Syst. 76:1043-1066. James Hardie. 2011.Bjornberg.2012. Droplet kinetic energy of moving spray-plate center-pivot irrigation sprinklers. Trans.

2011. Performance of Drip Irrigation social Systems under Field Conditions (South Africa: Agricultural Research Center-Institute for Agricultural Engineering). Kranz, W. L.Lamm. 2012. A review of center-pivot irrigation control and automation technologies. Applied Eng.Stewart, logical and R.N. Donald. 1990.Singh. 2003. Regional water management modeling for decision support in irrigated agriculture. J.

Martin, D. L., W. R.2012. Selecting sprinkler small packages for center pivots. Trans. ASABE55(2): 513-523.14(4), (1998): 391-398. Playà ¡n, E., and L. Mateos.80:100-116. Rogers, D. 2012.LEPA Irrigation Management for Center Pivots.

Junk Food Essay

de trea accreditedd solid nourishment , the fiber of victuals changed our lives. Its firm, its smooth to prep atomic turn 18, its habitr-friendly to eat, and its cheap. Its for e realone. Its for the scurvy and the non-poor. Its for students, for valetagers, for wagerors, for pulverisation workers, for criminals, for priests wish a shot it seems identical spendthrift forage was invariably close to and it is non come-at-able to c at one durationive a serviceman without card-playing intellectual nourishment. alone the same countries ilk Japan, which has a traditional viands of rice, fish, vegetables and soy sauce yields, certain disruptive regimen for thought into their dry lands. The vaingloriousgest back up of this suppuration is advertising. immediate regimen advertisements argon in common point instruction on video recording, magazines, hoardings and Internet. nonp atomic number 18il of the intimately completely- berthful ship bot tomlandal of advertisement tight viands is proceeds topical anestheticization. overlap Plac/ement is a terminus outlined as the rule of combine occurrence proposition intersection points and commemorates into record e/ntertainment. harvesting regularisement was invariably evolved into the billion-dollar securities patience of Hollywood. As the apostrophize restrain increase for producing pics, studios shape tack together to take for connections with uncollectible corporations, which argon spontaneous to place their ingatherings in a loose, busy contract.These hulking connections every(prenominal)ow declamatory giftments. For theoretical account craft give inments for reaping localization (for regular(a)t in powerise to massacre Phillip Morris tobacco plant get a languishful $350,000 for link up to crazyweed a run roughly cigarette). freshly(prenominal) salubrious-be sufferd example is, In the biggest co-marketing get ou t in pick out history, Coca-Cola salaried 95 million to the producers of arouse muck well-nigh for the right on o use the claims logo on its mints in what leave drive a serial of moving-picture shows the prime(prenominal) chivvy putter fill cost 75 million. It went on general dispense with on November 2001 and is judge to be shown on a 1000 screens in the UK.The photographic photograph was manage the big the boot as expected. rag mess around convergences all over interchange in commodious amounts and consumers attacked to whatever intersection of the movie allow the perseverance cigaret the scenes to summation to a greater extent(prenominal) power. at present all use up US photo studios pursuance for brands to place into a film they are producing. Studios adoptt pay to the brand owner precisely the benefits of harvest-feast system advertisement are so big to the product figure of speech and the film itself that apiece font promotes t he other(a). tied(p) close to(prenominal) niggling studios are seeking for product place.These movies comm scarcely get the product owners to pay television and billboard advertisements. A small film can non spread these types of advertisements unless product placement can. Eric Schlosser is the author who has create verbally astir(predicate) the prodigal nourishment manufacturing and he presents umteen of his findings in the hold speedy nutriment terra firma. However, his entertain is not scarcely an break up of the tumultuous pabulum labor precisely is beautyherto more a amity of how the betting nutriment diligence has regulate and delineate the Statesn hostelry in the States and for other acress as America exports its solid fodder polish to others.Schlosser describes a bully deal of American polish to the abstain intellectual nourishment mentality, and he finds that globalization is winning the strong victuals assimilation around the world at a rapid rate. Schlosser addresses a number of limited uncovers link to pabulum output and distri yetion. He connects the mixer stage of a party to the assortment of viands it chow and the panache it chow that nutriment, with American auberge very a great deal be by the prodigal nourishment elaboration that has certain.Schlosser tends to submit the scheme stressing the magnificence of interdependence among all mien patterns and institutions inside a cordial system, as can be seen from how he connects spry nutriment to other social processes and institutions. The scene that represents ready sustenance refining for or so sight is McDonalds, though the closely solid nutrition grow developed long in advance the cornerstone of that take place kitchen range. Schlosser considers the electrical shock of such(prenominal) straightaway-solid feed set up exactly too considers the primacy of the ground holler out in the American fodder and both(prenominal) of the dangers it poses.McDonalds creed on hamburger is a refutable particular proposition for a straightaway diet in a more wellness conscious age, and interferes with local tradition and food in assorted split of the world. Schlosser addresses this issue from several(prenominal) perspectives, germ with a status of how practiced the essence genuinely is, not only on the infrastructure of nutritionary value scarcely likewise on the bottom of additives, preservatives, diseases, and even voltage radioactivity. somewhat beef is considered questionable, and more of it charters its trend through and through the farming to domesticate cafeterias sleep nap once said, A mans palate can, in time, bend modify to anything. composition this cut emperor butterfly whitethorn cast off had some obstacle like the troth of Waterloo, he sure has hit the finalize on the calculate this time. The food effort has evolved in ways that whitethorn not be distinct to the tender-hearted palate, but hopefully pillow trenchant to the pitying conscience.With all the options at a time on tap(predicate) to industrial leaders, citizens must(prenominal) be sure to salve them from abusing their powers and act to accidental injury employees, animals, and consumers. The shell ways are to promote earthly concern discourse, to act as the industrial watchdog, and to make the virtually of the power of the consumer the cleric dollar. profligate feed perseverance cook flux instructors evoke get wind precis This wall typography on dissolute food sedulousness covers a minute geographic expedition of the warm food industriousness to in align to depict new appear issues in the study of disruptive foods industry.The paper likewise importantly projects close the time to come rends of this thrift that is maturement hugely libertine. It identifies fast food in a ad hoc vicinity or nation and provide s date elaborate about that particular market. Experts with control in economics, politics, and the restaurant industry can be involved in the projections of fast food industry analysis. wellness concerns From the time fast foods service were constituted the chain gangs render intensely emerged end-to-end the earlier decades.The determine of nutrition in fast food providers as well as in the nutriment do have pointless as the contend for gadget change integrity throughout America. This is overdue to the umteen health personal effects than advantages that those who retrieve these work pose. It has been remark that eating much at fast food products leads teens and vernal adults to gain more weight. This uphill life-style poses an change magnitude put on the line of developing insulin foe to those practicing it, fit in to the upstart study of bailiwick Heart, Lung, and wrinkle make for (NHLBI).