Microwave Power Transmission Essay Example for Free

Microwave Power Transmission Essay Microwave power transmission (MPT) is one of the applications of microwaves to transmit power from one place to another place without the need for wires. It is the type of the Electromagnetic Radiations, one of the wireless energy transfer methods. Introduction: Firstly, we will talk about the term Microwaves, Microwaves can also be termed as Radio waves having wavelengths ranging from one millimeter to one meter and the frequencies from 300MHz to 300GHz. These are also known as millimeter waves. These waves can also be used for power transmission in such a way, by converting DC power to microwaves and then by using antenna, these are transmitted, and after that rectenna receive those waves and converts them into DC again which can be further inverted into AC. The basic components include microwave source, an antenna for transmission, and a rectenna as a receiver. It has many applications such as it is used for power supply purpose in orbital lift space ships. Discussion: After the World War II, we saw the development in high-power microwave emitters, also known as Cavity magnetrons, and this lead to the idea of using microwaves for power transmission. In 1964, William C. Brown demonstrated the working of rectenna in helicopter as it converts microwave power into electricity, and is capable of achieving high efficiencies – over 90%. Now it is commonly used for transferring energy to the surface of earth from solar power satellites. Numbers of researches are made. In 2008, an experiment of long range power transmission was performed and successfully transmitted 20 watts up-to 92 miles. Conclusion: Microwave Power Transmission is very efficient way of transferring power from one place to another, wirelessly. With the passage of time, its applications in daily life are increasing because of its efficiency. It is also perceived by the people that microwaves are very dangerous as they are used in microwave ovens but, it would be safe enough as the power level would be equal to the leakage but slightly more than the leakage from the cell phones. It has been also researched on multiple generations of animals by exposing them to microwave radiations of high intensity but no health issue was found.

They Can Feel It Too Essay -- Animal Rights

Did you know that domestic violence against an animal as a first offence is only a class B misdemeanor and domestic battery against a human is a Class A misdemeanor? Did you also know that a Class A misdemeanor is about 2 times more severe than a Class B misdemeanor? What makes us humans so special and superior to animals? Why do animals have fewer rights and less protection than us? Animals have feelings too and need to be treated as such so I say it’s time for a change. All this abuse and neglect towards animals needs to stop. Animals can feel pain even though they may not express it the same way that us humans do. Animals need our voices to help close the loopholes in our laws. Someone has to speak up for them since they can’t speak for themselves. In media-reported animal cruelty cases, dogs, pit bulls, in particular, are the most common victims of animal cruelty. In 2007 64.5% of media-reported cases involved dogs, 18% involved cats, and 25% involved other types of animals. The HSUS (The Humane Society of the United States) estimates that nearly 1 million animals a year are abused or killed in connection with domestic violence. About 2,168,000 women and men are physically assaulted by an intimate partner in the U.S. every year. 63% of U.S. households own a pet, and 71% of domestic violence victims report that their abuser also targeted their animals. These statistics are very alarming. So is the fact that many convicted murderers and serial killers tortured animals when they were younger and progressed to killing humans. The other two red-flag behaviors are setting fires and wetting ones bed. Now I’m not saying every child that wets themselves should be put under a microscopic eye but all three of these behaviors together ... ...2383--.html Pristin, Terry. "New Jersey Daily Briefing;Tougher Animal Cruelty Law." New York Times 16 July 1996: 1. Academic Search Premier. Web. 10 Mar. 2012. http://web.ebscohost.com/ehost/detail?vid=5&hid=108&sid=58dd2e2a-f77d-4363-99b4-a8f9371ab8ab%40sessionmgr114&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=29578437 VanKavage, Ledy. â€Å"Humane Law Enforcement in Illinois†, Petfinder.com. Spring 2002. Web. March 18, 2012. http://www.petfinder.com/how-to-help-pets/humane-law-enforcement-illinois.html Whitcomb, Rachel. "Veterinarian Recounts Zanesville's Tragic Killing Of 49 Exotic, Wild Animals." DVM: The Newsmagazine Of Veterinary Medicine 42.12 (2011): 7. Academic Search Premier. Web. 10 Mar. 2012. http://web.ebscohost.com/ehost/detail?vid=7&hid=108&sid=58dd2e2a-f77d-4363-99b4-a8f9371ab8ab%40sessionmgr114&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=69711284

Hamptonshire Express: Problems 1-3 Essay

Problem #1 A. How many newspapers should Sheen stock? Use the simulation in the spreadsheet â€Å"Hamptonshire Express: Problem #1† to identify the optimal stocking quantity. What is the profit at this stocking quantity? Optimal Stocking Quantity: 584 Expected profit at Optimal Stocking Quantity: $331.43 B. Verify that the value derived in part (a) is consistent with the optimal stocking quantity in the Newsvendor model = mean = 500 = Standard Deviation = 100 = Overage Cost = $0.20†$0 = $0.20 = Shortage Cost = $0.20†$1.00 = †$0.80 = 1†.8 = .2 ïÆ'   corresponding z†value = .84 . âˆâ€" Problem #2 A. How many hours should Sheen invest daily in the creation of the profile section? The optimal amount of hours Sheen should invest results in optimal profit/day at: 4 hours With optimal stocking quantity: 685 And expected profit/day: $371.33 B. What explains Sheen’s choice of effort level h? Since the marginal cost of her effort is $10/hour and the marginal benefit of her effort is equal to: 8 * 50 = 10 ïÆ'   h = 4 2√ The hours invested will be optimized when marginal cost = marginal benefit, in this case h = 4. C. Compare the optimal profit under this scenario with the optimal profit derived in Problem #1. Optimal Profit in #1 = $331.43 @ 584 units = $0.5675/unit Optimal Profit in #2 = $371.33 @ 685 units = $0.5421/unit Although the optimal profit is increased from scenario 1 to scenario 2 by $39.90 the per unit profit is down by 0.0254/unit produced, however since overall profit is up, the added hours invested is still optimal. Problem #3 A. Assuming h=4 what would Armentrout’s stocking quantity be? Armentrout’s optimal stocking quantity is 516 B. Why does the optimal stocking quantity differ from the optimal stocking quantity identify in Problem #2? Is the result here consistent with the newsvendor formula? The optimal stocking quantities differ because there is a new player involved and new costs associated with overages and shortages. These results are still consistent with the newsvendor formula since the new model looks like: = mean = 600 = Standard Deviation = 100 = Overage Cost = $0.80 = Shortage Cost = $1.00†$0.80 = $0.20 = 1†.8 = .2 ïÆ'   corresponding z†value = †.85 . âˆâ€" C. Now try varying h†¦ How does her optimal effort in this question differ from the answer in question 2? Why? In Question 2, Sheen’s profit is maximized at optimal effort = 4. In Question 3, Sheen’s profit is optimal when h = 2 because her profits are being shared with Armentrout and the amount of hours Sheen invests determines the amount of copies that Armentrout will purchase depending on his demand. D. How would changing the transfer price from the current value of $0.80 per newspaper impact Sheen’s effort level and Armentrout’s stocking decision? Transfer Price Increase from $0.80 to $0.90 = Sheen’s Effort = 2.25 to 3.063 Armentrout’s Stocking Decision = 491 to 459 Sheen’s incentivized to put in more effort and therefore reap more profit but Armentrout’s stock will decline and make less profit if transfer price is increased. Transfer Price Decrease from $0.80 to $0.70 = Sheen’s Effort = 2.25 to 1.563 Armentrout’s Stocking Decision = 491 to 510 If the transfer price is decreased, Sheen’s incentivized to put in less effort because she is making less profit and Armentrout’s stock will increase since his costs are lower allowing him to make a higher profit. E. What conclusion can you draw about stocking and effort levels in a differentiated channel vis†Ãƒ  Ã¢â‚¬  vis an integrated firm that manufactures and retails its product? Stocking and effort levels are optimized throughout the chain in an integrated firm that manufactures and retails it’s products because there is a direct benefit and because incentives are aligned between manufacturing and retailing. They want to put forth the optimal effort to produce the maximum amount of units that will optimize profits. Optimal Profit in Problem #2 @ h=4: $371.33 @ 685 Units with fill rate 98% In a differentiated firm when there is an added level, in this case a level to retail, the manufacturing and retailing parties do not share the same goals, therefore stocking and effort levels are not optimized. Supplier only wants to produce as much as retail will buy at the minimum effort level and retail only wants to buy as much as will make them an optimal profit, I because stocking excess will incur losses. Optimal Profit in Problem #3 @ h=4 @ 516 Units with fill rate of only 86%

Age and sex discrimination Essay

The terms ageism and sexism were coined about the same time (1969 and 1970, respectively), but sexism has become more widely used than ageism (Schick, 2006:7). Almost everyone has heard of sexism. Until recently, few people had heard of ageism. Both concepts refer to prejudice or discrimination against a category of people: sexism is usually directed against women, and ageism is usually directed against the aged. However, sometimes sexism is directed against men (by some extreme feminists), and ageism is sometimes directed against younger people (â€Å"positive ageism,† Palmore, 1990: 44). Prejudice is a negative attitude toward a category of people that is inaccurate and resistant to change. Discrimination is an inappropriate treatment of a category of people, usually based on prejudice (Atchley, 2001:17). Sexism and ageism combine in all possible ways: a few areas show neither one, more areas are affected by one but not the other, but most areas are affected by both. There may be some areas with neither ageism nor sexism, although it is hard to think of any area completely free of such prejudice. In some areas there is sexism with little or no ageism. For example, it is generally believed that women of any age should not marry men younger than themselves, but it is all right for men to marry women younger than themselves. This is a main reason why there are over five times as many widows as widowers over 65. On the other hand, in some areas there is ageism but little or no sexism. For example, many people believe that most old people are feeble or senile, regardless of gender. The fact is that the majority of people over 65 are neither feeble nor senile. In most areas both ageism and sexism combine to intensify the problems of older women. For example, women of all ages tend to have lower incomes than men (sexism), but older women also tend to have even lower incomes than younger women (ageism). This situation is often called â€Å"double jeopardy† because of the combined effects (Schick, 2006: 99). Sontag (1972) coined the term â€Å"double standard of aging. † This refers to the combination of sexism and ageism that multiplies the effects of both, more than would be expected on the basis of simply adding the two effects. For example, being physically attractive is more important in most women’s lives than in men’s (sexism); and there is a common belief that older persons are generally not as attractive as young people (ageism). However, women’s grey hair, wrinkles, bulges, and stooped bodies receive harsher judgment than those of men. For many women, aging means a â€Å"humiliating process of gradual sexual disqualification† (Sontag, 1972: 30-35), while many men enjoy more romantic success later in life because they have more status, money, and power than they had earlier. As a result, being a â€Å"spinster† or â€Å"old maid† is considered a pitiful status, while being an older bachelor is not so bad. Notice that there is no male equivalent of â€Å"old maid. † It may be objected that many older women do not mind this â€Å"sexual disqualification† and adjust to it by renouncing all interest in sexual activities or by becoming lesbians. This is true, but beside the point. The point is that sexism combined with ageism tends to enforce this â€Å"sexual disqualification† whether or not the woman likes it (Levin and Levin, 2000:210). There are many sources of ageism: individual, social, and cultural (Palmore, 1990:51). The individual sources include authoritarian personalities, frustration and aggression, selective perception, rationalization, and death anxiety. The social sources include modernization, competition, obsolescence, segregation, and selffulfilling prophecies. The cultural sources include the process of blaming the victim, differing value orientations, language, humor, songs, art, literature, television, and cultural lag. There are probably just as many sources of sexism that have been documented and analyzed elsewhere (Friedan, 1963: 107). The most popular sources of sexism that seem to increase in old age are humor and language. Negative jokes about women of all ages are common. However, jokes about old women seem to be relatively more frequent and more negative than those about younger women (Palmore, 1990:53). As any student of racism or sexism knows, negative humor is one of the most common and effective ways to perpetuate negative stereotypes about a minority group. One reason negative humor about a group is so common and effective is that it is passed off as â€Å"just a joke† or â€Å"harmless humor. † In fact, negative humor is rarely harmless and is especially insidious because its viciousness is masked by its overt â€Å"funniness. † Thus the age-concealment jokes reinforce the stereotype that all older women are ashamed of their age, while older men are not. It may well be that somewhat more old women are ashamed of their age than are old men (because of the â€Å"double standard of aging†), but that is beside the point. Similarly, the status of old maid is generally considered more negative than that of old bachelor, but that too is beside the point. The point is that such negative humor reinforces prejudice against older women. One of the most subtle but pervasive influences of culture on our attitudes is our language: the words we use to identify or describe a person or group; the derivations, definitions, and connotations of the words; their synonyms and antonyms; and the context in which they are used. Our language often supports ageism in all of these ways (Palmore, 1990:57). In addition, two analyses of words for elders have found that many of them also reflect sexism. Covey (1998) found that terms for old women have a much longer history of negative connotations than those for old men, because women not only faced a long history of ageism, but also sexism and religious persecution (as in witch hunts) (Covey, 1998:291). How can this malevolent combination of sexism and ageism be combatted? In general, most of the strategies that have been successful in reducing racism and sexism in general could be used to reduce the combination of sexism and ageism. Individuals can take the following actions to reduce prejudice and discrimination against older women: 1. Inform yourself so you have the facts to combat the misconceptions and stereotypes. 2. Examine your own attitudes and actions and try to eliminate those that reflect sexism and ageism. 3. Inform your relatives, friends, and colleagues about the facts, especially when some prejudice is expressed or implied. 4. Do not tell ageist or sexist jokes and refuse to laugh when you hear one. (Try converting the joke to an age- and sex-neutral joke by not specifying age or sex. ) References Atchley R. 2001. Social forces and aging. Belmont, CA: Wadsworth. Covey H. 1998. â€Å"Historical terminology used to represent older people†. Gerontologist, 28. Friedan B. 1963. The feminine mystique. New York: Norton. Levin J. , & Levin W. 2000. Ageism: Prejudice and discrimination against the elderly. Belmont, CA: Wadsworth. Palmore E. 1990. Ageism: Negative and positive. New York: Springer. Schick F. (Ed. ) 2006. Statistical handbook on aging Americans. Phoenix, AZ: Oryx Press. Sontag S. 1972. â€Å"The double standard of aging†. Saturday Review, 55 (39).

Youll Need This Trait to Find Professional Success

Youll Need This Trait to Find Professional Success Ever wonder what the secret to career success is? The unifying factor common to all of the most successful people? That special extra thing? You probably have it or you don’t. Sound ominous? At least it’s not some fancy education or hard-to-acquire skill. It turns out you can make up for a lot that you don’t have along the way, but there’s one thing that, if you have it, you’ll be in the best position to succeed.What is that thing? It isn’t supernatural intelligence. It isn’t pedigree.It’s grit. Can you focus in on a passion and not stop until you achieve success? Then you’ve got it, the number one indicator of high performance and long-term success- with an even greater predictability for success than high IQ.Freaking out wondering whether or not you possess this trait? Don’t worry. Here are a few building blocks of ‘grit’ as a thing you might be able to better cultivate in yourself while you’r e still early on in your career.A clear goalDetermination- no matter how much others doubt youConfidence in yourself  while you’re figuring out your trajectoryHumbleness- enough to be prepared for things to not come easilyPersistence in the face of fearPatience and flexibility- enough to navigate obstacles and hindrances without getting frustrated or giving upA code- a moral compass, and the integrity to follow it at all costsOpenness- being able to connect and collaborate with other people, and recognizing that accepting help does not equal weakness, but strengthGratitude- enough to appreciate the journey, not just keep your crazy eyes on the destinationAppreciation of othersLoyaltyInner strengthThese things might not be easily taught, but they can be honed. There’s even a measurable Grit Scale with a test developed by University of Pennsylvania researchers. Take their questionnaire and remember: you don’t have to be a trust-fund baby or a brainiac or a super charismatic magnetic personality to succeed wildly. You might just need grit.

Free Essays on Utilitarian

Mill's Utilitarianism: Sacrifice the innocent for the common good? When faced with a moral dilemma, utilitarianism identifies the appropriate considerations, but offers no realistic way to gather the necessary information to make the required calculations. This lack of information is a problem both in evaluating the welfare issues and in evaluating the consequentialist issues which utilitarianism requires be weighed when making moral decisions. Utilitarianism attempts to solve both of these difficulties by appealing to experience; however, no method of reconciling an individual decision with the rules of experience is suggested, and no relative weights are assigned to the various considerations. In deciding whether or not to torture a terrorist who has planted a bomb in New York City, a utilitarian must evaluate both the overall welfare of the people involved or effected by the action taken, and the consequences of the action taken. To calculate the welfare of the people involved in or effected by an action, utilitarianism requires that all individuals be considered equally. Quantitative utilitarians would weigh the pleasure and pain which would be caused by the bomb exploding against the pleasure and pain that would be caused by torturing the terrorist. Then, the amounts would be summed and compared. The problem with this method is that it is impossible to know beforehand how much pain would be caused by the bomb exploding or how much pain would be caused by the torture. Utilitarianism offers no practical way to make the interpersonal comparison of utility necessary to compare the pains. In the case of the bomb exploding, it at least seems highly probable that a greater amount of pain would be caused, at least in the present, by the bomb exploding. This probability suffices for a quantitative utilitarian, but it does not account for the consequences, which create an entirely di... Free Essays on Utilitarian Free Essays on Utilitarian Mill's Utilitarianism: Sacrifice the innocent for the common good? When faced with a moral dilemma, utilitarianism identifies the appropriate considerations, but offers no realistic way to gather the necessary information to make the required calculations. This lack of information is a problem both in evaluating the welfare issues and in evaluating the consequentialist issues which utilitarianism requires be weighed when making moral decisions. Utilitarianism attempts to solve both of these difficulties by appealing to experience; however, no method of reconciling an individual decision with the rules of experience is suggested, and no relative weights are assigned to the various considerations. In deciding whether or not to torture a terrorist who has planted a bomb in New York City, a utilitarian must evaluate both the overall welfare of the people involved or effected by the action taken, and the consequences of the action taken. To calculate the welfare of the people involved in or effected by an action, utilitarianism requires that all individuals be considered equally. Quantitative utilitarians would weigh the pleasure and pain which would be caused by the bomb exploding against the pleasure and pain that would be caused by torturing the terrorist. Then, the amounts would be summed and compared. The problem with this method is that it is impossible to know beforehand how much pain would be caused by the bomb exploding or how much pain would be caused by the torture. Utilitarianism offers no practical way to make the interpersonal comparison of utility necessary to compare the pains. In the case of the bomb exploding, it at least seems highly probable that a greater amount of pain would be caused, at least in the present, by the bomb exploding. This probability suffices for a quantitative utilitarian, but it does not account for the consequences, which create an entirely di...

Pros and Cons of Massive Open Online Courses

Pros and Cons of Massive Open Online Courses Post-secondary schools of all kinds- expensive, elite colleges, state universities, and community colleges- are flirting with the idea of MOOCs, massive open online courses, where tens of thousands of students can take the same class simultaneously. Is this the future of college? Nathan Heller wrote about the phenomenon in the May 20, 2013, issue of The New Yorker in Laptop U. I recommend you find a copy or subscribe online for the full article, but Ill share with you here what I gleaned as the pros and cons of MOOCs from Hellers article. What Is a MOOC? The short answer is that a MOOC is an online video of a college lecture. The M stands for massive because there is no limit to the number of students who can enroll from anywhere in the world. Anant Agarwal is a professor of electrical engineering and computer science at MIT, and president of edX, a non-profit MOOC company owned jointly MIT and Harvard. In 2011, he launched a forerunner called MITx (Open Courseware), hoping to get 10 times the usual number of classroom students in his spring-semester circuits-and-electronics course, about 1,500. In the first few hours of posting the course, he told Heller, he had 10,000 students sign up from all over the world. The ultimate enrollment was 150,000. Massive. The Pros MOOCs are controversial. Some say they are the future of higher education. Others see them as the eventual downfall of it. Here are the pros Heller found in his research. MOOCs: Are free. Right now, most MOOCs are free or nearly free, a definite plus for the student. This is likely to change as universities look for ways to defray the high cost of creating MOOCs.Provide a solution to overcrowding. According to Heller, 85% of Californias community colleges have course waiting lists. A bill in the California Senate seeks to require the state’s public colleges to give credit for approved online courses.Force professors to improve lectures. Because the best MOOCs are short, usually an hour at the most, addressing a single topic, professors are forced to examine every bit of material as well as their teaching methods.Create a dynamic archive. Thats what Gregory Nagy, professor of classical Greek literature at Harvard, calls it. Actors, musicians, and standup comedians record their best performances for broadcast and posterity, Heller writes; why shouldnt college teachers do the same? He cites Vladimir Nabokov as once suggesting that his lessons at Cornell be recorded and played each term, freeing him for other activities. Are designed to ensure that students keep up. MOOCs are real college courses, complete with tests and grades. They are filled with multiple choice questions and discussions that test comprehension. Nagy sees these questions as almost as good as essays because, as Heller writes, the online testing mechanism explains the right response when students miss an answer, and it lets them see the reasoning behind the correct choice when theyre right.The online testing process helped Nagy redesign his classroom course. He told Heller, Our ambition is actually to make the Harvard experience now closer to the MOOC experience.Bring people together from all over the world. Heller quotes Drew Gilpin Faust, Harvard president, regarding her thoughts on a new MOOC, Science Cooking, that teaches chemistry and physics in the kitchen, I just have the vision in my mind of people cooking all over the globe together. It’s kind of nice.Allow teachers to make the most of classroom time in blended clas ses. In what is called a flipped classroom, teachers send students home with assignments to listen to or watch a recorded lecture, or read it, and return to the classroom for more valuable discussion time or other interactive learning. Offer interesting business opportunities. Several new MOOC companies launched in 2012: edX  by Harvard and MIT; Coursera, a Standford company; and Udacity, which focuses on science and tech. The Cons The controversy surrounding MOOCs includes some pretty strong concerns about how they will shape the future of higher education. Here are some of the cons from Hellers research. MOOCs: Could cause teachers to become nothing more than glorified teaching assistants. Heller writes that Michael J. Sandel, a Harvard justice professor, wrote in a letter of protest, The thought of the exact same social justice course being taught in various philosophy departments across the country is downright scary.Make discussion a challenge. It’s impossible to facilitate meaningful conversation in a classroom with 150,000 students. There are electronic alternatives: message boards, forums, chat rooms, etc., but the intimacy of face-to-face communication is lost, emotions often misunderstood. This is a particular challenge for humanities courses. Heller writes, When three great scholars teach a poem in three ways, it isnt inefficiency. It is the premise on which all humanistic inquiry is based.Grading papers is impossible. Even with the help of graduate students, grading tens of thousands of essays or research papers is daunting, to say the least. Heller reports that edX is deve loping software to grade papers, software that gives students immediate feedback, allowing them to make revisions. Harvards Faust isnt completely on board. Heller quotes her as saying, I think they are ill-equipped to consider irony, elegance, and†¦I don’t know how you get a computer to decide if there’s something there it hasn’t been programmed to see. Make it easier for students to drop out. Heller reports that when MOOCs are strictly online, not a blended experience with some classroom time, dropout rates are typically more than 90%.Intellectual property and financial details are issues. Who owns an online course when the professor who creates it moves to another university? Who gets paid for teaching and/or creating online courses? These are issues that MOOC companies will need to work out in the upcoming years.Miss the magic. Peter J. Burgard is a professor of German at Harvard. He has decided not to participate in online courses because he believes the college experience comes from sitting in preferably small groups having genuine human interactions, really digging into and exploring a knotty topic- a difficult image, a fascinating text, whatever. Thats exciting. There’s a chemistry to it that simply cannot be replicated online.Will shrink faculties, eventually eliminating them. Heller writes that Burgard sees MOOCs as destroyers of traditional higher education. Who needs professors when a school can hire an adjunct to manage a MOOC class? Fewer professors will mean fewer Ph.D.s granted, smaller graduate programs, fewer fields, and subfields taught, the eventual death of entire bodies of knowledge. David W. Wills, professor of religious history at Amherst, agrees with Burgard. Heller writes that Wills worries about academia falling under hierarchical thrall to a few star professors. He quotes Wills, Its like higher education has discovered the megachurch. MOOCs will most definitely be the source of many conversations and debates in the near future. Watch for related articles coming soon.