Green Computing- Annotated Bibliography Example | Topics and Well Written Essays - 1000 words

Green Computing- - Annotated Bibliography Example IT is also used in increasing the energy efficiency of buildings, supply chains, transportation systems, and electrical grids. In addition, the production and use of computers is growing fast in the consumption of global energy and greenhouse gas emissions. This article talks about sustainable IT services and also assesses the effects of green computing practices. The article defines green computing as the practice of efficiently using computing resources while increasing or maintaining their overall performance. The article asserts that sustainable IT services needs the integration of practices of green computing such as virtualization, power management, improving cooling technology, electronic waste disposal, recycling, and optimization of the IT infrastructure in order to meet sustainability requirements. According to the author, recent studies show that power costs utilized by departments of IT approaches 50% of the total organizational energy costs. This paper provides a literature review on sustainable IT and identifies a set of principles that guide sustainable IT service design. This paper addresses the challenges of environmental design for computing systems. The paper argues that pervasive computing do not only provide exciting research challenges and tremendous opportunities, but also negative environmental impacts, especially in terms of energy consumption and physical waste. The paper also asserts that environmental impacts come under consumer scrutiny and increasing government. Just like the rest of the disciplines (e.g. architecture, transportation), pervasive computing adapt accordingly. The paper also discusses specific research questions and issues arising from three phases of lifecycle device: maximizing device lifetime, improving recyclability, and minimizing resource usage for manufacture and operation. This paper addresses green

Flexural Test For Glass Fibre Reinforced Polymer Coursework

Flexural Test For Glass Fibre Reinforced Polymer - Coursework Example After that a flexural test will be done using a three point bending method. The main objective of this experiment is to expand the knowledge about the GFRP and its behaviour. Glass fibre reinforced unsaturated polyester (GFRP) were subjected to water immersion tests to know the results of the water absorption on the mechanical properties. 20 specimens with 10cm long of GFRP were used to this experiment, measuring their weight under different types of water and temperatures. Salt water and normal water was under 20c and 60c temperatures. The weight of these specimens was taken during a different time periods. The weight of the GFRP specimens was increased slightly in both types of water for a few days until it was stable. After that a flexural test (three point bending test) was done on these GFRP specimens. (H Dhakal, Z Zhang, M Richardson, 2006) Equipment 1: Water absorption test The absorption of water for the Glass fibre-reinforced polyester (GFRP) remains the key mechanism for de grading mechanical property in this experiment. A water bath machine as in the figure (ten) and two cups of glass as on the figure (eleven) were used in this experiment. The water bath has 6oc water and the two cups were at 20c water temperature. The weights of one single specimen from each group were taken in a different time periods.     ... Group 1 and 2 were in two jars marked with A and B as on the figure (thirteen). Jar A was containing fresh water and jar B was containing salt water. The 2 jars were inside a water bath machine at 60c water temperature. Group 3 and 4 were in two cups of glass marked with A and B as on figure (eleven). Cup A was containing fresh water at 20c and cup B was containing salt water at 20c as well. Every group has five specimens. The weights of one single specimen from each group were taken in a different time periods using a sensitive scale as on figure (fourteen). At the first day the weight was taken every hour for 6 hours. After that the weight was taken once every day until the weight is settled. At the end the flexural test was done for all the specimens and every specimen has its own flexural graph. Figure thirteen: jars at 60c temperature Figure fourteen: sensitive scale Results and Discussion: Water absorption test Water absorption test were conducted by immersing the GFRP specimen s in de-ionised water and salt water. The water bath machine at 60c was containing 2 groups, group 1 was in A jar containing a normal water and group 2 was in B jar containing a salt water. Groups 3 and 4 were at 20c in a glass cups group 3 was in A glass cup containing a normal water and group 4 was in B glass cup containing a salt water. The immersion for the specimens into the water was totally for 144hr. after immersion for 1hr, one specimen from each group were taken out of the water and all surface water was removed with a clean soft dry cloth. The specimens were weighed regularly at 1, 2, 3, 4, 5, 6, 24, 48, 72, up to 144hr. ( H Dhakal, Z Zhang ,M Richardson ,2006) After immersion the GFRP specimens into the water for a week at ambient temperature at 60c and 20c, all

Cultural Disparities: How People Express Themselves

Cultural Disparities: How People Express Themselves The foundation of communication is the interaction between people in order to express themselves. Humans can interact with each other using either verbal or non-verbal communication ways. Cultural disparities influence the way people express themselves across different cultures. Both are important in many ways when used during cross-cultural communication. Verbal communication is a way where people express themselves using the language understood by the other person. On the other side non-verbal communication is the process of communication by using wordless messages, including facial expressions, eye contact, tone of voice, body posture and motions, and positioning within groups. It may also include the way we wear our clothes or the silence we keep. Through these cross cultural communication could be explained as how different cultures around the world differ in connecting each other. This essay will explain the relative importance of verbal communication in opposing to non-verbal communication in their contribution to effective cross-cultural communication. It will also cover the area of whether it is more important to address issues and problems with respect to verbal or non-verbal communication. Throughout history different cultures have used different ways to communicate between each other. Before proceeding any further we should define culture. Brislin (1993) states that culture consists of ideals, values and assumptions about life that a widely shared amongst people and that guide specific behaviours (P.4). This communication has also differed throughout time as people interacted between each other, learning new types and ways of communication. All communication is cultural, it draws upon ways we have learned to speak and give non-verbal expressions. We do not always communicate the same way from day to day, since aspects like context, individual personality, and mood interact with the variety of cultural influences we have internalised that influence our choices. Communication is interactive, so an important influence on its effectiveness is our relationship with others. So we should ask do they hear and understand what we are trying to say? Are they listening well? Are we listening well in reaction? Do their responses show that they understand the words and the meanings behind the words we have chosen? Is the mood positive and receptive? Is there trust between them and us? Are there differences that relate to ineffective communication, divergent goals or interests, or fundamentally different ways of seeing the world? The answers to these questions will give us some clues about the effectiveness of our communication and the simplicity with which we may be able to move through conflict. Nonverbal communication is hugely important in any interaction with others, its importance is multiplied across cultures. This is because we tend to look for non-verbal cues when verbal messages are unclear or ambiguous, as they are more likely to be across cultures, especially when different languages are being used. Since non-verbal behaviour arises from our cultural common sense, our ideas about what is appropriate, normal, and effective as communication in relationships, we use different systems of understanding gestures, posture, silence, special relations, emotional expression, touch, physical appearance, and other nonverbal cues. Cultures also attribute different degrees of importance to verbal and nonverbal behaviour. Non-verbal communication account for up to seventy percent of human communication, according to renowned linguist Erving Goffman (1981). In addition, different patterns of nonverbal communication, though rarely spelled out for us verbally, distinguish different cultures. Edward T. Hall discusses these differences in his books, The Hidden Dimension and The Silent Language. He shows that people from Middle Eastern and Arab backgrounds stand closer to each other when talking, finding it acceptable and even desirable to breathe on each other when talking, whereas most Americans of European descent are taught not to breathe on people while talking to them, and to stand approximately eighteen inches to two and a half feet apart from friends and associates while carrying on a conversation. Opposing non-verbal communication is verbal communication. Speaking in such a way that another understands what we mean, and understanding what is meant when someone speaks to us, are the two elements crucial to the effective performance of expressing ourselves almost every day. When we communicate verbally with others, either in a conversation or in a presentation, our customary goal is to have people understand what we are trying to say. Thats why cross-cultural communication becomes important as we need to be able to let the other side easily understand us. We encounter inter cultural communication almost every day if we are living in a multi cultural country like Australia. So, to interact with others in our daily lives we need to be able to speak a language that the other side could understand. Differences of understanding may lead to disagreement, or rise existing conflict. Presume a Japanese person is explaining her absence from work due to a death in her family. She may do this with a smile, based on her cultural belief that it is not appropriate to inflict the pain of grief on others (Beyond Intractability, 2003). For a foreigner who understands smiles to mean friendliness and happiness, this smile may seem incongruous and even cold, under the circumstances. Even though some facial expressions may be similar across cultures, their interpretations remain culture exact. It is important to understand something about cultural starting-points and values in order to interpret emotions expressed in cross-cultural interactions. In conclusion, it could be understood from the evaluation made that verbal and non-verbal communication is equally significant in cross-cultural communication. But as discussed in the previous paragraphs, non-verbal communication account up to about 70% of human communication. According to a research, in a conversation or a verbal communication words are 7% effective, tone of voice is 38% effective and non-verbal expressions are 55% effective (Nierenberg, 1971). So, although both are very significant non-verbal communication is more effective in cross-cultural communication.

Behavioral Differences in Humans Essay -- Diversity Development Gender

Behavioral Differences in Humans How do people behave? What makes us act the way we do? There are as many different answers as there are people. Each person is a unique makeup of individual characteristics which blend together to form the personality, the behavior of the person. We can identify certain broad characteristics of groups of people and apply them to individuals to get an idea of how they will behave in a given situation. This is called stereotyping and, when taken too far, will give a distorted picture of what to expect of a persons behavior. While you can never get a fully accurate picture of how someone will behave based on their demographics and characteristics, you can make certain general guesses that will point you generally in the right direction regarding their behavior. The most popular and fun characteristic to use to point to behavioral differences is probably gender. Numerous books have been written about the differences between men and women. Certain broad characteristics are identified that point at the broad gap in perspective that each gender has in viewing the world. A man sees a room and may see the functionality of it; what is the room’s use, its purpose. Does the room meet the requirements for fulfilling that purpose? What improvements can be made to better use this room? What is the quality of construction of this room? A woman sees the room and sees the color. How does the room look? How does she feel in that room? She envisions her family in that room, her friends. These are broad differences and may not be wholly accurate in the individual case, but in the genders in general, this will prove to be fairly representative of the behavior of the two populations. I tend to agree with scientists who study the human brain to try to identify the differences between the genders. According to studies, there is a greater link between the left and right hand sides of the brain in women than in men. The right hand side of the brain is broadly in charge of creativity and emotion; the left hand side of the brain of calculation and reason. This gives women broader access to their creative and emotional aspects than men and makes them perceive the world differently. I believe this difference in perspective explains much of the difference between genders and can explain much of the differences in behavior. This is still a general ... ...f the world there is some religious tradition among all of them. The atheist believes that there is no god. Is this built on more evidence than the man who holds cows to be sacred? Can it be scientifically proven that there is no god? One tenet of logic says that it is impossible to prove a negative. The atheist therefore is practicing a different form of religion. Ultimately, religion guides your behavior because it answers the question what happens when I die. If you feel that your actions in this life govern your lot in your next reincarnation, you will behave accordingly. If you feel that when you die your body simply rots in the casket and nothing survives, this also guides your behavior. If you feel that if you kill infidels you will be rewarded with seventy virgins for your eternal afterlife, you will alter your behavior. If you feel that your actions here are monitored by a God who balances justice and rewards according to those actions either with eternal paradise or ete rnal hell your behavior is governed by that belief. While some may represent themselves to be of one religion or another, their actions reveal their true beliefs about what happens to them when they die.

Traditional vs Non Traditional

Robyn CampbellCampbell 1 English 101 Professor Beckham March 19, 2013 Traditional Students vs. Non Traditional Students A non traditional student will transition into college better than a traditional student due to allotted responsibility and independence on their part. A non traditional student has a more serious approach where as a traditional student lacks focus in their first steps as an adult. The demographic of a student has changed over the years. A college student is not typically eighteen years old and living in a dorm on campus anymore.A college student is over the age of twenty five and a single parent in some cases. They have family and financial obligations and possibly a full time job. Some may not even possess a high school diploma, but a GED. Both traditional and non traditional students have responsibilities outside of college. While the majority of students right out of high school will likely only have a part time job, students twenty five and older will be juggli ng far more. A traditional student will continue to live with parents and not worry too much financially.As a non traditional student, not only will most have a full time job, but a family to care for, a mortgage, and a car payment on top of the class and homework time. It is estimated that only 13% of younger students are currently working vs. 60% of non traditional students (ACSFA 17). Although young adults have less baggage entering into college, they tend to think more socially and independent than academically. This brings up the topic of reputation. As a non traditional student, starting college can be frightening.Most older students are friendly, but outgoing and wanting to make friends with everyone in class is not top priority on the list. As a young adult transitions from high school, a social atmosphere, college is considered to be no different. Some students from certain high schools will attend the same college so social hour continues. As far as a non traditional stude nt, grades are more important than making a best friend or being invited to parties. As a younger student, social life could set you back. As an older student, this has already been achieved and allows for more participation due to more life experience.There are challenges in life that can throw anyone off the right track. Unfortunately, adding college into the mix only makes it that much harder. Challenges can be very much related to responsibility and how a student is affected socially. Non traditional students worry about not fitting in where traditional students worry more about making it to class on time, wether even at all. As a student returning to college after several years, there is anxiety and a fear that this is the last chance to make something of yourself.If you just got out of high school, chances are there was hardly any studying going on there, so why start now? At the same time an older student needs to juggle school, a job, and family, a younger student needs to j uggle school, a job, and maintain a social life. As a young adult, the social life is what is the most distracting, leading to missed classes and poor grades. Transitioning from high school to college can be just as difficult as being out of high school for several years and starting college. Independence is the key part of starting college.As a young adult, this means adjusting to your own schedule and now being able to do as you please. As an older adult, this means more responsibility added to the list. Age difference will determine on adjusting to college. Some will argue that the young crowd is very immature. They may adjust socially, but they do not see this as an adult experience. Arriving on time may have been a slap on the wrist in the past, but what they don't realize is now it's nothing but time and money. Someone who has had independence for longer than a year is going to see college similar to having started a career already.Focusing in class and on assignments is harde r for a traditional student than a non traditional student. After taking care of social time at night, a younger student is less likely to come to class, let alone pay attention. Due to lack of time because of the overwhelming feeling of too much going on, young adults take less time to complete assignments to the best of their ability. As a non traditional student, school comes first. Good grades are important and attendance is needed to maintain the required academic standards.The only thing on a young students mind is getting by with the bare minimum and getting a job somewhere. Students who have spent most of their working days at a dead end job, barely supporting themselves and their family are looking for a career to help them adjust to the economy as it changes frequently. Focus goes along with how a student does academically. Although some may say, non traditional students have less time to study, traditional students make it less of a priority. To do well academically, stud y time is required. Time management is very important to achieve this on top of all other aspects of life.A non-traditional student does not have the luxury of wasting time. This is a time to learn and may be their last time to work hard and have a decent career. The government offers financial aid to almost everyone. Parents of this past generation have made sure they went to college themselves and were able to provide for their children. Several scholarships during high school are given out. That is not the case for older, more independent students. There isn't a free ride involved when you go back to college after years of working a full time job.In Marion Bowl's, Experiencing the barriers: non-traditional students entering higher education, she states that these financial hurdles delay the progress of non traditional students (p. 157). There isn't any help from parents. As an older adult, realizing the amount of money that is being used for your education and knowing it will com e out of your pocket wether now or in the future, makes it that much more important to do well. It is not fun to pay for college later on and have nothing to show for it. With the continued help of our college professors and mentors, non traditional students will do better than they are now in school.Doing things the old fashion way may be the route taken, but it allows for proper learning, reading, and writing. Taking a short cut just to get the work done does not necessarily mean a good grade or a future career. Works Cited Bowl, Marion. â€Å"Experiencing the barriers: non traditional students entering higher education. † Research Papers and Education 16. 2 (2001): pp. 141-160. Web. 10 March 2013. Advisor Committee on Student Financial Assistance. Pathways to Success. Washington D. C. Advisor Committee. 2012. Print.

Cooperative learning Change of Leadership for Differentiated Education

Concerted larning refers to work done by pupil squads bring forthing a merchandise of some kind ( such as a set of job solutions, a research lab or undertaking study, or the design of a merchandise or a procedure ) , under conditions that satisfy five standards: ( 1 ) positive mutuality, ( 2 ) single answerability, ( 3 ) face to confront interaction for at least portion of the work, ( 4 ) appropriate usage of interpersonal accomplishments, and ( 5 ) regular self-assessment of squad operation. Extensive research has shown that comparative to traditional single and competitory manners of direction, decently implemented concerted larning leads to greater acquisition and superior development of communicating and teamwork accomplishments ( e.g. leading, undertaking direction, and struggle declaration accomplishments ) . Gregory ( 2008 ) The technique has been used with considerable success in all scientific subjects, including chemical science. The benefits of concerted acquisition are non automatic, nevertheless, and if amiss implemented, the method can make considerable troubles for teachers, most notably dysfunctional squads and pupil opposition or ill will to group work. This paper offers a figure of suggestions for organizing squads, fulfilling the five specifying standards of concerted acquisition, and minimising the jobs. Harmonizing to Gregory ( 2008 ) Teachers who have ne'er used the attack are advised to travel into it bit by bit instead than trying a all-out execution on their first attempt, and to increase the degree of execution in subsequent class offerings. To an increasing extent, they should see the larning benefits promised by the research, and as their expertness and assurance in implementing the method continue to turn, pupil ratings of the squad experience should better at the same time. Most si gnificantly, instructors who are successful in utilizing concerted acquisition in their categories will hold the satisfaction of cognizing that they have significantly helped fix their pupils for their professional callings. There are several grounds why concerted acquisition plants every bit good as it does. The thought that pupils learn more by making something active than by merely watching and listening has long been known to both cognitive psychologists and effectual instructors and concerted acquisition is by its nature an active method. Beyond that, cooperation enhances larning in several ways. Weak pupils working separately are likely to give up when they get stuck ; working hand in glove, they keep traveling. Strong pupils faced with the undertaking of explicating and clear uping stuff to weaker pupils frequently find spreads in their ain apprehension and make full them in. Students working entirely may be given to detain finishing assignments or jump them wholly, but when they know that others are numbering on them, they are motivated to make the work in a timely mode. The proved benefits of concerted acquisition notwithstanding, instructors who attempt it often encounter opposition and sometimes unfastened ill will from the pupils. Bright pupils complain about Begin held back by their slower teammates ; weak or unassertive pupils complain about being discounted or ignored in group Sessionss ; and bitternesss build when some squad members fail to draw their weight. Knowing and patient teachers find ways to cover with these jobs, but others become demoralized and revert to the traditional teacher-centered instructional paradigm, which is a loss both for them and for their pupils. Gregory ( 2008 ) However I believe concerted acquisition is more than merely inquiring pupil to acquire in a group and work on an assignment together. Most research workers and practicians of concerted larning emphasis that it is a formal instructional theoretical account in which instructors carefully design lessons and activities that are suited for usage by squads. These squads are little, stable, and heterogenous, and have been adequately prepared for working together. When utilizing squads in the schoolroom, I see faculty as holding to direct their attending to six different countries: climate-setting ; squad formation ; teambuilding ; concerted accomplishments development ; lesson design ; and classroom direction.Climate SettingWhile many of my pupils are enthused about the chance to larn with and from their equals, it is non uncommon for me to meet pupils who are loath to take part in any kind of group activities. So, how does one take a category of pupils whose feelings about concerted acquis ition scope from love through indifference to downright ill will and turn them into a community of scholars? The first ( but by no means the merely ) measure is to work on making a category clime that encourages cooperation. My suggestions include: aˆ? Communicate clear outlooks to pupils about Cooperative acquisition on the first twenty-four hours of category. I recommend that you inform pupils that you plan to utilize concerted acquisition, why you use it, and what it means to them. Will they be graded on category engagement? What happens if they come to category unprepared? It ‘s peculiarly of import to allow pupils cognize about your policies on group classs. It ‘s besides a good thought to admit that some people would prefer to work entirely, and to indicate out the activities and assignments they ‘ll be working on independently.aˆ? Problem SetsStudents complete some or most of their prep assignments in squads. The squads are encouraged to include merely the names of existent participants on the solution set that they manus in. The pupils are ab initio disinclined to go forth anyone ‘s name away, but finally they get tired of allowing nonparticipants ( â€Å" hitchhikers, † in concert ed acquisition idiom ) acquire good classs for work they did n't make and get down to exclude names, at which point many hitchhikers-unhappy about acquiring nothings on assignments-start cooperating. The squad gets a class for the assignment, but finally the public presentation of each squad member should be assessed and the consequences used to set the mean squad prep class individually for each squad member. In decision there are many route blocks that may happen throughout the journey to cooperative acquisition. Not all pupils take their duties earnestly plenty. Many feel that their slack will be picked up by the others in the group. Some pupils may be excessively strong of leaders and smother the parts of the other members of the squad. Conflict is a natural byproduct of cooperation. When pupils are asked to work together, it is with the purpose that they will each supply a differing position and or sentiment. When differing sentiments are joined together to make one merchandise, struggle is certain to originate. Conflict can be a really healthy springboard to larning. When pupils dialogue and debate their sentiments they might reenforce their thoughts or disregard them. The ability to listen and be flexible to new positions is perfectly indispensable to the success of a group. Delegating functions may besides assist to ease the instability of attempt. The pupils who do n't lend adequate attempt should foremost be encouraged by their groups. If this proves unsuccessful, the teacher should step in and mediate. It is perfectly unjust to penalize a group for the ineffectualness of one member. Students should make everything possible to stay a concerted and cohesive unit, but if all efforts fail they should be allowed a opportunity to reconstruct a new unit. It should besides ne'er be the duty of the strongest member of the squad to transport the others. Teachers can non presume that all group struggles should be resolved entirely. Classroom mold of effectual group work and role-playing of struggle state of affairss should be directed by the instructor. However many old ages of research and legion surveies can non be denied concerted acquisition is an effectual method for understanding and retaining information. Industry experts can non be ignored when they province that being able to work efficaciously in a squad is an imperative accomplishment. Concerted acquisition is non a replacing for the schoolroom instructor. It is intended to complement the direct direction by doing pupils to be confident minds and active scholars.