Signs of Teacher Bullying

The majority of teachers genuinely care about their students. Although they may have the occasional bad day, they are kind, fair, and supportive. However, almost everyone who has been a student in a public or private school classroom has experienced mean teachers. In some cases, the alleged mean behavior is merely a personality conflict between the teacher and student. In other cases, a teacher’s irritability may result from burnout, personal or work-related stress, or a mismatch between his teaching and the students learning style. However, there are cases where the mean behavior crosses the line, and the teacher becomes the classroom bully. What Is Teacher Bullying? In an anonymous survey whose results were published in 2006, psychologist Stuart Twemlow noted that 45% of the teachers surveyed admitted to having bullied a student. The survey defined teacher bullying as: â€Å"...a teacher who uses his/her power to punish, manipulate or disparage a student beyond what would be a reasonable disciplinary procedure.† Teachers may bully students for several reasons. One is a lack of training in proper discipline techniques. Failure to arm teachers with an arsenal of appropriate, effective disciplinary strategies may result in feelings of frustration and helplessness. These feelings can cause teachers to resort to intimidation tactics. Teachers who feel bullied in the classroom by students may be more likely to bully in retaliation. Finally, teachers who experienced childhood bullying may turn to those tactics in the classroom. Parents or school administrators usually address physical altercations between students and teachers. However, behaviors such as verbal, mental, or psychological abuse may be less likely to be reported by the victim or fellow students and teachers. Conduct that may cross the line and be considered bullying include: Belittling or intimidating a studentSingling out one student for punishment or ridiculeHumiliating or shaming students in front of classmatesYelling at a student or group of studentsUsing racial or religious slurs or other forms of belittling a student based on gender, race, religion, or sexual orientationSarcastic comments or jokes about a studentPublic criticism of a childs workConsistently assigning poor grades to one student on objective assignments or projects If your child complains about any of these behaviors, look for other signs of teacher bullying. Signs to Watch For Many children won’t report abuse to parents or other teachers due to embarrassment, fear of retaliation, or concern that no one will believe them. Minority or special needs children may be more likely to fall victim to teacher bullying. Surprisingly, high-performing students may be at increased risk of harassment by insecure teachers who feel intimidated. Because children may not report teacher bullying, it’s important to pay attention to clues that it may be happening. Look for these signs that your childs teacher is a bully: Unexplainable ailments. One telling clue is a child who used to enjoy school suddenly making excuses to stay home. He may complain of stomach aches, headaches, or other vague ailments to avoid going to school. Complaints about the teacher. Some children may complain about a teacher being mean. Often, this complaint is nothing more than a personality conflict or a teacher who is more strict or demanding than your child would like. However, ask questions and look for subtle clues that may indicate a more severe situation. Ask your child to explain how the teacher is mean or give specific examples. Inquire if other kids feel the same. Pay particular attention if the complaints about the teacher being mean include him or her yelling at, humiliating, or belittling  your child (or others). Changes in your child’s behavior. Look for changes in behavior. Victims of teacher bullying may have angry outbursts at home or temper tantrums before or after school. They may appear withdrawn, moody, or clingy. Negativity toward self or schoolwork. Pay attention to self-deprecating comments or  excessively critical  statements about the quality of their schoolwork. If your child is usually a good student and suddenly starts complaining that he can’t do the work or his best efforts aren’t good enough, this could be a tell-tale sign of classroom bullying. Take note if your child’s grades start dropping. What to Do If You Suspect a Teacher Is Bullying Your Child Parents may be somewhat reluctant to report bullying behaviors. They often fear making the situation worse for their child. However, if a teacher is bullying your child, it is vital that you take action. Support your child. First, talk to and support your child, but do so calmly. Angry, threatening, explosive behavior may frighten your child even though you’re not mad at her.  Let her know that you believe her.  Normalize the situation and assure your child that  you will take action to stop the bullying behavior.  Ã‚   Document all incidents. Keep detailed written records of all bullying incidents. List the time and date of the incident. Describe exactly what happened or what was said and who was involved. List the names of any other teachers, students, or parents who witnessed the encounter. Understand what legally constitutes bullying in your state. Check bullying laws by state  so that you understand what actions are considered bullying. Investigate how the school is expected to address such conflicts.  Many states bullying laws are focused on students bullying other students, rather than teachers bullying students, but the information you uncover may be useful in your situation. Meet with the teacher. Depending on the severity of the bullying, schedule a meeting with your child’s  teacher. Speak to him or her  calmly and respectfully. Give her the opportunity to explain  her perspective. There may be  reasons that she appears to be singling out your student and coming across as mean or angry. Perhaps there are  behavioral issues or personality conflicts that you, your child, and his teacher can discuss and resolve.   Ask around. Ask other parents if their children have similar complaints about the teacher. Ask other teachers if they know of any problems with your child and his teacher or have concerns about the teachers behavior in general. Follow the  chain of command. If you are still concerned about the actions of your child’s teacher after speaking with her  and other parents and teachers, follow the chain of command until the situation is addressed and satisfactorily resolved. First, talk to the principal. If the issue remains unresolved, contact the school superintendent or the school board. Consider your options. Sometimes, the best action is to request a transfer for your child to a different classroom. In extreme cases, if the school administration is not adequately addressing bullying situation, you may want to consider  transferring your child to a different public school, moving to private school, homeschooling  (even if homeschooling isn’t a long-term solution), or online schooling.

Strategic Alternatives of Nike - 1116 Words

Strategic Alternatives Available to the Organization First, we want Nike to play a role in effecting positive, systemic change in working conditions within our industries. If our efforts lead to a workplace oasis -- one solitary and shining example in a desert of poor conditions -- then we’ve not succeeded. Even if that single shining example were to exist (and we’re not claiming it does), we’ve learned that positive changes won’t last unless the landscape changes. Our challenge is to work with the industry and our contract manufacturers to collectively address these systemic non-compliance issues that our data so highlight. This is one of the key reasons we made the decision to disclose our supply base; we believe this could encourage†¦show more content†¦Which Alternative to choose? How to implement the alternative? How to control the alternative? Nike is establishing a norm of reporting transparency and the check and balance system with outside sources reviewing their progress. Transparency is an essential element of our corporate responsibility commitment. Nongovernmental organizations (NGOs), trade unions, students and academicians, shareholders and others have taught us a great deal about how best to live up to our company values; we want to continue learning from them. By providing a clear explanation of how our business and industry work our challenges and opportunities as we understand them, our corporate responsibility goals and the progress we are making toward them, we can put these stakeholders in a position to offer relevant and thoughtful feedback. We see value in different methods of reporting and communicating, and we rely on a number of different mechanisms, disclosures, self-assessments, activities and examples, and legal challenges to reporting. Future prospects for the organization Investment Fourth-quarter gross margins slid to 43.8 percent compared with 45.2 percent last year, and selling and administrative expenses edged up to 30.8 percent of revenue from 30.6 percent last year. Mark Parker, Nike president and CEO, said, We deepened our brand leadership in core categories such as basketballShow MoreRelatedNike Case Analysis717 Words   |  3 PagesNike’s Global Women’s Fitness Business: Driving Strategic Integration | [Your Name] | Introduction and Background In 2006, the American footwear, apparel and equipment manufacturing giant announced a major corporate reorganization that would switch the company’s attention from a product orientation to a category-driven approach. 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Research Prince Charles Free Essays

Prince Charles Research Essay Frank Jimenez English IV Ms. Amy Morales November 6, 2004 Throughout the years there have been many great kings and queens of Great Britain. None should ever be overlooked, but one that stands out is Prince Charles Phillip Arthur George. We will write a custom essay sample on Research Prince Charles or any similar topic only for you Order Now Still currently the Prince of Great Britain; he’s been an amazing leader. The highlights of his life include his marriage to the late Princess Diana, his early life with the military, and of course his present life now. The Prince’s marriage to Diana wasn’t one of the best kept secrets in the world. Everyone in the world had their eyes glued on their TV for the extraordinarily special occasion (Barry, 1983). Charles and Diana had known each other since they were young, and were later introduced in the late 1970’s (Charles, 2011). One thing that people don’t really know about the two was that they were thirteen years apart in age. The two got engaged in February 1981, and the ceremony was on July 29, 1981. It was televised all over the world for millions to see this spectacular occasion (Charles, 2011). Their fairytale marriage together seemed almost perfect, but suddenly tragedy struck. They had felt strained over their years together with royal responsibilities, pressure from the media, and even some infidelities. Prince Charles had been accused of re-igniting an old flame with his ex-lover Camilla Park Bowles. Charles had admitted to the accusations and he officially separated with Diana in 1992, and divorced her in 1996 (Barry, 1983). Misfortune struck the Prince again when Princess Diana died in a car crash several years later in Paris (Charles, 2011). Prince Charles set aside both of their differences and traveled with Diana’s sisters to France to accompany her body back to England. Charles took the role of his grieving sons; Prince William and Prince Henry. He took this time of mourning seriously and asked the media to leave his children alone and let them live as normal a life as possible. After years of quietly keeping their relationship a secret, Charles married Camilla Parker Bowles on April 9, 2005 (Charles, 2011). She became the Duchess of Cornwall. In addition to his rollercoaster of a love life, his early life was a bit different than most considering he was in line to take the throne. He was born on November 14, 1948, in London, England (House, 2009). His parents Queen Elizabeth II and Prince Phillip made him ascend the royal hierarchy at a very early age. It wasn’t much of a surprise to the country. His mother became queen when he was only three after the death of his grandfather, King George VI (Charles, 2011). Since he was the oldest child, Charles became the heir apparent to the British throne and received the title Duke of Cornwall. The Queen and the Duke of Edinburgh decided that the Prince should go to school rather than have a tutor at the Palace (Martin, 1985). They did this in part by because they wanted him to have as normal a life as possible and they wanted him to be able to have a lot of interaction with other people. In 1956 he attended the Hill House School in West London before heading off to boarding school at the Cheam School the following year. One interesting fact about Prince Charles was that he was actually made Prince of Wales at the age of only nine (Charles, 2011). Charles also attended Gordonstoun in Scotland, and studied in Australia too during his time there. The Prince also went to Cambridge University in 1967 to study archaeology and anthropology (House, 2009). He attended the Trinity College part, a subdivision of Cambridge University. In addition to his studies, he was active in campus life. He involved himself in several activities, such as playing on the polo team. After receiving his degree in 1970, Charles began a military career. He spent six months of training The Royal Air Force (Barry, 1983). Prince Charles joined the Royal Navy in 1971. He did several things while in the Navy. He served as a helicopter pilot and even commanded a ship before leaving the military in 1976. That same year, Charles established The Prince’s Trust, a charitable organization dedicated to helping improve the lives of Britain’s disadvantaged youth (House, 2009). The Prince had a very diverse education along with a variety of activities. It shaped him to become a great leader. Furthermore, Prince Charles has left a great number of legacies. Prince Charles has become the longest-serving heir apparent in British history. The previous record, of 59 years, two months and 13 days, was set by his great-great-grandfather, King Edward VII. Over the years The Prince of Wales has founded a number of initiatives in order to try and help communities locally and globally. The Prince has long been sensitive to the plight of sheep farmers in this country and abroad and through two particular initiatives, the Campaign for Wool and The Mutton Renaissance, has sought to improve the prices of two of their main products. Both the Campaign for Wool and the Mutton Renaissance initiatives aimed to make popular again these two products:Â   wool as a natural fire-retardant and sustainable fabric; and mutton as a tasty alternative to lamb, in order to help sheep farmers gain a better profit and thus protect their way of life (House, 2009). The Prince’s Rainforests Project was set up in October 2007 by The Prince of Wales to find practical solutions to slow tropical deforestation and combat climate change. START is an initiative inspired by The Prince of Wales, which aims to provide people with simpler steps towards sustainable living (House, 2009). In 2010, The Prince conducted a tour to a number of projects across the country, where he saw first-hand a number of inspiring ways that people are making a start. The Prince visited projects in Glasgow, Edinburgh, Bristol, Carmarthen, Manchester, Todmorden, Newcastle, Nottingham, Birmingham and culminating in London with A Garden Party to make a difference in the grounds of Clarence House, Lancaster House and Marlborough House (Martin, 1985). The Prince of Wales has homes in England, Scotland and Wales. Clarence House is the official London residence of The Prince of Wales, The Duchess of Cornwall and Prince Harry. The private pursuits and interests of The Prince of Wales are as varied as the concerns – like the welfare of young people and the disadvantaged, the quality of our built environment and sustainability – to which he devotes his public life. The Prince is a keen watercolorist and paints whenever his schedule allows. Lithographs of his paintings are sold and all proceeds go to The Prince of Wales’s Charitable Foundation. His Royal Highness enjoys gardening, especially in his organic garden at Highgrove (Martin, 1985). A keen advocate of traditional rural skills, The Prince enjoys hedge laying and has hosted the National Hedgelaying Championships at Home Farm. He has also laid many of the hedges on Home Farm himself. In pursuing some of his interests, The Prince is able to give support to organizations in the worlds of art, music and theatre – as he oes in many other fields – through becoming Patron or President (House, 2009). In total, The Prince of Wales is Patron or President of around 400 organizations. For example, His Royal Highness is Patron or President of the English Chamber Orchestra and Music Society, the Llangollen International Musical Eisteddfod, The Welsh National Opera, Live Music Now! , The Royal Shakespeare Company and The Royal Ballet, to name but a few. The Prince and The Duchess regularly attend theatre and opera performances and symphony concerts, sometimes as part of a fundraising event and sometimes in a private capacity (Barry, 1983). Over the years His Royal Highness has taken part in many different sports including racing, scuba diving and sailing. Up until November 2005 The Prince raised money for charity by playing polo. He decided to retire from the game after playing it for over 40 years. In conclusion, there is much to be said about the great Prince Charles. The almost perfect marriage to the late Princess Diana, his early life with the military, and his present life now can all be great examples of the way one person can have an impact on the world. Next time you’re making decisions, think of how Prince Charles would’ve handled it; with grace and dominance. Once you take a step back and look at all of the great Princes and Princesses of Great Britain; Prince Charles will always be on the top of the list as one of the most impacting human beings of his generation. How to cite Research Prince Charles, Essays

Osmotic Team Communication in a Project Environment

Question: Draft a Research Problem Statement on Osmotic Team Communication in a project environment. The draft Problem Statement should be supported by research literature and should have the characteristics identified for a research problem as: Implies the possibility of empirical investigation Identifies a need for the research Provides focus Provides a concise overview of the research. Answer: Introduction Osmotic Team Communication has been an integral part of project management. There was a time when organizations has limited reach and they used to operate only in domestic market. That was the time when project management was easy. With time, organizations have expanded and today project teams are spread across multiple geographies. Today, the organizations like Google, Coca-Cola etc. have their presence in almost every part of the world (Sedivy, 2011). The management of these organizations have realized that communication is the key to success. The projects of multinational companies would spread across multiple regions and countries. There would also be virtual teams as part of these projects. It is important that all the team members and project manager should be able to communicate freely with each other. At the same time, it is also important that the time should not be wasted while communicating with other team members. In order to optimize the team, organizations and project managers have transformed the project delivery. Today, agile mode of delivery is a preferred mode of delivery. The focus of organizations is to develop effective and efficient communication channel within the system. Project managers have realize that Osmotic communication is a way to increase efficiency within the system. Osmotic communication focuses on rich and rapid feedback (Hillegersberg, 2012). The time is not wasted in Osmotic communication as it focuses on real time information sharing. In this era of globalization and high competition, more and more organizations have shifted to Osmotic communication and agile communication channel and delivery to manage huge and complex projects. Statement of the Problem Project managers have agreed that a lot of time is wasted in communicating the goals and objectives of projects. In fact, it has been observed that some of the projects would fail because the team or group lacked a single and shared communication platform. Most of the time of project managers is wasted to understand the expectations of all the internal stakeholders. The projects could be successful and delivered on time only when there is no gap between stakeholders expectations and management perception of stakeholders expectations. In turn, this gap could only be bridged when there exists a flexible and efficient communication system at place where the time of individuals should not waste (Fung, 2014). Project managers and organizations have realized that it is very difficult to create an agile platform for effective communication among all the stakeholders and team members. This difficulty has often resulted in loss of productivity for different employees and workers. This loss of productivity eventually result in project delay or budget and financial problems. The quality of deliverables is also suffered. Purpose of the Study The purpose of this mixed method of study is to determine the importance of Osmotic Team Communication in a project environment and to determine the ways to establish a platform of Osmotic Team Communication. This study would use both quantitative and qualitative methods. The primary research would be done only in United States of America and IT (Information Technology) industry; small IT service firms would be surveyed. Internet survey (over e-mail) would be used to collect data and information from respondents. A sample size of 200 people, both male and female would be used to collect to data. The initial Research Questions The research would be focused around Osmotic team communication in project environment. The objective of this research would be to help project managers to improve communication in project environment and work place. Q1: What are the benefits of Osmotic Team Communication in a project environment? Q2: How can project managers create an efficient project environment where time is not wasted in communication? Q3: How can project managers ensure an active knowledge sharing among all the employees and stakeholders? Hypotheses H10. Osmotic Team Communication help project managers to improve productivity of employees and efficiency of project. H1a. Osmotic Team Communication is not related with project operations. Definition of Key Terms Osmotic Communication. Indirect information transfer through overhearing conversations or simply noticing things happening around (Hovav, 2013). Employee Productivity. The number of units worked per day or per hour (Engelen, 2012). Project Efficiency. The time take to complete the project (Chen, 2011). Brief Review of the Literature Osmotic team communication and its benefits Meyer (2014) highlighted that when people are working close together, both physically and temporally, there exists an opportunity for what Cockburn calls osmotic communication: indirect information transfer through overhearing conversations or simply noticing things happening around. Osmotic communication can often be beneficial. Authors argued that one of the most important benefits of Osmotic communication is efficiency. It is mostly and informal channel of communication, therefore employees (people) would often find it interesting to participate in osmotic communication. Communication and knowledge sharing Mikulenas Kapocius (2011) argued that dialogue involves various members coming together as a group, each sharing their experiences, ideas and suggestions, learning from each other in order to resolve a problem or come up with a new idea. By having dialogue, the barriers slowly break down as people truly begin to understand and learn about the other culture sitting across from them. Communication and organization learning Paul, K., (2014) argued, Adapting comes easily when flexibility is part of the planning for the crisis. Therefore, it is important that the implementation of sustainability management is strategically principled and tactically flexible to capitalize on the competitive advantage derived from continuous readiness. Today, every organizationsvalue learning more than others, even those in the dynamic environment. Learning happens to be a continuous process, which inputs the individual or corporate body in a situation that uplifts their progress in any environment. However, any MNC that want to survive the competitive environment would not slack in learnability, which improves their efficiency and maintains their competitiveness. As such Drejer , A. (2000) stated that when organizations learn, individuals become agents who in some way influence the way others in the organization think, act and learn. This opens up for the power interpretation of organizational life and or learning. It can be said that learning of organization is directly linked to communication in the organization. Organizational learning, communication and knowledge sharing Korkmaz Miller (2011) argued that it is common knowledge that organizations spend millions on learning and development per annum. Yet, many managers do not measure the value and affect that learning and development has within their organization. Sustainable learning is integral to organizational survival. A competitive advantage is not only defined by new products; the role of strategy is to identify the talent that needs to be developed to ensure the organization can achieve and sustain a competitive advantage to retain a prominent position in the marketplace (Green, 2014).Strategic learning will assist the organization to have a knowledgeable and skilled workforce to maintain this competitive advantage and develop its talent. Bynum (2012) mentioned that organizations and other business environments especially as within medical and technological scenarios must continue to motivate and enhance all employees concerned in continuing to develop within their area as such it is seen as a must. Such must include the highly ever-changing technological updates, the new studies, and globalized market all to try to anticipate demands and obtain that competitive advantage. Research Method Typically, any research work would include primary research or secondary research or both. This research work would use a mix method of research. A mix method of research is one that uses both primary research methods and secondary research methods. The primary method of research would mainly use quantitative research methods. To complete the primary research, a sample size of 200 would be constructed. This would include people from different states of USA. A random sample method would be used to decide the respondents. While picking the sample, only IT organizations would be considered as population. Once the population is defined, a random sample of 200 employees and project managers would be picked. An online survey would be developed to collect data and information from this sample size. The sample would consists of both male and female with at least 30% (60 respondents) being female population. In addition, at least 70% (140 respondents) would be working in IT industry. The quantitative research methods would also include focus group interview and group discussion. A focus group of 10 people would be developed to collect data and information about osmotic communication, benefits of osmotic communication and challenges to os motic communication. These 10 people would be project managers in different companies. There would be around 10 to 15 questions in online survey and most of these questions would be closed in nature. The questions in focus group interview and group discussion would be open in nature. The secondary research methods would be mainly qualitative in nature. The secondary research would include data collection and analysis through secondary sources such as Internet and websites. A lot of research is already being done and the objective of secondary research would be to collect data and information from existing research work. It is important to mention that not all the studies on the Internet can be trusted. Therefore, only peer reviewed journal would be referred. It can be said that secondary research would be less time consuming than primary research and secondary research would include less data as compared to primary research. Operational Definition of Variables Employee Productivity. Units worked per day It would be measured on an Interval scale form 1to 100, 1 would mean least productive and 100 would mean high productivity. The high value would means that employees are productive. Project efficiency. Time taken for project to complete It would be measured on an Interval scale form 1to 10, 1 would mean least efficient and 100 would mean high efficient. The high value would means that project is efficient. Communication at workplace. It would define that how well can employees and stakeholders interact with each other It would be measured through a nominal scale. There would be four dichotomousset, no communication channel among all the stakeholders; only formal communication among all the stakeholders; informal but limited communication among stakeholders; highly informal, casual and productive communication among internal stakeholders. Measurement The primary research would be done with an online survey. The survey websites like surveymokey.com or any other website would be used to collect survey. The online survey would be mailed to sample. The data would be collected and organized in excel sheets. The basic tools like Microsoft Excel would be used to organize the data and filter the data. The tools like SPSS would be used to analyze the data and make useful conclusion from the data. SPSS would be used only to analyze quantitative data. The qualitative data and information would be stored in Microsoft word document. Reports would be made and these reports would be analyze the make useful conclusion. Summary The research work is to study the importance and benefits of Osmotic team communication in project environment. This research work is focused only for organizations operating in Information Technology industry in USA. The research would use both primary and secondary research methods to complete the research. A sample size of 200 people (employees and project manager) is considered to conduct the primary research. The secondary research would be done over Internet and websites. It is expected that research work would prove that Osmotic communication is beneficial for employees and projects as it helps people to participate in informal discussions and share ideas within the group and team. References Amrit, C., van Hillegersberg, J., Kumar, K. (2012). Identifying coordination problems in software development: finding mismatches between software and project team structures. arXiv preprint arXiv:1201.4142. Anthony, E. L., Green, S. G., McComb, S. A. (2014). Crossing functions above the cross-functional project team: The value of lateral coordination among functional department heads. Journal of Engineering and Technology Management, 31, 141-158. Brettel, M., Mauer, R., Engelen, A., Kpper, D. (2012). Corporate effectuation: Entrepreneurial action and its impact on RD project performance.Journal of Business Venturing, 27(2), 167-184. Drejer , A. (2000) Organizational learning and competence development volume 7 issue 4 Learning Organisation. Accessed 01/06/2015https://www.emeraldinsight.com.ezproxy.liv.ac.uk/doi/full/10.1108/09696470010342306 Daim, T. U., Ha, A., Reutiman, S., Hughes, B., Pathak, U., Bynum, W., Bhatla, A. (2012). Exploring the communication breakdown in global virtual teams. International Journal of Project Management, 30(2), 199-212. Fung, H. P. (2014). Relationships Between Leadership Roles and Project Team Effectiveness as Perceived by Project Managers in Malaysia. Journal of Empirical Studies, 1(1), 1-22. Han, J., Hovav, A. (2013). To bridge or to bond? Diverse social connections in an IS project team. International Journal of Project Management, 31(3), 378-390. Hubalovsky, S., Sedivy, J. (2011, August). Education of students project team cooperation using virtual communication supported by LMS system. InInteractive Collaborative Learning (ICL), 2011 14th International Conference on(pp. 456-459). IEEE. Liu, J. Y. C., Chen, H. G., Chen, C. C., Sheu, T. S. (2011). Relationships among interpersonal conflict, requirements uncertainty, and software project performance. International Journal of Project Management, 29(5), 547-556. Meyer, B. (2014, January). Agile methods. In Agile! (pp. 133-143). Springer International Publishing. Mikulenas, G., Kapocius, K. (2011). An Approach for Prioritizing Agile Practices for Adaptation. In Information Systems Development (pp. 485-498). Springer New York. Nofera, W., Korkmaz, S., Miller, V., Toole, T. M. (2011, August). Innovative features of integrated project delivery shaping project team communication. InThe 2011 Engineering Project Organizations Conference. Paul, K., (2014) Chapter 18 Adapting Organizations to Effective Sustainability Management Page 125-132 Accessed 01/06/2015https://www.sciencedirect.com.ezproxy.liv.ac.uk/science/article/pii/B9780124172210000186

Paul’s Missionary Journey Essay Essay Example

Paul’s Missionary Journey Essay Essay The Apostle Paul was the great leader in the momentous passage which characterized the apostolic age. the passage from a prevailingly Judaic to a prevailingly gentile Christianity. Under his counsel Christianity was saved from atrophy’ and decease. which threatened it if it remained confined in Palestine. At the same clip. by ground of his penetration into the truth of the Gospel and fidelity to it. every bit good as by his devotedness to the Old Testament and trueness to the highest Judaic ideals in which he had been reared. he saved Christianity from the moral and spiritual degeneration to which it would certainly hold been brought if it had broken with its yesteryear. and had tried to stand entirely and incapacitated amid the commotion of Greek spiritual motions of the first and 2nd Christian centuries. In Paul a great force of onward motion and a profound and witting radicalism were combined with basically conservative rules. We will write a custom essay sample on Paul’s Missionary Journey Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Paul’s Missionary Journey Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Paul’s Missionary Journey Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Paul appears to hold been born at non far from the same clip as Jesus Christ. Harmonizing to Acts. Paul was born in Tarsus ( Acts 9:11 ; etc. ) . received the dual name Saul/Paul ( 13:9 ) . and through his household possessed Tarsian and Roman citizenship ( 22:25-29 ( Murphy-O’Connor 32-33 ) . Overall. Paul can be described as an able and exhaustively trained Jew. who had gained from his abode in a Grecian metropolis that grade of Greek instruction which complete acquaintance with the Grecian linguistic communication and the accustomed usage of the Grecian interlingual rendition of the Scriptures could convey. At underside he of all time remained the Jew. in his feelings. his background of thoughts. and his manner of idea. but he knew how to do acceptably apprehensible to Greek readers the truths in which. as prevarication came to believe. put the satisfaction of their deepest demands. At Jerusalem Paul entered ardently into the chase of the Pharisaic ideal of complete conformance in every specific to the Law. He was. he tells us. â€Å"found blameless† ( to every oculus but that of his ain scruples ) . and. he says. â€Å"I advanced in the Jews’ faith beyond many of mine ain age among my countrymen. being more extremely avid for the traditions of my fathers† . With ardent passion he entered into the persecution of the Christian religious order. was present and took a sort of portion at the slaying of Stephen. and undertook to transport on the work of suppression outside of Palestine at Damascus. whither he journeyed for this intent with letters of debut from the governments at Jerusalem ( Murphy-O’Connor 52-57 ) . At this clip took topographic point his transition. That he was converted. and at or near Damascus. his ain words leave no uncertainty. â€Å"I persecuted. † he says in composing to the Galatians. â€Å"the Church of God. . . But when it was the good pleasance of God. who separated me. even from my mother’s uterus. and called me through his grace. to uncover his Son in me. that I might prophesy him among the heathens ; straightway I conferred non with flesh and blood: neither went I up to Jerusalem to them which were apostles before me: but I went off into Arabia ; and once more I returned unto Damascus† ( Gal I. 13-17 ) . The alteration obviously presented itself to Paul’s head as a direct Godhead interjection in his life. It came to him in a disclosure of Jesus Christ. whereby ( and through no human mediator ) he received the Gospel which he preached. and the committee to be an apostle. He refers to it as to a individual event and an absolute alteration of way. non a gradual procedure and development ; the two parts of his life stood aggressively contrasted. he did non gestate that he had slid by unperceivable phases from one to the other. â€Å"What things [ i. e. his advantages of birth and Judaic attainment ] were addition to me. these have I counted loss for Christ. . . or whom I suffered† — as if in a individual minute —†the loss of all things† ( Phil. three. 7. 8 ) . From Paul’s ain words. so. we know that he was converted from a tormentor to a Christian. at a definite clip and at or near Damascus. by what he considered to be the direct interjection of God ; and it seems to be this experience of which he thought as a vision of the risen Christ ( Hubbard 176-77 ) . After Paul’s transition. which took topographic point in the latter portion of the reign of Tiberius ( 14-37 a. d. ) . about 15 old ages passed before the missional calling began of which we have knowledge from Acts and from Paul’s ain epistles. During this clip Paul was foremost in Arabia. that is in some portion of the imperium of which Damascus was the most celebrated metropolis. so in Damascus. and subsequently. after a brief visit to Jerusalem. in Cilicia. doubtless at his old place Tarsus. In this period we may say that he was seting his whole system of idea to the new Centre which had established itself in his head. the Messiahship of Jesus. With the new footing in head every portion of his rational universe must hold been thought through. Particularly. we may believe. will he hold studied the relation of Christian religion to the old dispensation and to the thoughts of the Prophetss. The fruit of these old ages we have in the full-blown idea of the epistles. They show a steadiness of position and a preparedness of resource in the usage of the Old Testament. which testify to through work in the clip of readying. Epistles written old ages apart. like Galatians. Romans and Philippians. surprise us by their uniformity of idea and unstrained similarity of linguistic communication. in malice of the profusion and vivacity of Paul’s idea and manner. So. for the most portion. the characteristic thoughts even of Epliesians and Colossians are found suggested in source in Corinthians and the earlier epistles. Paul’s epistles represent the literary blossoming of a head prepared by old ages of survey and contemplation ( Murphy-O’Connor 90-95 ) . At Paul’s missional journey and the beginning so made of churches in Asia Minor we have already looked in a old chapter. After his return to Antioch followed that great and polar juncture of early Christian history. the alleged Council. or Conference. at Jerusalem. described in the 15th chapter of Acts and by Paul in the 2nd chapter of Galatians. At that clip Paul established his right to transport on the work of Christian missions in conformity with his ain rules and his ain apprehension of the Christian faith. His relation with the Twelve Apostles seems so and at all times to hold been affable. His troubles came from others in the Judaic Church. To this we know of merely one exclusion. seemingly slightly subsequently than the Conference. the juncture at Antioch when Peter under force per unit area from Jerusalem withdrew from family with the gentile brethren. and called out from Paul the terrible reproof of which we read in Galatians. There is ground to believe that the reproof accomplished its intent. At any rate. at a ulterior clip there is no grounds of a continued breach. The thought of missional travel had obviously taken ownership of Paul. for after returning from Jerusalem to Antioch he shortly started out once more. and was endlessly occupied with missional work from now until the minute of his apprehension at Jerusalem. Leaving Antioch on his 2nd journey he and his comrades hurried across Asia Minor. halting merely. it would look. to revisit and inspect churches antecedently established. They were led by the Holy Spirit. as the author of Acts believed. to direct their class westward every bit quickly as possible to Greece. which was to be the following phase in the way to the capital of the universe. In Macedonia and Achaia Paul and his comrades worked with changing success at Philippi. Thessalonica. Ber? a. Athens. Corinth. At Corinth. the main commercial metropolis of Greece. the Christians arrived in the late fall. The work opened good. and Paul remained at that of import Centre until a twelvemonth from the following spring. The day of the month of his reaching can non be precisely determined. but is likely one of the five old ages between 49 and 53 a. d. While at Corinth he wrote the First and ( if it is echt ) the Second Epistle to the Thessalonians. Somewhere about this clip. possibly before go forthing Antioch for this journey. the Epistle to the Galatians was written. The churches of Galatia. to which it is addressed. were likely the churches known to us in Acts as Pisithan Antioch. Iconium. Lystra. and Derbe. After a winging trip to Syria and possibly to Jerusalem Paul returned to Ephesus in Asia Minor. where he settled down for a stay of three old ages. A few incidents of this period have been recorded in the Book of Acts. and are among the most dramatic and realistic that we have. They include a singular figure of points of contact with facts known to us from archaeological finds. and in no chapters of Acts is our assurance more to the full reassured in the modern-day cognition and the trustiness of the author of the book. While at Ephesus Paul had much communicating with Corinth. and wrote I Corinthians. which had clearly been preceded by another missive. There are indicants in II Corinthians that after this he found the troubles in the church at Corinth such that he wrote them at least one missive which has been lost. and made a short. and in its result extremely painful. trip to Corinth and back to Ephesus. Finally he was impelled by danger to his life to go forth Ephesus. and went through Macedonia to Corinth. On the manner he wrote. to fix for his ain presence. the epistle we call II Corinthians. Arriving at Corinth in the early winter he stayed until spring. His literary impulse continued active. and to this winter we owe the Epistle to the Romans. Earlier letters had been’ called out by particular demand in one or another church ; in Romans Paul comes nigher to a systematic expounding of his divinity than in any of his earlier Hagiographas. He knew the importance that would certainly belong to the Christian Church of Rome. He had made up his head to travel at that place. But first he must travel to Jerusalem. and there were dangers both from the hazards of travel and from hostile work forces. Of each hind his life had had many illustrations. Consequently he provided for the Roman Christians a clear statement of his chief place. together with a answer to several of the main expostulations brought against it. notably the allegations that his presentation of Christianity involves the repeal of God’s promises to his chosen people. and that it opened the manner to moral laxness. This missive Paul sent as an earnest of his ain visit to Rome. He had been for a twelvemonth or more oversing the aggregation by the churches of Asia Minor and Europe of a part for the hapless Christians at Jerusalem ; the heathen churches should therefore do a refund in animal things to those who had made them to be sharers of their religious things. This part was now ready. and Paul himself with a group of representatives of the main churches took ship at Philippi and Troas for Jerusalem. The ocean trip is narrated in item in Acts. obviously by one who was a member of the company. At last Paul reached Jerusalem. and was good received by the church ; but. followed as he was by the hate of Hebrews from the Dispersion who had recognized the threat to the Judaic faith continuing from the new religious order. he was set upon by a rabble. rescued merely by being taken in detention by the Roman governments. and after a series of exciting escapades which will be found laudably told in the Book of Acts. was brought to C`sarea. There he stayed a captive for two old ages and more until on the juncture of a alteration of Roman Governor his instance was brought up for test. when he exercised the right of a Roman citizen to appeal from the legal power of the Governor to that of the imperial tribunal at Rome. It was late fall. but he was dispatched with a comrade whom we may good believe to be Luke the darling doctor. and from whom our history surely comes. The narration of Paul’s ocean trip and shipwreck. of the winter on the island of Malta. and the concluding reaching at Rome early in one of the old ages between 58 and 62 a. d. is familiar. It is the most of import papers that antiquity has left us for an apprehension of the manner of working an ancient ship. while the image which it gives of Paul as a practical adult male is a delicious addendum to our other cognition of him ( Murphy-O’Connor 324 ) . In Rome. while under guard expecting test. Paul likely wrote Philippians. Colossians. Philemon. and the round missive. apparently intended for churches in Asia Minor. known to us as Ephesians. They show some new development of thoughts long present with him. and some new ideas to which his other Hagiographas give no analogue. and the manner of some of them has changed a spot from the freshness of Galatians and Romans ; but these are non sufficient grounds for denying that Paul wrote the letters. They are. so. as it seems to me. beyond sensible uncertainty genuine. The Book of Acts ends with the words. â€Å"And he [ Paul ] abode two whole old ages in his ain hired home. and received all that went in unto him. prophesying the Kingdom of God. and learning the things refering the Lord Jesus Christ with all daring. none prohibiting him. † This period of two old ages is sufficient to include the composing of the four epistles to which mention has merely been made. Philippians. Colossians. Philemon. and Epliesians. the alleged Epistles of the Captivity. What happened at the termination of the period? Apparently Paul’s instance. long postponed. so came to test. Make it ensue in his release or his executing? The grounds is meager and conflicting. and sentiments differ. It is possibly a little more likely that he was released. and entered on farther missional work. likely transporting out his original intent of forcing on with the announcement of his Gospel to the West. and set uping it in Spain ; but of this period there is no narrative. If after two old ages Paul’s imprisonment at Rome ended with his release. as the absence of tenable charges against him would take us to anticipate. he must hold been subsequently once more apprehended. likely in connexion with the persecution artfully turned against the Christians at the clip of Nero’s fire in July of the twelvemonth 64. It is likely that he was beheaded. to which favor his Roman citizenship entitled him. and that he was finally buried on the Ostian Way at the topographic point where now stands the glorious basilica of St. Paul Outside the Walls.

Broken Essays - Free Essays, Term Papers, Research Papers

Broken Essays - Free Essays, Term Papers, Research Papers Broken Love lost can be found, if just in a dream, The wash of sleep is welcomed so it can begin, A dream of what has now wilted, Before it can begin however, my mind seems to wander, I wonder how it happened, when did our love die, I ponder? And as my heart shatters against my reality, Like crystal against steel, I give in to the feelings of self-pity, Of hopelessness and dread. I wish for a dream to drown these feelings, Yet if it is to forever be just in a dream, Then nevermore will I be willing to give my heart away To another who could hurt me this way. Does this make me a coward? Refusing to play a game with such cruelty and power. Should I journey into this game again? Should I refuse to play at all? Still, how will I know until I begin. For now, pain is my pillow, not at all comfortable, For I am not brave enough to begin the journey, not just yet. Anthony Coots Copyright 2001 Anthony Coots

International Current Issues Essay Example | Topics and Well Written Essays - 2500 words

International Current Issues - Essay Example self-defence in international law Contemporary attitudes on the issue of pre-emptive self-defence appear to fall into four distinct schools of thought. The strict-constructionist school starts with the proposition that Article 2 (4) of the UN Charter details broader prohibition on the utilization of force. The utilization of force, as opposed to â€Å"war,† mirror a desire to ban transnational armed conflicts, not merely conflicts emanating from formal state of war. Strict constructionists’ highlights that Article 2 (4) ban any trans-boundary utilization of military force, inclusive of force justified by reference to the diverse doctrines established in the pre-Charter era of reprisal, forcible self-help, humanitarian intervention, and protection of nationals. Strict constructionist outlines that states may utilize force in self-defence as dictated by Article 51 of the UN charter. Proponents of the â€Å"imminent threat† school embrace the language of Article 51 speaks of self-defence in retaliation to an armed attack. However, proponents of this school of thought employ three lines of argument to progress a norm favouring a right of anticipatory self-defence, rather than pre-emptive self-defence. The proponents of this school of thought acknowledge that the UN Charter provides an intrinsic right to defend against an imminent threat. The provision â€Å"if an armed attack occurs† fails to impose conditions on the exercise of the intrinsic right; moreover, the broad meaning of the term â€Å"armed attack† accommodates the perception of â€Å"armed attack† as encompassing an attack that is imminent and inevitable. Nevertheless, proponents of this school of thought are unwilling to broaden the meaning of Article 51 beyond the notion of addressing imminent armed attack.2 This... This paper approves that the customary international law has a huge bearing on issues relating to self-defence. However, controversy still reigns since there is minimal scholarly consensus on the meaning of â€Å"imminence† within the context of contemporary threats. Furthermore, there is minimal consensus on who may be targeted in the sphere of non-state actors of those threatening, planning, perpetrating, and availing material support critical to organizing an armed attack. The labelling of an armed attack as â€Å"imminent† can be shaped by the relevant circumstances inclusive of the immediacy and nature of the threat; the possibility of an attack; whether the foreseen attack is part of a concerted pattern of persistent armed activity; the probability scale of the attack and the injury scale, or damage possible to emanate in the absence of mitigating action, and, the the probability that other opportunities to effect effective action in self-defence, which may yield to severe collateral injury, damage, or loss. This report makes a conclusion that opinions regarding the legality of self-defence under international law remain divided; one school of thought demands that an armed attack ought to occur prior to a state lawfully acting in self-defence. The resort to armed force remains outlawed as per the international law, except in cases where the UN Security Council awards permission. Military action ought to be employed as a last resort and must be essential to utilize force to deal with the precise threat at hand.

Catch-22 Research Paper Example | Topics and Well Written Essays - 2500 words

Catch-22 - Research Paper Example He was ready to comply with the U.S. Air Force standard of twenty-five combat missions and go home. However, Colonel Cathkart dreaming of fame at any cost, patriotically increases the number of required missions and it makes Yossarian’s desire to go home unreal. Actually, in some time Yossarian begins to fight worse and worse. Going up in the air he has a single goal – to return alive, and he totally does not care where they drop bombs – on the enemy’s object, or in the sea. But the commanders fight bravely, ready to carry out the most daring operations, as long as their subordinates risk their lives. They heroically disregard the dangers borne by others. It is not a problem to bomb the Italian mountain village, even without warning civilians. They are not afraid that there will be casualties, since it will create a perfect jam for enemy equipment. They are fiercely fighting each other for a place under the sun. Thus, General Peckem is plotting the defeat of the insidious enemy, which is the other American General Dreedle. For the sake of the general’s epaulettes Cathkart mercilessly exploits his pilots. Each of the many characters in this literary mural has its own war to win in, and for the victory they would spare neither effort nor life, someone else’s life. ... , gaining freedom), it serves not only to reveal the image of the protagonist of the novel Yossarian, but also the ideological and philosophical perspectives of Catch-22. Images and perspectives are revealed step by step: with each new episode of the central themes of the novel acquire new sensual fullness and variety of interpretations: The most significant aspect of the structure of Catch-22 is its chronology. Behind what appears to be merely random events lies a careful system of time-sequences involving two distinct and mutually contradictory chronologies (Gaukroger 71). This is largely due to the multi-faceted structure of the novel, â€Å"disparate elements of its structure as the seeming chaos of its surface text and its unrelenting comedy† (Woodson 153). Chaotic at first glance, the text of the first chapters of in the end of the novel acquires a clear structure; isolated episodes are arranged into a single event line. With immersion into the atmosphere of Catch-22 a c omic element is reduced to a bitter sarcasm and almost disappears in the final chapters. According to Joseph Heller: But certainly there is nothing funny about death; there is nothing funny about the death of a young man, and the fact I often in Catch-22 present the death of somebody in a flippant or disrespectful way was not only intended to have almost a contrapuntal effect—to avoid sentimentality—but also to make it perhaps more effective by dismissing the seriousness of death briefly as well (quoted in Meredith 50) Absurdity, which at the beginning of the novel is perceived more as a literary device, is gradually revealed as an existentialist category. The same event is described repeatedly, shown through the lens of views of different characters, the same facts are presented in different

Mid 2 Essay Example | Topics and Well Written Essays - 1500 words

Mid 2 - Essay Example Firstly, the Articles had no separation of powers (Brinkley, 201). Another problem with the Articles is that there was no strong form of central government (with a President) as seen today, as much of the power rested with the States themselves (Brinkley, 208). Bearing this in mind, it was very difficult to change the Articles because any amendment to them had to have universal approval from the 13 states and any law passed had to be approved by at least 9 (Brinkley, 211). The original Constitution did not have a bill of rights, so the first major amendment was to add this in 1789, with many states ratifying the Constitution before this date on the premise that this would be added to protect citizens (Brinkley, 220). The Federalists also acknowledged that to make the more centralized system work would require that the central government would need to take on existing debt, which would create a very large national debt (Brinkley, 220). Washington and Hamilton played large roles in mak ing the new federal government work. Hamilton founded the federal bank to ensure that there was a developed banking system in the United States (Brinkley, 225), which was needed to tackle the aforementioned problems of national debt. Hamilton was also the founder of the first U.S. political party (the Federalists) which made him an important player in developing the U.S. political system as we know it today. Washington played a role in securing national identity and developing the constitution, as seen by his role in the Whiskey Rebellion (Brinkley, 243). Despite this initial strong start for the Federalists, there was a split between this group and so-called Anti-Federalists (or Republicans), partly because of some of the dangers that were posed by a one-party state. The Republicans opposed the Federalist structure because they felt it resembled British structure (Brinkley, 243), which was evidently not popular and believed to be corrupt. Additionally, Republicans like Jefferson we re believed in the need for independent farmer citizens (Brinkley, 235). After Washington retired, the next President was John Adams. There was increasing tension during his rule between the U.S. and France, partly because France wanted Jefferson to be president (Brinkley, 235) and the Washington and Adams both wanted to stay out of European conflicts (Brinkley, 240). The Quasi-War with France had led to the passing of the Alien and Sedition Acts (Brinkley, 240), which led to more fighting between Federalist and Republican parties. The 1800 election was important because it was one way of figuring out the divide and coming to some sort of resolution between the two political parties (Brinkley, 249). The votes for Jefferson and Burr were tied so Congress had to choose a winner (Brinkley, 250). Evidently, Jefferson won the 1800 election which began an important time for Democratic-Republicans in the United States and allowed some of the more important founding features of the era to c ome to the fore in politics. Part TWO: From Jefferson to Jackson: Tell me how Jefferson’s vision of America contrasted with the Federalist one. How did Louisiana, Marbury vs Madison, the North African war and strained relations with Britain modify Jeffersonianism in practice? How did the War of 1812 become a Second War of Independence? What was the war’

Fed Corner Truncated Microstrip Patch Antenna

Fed Corner Truncated Microstrip Patch Antenna Ultra-Wide band communications attracted great interest of researchers as it has become one of the most promising technologies for short range mobile systems, Personal Area Networks (PAN) and high speed indoor data communication applications. FCC mentioned parameters for the complete functioning of UWB antennas and they have to cover the bandwidth specified by FCC to attain adequate performance. UWB has the advantage of high data rates with extremely low interference to other narrow band systems. The ultra short pulses provide extremely good spatial resolution, as the range provided by UWB is enough to seize down the major applications of daily life like in ground penetrating radars, parking radars, biomedical imaging, precision tracking and location finding. Various types of UWB antennas have been proposed and implemented with different feeding techniques, such as transmission line, probe feed, dual feed and coplanar waveguides (CPW). A compact antenna design fed by coplanar waveguide (CPW) is proposed. Overall dimensions of antenna are 28ÃÆ'-24 mm2. The design is fabricated and further analyzed to confirm its proper working in UWB range. The design of antenna is quite flexible as fiddling with the patch of microstrip antenna has been done in order to enhance the bandwidth which is the most valued obsession in the current environment. On the other hand, CPW has many advantages such as low radiation leakage, less dispersion at higher frequency, small mutual coupling between two adjacent lines which is helpful to place circuit elements close together without adding an additional layer of substrate and coplanar capability. Using CPW as feeding structure to excite a patch antenna has become very popular recently. The proposed antenna offers an excellent performance for UWB systems by providing bandwidth ranging up to 15.65GHz. Critical design parameters return loss and radiation patterns are investigated in detail. Proposed antenna provides good impedance matching, stable gain characteristics and consistent radiation patterns over its almost whole frequency band of interest. Chapter 1 Introduction Project Overview IEEE defines antenna as a device for radiating and receiving electromagnetic waves. They are used both as transmitter and receiver. This is era of wireless communication. Antennas are an important means of wireless communications now days. The need of time is compact small size antennas with enhanced bandwidth and gain. Amongst all antenna types microstrip patch antennas are most common. They are light in weight and consume low power. But patch antennas have disadvantage that they have narrow bandwidth. Many techniques are used to enhance bandwidth. Ultrawide band antennas have many applications and for many years they have been used for broadband and spread spectrum features in radar systems. The UWB performances of antennas result from excitation by non-sinusoidal signals with quickly time-varying performances [1]. UWB are low power consumption antennas and are for unlicensed applications. As name suggests, they have broad spectrum. Problem Statement Ultra wideband technology is used in low power, short range and high bandwidth communication. In UWB; through spreading information can be transmitted over a larger bandwidth and spectrum is also shared with the other users at the same time. Federal Communication Commission (FCC) allocated the license free band of 3.1GHz-10.6GHz for use in UWB applications. Since then there is a growing demand of UWB antennas for high data rate applications i.e. wireless personal area network (WPAN). UWB has had a important effect on antenna design. The major challenge in UWB antenna design is to achieve wide impedance bandwidth and stable gain while maintaining high radiation efficiency. Project Objective The purpose of this project is to design, stimulate, analyze and fabricate ultra wide band antenna using co-planer waveguide. Design and analysis of a compact antenna fed by CPW for UWB Applications is proposed Bandwidth of the proposed antenna is 15.65 GHz. Antenna offers an excellent performance for ultra-wide band systems by providing an ultra-wide bandwidth ranging from 3.1 18.75 GHz. Gain of the proposed antenna is 4.91dBi over its almost whole frequency band of interest Small size of antenna makes it suitable for applications which demand miniaturization of antenna structure and input impedance of 50 à ¢Ã¢â‚¬Å¾Ã‚ ¦. Methodology We have simulated the designed antenna using Ansoft HFSS. Then the simulated antenna is fabricated and tested on the network analyzer. The simulated and measured results are also explained. Organization of the thesis This report is divided into 6 chapters. Chapter 2 presents the fundamental parameters of antenna. This includes an explanation of various parameters related to antenna performance including radiation intensity ,radiation pattern, power density , gain, directivity and polarization etc. Chapter 3 discusses the Microstrip Patch Antenna and Feeding techniques. Chapter 4 includes Ultra wide band microstrip patch antenna, history of UWB antennas, their features and advantages. Chapter 5 describes antenna design, simulated results, 2D and 3D radiation patterns for different frequencies and fabricated results. Chapter 6 concludes the entire work done throughout the designing of proposed antenna. Conclusion and future work helps to explore enormity of the subject. Chapter 2 Fundamental Parameters of Antenna 2.1 Radiation Pattern The radiation pattern describes the strength of the radiated field in different directions from the antenna, at a constant distance. The radiation pattern is also reception pattern, as it describes the receiving properties of the antenna. It is defined as a mathematical function or a graphical representation of the radiation properties of antenna as a function of space coordinates. In most cases the radiation pattern is determined in far field regions and is defined as a function of the directional coordinates. Radiation properties include power flux density, radiation intensity, field strength, directivity phase or polarization [2]. The radiation pattern is three-dimensional, but measured patterns are usually two dimensional in vertical or horizontal plane view. These measured patterns are presented in either rectangular or polar format. Following figure shows radiation pattern of an antenna in polar plane and Cartesian coordinate systems. http://www.cisco.com/en/US/prod/collateral/wireless/ps7183/ps469/images/0900aecd806a1a3e_null_null_null_08_07_07-03.jpg Figure-2.1: Radiation Pattern of an antenna in Cartesian and polar coordinates Radiation patterns are further categorized as relative and absolute radiation patterns. Absolute radiation patterns have absolute units of power or field strength. Relative radiation patterns are presented in relative units of power or field strength. The radiation measurement patterns are mostly relative to isotropic antennas, absolute gain of the antenna is established by antenna gain transfer method. The radiation pattern varies with the distance i.e. the patterns in near filed and far filed are different. The field pattern that exists close to the antenna is known as near filed, and far-field refers to the field pattern that exists at large distances. The far-field is called radiation field. Radiation field and power are what is commonly of interest, so antenna patterns are generally measured in the far-field region. For antenna pattern measurement the distance should be chose large enough not to be in near-field or in far field. The minimum allowed distance depends on the dimensions of the antenna relative to the wavelength. The formula for this distance is: rmin = 2d2/ÃŽÂ » (2.1) Where, rmin is the minimum distance from the antenna d is the largest dimension of the antenna ÃŽÂ » is the wavelength. 2.1.1 Radiation Pattern Lobes Radiation lobes are defines as portion of radiation pattern bounded by regions of relatively weak radiation intensity [3]. These lobes are categorized as follow Major Lobes Minor Lobes Side Lobes Back Lobes 2.1.2 Major Lobe A major lobe is defined as the radiation lobe containing the direction of maximum radiation [2]. Normally an antenna has one major lobe. 2.1.3 Minor Lobe Any lobe except major lobe is called minor lobe. It usually represents the radiation pattern which is not desirable. 2.1.4 Side Lobe A side lobe is a radiation lobe in any direction other than the main lobe [2]. Usually a side lobe is next to the main lobe and is in direction to the main lobe. 2.1.5 Back Lobe A back lobe is a radiation lobe whose axis makes an angle of approximately 180 ° with respect to the beam of an antenna or that is directed away from the main lobe [2]. File:Typical Antenna Pattern.jpg Figure 2.2: An illustration of major and minor lobes of radiation pattern 2.2 Field Regions The antenna fields are divided into three regions Reactive near field Radiating near field (Fresnel) Far field (Fraunhofer) http://www.nearfield.com/images/theory-ffdist.jpg Figure 2.3: Figure of Near Field and Far Field Regions 2.2.1 Reactive Near Filed It is the region immediately around the antenna. In this region the reactive filed predominates. The distance of this filed with antenna is usually R 2.2.2 Radiating Near Field (Fresnel) Radiating near filed is defines as that region of the field of an antenna between the reactive near-filed and the far-filed region wherein radiation fields predominate and wherein the angular field distribution is dependent upon the distance from the antenna [2]. The distance of inner boundary is R 2.2.3 Far Field Region (Fraunhofer) Far Field region is defined as that region of the field of an antenna where the angular filed distribution is essentially independent of the distance from the antenna [2]. 2.3 Radiation Intensity Radiation Intensity is the power radiated from an antenna per unit solid angle. It is the parameter of far field radiation. 2.4 Directivity Directivity is figure of merit for antennas. It is the power density an antenna radiates in direction of maximum radiation to the average power density radiated by an isotropic antenna. Directivity for an isotropic antenna is always unity. It is expressed as D= (2.2a) (2.2b) Where, D is directivity and U is radiation intensity, Uo is Intensity if an isotropic source and Prad is total radiation power. 2.5 Gain The gain and directivity of an antenna are closely related to each other. However for gain in denominator it is total power accepted by an antenna rather than total power radiated by an antenna. G= (2.3) Gain is dimensionless. According to IEEE standards, gain doesnt include losses arising from impedance mismatching or polarization mismatches. 2.6 Bandwidth The bandwidth is basically the difference or range between highest and lowest frequencies on which an antenna is operated. It is advantageous to have an antenna with high bandwidth. The bandwidth is expressed in term of ratio of upper cut off to the lower cutoff for broadband antennas. 2.7 Beamwidth Beamwidth is the angle usually measured in degrees; between the -3dB power radiated in the main lobe of radiation pattern. img383 Figure 2.4: Illustration of Beamwidth 2.8 Return Loss It is the amount of power that is reflected back in to the transmission line due to mismatching or any other error. It is the efficiency of power delivered to the load from the transmission line. Mathematical representation of Return loss is RL = 10log (2.4) Return loss is measured in dB. http://www.mwrf.com/Files/30/11240/Figure_05.gif Figure 2.5: Return Loss 2.9 Polarization Polarization is defined as point of reference of the electric field of the wave radiated by the antenna. It is categorized in three types: Linear Circular Elliptical 2.9.1 Linear Polarization When there is zero phase difference between x and y component of a wave then polarization is called linear polarization. Linear polarization is further divided into Horizontal polarization Vertical polarization http://www.ccrs.nrcan.gc.ca/glossary/images/3104.gif Figure 2.6: Linear Polarization 2.9.1.1 Horizontal Polarization Horizontal polarization is the one in which wave propagates in x-direction and there is no propagation along y direction. A horizontally polarized wave is explained as a function of time T and E-field position Ex = E1 sin ( É ·t à ¡Ã‚ µÃ‚ z) (2.5) http://www.cfht.hawaii.edu/~manset/PolHoriz.gif Figure 2.7: Horizontal Polarization 2.9.1.2 Vertical Polarization Vertical polarization is the one in which wave propagates in y-direction and there is no propagation along x direction. It can be written in mathematical form as Ey = E2 sin ( É ·t à ¡Ã‚ µÃ‚ z) (2.6) http://www.cfht.hawaii.edu/~manset/PolVert.gif Figure 2.8: Vertical Polarization 2.9.2 Circular Polarization If there is equal phase difference between two waves then there is circular polarization, either clockwise or anticlockwise. Wave moving in clockwise rotation is said to be left circularly polarized and the one propagating in counterclockwise rotation is right circularly polarized. Mathematically it is defined as Ex = E1 sin (É ·t à ¡Ã‚ µÃ‚ z) (2.7) Ey = E2 sin (É ·t à ¡Ã‚ µÃ‚ z + ÃŽÂ ´) (2.8) E1 is the amplitude of wave linearly polarized in x direction. E2 is the amplitude of wave linearly polarized in y direction. ÃŽÂ ´ is the phase difference. http://www.cfht.hawaii.edu/~manset/PolCirc.gif Figure 2.9: Circular Polarization 2.9.3 Elliptical Polarization If two waves have unequal amplitude or phase then there is elliptical polarization. graphic 1 Figure 2.10 (a): Graphical Representation of Elliptical Polarization http://www.nsm.buffalo.edu/~jochena/images/elliptic2.gif Figure 2.10 (b): 3-D view of Elliptical Polarization 2.10 Voltage Standing Ratio VSWR is the ratio between maximum voltage and the minimum voltage. If there is a difference between load impedance and input impedance then there occurs reflection which causes instructive interference and destructive interference. Instructive and destructive interference produces maximum and minimum amplitudes respectively. Mathematical Expression for VSWR is VSWR= (2.9) http://www.microwaves101.com/encyclopedia/images/VSWR/waves5.jpg Figure 2.11: Different Voltage amplitudes at different distances 2.11 Types of antennas There are six different types of antennas [2]. Microstrip Patch Antenna Lens Antenna Wire Antenna Array Antenna Reflector Antenna Aperture Antenna 2.11.1 Microstrip Patch Antenna Microstrip patch antennas fall into the category of printed antennas [4]. A radiating patch is printed on a grounded substrate which is usually feed via a transmission line or coaxial cable. Patch can be of any shape and size i.e. circular, square, triangular or rectangular. Amongst all printed antennas i.e. Dipole, Slots, Tapered Slots antennas; Microstrip Patch Antennas are most famous. They are small in size, light in weight and low power consuming. But their bandwidths are smaller and have low gain. They are easy to integrate, good radiation control and cost of production is low. To increase bandwidth many techniques are used that is introducing slots and slits etc. They are used commercially in radars, wireless communications, satellites and mobiles etc. Figure 2.12: Microstrip patch Antenna http://images.books24x7.com/bookimages/id_22121/fig188_01.jpg Figure 2.13 (a): Rectangular Patch Antenna (b): Circular Patch Antenna Microstrip Patch antennas are used in Microwave frequency range. They are used in arrays to increase the bandwidth and gain and for other purposes. http://www.antennamagus.com/database/antennas/99/Stacked_microstrip_patch_array-antenna_design.png Figure 2.14: Array of rectangular patch antennas 2.11.2 Lens Antenna Lens antennas are used to convert spherical radiated waves into plane waves in specific direction by using a source with microwave lens. It actually stops the divergent radiated energy to spread in undesired directions. These are mostly used for the high frequencies. A lens antenna may be of concave or convex shape. They are directional antennas and can scan wider angles. In comparison to reflectors; their gain is 1 or 2 dB less. Lens antennas may be constructed of non-metallic dielectrics or of metallic (artificial) dielectrics [5]. http://www.xibao-electronictech.com/images/product/2/210Lens-Antenna.gifhttp://telecom.esa.int/telecom/media/img/largeimage/WaveguideLensAntennaPrjObj_404.jpg Figure 2.15 (a): Lens Antenna Figure 2.15 (b): Wave guide Lens Antenna 2.11.3 Wire Antenna Wire antennas consist of a simple wire that is used to radiate electromagnetic energy. These wire antennas can be of different shapes. Most commonly used are straight wire antennas i.e. dipoles, loops and helix. Beside half-wave dipoles and quarter wave monopoles, wires of arbitrary lengths are often used to form antennas. Wire antennas can be vertical, horizontal or sloppy with respect to the ground. They may be fed from centre, at end or anywhere in between. The wires can be thick or thin, the radiation of antenna depends upon the thickness of the wire. Antennas with length larger than ÃŽÂ »/2 are called Long-wire antennas. Figure 2.16 (a): Wire Antennas (a) Figure 2.16 (b): Dipole Circular loop 2.11.4 Array Antenna Array antennas are made up of more than one element basic of which is a dipole. Array antennas are the combination of radiating elements in such way that the radiation from these add up giving maximum or minimum radiation in a specific direction. They are used for higher directivity. They are made up of helices, dishes and other antennas. These elements are arranged to form broadside, end fire, collinear, driven and patristic arrays [5]. They are used in applications in which radiation cannot be achieved from single radiating element. They are low weight and low cost antennas. Examples of array antennas are Yagi-Uda, http://www.tennadyne.com/images/tennlpdanavy.JPG Figure 2.17: Log Periodic Dipole Array Antenna 2.11.5 Reflector Antenna They are widely used to modify the radiation pattern of radiating elements. They are classified as active and passive reflectors. The active reflectors have corners made up of plane surfaces and they include periscopic antennas, flat-sheet reflectors and corner-reflector antennas. An active reflector may have corner elliptical, parabolic or spherical shape. Active reflectors include parabolic dish, truncated parabola, pill box etc. Reflectors are simple in design, involve only one surface and obey simple laws of optics. The applications of reflector antennas are radars and other point to point communication systems [5]. http://www.sameercal.org/images/reflector_antenna.jpg Figure 2.18: A co-secant Reflector Antenna 2.11.6 Aperture Antenna Aperture antenna is an important antenna for space communication. As the name suggests they consist of some cavity through which electromagnetic waves are transmitted or received. Apertures may be of any shape i.e. rectangular, circular or spherical. Larger the size of antenna larger will be the gain. Aperture antennas have to be placed carefully because they have narrow beam widths. Examples of aperture antennas include waveguides, reflectors horns, slots and lenses. Aperture antennas are commonly used in aircraft and spacecraft applications. http://www.analyzemath.com/antenna_tutorials/introduction_3.gif Figure 2.18: Horn Aperture Antenna Chapter 3 Microstrip Patch Antenna and Feeding techniques 3.1 Introduction Spaceships, aircrafts and other military applications such as missiles where important constraints to consider are performance, manufacturing expenditures, smooth profile and ease of installation and now a days other systems such as wireless communication requires similar type of specifications to consider . And the basic component which is required by these listed applications for transmission of instructions or data and to receive these instructions on the receiver end is antenna. Hence to meet the requirements listed above e.g. smooth profile, cost and performance etc Microstrip antennas are used. Microstrip antennas are diminutive profile, conformable to planar and non-planar surfaces, easy and cheap to construct using the up to date printed circuit technology. Microstrip antennas have very flexible behavior to polarization, resonant-frequency, and impedance and radiation pattern. They are also used to increase the bandwidth. They consist of a ground plane over which a substrate is mounted and the radiating patch is mounted on the substrate. Generally the ground plane and the dielectric substrate have equal length and width. The Microstrip antennas are illustrated by the width, length and the height of the dielectric substrate which is sandwiched in between the ground plane and the radiating patch 3.2 Structural Configuration The structural configuration of micro strip patch antenna is shown in figure Figure 3.1: Structural Configuration of Patch Antenna It consist of a thin (t Figure 3.2: Side View of Patch Antenna The length of the patch is usually ÃŽÂ »/3 3.3 Formula for Rectangular Patch Antenna To draw the width of the patch we use the formula (3.1) And the length of the patch can be drawn as: (3.2) To reduce the fringing effects we use the following formula à ¢Ã‹â€ Ã¢â‚¬  L= 0.412h (3.3) Here à ¢Ã‹â€ Ã¢â‚¬  L is the trimmed length from antenna. (3.4) 3.4 Feeding Methods Following feeding methods are most popular and are used with microstrip antennas 1. Microstrip line feed 2. Coaxial probe feed 3. Aperture coupled feed 4. Proximity coupled feed 5. Coplanar waveguide feed These methods are either contacting or non-contacting. Contacting methods are those in which there is a direct contact between the transmission line and the radiating surface whereas in non-contacting methods, electromagnetic field coupling method is used to transfer the power. 3.4.1 Microstrip Line Feed In this feeding method, the line feed is conducting strip of small width as compared to the patch. It is the easiest feeding method; easy to fabricate and simple to model. The radiating strip is placed at radiating patchs edge and it is of the same material that is used for patch. If length of the strip is greater than the wavelength, losses will be generated. It can be reduced if the strip line has a substrate with high dielectric constant and low weight, so that the fields are confined to the strip line. A line feed of dimensions 17x3mm is used to obtain 50ÃŽÂ © input resistance. Figure 3.1: Patch with Microstrip Line Feed 3.4.2 Coaxial probe feed In coaxial probe feeds, coax inner conductor is attached to the radiating patch while the other conductor is connected to the ground plane. It is used widely. Its fabrication is easy and has low spurious radiation that is radiation outside the band frequency. It is has narrow bandwidth and it is hard to model for thick substrate. Matching also becomes difficult for thicker substrate because of increase length of probe make it more inductive, its inductance effect can be reduced by using a series of capacitors. Figure 3.2: Patch with coaxial probe feed 3.4.3 Aperture coupling feed It is the non-contacting feed. The two substrates are separated by ground plane in it. The microstrip feed line is on the bottom side of the lower substrate there is a; whose energy is coupled to the patch through a slot on the ground plane which separates the two substrates. A material with higher dielectricity is used for bottom substrate therefore, by this arrangement independent optimization of the feed mechanism and the radiating element can be carried out. For top substrate a thick, low dielectric constant material is used. The ground plane between the two substrates isolates the feed from the radiating element and minimizes the interference. The configuration is shown in the figure Figure 3.3: Patch with aperture coupling feed Matching is performed by controlling the width of the feed line and the length of the slot. Amongst all four techniques this is the hardest to fabricate and has narrow bandwidth. It is somehow easy to model and has moderate spurious radiation. 3.4.4 Proximity coupling feed In this feeding method, microstrip line is placed between two substrates and the radiating patch is placed on the upper substrate. This coupling is capacitive in nature. This coupling has the largest bandwidth as high as 13%. It is easy to model and has low spurious radiation. Its fabrication is somehow difficult. However, length of the stub help in improving the bandwidth, and width-to-line ratio of the patch can be used to control the match. The coupling feed is shown Figure 3.4: Patch with Proximity Coupling Feed 3.4.5 Coplanar Waveguide Feed This feeding technique is used when patch antenna is used in microwave monolithic integrated circuits (MMIC). The coplanar feed is fabricated on a ground plane and coupling is achieved through a slot. This feeding method reduces the radiation from feed structure because of its unusual method of coupled slot. Since CPW (coplanar waveguide) has many advantages such as low radiation leakage, less dispersion and small mutual coupling between two adjacent lines, which is helpful to place circuit elements close together without adding an additional layer of substrate, using CPW as the feeding structure to excite the patch antenna through a slot has become very popular recently. In addition, CPW structure can maintain constant characteristic impedance while varying its geometry, which provides a better impedance matching possibility Figure 3.5: Patch with Coplanar Waveguide Feed 3.3 Categorization on the basis of bandwidth:- On the basis of range of frequency bands, microstrip patch antennas can be categorized into three main classes which are: antenna for narrow band applications antenna for wide band applications antenna for ultra wideband applications Chapter 4 ULTRA WIDEBAND 4.1 Introduction A series of very short baseband pulses with time duration in nano-seconds that exist on ALL frequencies simultaneously. Pulse repetition frequency (PRF) can range from hundreds of thousands to billions of pulses/second. Very low power: 41dbm/MHz (FCC) and wide bandwidth: 3.110.6 GHz Modulation techniques include pulse-position modulation binary phase-shift keying And others Radio technology that modulates impulse based waveforms instead of continuous carrier waves 4.1.1 Narrow band vs. Wide band signals UWB could be used to Indoor, short-range communications for high data rates, OR Outdoor, long-range, but for very low data rates 4.1.2 Large Relative Bandwidth UWB is a form of extremely wide spread spectrum where RF energy is spread over gigahertz of spectrum. Wider than any narrowband system by orders of magnitude. Power seen by a narrowband system is a fraction of the total.UWB signals can be designed to look like imperceptible random noise to conventional radios 4.1.3 Large Fractional Bandwidth Large fractional bandwidth leads to High processing gain and Multipath resolution and low signal fading. Fractional Bandwidth is the ratio of signal bandwidth (10 dB) to center frequency: Bf = B / FC = 2(Fh-Fl) / (Fh+Fl) 4.1.4 Scalable Technology with Low Power UWB benefits from basic information theory results when: Signal Bandwidth >> Data Rate .Power efficient low-order modulation can be used even for relatively high data rates.Data rates can scale independent of PRF by integrating bit intervals over multiple pulse intervals 4.1.5 Multipath Performance Ultra-wide bandwidth provides robust performance in multipath environments . 4.1.6 UWB Data Rates 4.2 UWB channels Indoor Within a room (LOS NLOS) Investigates the impact of Distance Rx/Tx antenna heights Antenna polarization C:mat_dirsuwblimitsindoor5.tif UWB Emission Limit for Indoor Systems Outdoor Campus environment Low altitude Mobility C:mat_dirsuwblimitsoutdoor5.tif UWB Emission Limit for Outdoor Hand-held Systems 4.3 Emission limits for UWB UWB Emission Limits for GPRs, Wall Imaging, Medical Imaging Systems. Operation is limited to law enforcement, fire and rescue organizations, scientific research institutions, commercial mining companies, and construction companies. UWB Emission Limits for Thru-wall Imaging Surveillance Systems 4.4 Features of UWB :- Ultra-short pulses Baseband transmission Low duty

Order vs Chaos in John Steinbecks Cannery Row :: Cannery Row Essays

The theme of Cannery Row, in short, is no less than a poetic statement of human order surrounded by a chaotic and essentially indifferent universe, and this is one reason why the structure of the book does seem so "loose" - why Steinbeckian digressions and interchapters so often interrupt the flow of narrative. A wandering and mysterious Oriental threads his way through the story with no "purpose" but to remind us of the emptiness and pathos and loneliness we all share, things which render our cruelty or ambition futile. The face of a drowned girl appears like a paradoxical vision of "immortal death"; a chaos of sea-life-and-feeding is given order and shape by an obscure scientist - observer, who realizes the he is himself part of the processes which he catalogues; a serio-comic painter devotes himself to work which inevitably comes to nothing - and we recognize an allegory of our own labors; there is suicide, loneliness, joy, love, and isolation jumbled together in a peculiar and haphazard fashion which somehow results in emotion neither peculiar nor haphazard; the recognition of ourselves. The symbolism of chaos-and-order is basic to Cannery Row; various characters, each in his own fashion, try to arrange and observe what cannot, in any essential aspect, be changed. As Steinbeck says in one of his "inter-chapters" or digressions, it is the function of The World-of human communication-to create by means of faith and art an Order of love which is mankind's only answer to that fate which all men, and indeed all life, must ultimately share. And if John Steinbeck turns to the "outcasts" from society as symbols for this vision, it may be that only the outcasts of machine Order vs Chaos in John Steinbeck's Cannery Row :: Cannery Row Essays The theme of Cannery Row, in short, is no less than a poetic statement of human order surrounded by a chaotic and essentially indifferent universe, and this is one reason why the structure of the book does seem so "loose" - why Steinbeckian digressions and interchapters so often interrupt the flow of narrative. A wandering and mysterious Oriental threads his way through the story with no "purpose" but to remind us of the emptiness and pathos and loneliness we all share, things which render our cruelty or ambition futile. The face of a drowned girl appears like a paradoxical vision of "immortal death"; a chaos of sea-life-and-feeding is given order and shape by an obscure scientist - observer, who realizes the he is himself part of the processes which he catalogues; a serio-comic painter devotes himself to work which inevitably comes to nothing - and we recognize an allegory of our own labors; there is suicide, loneliness, joy, love, and isolation jumbled together in a peculiar and haphazard fashion which somehow results in emotion neither peculiar nor haphazard; the recognition of ourselves. The symbolism of chaos-and-order is basic to Cannery Row; various characters, each in his own fashion, try to arrange and observe what cannot, in any essential aspect, be changed. As Steinbeck says in one of his "inter-chapters" or digressions, it is the function of The World-of human communication-to create by means of faith and art an Order of love which is mankind's only answer to that fate which all men, and indeed all life, must ultimately share. And if John Steinbeck turns to the "outcasts" from society as symbols for this vision, it may be that only the outcasts of machine