The resistance in a conductor Essay Example for Free

The resistance in a conductor Essay This will consequently increase the resistance of the wire. However if the wire was shorter, the free electrons will not collide with the atoms as much as it did when it was longer. So now I can conclude that resistance is directly proportional to length and that if the length of the wire doubles its resistance doubles. If I draw a graph representing current against voltage for different lengths of wire, then it will look like this: The shortest wire of these will be the steepest in the graph; this is because it has the least resistance and therefore supplied the least voltage. The longest wire will have the greatest resistance and will be represented by the lowest line on the graph. Material of the wire: Here I use two different materials for the wires and calculate their resistance. I have chosen copper and nichrome. I will use the same procedure as mentioned before to calculate the resistance and I will set up the apparatus as first mentioned while keeping the thickness and the length of the wires same. If I were to draw a graph representing current against voltage, for this experiment it will look sort of like this: Thickness of the wire: Resistance: Resistance and length: If I plot a graph to show how resistance varies with length, it will show me something similar to this predicted graph: The graph passes through the origin, which concludes that , however much I increase the length, the resistance will increase by the same amount. Resistance decreases if the cross-section area is increased. An example can help to get a clearer picture; a narrow wire has fewer paths existing for the electrons to move through. While a larger wire has many more paths they could take. This makes conduction easier. It can be shown that the relationship between the cross-section area, A and resistance is R ? 1/A OR R ? K/A Where k is a constant that depends on the length and type of material. If I plot a graph to show how resistance varies with area, this will be shown: Unlike the graph for length, the line doesnt pass through the origin. However: R ? 1/A means that a graph of R against 1/A will show direct proportion. If I plot a graph to show how resistance varies with 1/Area, I will get this: Free electron conducting in metal Conductors: Conductors ( e. g. copper, aluminum ) are those substances which easily allow the passage of electric current through them. It is because there are a large number of free electrons available in a conductor. In terms of energy band, the valence and conduction bands overlap each other as shown below. Due to this overlapping, a slight potential difference across a conductor causes the free electrons to form electric current. Thus the electrical behaviour of conductors can be effectively explained by the band energy theory of materials. Prior test In order to rely on my results, I take the readings of the current for the increasing and the decreasing currents; giving a prior test. Material: Length: Thickness: Resistance (? ) Average Current (mA) Current (decreasing in voltage) Current (increasing voltage) Voltage (V) Sly. Experiment This first trial is to test the accuracy and the realism of the experiment itself. It also shows us that as the temperature has an effect on resistance. I will use a 100cm long strip of Nichrome wire and attach it to the circuit and the current will be raised and recordings will be taken at different levels. 1. Attach 100cm Nichrome wire. 2. Turn on the power supply and raise the current. 3. Take reading from the voltmeter. 4. Continue raising the power recording voltmeter readings. This above procedure will require the following equipment given below: 1. 100cm Nichrome wire 2. Ammeter 0 to 200 mA 3. Voltmeter 0 to 20 volts 4. Rheostat 5. Crocodile clips 6. Battery 7. Switch with key 8. Connecting wires By adjusting the rheostat the voltage are increasing in steps of 0. 15 V to 0. 50 V. Each time noting down the corresponding ammeter readings. I do this to make sure the readings of the ammeter while increasing and decreasing the voltage are the same almost with a slight variation, therefore making sure that no heating has taken place. I will then note down the ammeter readings while decreasing the voltage in steps of 0. 50 V to 0. 15 V, and Ill take the average current readings as this will improve the reliability of my experiment. I will use a table similarly to the one drawn and record my readings and calculate the resistance. Material: Nichrome Wire Length: 100cm Thickness: 0. 45mm Resistance (? ) Average Current (mA) Current (decreasing in voltage) Current (increasing voltage) Voltage (V). Sly. No Average = 5. 70 And now I will draw a graph representing current against voltage, and then I will take the line of best fit from which I will take the gradient and check whether the results I have obtained graphically matches the results in the table. Obtaining Evidence In this part of my task, I will show all my graphs and results that I have obtained after carrying out the experiments. I have done the same process as I have planned earlier. My experiment will be based on these:   Length (same thickness and different lengths)   Thickness (same length and different thickness). Resistors in series Resistors in parallel Different Lengths Material: Nichrome Wire Length: 100cm Thickness: 0. 45mm mA Resistance (? ) Average Current (mA) Current (decreasing in voltage) Current (increasing voltage) Voltage (V) Sly. No Material: Nichrome Wire Length: 75cm Thickness: 0. 45mm mA Resistance (? ) Average Current (mA). Current (decreasing in voltage) Current (increasing voltage) Voltage (V) Sly. No   Average = 6. 49 Material: Nichrome Wire Length: 50cm Thickness: 0. 45mm mA Resistance (? ) Average Current (mA) Current (decreasing in voltage) Current (increasing voltage) Voltage (V) Material: Nichrome Wire Length: 25cm Thickness: 0. 45mm mA Resistance (? ) Average Current (mA) Current (decreasing in voltage) Current (increasing voltage) Voltage (V) Sly. Resistance = 1/440 = 0. 00227 x 1000 = 2. 27 Different Thickness Material: Nichrome Wire Length: 100cm Thickness: 0. 90mm mA Resistance (? ) Average Current (mA) Current (decreasing in voltage) Current (increasing voltage)Voltage (V) Sly. No Material: Nichrome Wire Length: 100cm Thickness: 0. 45mm mA Resistance (? ) Average Current (mA) Current (decreasing in voltage) Current (increasing voltage) Voltage (V) Sly. No Average = 8. 40 Material: Nichrome Wire Length: 100cm Thickness: 0. 56mm mA Resistance (? ) Average Current (mA) Current (decreasing in voltage) Current (increasing voltage) Voltage (V) Sly. Average = 4. 86 Material: Nichrome Wire Length: 100cm Thickness: 0. 32mm mA Resistance (? )Average Current (mA) Current (decreasing in voltage) Current (increasing voltage) Voltage (V) Sly. NAverage = 8. 73 Resistance from graph Thickness: 93 Material: Nichrome Wire Length: 100cm and 50cm Thickness: 0. 45mm mA Resistance (? ) Average Current (mA) Current (decreasing in voltage) Current (increasing voltage) Voltage (V) Sly.   Average = 12. 79 Resistance from graph 100cm and 75cm Gradient = y/x = 25. 15/0. 40 =62. 87 Resistance = 1/62. 87 = 0. 01590 x 1000 = 15. 90 100cm and 50cm. Gradient = y/x = 23. 55/0. 30 = 78. 5 Resistance = 1/78. 5 = 0. 012738 x 100 = 12. 73 Parallel Material: Nichrome Wire Length: 100cm and 75cm Thickness: 0. 45mm mA Resistance (? ) Average Current (mA) Current (decreasing in voltage) Current (increasing voltage) Voltage (V) Sly. Average = 3. 69 Material: Nichrome Wire Length: 100cm and 50cm Thickness: 0. 45mm mA. Resistance (? ) Average Current (mA) Current (decreasing in voltage) Current (increasing voltage) Voltage (V) Sly. No Resistance   Analyzing Evidence. Here in this part of my experiment I will prove that my hypothesis and my obtained results obey the ohms law. This is where the results from my graphs and the results I have already obtained earlier will be compared; talking about its proportionality. Variation in length: When the length of the wire boosts, the amount of atoms present in it also boosts. The variation of these atoms block the passage of electrons passing through the wire. A slower flow of electrons will therefore lead to less current passing through the wire hence the longer the wire, the longer the electrons have to travel, so they come across more collision. From this statements I predict that the resistance increases with the length of the increasing wire. Hypothesis: It is expected that the resistance should increase in proportion to the length. The resistance should be considerably higher for the 100cm length than it is for the 50cm length. Theoretically the resistance for the 100cm length should be 2 times that of the 50cm length. The reason for this was explained earlier. Resistance will increase with length. Resistance is proportional to length. In this table below I will show the results I have obtained from the graph and the table: ? R/L = constant Average R (graph)R (table) Length of wire (cm). From the above table I have concluded that resistance increases with length and as the length doubles, the resistance doubles about with it. The column R/L is roughly constant. This supports my hypothesis that resistance of a wire is directly proportional to its length. The even increase of resistance with length can be explained by the clashes that take place in a wire as current flows through it. When the current flows through a wire, the free electrons collide with the atoms of the wire. The longer the wire the more collisions occur. And this will result in an increase in the resistance. However, the shorter the wire, less the collision, hence less resistance. I will show the relationship between length of a wire and its resistance on a graph, from the values of the above table. And this will confirm my conclusion that length is directly proportional to its resistance. Results The resistance is clearly increasing as the length of the wire increases. And when the length of the wire doubles, its resistance also doubles. The results shown in graph is exactly what is anticipated to happen as stated in the hypothesis. From the table above we can see that as the length doubles, the resistance also approximately doubles. In the last column R/L if found to be constant somewhat, therefore making it obey the ohms law R ? L The predicted graph drawn between R and L looks like this: Variation of thickness This experiment is needed to confirm that the resistance of a wire is inversely proportional to its diameter. If the cross-section of a wire is enlarged this means that the area on which the electrons move will be enlarged. Thus suggesting that there will be no clouds of electrons and atoms. The current can travel easily with nothing increasing the resistance. Likewise if the wire is narrower the obstruction will be crossed by the electrons will be lesser and therefore the current will decrease. Hypothesis It is expected that the thinnest wire will have the highest resistance because a thicker wire offers less resistance to current than a thinner one of the same material. This is because current consists of electrons flowing through the metal of the wire. The electrons hop from atom to atom in the metal in reaction to the electric field in the circuit. A conductor with a larger cross-section allows more electrons to intermingle with the fields.

Cervical Cancer Essay -- HPV Cancer, Cervical Cancer

Cervical cancer malignant cancer of the cervix uteris or cervical area. It may present with vaginal bleeding but symptoms may be absent until the cancer is in its advanced stages, which has made cervical cancer the focus of intense screening efforts using the Pap smear. About 2.2 percent of women carry one of the 2 virus strains most likely to lead to cervical cancer. One of the symptoms of Cervical Cancer is very Unusual amount of discharge. Treatment consists of surgery in early stages and chemotherapy and radiotherapy in advanced stages of the disease. An effective HPV vaccine against the two most common cancer-causing strains of HPV has recently been licensed in the U.S. These two HPV strains together are responsible for approximately 70% of all cervical cancers. Experts recommend that women combine the benefits of both programs by seeking regular Pap smear screening, even after vaccination. Symptoms of advanced cervical cancer may include: loss of appetite, weight loss, fatigue, pelvic pain, back pain, leg pain, single swollen leg, heavy bleeding from the vagina, leaking of urine or feces from the vagina, and bone fractures. Cervical cancer happens when cells in the cervix begin to grow out of control and can then invade nearby tissues or spread throughout the body. Large collections of this out of control tissue are called tumors. However, some tumors are not really cancer because they cannot spread or threaten someone's life. These are called benign tumors. The tumors that can spread throughout the body or invade nearby tissues are considered cancer and are called malignant tumors. Usually, cervix cancer is very slow growing although in certain circumstances it can grow... ...sease (STD) is the main cause of cervical cancer. Cervical cancer resembles various nonmalignant venereal diseases in that it is associated with promiscuity. In to that?s addition, there was also another possible risk factor, Evita's mother died of cervical cancer at the age 77. Cervical dysplasia is a also condition characterized by the presence of abnormal cells in the cervix, indicating either precancerous or cancerous cells. The condition is classified as low-grade or high-grade, depending on the extent of the abnormal cell growth. Low-grade cervical dysplasia progresses very slowly and typically resolves on its own. High-grade cervical dysplasia, however, tends to progress quickly and usually leads to cervical cancer. An estimated 66% of cervical dysplasia cases are estimated to progress to cancer within 10 years.

Poet’s childhood Essay

â€Å"In Mrs. Tilscher’s Class† by Carol Ann Duffy deals with one central theme. The theme of growing up is the main idea within the poem and is repeatedly imprinted throughout the poet’s childhood. This theme leads on to the more abstract idea of the child already maturing into a great poet. Her mind’s eye is unbounded as she transforms her classroom into a place of riches and resides in her own world of imagination. Written improbably through the 2nd person viewpoint, the poem expresses these ideas personally to the reader, hence allowing us to empathise with the poet. The poet is able to recall several aspects of her primary school days, and is consequently able to paint a picture of her memories from the viewpoint of a young child. The writer not only conveys an inviting warm atmosphere of a 1960’s classroom, but also unveils a liberal outlook to her childhood. A colourful classroom with numerous displays is made known to the reader: â€Å"The classroom glowed like a sweet shop. † The classroom is made into a place of riches with this visual simile, used to radiate wonders of the child’s mind. The word â€Å"glowed† in this line is a metaphor all on its own. The metaphor allows the reader to visualise the sweetshop gleaming due to the light refracting through the glass jars and translucent sweets. The poet can also bring to mind the teacher’s blackboard, as she informs the reader of how â€Å"the chalky Pyramids rubbed into dust. † In a literal sense the chalky lines on the board became chalk dust. The poet imagines this to be great pyramids and monuments being eroded inevitably by time. The bell signifying the end of playtime is remembered as: â€Å"The laugh of a bell, swung by a running child. † This auditory image incorporates the personification of the bell, to compare its sound to an incessant laugh of a child. The bell’s laugh is a transferred epithet from the child, as the children too were laughing, overwhelmed with joy as they returned to their classroom for another dose of Mrs. Tilscher. The poet’s joy is so intense and infectious, that it reaches out and transforms the whole scene. Such is the magnitude of the poet’s emotion. The laugh is also a visual image, as the reader can see a smile as the arc of the bell, and the clapper hitting the sides of it is almost comparable to a tongue. However other images such as a â€Å"skittle of milk† are more informative and suggest the time setting of the poem. The poet also remembers a music room next door to her classroom, though only by means of â€Å"a xylophone’s nonsense† heard. This auditory image describes the noise of the xylophone next door and this is further expanded by the use of the single metaphoric word â€Å"nonsense† which implies the vague unclear noise heard and the fact that the primary school children are producing uncoordinated music. The â€Å"enthralling books† were not to be forgotten to the poet, as they had made her a slave to them continually, due to their alluring influence. All the images used to recall aspects of the poet’s primary school principally focus on an emotional and sensual level. The primary school classroom may have been a place memorable to the poet through various images, but the definitive piece of the poet’s 1960’s school life was Mrs. Tilscher. Mrs. Tilscher’s voice is not even forgotten, as the poet reminisces her voice as she â€Å"chanted the scenery. † Mrs. Tilscher’s chanting brings about connotations of music in her voice and melodic speech. It also brings about a sense of religion, as she is made comparable to a pastor in a church chanting a sermon, enlightening and entrancing us all. Mrs. Tilscher is portrayed as a compassionate teacher: â€Å"Mrs. Tilscher loved you† and shows kindness and care. The terms around the lines focused on Mrs. Tilscher also have an implication on how she is illustrated to the reader. Words with intense connotations such as glowed, sweet, sugar and coloured have associations with moods of joy, brilliance, love and bliss which all elaborate on Mrs. Tilscher’s image. The teacher is also illustrated to be appreciative: â€Å"Some mornings you found she’d left a good gold star by your name. † Although it seems that the poet finds aspects of the classroom just as unforgettable as Mrs. Tilscher, the poet essentially portrays the classroom’s essence to be the work of Mrs. Tilscher, through her tone of voice. Choices of words or diction such as â€Å"could† have connotations of possibility. When put into context and further developed on, the implications go as far as unconstrained and limitless possibility. The teacher opens up a whole world of possibility, and it is because of this the poet remembers so much about her classroom, a boundless environment. It is because of Mrs. Tilscher that the poets classroom surroundings were made to be so memorable. The poet’s tone of voice and language varies throughout the poem, and strong distinction is made between the first two stanzas and the last two stanzas. The language in the first two stanzas is exceptionally exuberant, more child-like in an emotional sense and the imagery is much more pleasant to envisage, filled with colour, vibrancy and liveliness: â€Å"Sugar paper. Coloured shapes. † Each individual phrase builds up an atmosphere full of warmth. However the last two stanzas are less joyous in their atmosphere, as the poet makes her transition to a state of being overwhelmed by hormones. The word connotations also vary greatly in these two stanzas, bringing suggestions of anger, accusation and dismay: â€Å"You kicked him, but stared at your parents, appalled. † The stanzas are also bleaker in description and imagery is uninviting: â€Å"The air tasted of electricity. † The poet’s feelings in stanza four are troubled, after being introduced to topic of how she was born: â€Å"A tangible alarm made you always untidy, hot, fractious under the heavy, sexy sky. † Such sentences furthermore use more mature and sophisticated language, which coincide with her growth as the language also develops. Therefore the poet’s outlook and tone of voice changes as she becomes much more interested in growing up than going to primary and learning in a high-spirited vibrant classroom. The reader of the poem is invited to personally explore the main ideas within the poem. This personal involvement of the reader seems appropriate, as the main theme conveyed, the journey of growing up, is your own personal exclusive journey. This personal involvement is due to the narration of the poem from the second-person viewpoint. This is shown through the excessive use of the second-person pronoun â€Å"You. † By using this narration style, the experience of the young poet is made universal and common. We can all be subjected to her experiences of growing up from the second-person narrative perspective. Although the reader finds it easy enough to face the poet’s experiences, Mrs. Tilscher feels that she should have no influence in the young child’s journey of growing up, and that such a journey should proceed at the person’s own pace. When the child asks the teacher about how she was born, â€Å"Mrs. Tilscher smiled, then turned away. † Mrs. Tilscher may have believed that the poet would learn in her own time, but the poet nevertheless encourages the reader to enter her journey. The poem illustrates two worlds in which the poet resided during her childhood days. The reader is able to capture not only the essence of the classroom, but also the limitless realm of the child’s imagination. Both these worlds exist alongside each other agreeably as the classroom is made into a creative place itself due to the influence of Mrs.Tilscher. The foremost apparent world presented by Carol Ann Duffy is the classroom. The classroom conveys images of riches, sweets, colour and joy. However beyond this, the classroom is seen to be a sanctuary. The classroom was a safe house against the world of murder and crime outside, as suggested by the mention of â€Å"Brady and Hindley† of the 1960’s. The real world begins to force an entry into the child’s reverie as she slowly begins to become conscious of the world outside. This is the first occasion in which the poet shows signs of growing up, which enforces the main theme of the poem. The girl learns that the real world isn’t to be trusted. The classroom however is portrayed as a world of its own, not troubled by the likes of such horrific murderers. The fear fades away in the classroom, and along with this so does the little hint of adulthood. She postpones her transition into adulthood for the meantime, as the poet shows us by using a child-like image after the allusion: â€Å"Brady and Hindley faded, like the faint uneasy smudge of a mistake. † This second component to the sentence indirectly illustrates the use of a pencil, and the occurrence of â€Å"silly mistakes. † It is because of this implication that the poet moves back into the state of childhood. The growth of the poet is exemplified in this classroom world, and therefore this world is very significant to the theme. Conversely, on a more abstract plane, the poem portrays another world within the child’s mind. A whole world of imagination and vision. The poet expresses that she â€Å"could travel up the Blue Nile with your finger tracing the route. † The poet is tracing her finger down the Nile, and is in her imaginative world of Egypt. On the other hand, in reality the teacher is demonstrating sketch maps on the board. The word within the poem, which establishes both worlds within and without, is a metaphor on its own. The word â€Å"travel† is the single metaphor, which suggests that the poet is on a journey within her mind, when actually she is stationary within her school seat. The poet also conveys the main theme in this imaginative world, as the child not only travels with her finger and during her daydream, but she furthermore travels through her journey of growing up. The child is beginning to grow into a great poet, and this is shown through various lines within the poem. A very strong contributor to this idea of the girl growing into a great poet is an example of synaesthesia: â€Å"The scent of a pencil, slowly carefully shaven. † This image appeals to all of the senses at once, and incorporates kinetic, olfactory, visual and tactile aspects. This line shows how the poet â€Å"carefully shaved† her pencil, just in the same way she carefully crafts sentences. This is extended even further by the link made between the writing tool and the writing process. The child poet is even able to link this image full of senses to the main theme of growing up. The act of the girl carefully shaving the pencil, symbolises how she is shaving or peeling off her childhood as she makes the transition into adulthood. The poet gradually conveys to the reader that there are two states of growth within the poem, and that the girl is maturing both into adolescence and into a mind of an exceptional poet. The last stanza of the poem focuses the atmosphere and the attitude of the poet into an uninviting overcast, but also centers in on the theme. It illustrates the â€Å"feverish† month of July, oppressed by the summer and heat. Alongside this are the hormones of the child, felt almost within the air. These hormones amplify the effect of the afflicting heat. The air also â€Å"tasted of electricity†, which conveys the anticipation of summer thunderstorms due to the heavy air. However â€Å"electricity† also relates with the hormones to suggest that the child will spark at random times and also that the growth of the child is full of charge, energy and excitement. Further along, the use of the phrase â€Å"a tangible alarm† portrays an almost touchable fear within the air. This fear made the girl â€Å"fractious under the sexy sky. † This expresses to the reader that the girl had many sudden outbursts of anger due to her hormones. These hormones influence her thoughts and are the causes behind the poet using the term â€Å"sexy† to describe the sky. The last line of the poem communicates how this adolescent phase is like a thunderstorm. The thunderstorm represents her feelings of puberty, as she feels as though the whole world is coming down on her, just as in a thunderstorm. The lightning of a thunderstorm also links to the connotations of the â€Å"electricity. † The lightning of the thunderstorm could symbolize the mood swings awaiting the child. The lightning also illustrates the fact that there is an unsettlement within the child, as if an electric current was continually running through her. The rain of a thunderstorm conveys the downpour of gloom upon the child throughout the hard times to come. On an overall view the experience of puberty and growing up is just a phase and in time will pass. Soon the child will be entirely in adulthood. Likewise the thunderstorm is just an unpleasant phase in the sequence of weather and in time shall pass. Before long the sun will overpower such a ghastly occurrence of weather. Overall, â€Å"In Mrs.Tilscher’s Class† by Carol Ann Duffy is a poem which allows the reader to personally identify themselves with the poet. The poem is contrastive between the stanzas and thus the poet is able to isolate the main idea. Two worlds are created expressing the wonders of the classroom, but also illustrating the unconstrained world of the girl’s imagination. Through these two worlds we see signs of the girl growing into a great poet. However the most essential idea of the poem is the theme of growing up and maturing. It is a journey through adolescence: â€Å"You ran through the gates, impatient to be grown. â€Å"

Winners and Losers in the Context of International...

The idea of the game in international development law was coined out of Salomon (2012) ‘s essay. She discusses a situation where there is inequality between the losing states and the winning states. This essay takes it further by applying it to a specific section of society amongst the winning and losing states. In order to create a framework, the thesis of this essay will be understood it is essential to explain the previous and also current relationship between African Elites and Western powers. The African Elites have always been the puppets in which the West uses in controlling the peoples of Africa. This is self-evident during the colonial period. As history has showed, African countries have fallen into one label or the other for†¦show more content†¦This essay doesn’t seek to provide solutions neither does it seek to find a problem where a solution is needed. It just seeks to enlighten on the role of the African elites in the game they are playing and a lso elaborate on the game from the vantage point of the western world In Hemel’s article on Badiou and Ranciere’s work he summarises their articles saying they discuss how there is now a â€Å"form of political agency that emphasizes affirmation instead of postmordern critique.† Nevertheless, here it is not a question of human rights it is more of elites manipulating international development and political opportunism. Extraversion This paragraph shall discuss the concept of Extraversion, as defined in the introduction extraversion feeds of this game of international law mainly between the African Elites and the Western powers. Clapham (1996) a prominent academic in African Politics states that most African states have quasi-statehood, which means they do not have strong internal structures, thus depend on international recognition. Extraversion is quite a crucial theory in understanding this game because it explains for the search of external support by African leaders. Bayart explains extraversion to mean ways in which these African elites have actively participated in a process of creating international relationships that are beneficial to them and keeps the African continent in a dependent position within the globalShow MoreRelatedTurkmenistan Law on Migration Essay611 Words   |  3 Pagesculture, or religion is engaging in migration. As with any trade issue, migration creates complex patterns of winners and losers. Immigrants often provide cheap labor, benefiting the host economy overall, but also compete for jobs with citizen of the host country. In addition of migration, a growing numbers of persons estimated at about more than 700.000 annually- are trafficked across international borders against their will1. They include both sex slaves and labor slaves, with each category includingRead MoreThe Impact Of Labour Flexibility On The International Management Of Human Resources1741 Words   |  7 PagesResearch critically discuss the implications of labour flexibility on the international management of Human Resources. Introduction In order to sustain in the business market and meet the consumer demands, the organizations and the employers of 21st century are required to come up with new methods and unbeatable prices of products and services. Moreover due to the emergence of globalisation, these organizations are bound to apply cost-cutting approach (lower wage approach), which influences theRead MoreEssay The Political Nature of Accounting Standard Setting2004 Words   |  9 Pagesharmonisation to standardisation and what the consequences were are also noteworthy as are the objectives of those involved. INTRODUCTION A look into the development of the current accounting standards opens the eyes to the seemingly invisible forces behind them and the impacts this has had on all stakeholders. There are always winners and losers in a battle for power and self-interests and we will look at what the outcomes for these are. We will also look at the goals of the IASB, AASB and FRC asRead MoreThe World Is Changing And The Environment2069 Words   |  9 Pagesflexibility’. According to Standing (1999), the term can be defined as a rise in new technologies, development of more complex labour control structures, participation of labours throughout the world with the help of globalisation. The more complex definitions and theories of labour flexibility will be discussed later in this essay. I am writing this essay to portray how labour flexibility has given rise to international human resource management and how globalization plays a vital role in the emergence of theRead MoreEssay about Corruption in Politics2511 Words   |  11 Pagesfederal, state or local governments, but specifically warn against taking such gifts—particularly on multiple occasions—when they might be connected to efforts to influence official actions (Solomon, 2011). While perhaps the Senator was within the law in accepting the gifts, certainly it has the appearance of impropriety. In the manual, examples are provided as to what is not acceptable, such as a time when an Oregon lawmaker took gifts for personal use from the president of the South Carolina StateRead MorePolitical Risk Management and Insurance: A Contextual Comparison12751 Words   |  51 PagesPolitical Risk Management and Insurance: A Contextual Comparison [Authors Name] [Institutions Name] Abstract This dissertations presents concept of political risk in the context of Efficient Market Theory (Hypothesis) and State capitalism. The paper explores the link between the three ways of insuring political risk to economic theories. Using case study of a multinational firm the political regime and its effect has been explored on business situations and how it can be managed. PoliticalRead MoreImpact of Globalization on Pakistan Economy8194 Words   |  33 PagesInternational Journal of Business and Social Science Vol. 2 No. 5; [Special Issue -March 2011] Illusive and Regressive Globalization: Issues and Challenges for Pakistan’s Economy Muhammad Iqbal Anjum Assistant Professor International Institute of Islamic Economics, International Islamic University Islamabad, Pakistan E-mail: miqbalanjum@iiu.edu.pk Abstract In a mesmerizing scenario of the aura of glamorous globalization, Pakistan has entered the 21st century with ambivalent presentiment of hopeRead MorePublica Administration in the Age of Globalization in India2055 Words   |  9 Pagesdefine the two terms-â€Å"Globalisation† and â€Å"Public Administration†. I will then discuss the changes that Globalisation has brought about on the Indian Public Administration. Globalisation is the process of international integration arising from the interchange of world views, products, ideas, and other aspects of culture. Globalisation is an umbrella term and is perhaps best understood as a unitary process inclusive of many sub-processes (such as enhanced economicRead MoreThe Field Of Economics And Its Impact On The World s Population2543 Words   |  11 Pages The flow of information and currency spreads faster than we can imagine. International communication has become the norm for many businesses. Globalization is an economic upsurge that has taken over the world. It is safe to say that globalization is here to stay. The truth is, globalization particularly has not been the fairest with every nation. As in everything, there will always be winners and losers; and to the losers, an expanding free market does not always extend all bellies (Bigelow PetersonRead MoreThe Marketing Environment and Consumer Choice Essay2141 Words   |à ‚  9 Pagespolicy, technological shift uncertainties and unanticipated demand (Mills 2008). This paper evaluates the current marketing environment for ZEVs, the variables which influence consumer choice and the barriers to adoption of ZEVs in the Australian context. The current marketing environment for ZEVs such as electric cars and hybrid cars In the wake of global environmental concern, electric and hybrid cars are known to be kinder products to the environment in their bid to limit the emissions especially